Standard-based Global Education and Science

Standard
Integration of global
education in to standard
Educating for Global
Competence:
Investigate the
world
Recognize
perspectives
Communicate
ideas
Take action
Specific lesson plan modifications Informal outcome
assessment
SII, SIII, 9-12BII:
Characteristics
and Evolution of
the Earth:
4. Understand the
changes in the
Earths past and
the investigative
methods used to
determine
geologic time,
including
*rock sequences,
relative dating,
fossil correlation
and radiometric
dating.
*Geologic time
scales, historic
changes in life
forms and the
evidence for
absolute ages
(radiometric
methods, tree
rings,
paleomagnetism).

(Asia)
Investigate the world: Use
a variety of domestic and
international sources to
identify and weigh relevant
scientific evidence to
address globally significant
researchable questions.

Communicate Ideas: Reflect
on how effective
communication affects
scientific understanding and
international collaboration
in an interdependent world
Addition of research happening in
other countries to do with
radiometric dating, tree rings or
paleomagnetism.

Why: to expand students
understanding of what is
happening in education
institutions around the world; to
realize that researchers from
different countries collaborate and
share learning and ideas;
Students will be able
to comprehend a
scientific paper and/or
web-based research
information and
locate on a map
where the researcher
is based (educational
institution) and where
the research is being
conducted. Students
will be able to
summarize the
research that is
happening.
SII, SIII, 9-12 BM
II: Examine the
scientific theories
of the origin,
structure, energy,
and evolution of
Earth and its
atmosphere, and
their
interconnections.
7..Describe
(Asia Society, p106)
Investigate the world:
Interpret and apply the
results of a scientific inquiry
to develop and defend an
argument that considers
multiple perspectives about
a globally significant issue.

Take Action: Reflect on how
scientific knowledge and
Make time within the lessons
about earthquakes to examine
more in depth the effects on Haiti
and/or Japan.

Research what has been done and
what still needs to be done in Haiti
http://www.worldvision.org/conte
nt.nsf/pages/haiti-
relief?Open=&campaign=2090190

Students will research
online sources and
communicate with
their peers about the
current status of areas
hit by earthquakes.
Students will evaluate
quality of the source,
determine the
viewpoints (and
possibly conflicting
convection as the
mechanism for
moving heat
energy from deep
within Earth to
the surface and
discuss how this
process results in
plate tectonics,
including:
*geological
manifestations
(e.g.,
earthquakes,
volcanoes,
mountain
building) that
occur at plate
boundaries
*impact of plate
motions on
societies and the
environment
(e.g.,
earthquakes,
volcanoes)
skills contribute to their
capacity to advocate for
improvement locally,
regionally or globally.

Communicate ideas: Select
and use appropriate
technology and media to
communicate about science
and share data (with
experts and peers around
the world)
Research the ongoing effects of
events that happened in 2010 and
2011, including the Fukishima
powerplant crisis.
http://www.aljazeera.com/news/a
sia-pacific/2013/10/fukushima-
overwhelmed-with-radioactive-
water-
2013102131015957598.html

Why: Students show concern for
these large scale disasters but
often they are forgotten about
after the media reduces its
information about them. It is
important for people to realize
that often there is not an end to
the crisis.
views). On an
individual level,
students may choose
to take further action.
SII, SIII, 9-12 BM
II: Examine the
scientific theories
of the origin,
structure, energy,
and evolution of
Earth and its
atmosphere, and
their
interconnections.
Geochemical
Cycles
9..Know that
Earths system
contains a fixed
amount of natural
resources that
cycle among land,
water, the
atmosphere, and
living things (e.g.,
carbon and
nitrogen cycles,
rock cycle, water
cycle, ground
water, aquifers).
Asia Society:
Investigate the world:
Use a variety of domestic
and international sources to
identify and weigh relevant
scientific evidence to
address globally significant
researchable questions.

Investigate the world:
Design and conduct a
scientific inquiry to collect
and analyze data, construct
plausible and coherent
conclusions, and/or raise
questions for further
globally significant study.

Take action: Assess options,
plan actions and design
solutions based on scientific
evidence and the potential
for impact, taking in to
account previous
approaches, varied
perspectives and potential
When looking at the Rio Grande
Rift, examine water quality and
access in Albuquerque and make
comparisons to other areas of the
world (yet to be determined).
Include learning on population
dynamics, policies put in place
that affect water access, and the
geology that determines whether
water is stored and accessible in
the first place.
Ex: Aral sea
Kazakhstan,Uzbekistan
Ex: Lake Chad
Ex: Lake Mead/Powell
Students will examine
and compare and
contrast data to show
water usage in these
areas and be able to
communicate reasons
for the water decline.
Students will examine
the issue from
multiple perspectives.
consequences.
SII, SIII, 9-12 BM
II: Examine the
scientific theories
of the origin,
structure, energy,
and evolution of
Earth and its
atmosphere, and
their
interconnections.
Geochemical
Cycles
10..Describe the
composition and
structure of
Earths materials,
including:
*the major rock
types (i.e.,
sedimentary,
igneous,
metamorphic) and
their formation
*natural
resources (e.g.,
minerals,
petroleum) and
their formation.

Recognize perspectives:
Recognize and express their
own perspective on
situation, events, issues or
phenomena and determine
how that perspective along
with their entire
understanding of the world
is influenced by science

Investigate the world:
Interpret and apply the
results of a scientific inquiry
to develop and defend and
argument that considers
multiple perspectives about
a globally significant issues.
In the mineral and natural
resources unit, examine mining
issues that are faced by
communities. Perhaps compare
and contrast New Mexico mining
issues with those in other places.
Examine the impacts of mining on
a community both economically
and ecologically as well as health
perspectives. Examine how our
lifestyles dictate the amount of
natural resources that we use.
Students can examine how the
mining industry has changed over
time and how multinational
corporations are accessing natural
resources all over the world, and
the outcomes of these endeavors.

WHY: NM is a big mining state and
a lot of the oil and gas revenue
funds our public schools. Many
people are employed directly and
indirectly in the mining industry.
This is something we share with
many communities around the
world.
Students will be able
to argue the case
based on a particular
perspective. Students
will list pros and cons
of mining in an area
and evaluate the
economic and
ecological impact on a
community and
decide whether they
would support the
mining or not.
Students would
examine their own
lifestyle and be able to
link resources with
objects they use on a
daily basis.
S1, S1, 9-12 BM1:
Use acceptable
scientific methods
to collect, analyze,
and interpret data
and observations
and to design and
conduct scientific
investigations and
communicate
results.
3. Use
appropriate
technologies to
collect, analyze
and communicate
scientific data.
Recognize perspectives:
Examine scientific ways of
knowing and perspectives
about science of other
people, groups and schools
of thought, and identify the
influences on those
perspectives.

Communicate Ideas:
recognize and express how
diverse audiences many
interpret differently and/or
make different assumptions
based on the same scientific
information and how that
affects communication and
collaboration.
I am not quite sure how and
where to integrate this, but I think
it can happen within many lesson
plans that are mentioned above. I
would like to find specific
examples within the realm of
geology where data has been used
by different sides to argue their
case or where, simply, different
places based on their culture have
different perspectives and that
affects communication and
collaboration. This area needs
more thought.
Students show
accurate analysis of
the data and can
recognize how it has
been used to promote
a cause.

Students can show
through writing and
discussion that issues
are not black and
white.