Globalizing Utah State Science Standards
As part of my learning about global education, I decided to take a look at some of the Utah State Science Standards and see how they included global components. I found that there are no real clear global components included in any of the Science Standards. I decided to evaluate three Science Standards to see how I could adjust and add in global components and still stay true to the intent of the standard. Below you will find the original standard and also the changes that could be made to make it more globally inclusive and assessments that can be used to evaluate each standard and objective. This can be done in any discipline.
1. Utah State Earth Science Standard 5: Students will understand how Earth science interacts with society.
2. Students will investigate and recognize how natural hazards pose ricks to humans.
Students will investigate and recognize their dependence on global resources.
3. Most of the modifications that I have made come from the book “Educating for global competence” published by the Asia society. There is a matrix on page 106 that I used to be change the focus of the standard from understanding to investigate and recognize. I also included specific areas of human interaction for students to investigate.
4. The summative assessment should probably stay the same that is the core test that is given at the end of the class. Formative assessments that could be used to evaluate this standard: Graphic organizers, formal presentation to the class, and an outline describing the impacts on humans and the environment.
2. Students will investigate and recognize how natural hazards pose ricks to humans.
Students will investigate and recognize their dependence on global resources.
3. Most of the modifications that I have made come from the book “Educating for global competence” published by the Asia society. There is a matrix on page 106 that I used to be change the focus of the standard from understanding to investigate and recognize. I also included specific areas of human interaction for students to investigate.
4. The summative assessment should probably stay the same that is the core test that is given at the end of the class. Formative assessments that could be used to evaluate this standard: Graphic organizers, formal presentation to the class, and an outline describing the impacts on humans and the environment.
- Utah State Biology STANDARD 1: Students will understand that living organisms interact with one another and their environment.
- Students will investigate and research ho living organisms interact globally with one another and their environment. Students will cite global benefits and drawbacks to each interactions.
- Most of the modifications that I have made come from the book “Educating for global competence” published by the Asia society. There is a matrix on page 106 that I used to be change the focus of the standard from understanding to investigate and research. I also included specific benefits and drawbacks that each interaction will have.
- The summative assessment should probably stay the same that is the core test that is given at the end of the class. Formative assessments that could be used to evaluate this standard: Graphic organizers or formal presentation to the class about one of the interaction areas.
- Utah State Biology STANDARD 5: Students will understand that biological diversity is a result of evolutionary processes.
- Students will investigate global biodiversity and share their results of the evolutionary process. Students will collaborate how human impact on the evolution of organisms can be minimized over time.
- Most of the modifications that I have made come from the book “Educating for global competence” published by the Asia society. There is a matrix on page 106 that I used to be change the focus of the standard from understanding to investigate and research. I also included specific evolutionary impacts on biological life.
- The summative assessment should probably stay the same that is the core test that is given at the end of the class. Formative assessments that could be used to evaluate this standard: Formal presentation to the class, writing a blog about human impacts and an outline describing the impacts on humans on the evolutionary process.