An example how RRI can be integrated into your classroom

You introduce the use of nanotechnology in the food industry to your pupils. In order to provoke their curiosity and to engage them with this new topic, show them a short video about the potential future role of nanotechnology in the food and nutrition sector, “What’s the Future Like: Nano-Foods” at https://www.youtube.com/watch?v=6T7Fm7tzM3s. 

A moderated debate can be a very useful pedagogical tool for raising awareness of the relevance of the technology and can stimulate the process of creating scientific hypotheses.

Group discussion 1. Pair up your pupils in groups and let them discuss their personal experience with nanotechnology. Do you know where else nanotechnology can be found? Where do you already use nanotechnology? After the discussion the pupils present their ideas and concepts in class. 

At the end of the inquiry activity, the pupils should be able to understand and communicate their findings. In regards to rri this means, that they are able to reflect on the consequences and ethical implications of technologies. They learn how to form their own opinion.

Group discussion 2. At the end of the inquiry activity, pair up our pupils again and let one group discuss the consequences of the use of nanotechnology in the food industry by raising the following questions: How can nanotechnology modify the way we deal with food? What is its global meaning (world nutrition)?

Group discussion 3. The second group focuses on the ethical aspects of nanotechnology. What are the health risks associated with nano-food? Who do you think benefits the most from this technology? Under which conditions should nanotechnology be used in the food sector?

 The pupils then present their conclusions and concerns in class. 

For more examples on how to incorporate rri issues into lessons, see Deliverable 4.1.