21st Century Skills Integration Unit Plan

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Running Head: 21 st century skills

Andrea M Davis

21 st Century Skills Integration Unit Plan

Bowling Green State University

August 3, 2012


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Running Head: 21 st century integration Davis 1

As a future educator, it is my responsibility to provide daily lessons, projects, and

assessments that effectively provide content and information to my students, actively engage them

in the learning process, and motivates them to develop 21 st century skills, including collaboration,

creativity, communication, and critical thinking abilities. As I am yet to begin my teaching career

within a school, I decided that developing a collection of lesson plans that I can use within my

content area in the near future would be the most beneficial process possible. Additionally, I

decided to design four lessons that other teachers could use within their classrooms, with slight

modification, for those days in which one unit has ended and it is not quiet time to begin another, or

for when a substitute was in the classroom.

The Partnership for 21 st Century learning defines a particular set of skills necessary for

students to possess, including creativity and innovation, critical thinking and problem solving skills,

collaboration, communication, and information literacy (The Partnership for 21st Century Skills,

2011). Todays global environment requires collaborative critical thinkers, creative innovators and

true lifelong learners. Because the content business education covers so quickly transforms and

often times has grey areas of un certainty and unclearness, it is the teachers responsibility to

incorporate engaging and authentic learning experiences, encourage collaborative practices among

students, and provide examples that foster higher-order reasoning in the business education

classroom environment. Each lesson within the unit plan specifically addresses one of these skills

through the introduction of a business education or technology-related skill. With some

modification to the content itself, teachers from any content area can use these lessons.

Starting from the basic planning stages, educators need to evaluate ways in which they can

get students interested in and actively partaking in the learning process. One such way is to

effectively incorporate technology into the daily teaching and learning practices students encounter.

By using technology, the nature of the task shifts from teacher centered to student centered as


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students generally exhibit an ease and familiarity in using most technology, and as a result, display

an increased enjoyment in learning. When students experience a greater enjoyment from learning

content because they are confident in their ability to accomplish the task when using technology,

they will be motivated to do better, achieve higher, and actively engage in exploring the content

further (Heafner, 2004). In each of the lessons, I made sure to incorporate a new technology that I

learned about during this summer semester. The use of this technology not only will lead to higher

student engagement in the lesson, but will also allow the modification of the lesson to meet the

needs of individual teachers.

In designing the unit plan layout itself, I contacted three secondary teachers, two education

instructors from Bowling Green State University, and explored the web in order to find the

consistent elements found in lesson plans from all different content areas, including business

education. I devised a lesson plan that addresses the following areas:

Teaching and Learning Standards

Lesson Objectives

Supplies/Resources Needed to teach the lesson

Lesson Notes (if needed)

Lesson Outline

Lesson Materials that allow the teacher to check for student understanding

Lesson Reflection

It is my hope that, with the successful completion of this unit plan, I have created resources

that other teachers can also use in their classes, improve on their technological integration, and

address key twenty-first century skills all educators must begin integrating into their curriculums

from here on out.


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Resources

Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary

Issues in Technology and Teacher Education [Online serial], 4(1). Available:

http://www.citejournal.org/vol4/iss1/socialstudies/article1.cfm

Partnership for 21st Century Skills (2011). A Framework for 21st Century Learning. Partnership

for 21st Century Skills . Retrieved July 1, 2011, from http://www.p21.org/overview.
http://www.citejournal.org/vol4/iss1/socialstudies/article1.cfmhttp://www.citejournal.org/vol4/iss1/socialstudies/article1.cfmhttp://www.p21.org/overviewhttp://www.p21.org/overviewhttp://www.citejournal.org/vol4/iss1/socialstudies/article1.cfm


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Section A. Identification of the Unit

1. Teacher: Miss Davis

2. Unit Name: Teaching Twenty-First Century Skills

3. Course: Can be utilized in any classroom with minor modifications to introduce studentsessential 21 st century skills

4. Grade Levels: 6-12

5. Lesson Titles, 21 st Century Skills Addressed, Lesson Lengths

a. Netiquette (Communication): 2 - 45 minute periods b. Digital Devices Exploration! (Critical Thinking): 1 - 45 minute periodc. Google Apps: Crazy College (Collaboration): 2 - 45 minute periodsd. Information Technology Tagxedo (Creativity): 4 - 45 minute periods

6. Unit Purpose: This introductory unit is designed to acquaint students with the some of theessential skills necessary to function in the 21 st century workplace, includingcommunication, critical thinking, collaboration, and creativity skills. Lessons have beendeveloped to meet the National Business Education Association Business EducationStandards, National Educational Technology Standards, and state core academic standards,which can be evaluated on a content-by-content basis in order to be utilized in everyclassroom.


