4.+Standard-based+Global+Education

My Globalized PASS Standards For Biology I are located below (Oklahoma Priority Academic Student Skills). Science does not have their own Common Core Standards for biology content.

I hacve included some examples of student work that incorporate global education at the bottom of the page.

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Priority Academic Student Skills ** BIOLOGY I HIGH SCHOOL ** 1. Identify qualitative and quantitative changes in cells, organisms, populations, and ecosystems given conditions (e.g., temperature, mass, volume, time, position, length, quantity) before, during, and after an event. This topic is ideally used to explore the consequences of global deforestation in tropical regions. Time is given to understanding the consequences of deforestation on the global scale as well as on local ecosystems. Students can be asked to consider themselves in the role of a sustenance farmer trying to plant crops and feed his/her family. Students evaluate the needs of local peoples and the subsequent consequences. 2. Use appropriate tools with accuracy and precision (e.g., microscope, pipette, metric ruler, graduated cylinder, thermometer, balance, stopwatch) when measuring cells, organisms, populations, and ecosystems. 3. Use appropriate International System of Units (SI) (i.e., grams, meters, liters, degrees Celsius, and seconds) and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects and/or events. Students understand that SI system is used worldwide to allow accurate communication between scientists of all cultures. 1. Using observable properties, place cells, organisms, and/or events into a biological classification system (e.g., dichotomous keys, taxonomy charts, cladograms). 2. Identify the properties by which a biological classification system is based. Students explore historical origins of classification system and the cultures from which they arose. From Aristotle, to Linnaeus and modern cladograms. Different cultural perspective led to each system. 1. Evaluate the design of a biology laboratory experiment. 2. Identify the independent variables, dependent variables, controlled variables, and control set-up in an experiment. 3. Use mathematics to show relationships within a given set of observations (e.g., population studies, biomass, probability). 4. Identify a hypothesis for a given problem in biology investigations. 5. Recognize potential hazards and practice safety procedures in all biology activities. 1. Select appropriate predictions based on previously observed patterns of evidence. *2. Report and display data using appropriate-technology and other media. 3. Interpret data tables, line, bar, trend, and/or circle graphs from existing science research or student experiments. 4. Determine if results of biological science investigations support or do not support hypotheses. 5. Evaluate experimental data to draw the conclusion that is best supported by the evidence. *6. Routinely prepare a written report describing the sequence, results, and interpretation of a biological investigation or event. a. Establish and maintain a formal style and objective tone. b. When appropriate or possible, utilize technology to produce, publish, or revise writing products. c. Gather relevant information from multiple authoritative print and digital sources and follow a standard format for citation, avoiding plagiarism. *7. Communicate or defend scientific thinking that results in conclusions. a. Read, comprehend, and present evidence from a range of sources (e.g., texts, experiments, or simulations) to support conclusions. b. Recognize bias in observation/research. 8. Identify and/or create an appropriate graph or chart from collected data, tables, or written description (e.g., population studies, plant growth, heart rate). a. Translate quantitative information expressed in words into visual form (e.g., a table or chart). b. Translate information expressed visually or mathematically (e.g., a table, chart or equation) into words. Process standard 4 is vital to interacting within a scientific contest in a global society. Students are asked to look at journal articles and identify the authors original country of birth, where they attended undergraduate and graduate school, and where they are currently doing research. They also identify the same information about collaborators on the paper. This makes students aware of the global nature of science and the need to communicate in a standardized, peer reviewed way. Without these globally recognized standards of research scientists are unable to communicate in a meaningful way. Students are introduced to the concept of sub-cultures. Beginning with the fimilear, I would ask students to identify groups or, (sub-cultures) within the school. We would then explore the scientific community as a sub-culture. An excellent example of this is the LHC, (Large Hadron Collider) which straddles two countries and routinely hosts researchers from across the globe. Because of their shared scientific culture they are able to interact and conduct research successfully. 1. Interpret a biological model, which explains a given set of observations. 2. Select predictions based on models (e.g., pedigrees, life cycles), and when appropriate, apply mathematical reasoning to make accurate predictions. The use of mathematics eliminates confusion in global collaborations and communication. It largely eliminates the confusion that can sometimes result when people of different backgrounds communicate. *3. Compare a given model to the living world. *1. Ask a scientific question, formulate a testable hypothesis, and design an appropriate experiment relating to the living world. *2. Design and conduct biological investigations in which variables are identified and controlled. *3. Use a variety of technologies (e.g., probes, handheld digital devices, electrophoresis equipment, digital cameras, software, calculators, digital balances, microscopes, measuring instruments, and computers) to collect, analyze and display data. *4. Inquiries should lead to the formulation of explanations or models (physical, conceptual, and mathematical). In answering questions, students should engage in research and discussions (based on scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry.
 * Areas of **** Green **** text are the notes I added with regards to global education connections. The rest of this material was taken directly from the Oklahoma State Department of Educations web Page located at **** [] **
 * Standards for Inquiry and the Biological Sciences **
 * SCIENCE PROCESSES AND INQUIRY **
 * Process Standard 1: Observe and Measure – Observing is the first action taken by the learner to acquire new information about an organism or event. Opportunities for observation are developed through the use of a variety of scientific tools, allowing the student to distinguish between observation and inference. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard. **
 * Process Standard 2: Classify – Classifying establishes order. Organisms and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. **
 * Process Standard 3: Experimental Design – Understanding experimental design requires that students recognize the components of a valid experiment. The student will accomplish these objectives to meet this process standard. ** Priority
 * Process Standard 4: Interpret and communicate – Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. **
 * Process Standard 5: Model – Modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. The student will accomplish these objectives to meet this process standard. **
 * Process Standard 6: Inquiry – Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur students must have the opportunity to make observation, pose questions, formulate testable hypotheses, carry out experiments, and make conclusions based on evidence. The student will accomplish these objectives to meet this process standard. **

