The Common Core Standards have been adopted by Illinois as the State Standards. Global Educational Competencies tie in well with the Common Core Standards. Here are a few resources explaining this in greater detail

What's Global About the Common Core Standards?

Common Core's Role in Building Global Competencies

Why We Need Competency Based Education

Common Core and More

Global Performance Outcomes and Common Core Alignment with Math Standards

Global Performance Outcomes and Common Core Alignment with English/Language Arts Standards

Here are two examples of Science standards that have been adapted for a globalized curriculum.

Both of these standards are from the Next Generation Science Standards which are the new science standards that go with the Common Core. They are both standards for the Physical Sciences within the “Matter and Its Interactions” disciplinary core idea. Reference: http://www.nextgenscience.org/hsps1-matter-interactions

Standard One

HS-PS1-1.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.]

  • Integration of Global Education

§  Students will investigate the properties of elements to determine why certain materials are used in computer hardware and cell phone batteries

§  Students will analyze the data for market growth of products that use these elements in the last fifteen years

§  Student will analyze data to see how mining practices have changed globally to accommodate the demand

§  Students will do case studies of certain countries to see how the economies of these countries have changed because of this demand

  • Specific Lesson Plan Modifications

§  In their specified lab groups, students will select a metal and do research to find

o   The chemical and physical properties of the element that make it ideal for the task

o   The change in the market growth of the element in the last fifteen years

o   Where these elements are mined and data for how the demand has changed in the last fifteen years

§  Students will select a country where the material is mined to do a case study of how the economy and culture of the country have changed in the last fifteen years with the changes in mining.

Students will assess how consumption patterns affect global economies

  • Informal Outcome Assessments

§  Students can do a multimedia presentation (video/images/sound/news clips) about the findings regarding their case study countries

Class discussions weighing the effect of consumption patterns on the economies, resources and cultures of other countries

Standard Two

HS-PS1-4.

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.]

  • Integration of Global Education

§  Students will know and understand how biological systems are fueled by chemical energy from chemical reactions

§  Students will relate chemical energy to food consumption

§  Students will examine food consumption patterns from around the world

Students will investigate how these patterns have changed as economies have changed in the last twenty years

  • Specific Lesson Plan Modifications

§  In groups, students will select a country and research the

o   Type and amount of food consumed on average

o   How this food is related to the geography and availability (i.e is it all local or imported)

§  Students will relate food consumption patterns to the type of economy

§  Students will examine the spiritual and cultural significance of food in the country

§  Students will investigate if food preferences and patterns have changed in the last twenty years.

  • Informal Outcome Assessments

§  Students can create posters of the daily food consumption patterns of their countries. It can consist of large images and short descriptions explanation. The posters can be displayed in a gallery fashion in the school hallways so the school population can see them.

§  Class discussions can be held so that students can analyze the relationship of food consumption to culture and changing economies

§  Since we have a fairly diverse student population, students could bring a dish to pass representing their own ethnic food and we could have a meal as a class.