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Section B. Learning Goals for the Unit

At the end of this non-comprehensive unit, students should be able to:

Actively demonstrate key 21 st century learning skills, including:

o Collaboration

o Communication

o Creativity

o Critical Thinking

Explain that new ways of communicating necessitate consideration of how people may react Describe good manners common to all messages in cyberspace Identify unspoken rules in various situations Define netiquette Create and log into a Gmail web account Choose a theme and apply it to a Gmail account Search for, save, and apply a personalized picture for a Gmail account Create a message signature based on specifications a Gmail account Compose professionally written email correspondences Define the term computer

Define the four processes computers preform

Distinguish between various handheld devices

Classify devices as computers or non-computer

Identify at least three applications they can utilize in academic settings

Identify at least three uses of GoogleApps to academic and business purposes

Create a Google Presentation

Demonstrate aspects of positive collaboration

Orally give a presentation in front of peers Construct a Tagxedo using various colors, fonts and layouts Save and edit a Tagxedo Identify uses of Tagxedo in various business functions Define Information Technology Create a Tagxedo page on Information Technology


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Section C: Preparation of Students

This Teaching Twenty-First Century Skills unit can be utilized in numerous content areas and gradelevels. Additionally, educators may choose to implement only some lessons sporadically and assupplements to various other units within their classroom. Thus, minimal prior understanding of 21 st century learning skills or technology is needed for students to understand and master the content. Itmay be beneficial, but not mandatory, for students to be familiar with and understand someconcepts, including, but not limited to:

Identification of the 21 st century skills outlined in by the Partnership for 21 st Skills

Why 21 st century skills are important to their particular grade level or content area

Basic computer usage skills (keyboarding, Internet usage, etc.)


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Section D: Resources Used to Create Unit

DJ Kern-Blystone. 2012. Personal Interview . Bowling Green State University: Bowling Green, OH.

2012.

Sue Briddell. 2012. Personal Interview . Northview High School: Sylvania, OH. 2012.


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Section E: Unit Summative Assessment

Students will be given a grade based on the successful completion of the individual lesson activities

and projects. Projects include a healthy combination of group and individual work, assessments, and

projects. The classroom instructor will assess the stu dents progress along the way, assigning

completion and participation grades. Assessments found within this unit include:

Unspoken Rules activity

Various email assignments

Formal and informal classroom observations and discussions (participation grades)

Digital Devices Terminology Sheet

Digital Devices Activity Sheet (Groups - Google Docs)

Digital Devices Activity Reflection Sheet (Independently)

Google Presentation Crazy Colleges Lab

IT Tagxedo & Summary Project


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Section F: Lesson Plan SummariesSchool Name

Teacher: Insert name Course: Insert Course prefix and number

Semester: Insert semester and year Lesson Plan: Netiquette

21 st Century Skill Addressed: Communication

Time Frame: 2 45 minute periods (Includes optional year-long, ongoing assessment)

State/National Content Standards:Information Technology

7.1 Explain effective communications7.5 Utilize effective written communication7.6 Use proper grammar and vocabulary7.7 Communicate using telecommunications tools14.6 Demonstrate basic e-mail functions14.7 Demonstrate personal information management and productivity applications

State Academic Standards:Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies StandardWriting Process StandardWriting Convention Standard

Technology Standards:Standard 2: Communication and Collaboration

Standard 5: Digital Citizenship

Lesson Objectives:By the end of this lesson, students will be able to:

Explain that new ways of communicating necessitate consideration of how people may react Describe good manners common to all messages in cyberspace Identify unspoken rules in various situations Define netiquette Create and log into a Gmail web account Choose a theme and apply it to their account Search for, save, and apply a personalized picture for their account

Create a signature based on specifications Compose professionally written email correspondences

Supplies/Resources Needed: Computer lab Internet connection Gmail account Email & Netiquette Presentation
http://www.scribd.com/doc/101987504http://www.scribd.com/doc/101987504http://www.scribd.com/doc/101987504


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My Account Tracker spreadsheet

Lesson Notes: Provide appropriate accommodations for students on IEPs (typed notes, instructions, etc.) The following email assignments can be altered by teacher in accordance to time in the term,

content area, etc.