1. Cells are composed of a variety of structures such as the nucleus, cell/plasma membrane, cell wall, cytoplasm, ribosomes, mitochondria, and chloroplasts. a. The cell/plasma membrane functions (i.e., active transport, passive transport, diffusion, osmosis, and surface area to volume ratio) to maintain homeostasis. b. Differentiate among hypotonic, hypertonic, and isotonic conditions. c. Compare and contrast prokaryotic and eukaryotic cells. 2. In multicellular organisms, cells have levels of organization (i.e., cells, tissues, organs, organ systems, organisms). 3. Specialized cells enable organisms to monitor what is going on in the world around them (e.g., detect light, sound, specific chemicals, gravity, plant tropism, sense organs, homeostasis). 1. Cells function according to the information contained in the master code of DNA (i.e., cell cycle, DNA replication and transcription). Transfer RNA and protein synthesis will be taught in life science courses with rigor greater than Biology I. 2. A sorting and recombination of genes during sexual reproduction results in a great variety of possible gene combinations from the offspring of any two parents (i.e., Punnett squares and pedigrees). Students will understand concepts in a single trait cross (e.g., alleles, dominant trait, recessive trait, phenotype, genotype, homozygous, heterozygous, incomplete dominance, and sex-linked traits). The Human Genome Project is an interesting and engaging introduction to how global the search for knowledge about DNA is today. At least 18 countries were involved in the initial sequencing effort. Today all countries have benefited from the knowledge gained by this global initiative. Of significance are innovations in health care resulting from increased knowledge of human genetics. It time allows this can be an excellent student project the researches the benefits realized as a result of the Human Genome Project. I would have students choose a rage of nations based on economic and cultural variation. This would enable student to realize the global importance of such research to themselves, and to humans across the globe. 1. Different species might look dissimilar, but the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry (e.g., homologous and analogous structures, embryology, fossil record, genetic data). 2. Characteristics of populations change through the mechanism of natural selection. These biological adaptations, including changes in structures, behaviors, and/or physiology, may enhance or limit survival and reproductive success within a particular environment. 3. Broad patterns of behavior exhibited by animals have changed over time to ensure reproductive success. Responses to external stimuli can result from interactions with the organism’s own species and others, as well as environmental changes; these responses can be either innate or learned. Students are guided to attain an appreciation of the impact of humans on global populations of species. How will human activity affect the elocution of species in the millennia to come? Does the human race have a global responsibility to control their impacts on other species? What can individuals (the students) do to limit their impact on the environment Promotes social responsibility with knowledge of consequences of a consumptionalism society. 1. Organisms both cooperate and compete in ecosystems (e.g., symbiotic relationships). 2. Living organisms have the capacity to produce populations of infinite size, but environments and resources limit population size (e.g., carrying capacity, limiting factors, ecological succession). 1. The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism (i.e., photosynthesis and cellular respiration). 2. As matter and energy flow through different levels of organization of living systems and between living systems and the physical environment, chemical elements are recombined in different ways by different structures. Matter and energy are conserved in each change (i.e., water cycle, carbon cycle, nitrogen cycle, food webs, and energy pyramids). 3. Matter on earth cycles among the living (biotic) and nonliving (abiotic) components of the biosphere. Students look up the consumption of natural resources of industrialized and non-industrialized nations. They are then asked about the cultural differences with a focus on the different standards of living across nations. Leading questions may include: Which countries consume the largest portion of natural resources (timber, fossil fuels, etc) per capita? Which countries produce the highest carbon dioxide emissions? Is there a correlation between this consumption/pollution and economic standing? What is their, (as an individual, as a nation, as a global citizen) responsibility in regards to natural resources and pollution? How do the decisions of other nations affect global carbon emissions?
 * Standard 1: The Cell – Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: **
 * Standard 2: The Molecular Basis of Heredity – DNA determines the characteristics of organisms. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: **
 * Standard 3: Biological Diversity – Diversity of species is developed through gradual processes over many generations. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: **
 * Standard 4: The Interdependence of Organisms – Interdependence of organisms in an environment includes the interrelationships and interactions between and among organisms. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: **
 * Standard 5: Matter, Energy, and Organization in Living Systems – Living systems require a continuous input of energy to maintain their chemical and physical organizations. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: **

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Student work example from Astronomy

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