Below are examples of five Florida State Standards that have modifications suggestions for making them more global
Strand 1:
SC.912.L.17.11: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. (Florida Sunshine State Standard; Ecology Course Curriculum)
- You could examine how countries around the world get energy. Compare percentages for various countries on use of coal, oil, methane, nuclear and then various renewable resources for energy needs (For example: Iceland: geothermal France: nuclear Brazil: ethanol). Compare carbon footprints for different countries including having students calculate their own and compare it to the global average.
- Instead of focusing only on the United States’ use of renewable and nonrenewable, have students compare different countries and analyze carbon footprints of citizens around the globe. Students can even take carbon footprint quizzes online to see what theirs is and what they can do to minimize it or offset it. This would target the following three global competencies: investigating the world, communicating ideas and taking action.
- Students select a country to investigate and then create a presentation to analyze how that country obtains energy and compare it to the US, or students could design and build a model of a “green” house as it would typically be built in a certain country. This could include description and prices of items such as cars, appliances, paint, furniture, heating/cooling, etc…Another option could be to have students create a children’s book comparing various renewable and nonrenewable resources from the perspective of a teenager in another country.
Strand 2:
SC.912.L.17.8: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. (Florida Sunshine State Standard; Ecology Course Curriculum)
- Instead of focusing only on invasive species here in Florida, broaden this to investigate invasive species around the world and how human migration may or may not have played a role in moving invasives.
- To target competencies 1, 3 and 4 (investigate the world, communicate ideas and take action) students can select from a list of invasive species found around the globe. Have students research where the species is native to, how the population of that species is doing in its native environment (ironically many are endangered in their home habitats), how it was introduced/entered the new environment, analyze the impact it is having in its new environment, and lastly solutions or how locations are dealing with this invasive including what people can do to help.
- Students will create and present their information in one of the following ways: 1. Make an informative pamphlet or flier to be handed out to the public in the area 2. Create and publish an infomercial on Youtube educating the public about their selected invasive 3. Create and present a song or poem on their invasive
Strand 3:
SC.912.L.17.16: Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution. (Florida Sunshine State Standard; Ecology Course Curriculum)
- Provide students with a list of organizations from around the globe that focus on a particular environmental issue. Have students pick one of these nonprofit organizations and research their causes/efforts and ways to actively be involved with helping this organization (volunteering, fundraising, etc..)
- Students will select a nonprofit organization to research. They will research where the organization is located/active, describe some causes the organization is actively involved with and list ways students can be involved. Students will need to address the environmental problem as well as how the organization is working to remedy it. School clubs related to the issues (Environmental, Beautification Club, Amnesty, etc..) can get involved and students can participate in fund raisers to help the organization or lead volunteer efforts. This would target the following three global competencies: investigate your world, communicate and take action.
- Have students create posters to advertise their selected organization. Posters will be displayed around campus after being presented in class. In addition to information about the history and involvement of the organization, a list of ways students can get active or help will be included. Find current events articles from online periodicals or websites related to your organization and/or the organization’s cause.
Strand 4:
SC.912.N.1.4 Identify sources of information, and assess their reliability according to the strict standards of scientific investigation.
- Students could compare different websites from around the world on that cover environmental topics and evaluate using the scientific method whether the sources are reliable and useful from a scientific perspective
- Students could compare one scientific current event/topic between different countries/cultures to see how the perspective changes and to see if reliability and accuracy changes
Strand 5:
SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
- Have students compare pseudosciences across the globe (providing them with different examples and asking them to come up with some of their own). Have them evaluate what makes each not an example of science
- Give student a list of world topics some science some not science and some pseudoscience. Have students work collaboratively to manipulate each into one of two labeled groups (science and not science) and justify why they moved it there. Introduce them to new world topics from other cultures and provide technology (laptops/computers) so students are able to research unknowns before deciding
You can also tie global education into Common Core standards:
Reading:
(Scientific literacy is dependent upon reading. Participation in this program will broaden the literacy knowledge of me and my students to hopefully lead to richer scientific literacy on a global level. Students will see how their peers in other schools both nationally and internationally work to pull central ideas from text (ex: peer reviewed journals, articles, non fiction, video, etc..) and to correctly cite that text as well as how the scientific method is universal and why that is. Working cooperatively on a scientific experiment and comparing findings outside of the school will enrich student’s learning and give them an idea of how real science is practiced outside of a school setting. Working to pass language barriers will occur with the use of symbols and analyzing commonalities across cultures.)
Key Ideas and Details:
- CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-Literacy.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
- CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
- CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
- CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Craft and Structure:
- CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
- CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
- CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
- CCSS.ELA-Literacy.RST.9-10.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
- CCSS.ELA-Literacy.RST.11-12.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
Integration of Knowledge and Ideas:
- CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
- CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
- CCSS.ELA-Literacy.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
- CCSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
- CCSS.ELA-Literacy.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
- CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Math:
(Students will be comparing the universal language of scientific measurement, symbols and formulas and see first hand why that universality is so important for working across language barriers. Students will see the importance and usefulness of visuals such as data tables, charts and graphs in communicating science ideas.)
- MACC.912.N-Q.1.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
- MACC.912.N-Q.1.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
- MACC.912.F-IF.3.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
Writing:
(Students will be correctly citing sources, both print and digital for a variety of science topics for both papers and presentations, visiting other schools and participating in conferences will expand the pool of resources and help student assess the usefulness of sources as well as evaluate their validity. Students will collaborate with students in other schools (both nationally and abroad) to work cooperatively on research projects and/or to share findings to accurately reflect how scientists work cooperatively to solve global scientific problems. Students will broaden source pools to include work from scientists abroad. Students will compare how scientific procedures are written and carried out across countries and work on non verbal cues to aid in procedure. Students will work to take into account other perspectives than their own when presenting research or an argument. Students will have to work cooperatively to write written argumentative proposals and will draw from international sources in creating their proposal.)
Text Types and Purposes:
- CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
- CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
- CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
- CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
Production and Distribution of Writing:
- CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
- CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation
- CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Strand 1:
SC.912.L.17.11: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. (Florida Sunshine State Standard; Ecology Course Curriculum)
- You could examine how countries around the world get energy. Compare percentages for various countries on use of coal, oil, methane, nuclear and then various renewable resources for energy needs (For example: Iceland: geothermal France: nuclear Brazil: ethanol). Compare carbon footprints for different countries including having students calculate their own and compare it to the global average.
- Instead of focusing only on the United States’ use of renewable and nonrenewable, have students compare different countries and analyze carbon footprints of citizens around the globe. Students can even take carbon footprint quizzes online to see what theirs is and what they can do to minimize it or offset it. This would target the following three global competencies: investigating the world, communicating ideas and taking action.
- Students select a country to investigate and then create a presentation to analyze how that country obtains energy and compare it to the US, or students could design and build a model of a “green” house as it would typically be built in a certain country. This could include description and prices of items such as cars, appliances, paint, furniture, heating/cooling, etc…Another option could be to have students create a children’s book comparing various renewable and nonrenewable resources from the perspective of a teenager in another country.
Strand 2:
SC.912.L.17.8: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. (Florida Sunshine State Standard; Ecology Course Curriculum)
- Instead of focusing only on invasive species here in Florida, broaden this to investigate invasive species around the world and how human migration may or may not have played a role in moving invasives.
- To target competencies 1, 3 and 4 (investigate the world, communicate ideas and take action) students can select from a list of invasive species found around the globe. Have students research where the species is native to, how the population of that species is doing in its native environment (ironically many are endangered in their home habitats), how it was introduced/entered the new environment, analyze the impact it is having in its new environment, and lastly solutions or how locations are dealing with this invasive including what people can do to help.
