CO2 Trend for Mauna Loa
CO2 Trend for Mauna Loa


CCSS and State Resources


Check out units available in Real World Math

Green Magnet Standards

Sustainability. Environment, Society, Economics, Personal Development.

MATH. Students use mathematics to describe nature’s and society’s systems.


REal World Math units available digitally:



DRAFTS of UbD Math Units



Greenhouse_measuring.png

Green Magnet student measures while building the school's greenhouse.

Global competency matrix. Students use math to: Investigate the World; Recognize Perspectives, Communicate Ideas, Take Action
global issue area of our time, such as:


Environmental Sustainability

• Population Growth and Transition

• Economic Development

• Global Conflict and Cooperation

• Health and Human Development

• Human Rights

• Cultural Identity and Diversity

• Media and Technology




Investigate the World
Recognize Perspectives
Communicate Ideas
Take Action
Students investigate the world beyond their immediate environment.
Students recognize their own and others’ perspective.
Students communicate their ideas effectively with diverse audiences.
Students translate their ideas and findings into appropriate actions to improve conditions.
Students can:

• Generate and explain the significance of locally, regionally or globally focused researchable questions.


• Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages.


• Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems.


• Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions.
Students can:

• Recognize and articulate one’s own perspective on situations, events, issues or phenomena and identify the influences on that perspective.


• Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives.


• Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena.


• Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives.
Students can:

• Recognize that diverse audiences may perceive different meanings from the same information.

• Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences.

• Explain how effective communication impacts understanding and collaboration in an interdependent world.

• Select and effectively use appropriate technology and media to communicate with diverse audiences.
Students can:

• Recognize one’s capacity to advocate for and contribute to improvement locally, regionally, or globally.


• Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference.


• Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others.


• Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively.