21st Century Skills State Board 2-1-1611F377ECC32

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Essential Concepts and Skill Sets of the Iowa Core Curriculum

21 st Century SkillsGrades K - 8

Introduction

Each Iowa student must graduate with the 21 st century skills necessary for aproductive and satisfying life in a global knowledge-based environment.Descriptions of the new global reality are plentiful and the need for new 21 st century skills in an increasingly complex environment is well documented. In oneform or another authors cite !1" the globali#ation of economics$ !2" the explosionof scientific and technological knowledge$ !%" the increasingly internationaldimensions of the issues we face !i.e. global warming and pandemic diseases"$and !&" changing demographics as the ma'or trends that have resulted in a futureworld much different from the one that many of us faced when we graduatedfrom high school !(riedman 2))* and +tewart 2)),". he trends are very clearthat each Iowa student will need essential 21 st century skills to lead satisfyinglives in this current reality.

s /en /ay president of the Partnership for 21 st Century Skills stated the 21 st century skills set 0is the ticket to economic upward mobility in the new economy! ewert# 2)),". 3ur world economy has evolved from an industrial era to aninformation era and is now on the way to the creativity era while at the sametime our schools are stagnant in the industrial model. he 21 st century skills arekey elements in supporting our youth not only in surviving but excelling in thenew global environment.

0It is a world in which comfort with ideas and abstractions is thepassport to a good 'ob in which creativity and innovation are thekeys to the good life in which high levels of education 4 a verydifferent kind of education than most of us have had 4 are goingto be the only security there is.

-New Commission on the Skills of the American Workforce, 2006

he ramework for 21 st Century !earnin" stated 05e believe schools must movebeyond a focus on basic competency in core sub'ects to promotingunderstanding of academic content at much higher levels by weaving 21 st centuryinterdisciplinary themes into core sub'ects !2)),". 21 st century skills bridge theknowledge skills and dispositions of students from the core academic areas toreal life applications. 6obert +ternberg described the necessity for 21 st centuryskills when he stated 075hen we teach only for facts rather than for how to gobeyond facts we teach students how to get out of date7 0 !2))8".

Iowa Department of EducationIowa Core Curriculum

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Descriptions of what constitute essential 21 st century skills are plentiful as well.In the 2)), legislative session the Iowa :egislature established the Iowa 21 st century skills framework as

!1" employability skills

!2" financial literacy!%" health literacy!&" technology literacy!*" civic literacy

5ithin this 21 st century skill framework we must identify common strands orlearning skills that will allow students to thrive in the world of work and to beproductive citi#ens. ony 5agner ;arvard raduate +chool of Education labelsthese 0survival skills as !1" critical thinking and problem solving$ !2" collaborationand leadership$ !%" agility and adaptability$ !&" initiative and entrepreneurialism$!*" effective oral and written communication$ !entury +kills en auge andthe 1991 +> ?+ report What Work #e$uires of Schools . he committeesurveyed the literature and endeavored to bring together the common elementsof these frameworks. he members outlined the concepts dispositions andhabits of mind believed essential for success in the 21 st century.

he reality of building capacity for the 21 st century is that we do not know whatthe work of the future will be like !Darling-;ammond 2))," or how technologywill influence health or the balance of financial issues. he challenge is toprepare students to think critically to engage in mental activity or habits of mindthat 07use facts to plan order and work toward an end$ seek meaning orexplanations$ to be self-reflective$ and use reason to @uestion claims and make

'udgments7 !?oddings 2))8". It may be that our task is not only to preparestudents to 0fit into the future but to shape it. 07If the complex @uestions of thefuture are to be determined7 by human beings7 making one choice rather thananother we should educate youths - all of them - to 'oin in the conversationabout those choices and to influence that future7 !Aeier 2))8"

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rimary Elementary Grades

Curricular !reaEssential Concept or Skill Set

"inancial#iteracy

Demonstrate the ability to set goals based on wants and needs.Identify monetary resources and distribution options for thoseresources.Demonstrate an understanding of the concept of credit.Develop awareness that each person has an identity.6ecogni#e various ways to save and the reasons individualsdecide to save.Distinguish between appropriate spending choices.

Illustration of Demonstrate the ability to set goals based on wants and needs in the I>:EBs6igor and 6elevance (ramework

Cuadrant >

he student will compare characteristics ofwants and needs. Each student will create achart to represent three ways that they arethe same and three ways that they aredifferent.

Cuadrant D

+tudents will interview 2 family members orneighbors to determine their top 2 wants andneeds. hey will compare the responses andexplain why the lists might be similar or differentfrom personal wants and needs.

Cuadrant

Each student will define wants and give threeexamples and define needs and give threeexamples.

Cuadrant

Each student will sort pictures cards intocategories of personal wants and needs.+he ;e will select the most important want andneed in their life right now.


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$ealth#iteracy

Fnderstand and use basic health concepts to enhance personalfamily and community health.Fnderstand and use interactive literacy and social skills to enhancepersonal family and community health.6ecogni#e critical literacy thinking skills related to personal familyand community wellness.Identify influences that affect personal health and the health ofothers.Demonstrate behaviors that foster healthy active lifestyles forindividuals and the benefit of society.

Illustration of Understand and use basic health concepts to enhance personal, family,and community health in the I>:EBs 6igor and 6elevance (ramework

%uadrant C

5orking in cooperative groups students willcreate a list of responses to stressful lifeevents. +tudents will distinguish betweenpositive and negative stress managementstrategies. Each small group will developskits that model positive stress managementstrategies to share with classmates.

%uadrant D

Each student will interview family membersabout stress management strategies that aretypically practiced. +tudents will develop acommunication tool !ieG brochure posterflier etc." that could be posted at home toremind family members of positive stressmanagement strategies.

%uadrant !

+tudents will view and discuss a teacherdemonstration explaining the concept ofstress.

%uadrant &

s a class students will discuss personalstressors and strategies for managingpersonal stress.

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'echnolo(y#iteracy

Fse technology to create pro'ects identify patterns and makepredictions.Fse a variety of technology tools and media-rich resources to workcollaboratively with others.Ftili#e predetermined digital resources and tools to answer@uestions or solve problems.Fse technological resources to investigate given @uestions orproblems.Fnderstand and practice appropriate and safe uses of technology.Fnderstand basic technology hardware and software and theirapplication.

Illustration of Apply predetermined digital resources and tools to answer questions orsolve problems in the I>:EBs 6igor and 6elevance (ramework

he community is examining the possibility of building a new #oo in their town. hey want thestudents to provide information on which animals the children of the community think should beincluded in the #oo.

%uadrant C

roups are assigned a traditional #oo animal.Fsing a variety of resources both print anddigital each group researches the given

animal and itHs habitat. >reate a description ofthe animal what itHs habitat should includeand why the animal is a good choice for thenew #oo.

%uadrant D

s a group chose an animal to be included inthe new #oo. :earn about the animal.>ompose a description of why it would be a

good choice for the #oo. Design a habitateither on paper with a drawing program or ina %D format !diarama" for the animal to live inat the #oo. e sure to include all the things inthe habitat the animal will need to survive.

lso include any special re@uirements thatmight be necessary for viewing the animal atthe #oo !an a@uarium an enclosed cage etc."

%uadrant !

Fsing a variety of print and digital resourcesprovided by the teacher research an animaland write a report about the animal that couldbe included in the #oo. he report includespredetermined information.

%uadrant &

Fsing a variety of print and digital resourcesprovided by the teacher research an animalof choice and create a product to demonstratewhat has been learned about the animal andwhy it would be a good choice for the #oo.


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Employa)ility>ommunicate and work appropriately with others to completetasks.6ecogni#es different roles and responsibilities and is open tochange.:earn leadership skills and demonstrate integrity ethical behaviorand social responsibility.Develop initiative and demonstrate self-direction in activities.5ork productively and are accountable for their actions.

Illustration of Learn leadership skills and demonstrate integrity, ethical behavior, andsocial responsibility in the I>:EBs 6igor and 6elevance (ramework

%uadrant C

he class will analy#e a list of characteristicsof class pets and their care and decide whichanimal would make the best pet. +tudents willdesign a poster to tell others about the petand how to treat animals. he teacher willlead a discussion on comparing andcontrasting how to treat all living things .

%uadrant D

iven the idea of a class pet the students willconduct research and evaluate which petwould be the best to have. Fsing the pet oftheir choice they will research how to treatliving things and how to care responsibly fortheir pet. +tudents will be given opportunitiesto demonstrate being responsible for caringfor the class pet. he students will create achart to record caretaking activities.

%uadrant !

he students are told they are getting a classpet. he teacher will present information onthe care of rabbits and how to treat livingthings. he students will answer @uestionsbased on information they learned includingbeing responsible and treating animalsappropriately and with respect.

%uadrant &

>hoosing an animal the student likes thestudent will make a list of what they knowabout that animal and how animals should betreated. he students will write in a 'ournalhow to be responsible for an animal and howthey would care for a class pet.

:EBs 6igor and 6elevance (ramework

%uadrant C

+tudents will apply a rubric instrument createdby pro'ect display evaluators to othersBpro'ects displays supplying constructivecomments and recommendations forimprovements.

%uadrant D

+tudents will create and publish a workablerubric instrument that could be used toevaluate work completed by a worker in aspecific career area chosen by the student.+tudents will be prepared to present anddiscuss the importance of each of theperformance areas addressed in the rubric.

%uadrant !

+tudents will produce a list and describe@ualities that would make a pro'ect or displayoutstanding.

%uadrant &

+tudents will choose a career area thatinterests them and produce a list of skillshabits and duties that assure success in thatcareer area.

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.iddle School

Curricular !reaEssential Concept or Skill Set

"inancial#iteracy

Aodel the process of financial planning based on personal

prioriti#ation of wants and needs.>reate an effective spending plan using informed decision-makingskills.6ecogni#e appropriate uses of credit and its impact on anindividualBs financial security.Evaluate various risks to personal identity and create a plan forongoing protection.Evaluate possible options for investing as a means to attain oneBsgoals.Demonstrate ethical financial decision making skills and assess howthese decisions might impact the broader community.

Illustration of Recognize appropriate uses of credit and its impact on an individual sfinancial security in the I>:EBs 6igor and 6elevance (ramework

%uadrant C

+elect an item with its identified cost from alist. Determine the final cost of the item if acredit card is used and only a minimumbalance is paid monthly. ;ow long would ittake to pay off the balance 5rite a

'ustification for using this method not usingcredit at all or for using the credit methodand paying more than the minimum amountdue.

%uadrant D

Identify an item you would like to have--onewhere using credit would be appropriate.+elect % credit sources and compare theamount needed to pay off the debt usingeach source. Determine which credit source

you feel would be best for your situation andassess the long-term impact on your financialsituation. 6ank the importance of thispurchase against other needs and wants thatyou have.

%uadrant !

(rom a list of expenditures select two andexplain how credit could be used to purchaseboth !credit card on account loan etc."

%uadrant &

+elect an item you would like to have thatcosts more than you have. :ist possiblesources of funding and give the pros andcons of each source. Identify which sourcewould be the easiest to pay off and why.


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$ealth#iteracy

Demonstrate functional health literacy skills to obtain interpretunderstand and use basic health concepts to enhance personalfamily and community health.Ftili#e interactive literacy and social skills to establish personalfamily and community health goals.

pply critical literacy thinking skills related to personal family andcommunity wellness.Employ media literacy skills to analy#e media and other influences toeffectively manage personal family and community health situations.Demonstrate behaviors that foster healthy active lifestyles forindividuals and the benefit of society.

Illustration of Use media literacy skills to analyze media and other influences toeffectively manage health risk situations in the I>:EBs 6igor and 6elevance (ramework

%uadrant C

he student will select one printadvertisement or commercial thatencourages unhealthy behavior. +!;e" willcompose a letter to the company thatproduces the product promoted in the ad.

he letter will minimally include a 'ustificationof three reasons to re@uest the ad orcommercial be taken off the market.

%uadrant D

Each student will create either a healthrelated print advertisement or commercialutili#ing at least one advertisementtechni@ue. he ad or commercial mustencourage middle school students to engagein a health enhancing behavior. ds will beposted throughout the school andcommercials viewed during homeroom andshared with elementary classes.

%uadrant !

he student will be provided materials to viewand define print examples of various mediatechni@ues used to influence consumers.

%uadrant &

+tudent will bring a favorite maga#ine tocriti@ue health related maga#ineadvertisements and commercials. hestudents will consider the following criteriaG

JDescribe the ad commercial J+tate the advertising techni@ue!s" used JIdentify the target audience

JDiscuss the effectiveness of thead commercial

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'echnolo(y#iteracy

Demonstrate creative thinking in the design and development ofinnovative technology products and problem solving.>ollaborate with peers experts and others using interactivetechnology.=lan strategies utili#ing digital tools to gather evaluate and useinformation.Fse critical thinking skills to conduct research solve problems andmake informed decisions using appropriate technological tools andresources.

Fnderstand the legal and ethical issues of technology as related toindividuals cultures and societies.

Fnderstand the underlying structure and application of technologysystems.

Illustration of Understand the underlying structure of technology systems in order toapply technology in various situations in the I>:EBs 6igor and 6elevance (ramework

%uadrant C

Fse a > DD program to design a piece ofwooden furniture providing sufficient detailsfor a carpenter to construction the furnitureitem.

%uadrant D

In a group design a self-sufficient spacecolony that can support a population of 1)))humans. Fse > DD software to design a %-Dmodel of the colony and create a multimediapresentation of the colony plan.

%uadrant !

(ollowing the teacher demonstration studentswill use the basic functions of a > DDprogram.

%uadrant &

Fsing basic > DD functions create a simplemodel to share with the class.


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Employa)ility>ommunicate and work productively with others consideringdifferent perspectives and cultural views to increase the @uality ofwork.

dapts and ad'usts to various roles and responsibilities in anenvironment of change.Demonstrate leadership integrity ethical behavior and socialresponsibility in all environments.Demonstrate initiative self-direction creativity and entrepreneurialthinking while exploring individual talents and skills necessary to besuccessful.Demonstrate productivity and accountability while aspiring to meethigh expectations.

Illustration of !ommunicate and work productively with others, considering different perspectives, and cultural views to increase the quality of work in the I>:EBs 6igor and6elevance (ramework

%uadrant C

+tudents research a successful team or groupof people who work together i.e. sports teamgovernment body or groups of entrepreneurs.Fsing this team group students create anessay presentation or infomercial about what

made this team successful. Explore personal@ualities the group members possess howthe team capitali#ed on the strengths talentsand ideas of group members and strategiesthe team used to communicate with theirgroup in a productive and positive manner.

%uadrant D

+tudent teams develop instructionalpresentations using a variety ofcommunication channels that demonstrate totheir parents how to use a piece oftechnology. eam members will outline theprocess and members will self-identify theirstrongest skill and select which part of thepresentation development they will lead.

%uadrant !

+tudents create a poster describing thepersonal @ualities they feel are essential tobeing a productive team member.

%uadrant &

5orking with a team students assemble a*)-,* piece pu##le without speaking to eachother. (ollowing the activity studentsseparately analy#e the experience from theirpoint of view. hey list what they personallydid to overcome the communication barriersand which communication channels theyprefer.

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/eferences

dvocates for Kouth. !Aay 2))," Executive +ummaryG +cience and success. +ex education andother programs that work to prevent teen pregnancy ;IL and sexually transmittedinfections. 5ashington D>.

lford + ;uberman . !n.d." Science an( success) Clinical ser*ices an( contracepti*e access .5ashington D>G dvocates for Kouth.

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Diet# 5 in >rowley ! ugust 2 1999" +o howBs your health Newsweek .

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Wisconsin mo(el aca(emic stan(ar(s for personal financial literacy) 5isconsin Department of=ublic Instruction. 2))

Documents

21st Century Skills State Board 2-1-1611F377ECC32