- Students will create and present their information in one of the following ways: 1. Make an informative pamphlet or flier to be handed out to the public in the area 2. Create and publish an infomercial on Youtube educating the public about their selected invasive 3. Create and present a song or poem on their invasive
Strand 3:
SC.912.L.17.16: Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution. (Florida Sunshine State Standard; Ecology Course Curriculum)
- Provide students with a list of organizations from around the globe that focus on a particular environmental issue. Have students pick one of these nonprofit organizations and research their causes/efforts and ways to actively be involved with helping this organization (volunteering, fundraising, etc..)
- Students will select a nonprofit organization to research. They will research where the organization is located/active, describe some causes the organization is actively involved with and list ways students can be involved. Students will need to address the environmental problem as well as how the organization is working to remedy it. School clubs related to the issues (Environmental, Beautification Club, Amnesty, etc..) can get involved and students can participate in fund raisers to help the organization or lead volunteer efforts. This would target the following three global competencies: investigate your world, communicate and take action.
- Have students create posters to advertise their selected organization. Posters will be displayed around campus after being presented in class. In addition to information about the history and involvement of the organization, a list of ways students can get active or help will be included. Find current events articles from online periodicals or websites related to your organization and/or the organization’s cause.
Strand 4:
SC.912.N.1.4 Identify sources of information, and assess their reliability according to the strict standards of scientific investigation.
- Students could compare different websites from around the world on that cover environmental topics and evaluate using the scientific method whether the sources are reliable and useful from a scientific perspective
- Students could compare one scientific current event/topic between different countries/cultures to see how the perspective changes and to see if reliability and accuracy changes
Strand 5:
SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
- Have students compare pseudosciences across the globe (providing them with different examples and asking them to come up with some of their own). Have them evaluate what makes each not an example of science
- Give student a list of world topics some science some not science and some pseudoscience. Have students work collaboratively to manipulate each into one of two labeled groups (science and not science) and justify why they moved it there. Introduce them to new world topics from other cultures and provide technology (laptops/computers) so students are able to research unknowns before deciding
You can also tie global education into Common Core standards:
Reading:
(Scientific literacy is dependent upon reading. Participation in this program will broaden the literacy knowledge of me and my students to hopefully lead to richer scientific literacy on a global level. Students will see how their peers in other schools both nationally and internationally work to pull central ideas from text (ex: peer reviewed journals, articles, non fiction, video, etc..) and to correctly cite that text as well as how the scientific method is universal and why that is. Working cooperatively on a scientific experiment and comparing findings outside of the school will enrich student’s learning and give them an idea of how real science is practiced outside of a school setting. Working to pass language barriers will occur with the use of symbols and analyzing commonalities across cultures.)
Key Ideas and Details:
- CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-Literacy.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
- CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
- CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
- CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Craft and Structure:
- CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
- CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
- CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
- CCSS.ELA-Literacy.RST.9-10.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
- CCSS.ELA-Literacy.RST.11-12.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
Integration of Knowledge and Ideas:
- CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
- CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
- CCSS.ELA-Literacy.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
- CCSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
- CCSS.ELA-Literacy.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
- CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Math:
(Students will be comparing the universal language of scientific measurement, symbols and formulas and see first hand why that universality is so important for working across language barriers. Students will see the importance and usefulness of visuals such as data tables, charts and graphs in communicating science ideas.)
- MACC.912.N-Q.1.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
- MACC.912.N-Q.1.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
- MACC.912.F-IF.3.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
Writing:
(Students will be correctly citing sources, both print and digital for a variety of science topics for both papers and presentations, visiting other schools and participating in conferences will expand the pool of resources and help student assess the usefulness of sources as well as evaluate their validity. Students will collaborate with students in other schools (both nationally and abroad) to work cooperatively on research projects and/or to share findings to accurately reflect how scientists work cooperatively to solve global scientific problems. Students will broaden source pools to include work from scientists abroad. Students will compare how scientific procedures are written and carried out across countries and work on non verbal cues to aid in procedure. Students will work to take into account other perspectives than their own when presenting research or an argument. Students will have to work cooperatively to write written argumentative proposals and will draw from international sources in creating their proposal.)
Text Types and Purposes:
- CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
- CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
- CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
- CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
Production and Distribution of Writing:
- CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
- CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation
- CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.