Lesson Outline: Project Email & Netiquette presentation Students take electronic notes as presentation is given Students complete Unspoken Rules activity (within presentation) Students create a Gmail account Students record information into their My Account Tracker spreadsheet Set theme Search for, select and apply an appropriate theme Create a signature containing name, grade, and optional quote Apply formatting to signature Add TEACHERSEMAIL ADDRESSto contact list Have students compose professional email (Email Assignment 1)

o What is your name and preferred name?o What is your Gmail username?o Why did you take this course?o What do you want to learn about in this course?o Briefly explain what netiquette is and why it is important in todays society.

Have students compose professional email (Email Assignment 2)o 5-7 sentence email: How has your week been going? What new classes are you in?

Check for Understanding:

Formal observation Unspoken Rules activity Email Assignment 1 Email Assignment 2 Completion of class notes (can be a continuous notes or participation grade if teacher so wishes)

Lesson Reflection:


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School Name Teacher: Insert name

Course: Insert Course prefix and number Semester: Insert semester and year

Lesson Plan: Digital Device Exploration!

21 st Century Skill Addressed: Critical Thinking

Time Frame: 4 - 45 minute periods

State/National Content Standards: Information Technology

2.1 Differentiate between microcomputer, minicomputer, and mainframe operating systemsincluding handheld devices (e.g., tablets, PDA, pocket PC)

14.4 Identify types of computers, how they process information and how individual computersinteract with other computing systems and devices

16.9 Identify and describe connectivity devices

State Academic Standards: Acquisition of Vocabulary StandardConcepts of Print, Comprehension Strategies and Self-Monitoring Strategies StandardWriting Convention Standard

NETS Standards: Standard 1: Creativity and InnovationStandard 2: Communication and CollaborationStandard 3: Research and Information FluencyStandard 4: Critical Thinking, Problem Solving, and Decision MakingStandard 5: Digital CitizenshipStandard 6: Technology Operations and Concepts

Lesson Objectives: By the end of the lesson, students should be able to:

Define the term computer Define the four processes computers preform Distinguish between various handheld devices Classify devices as computers or non-computer Identify at least three applications they can utilize in academic settings

Supplies/Resources Needed:

Computer Projector Internet connection Microsoft PowerPoint or similar program Digital Devices Terminology Sheet Digital Devices Terminology Sheet Key Digital Devices PowerPoint Digital Devices Activity Sheet (Teacher should put form on GoogleDocs) Digital Devices Activity Reflection Sheet
http://www.scribd.com/doc/101980031http://www.scribd.com/doc/101980273http://www.scribd.com/doc/101980428http://www.scribd.com/doc/101980029http://www.scribd.com/doc/101980274http://www.scribd.com/doc/101980274http://www.scribd.com/doc/101980029http://www.scribd.com/doc/101980428http://www.scribd.com/doc/101980273http://www.scribd.com/doc/101980031


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Digital Devices Activity Reflection Sheet Key Digital Device or Application Rubric Digital Devices, such as:

o iPadso iPodso Flip Cameraso Notebook Laptopso Camerao Computerso Cell Phones

Lesson Notes (if needed): Provide appropriate accommodations for students on IEPs (typed notes, instructions, etc.)

Lesson Outline: Day One

o Review input, output, and the four processes of a computero Students complete Digital Devices Terminology Sheet by researching answers onlineo Present Digital Devices PowerPoint to reinforce understanding and facilitate classroom

discussion Day Two

o Before class preparation: Split students into teams based on varying skill level, class dynamics and number of

devices available Set up group stations throughout room with correct number and types of devices

o Once split into groups, have students collaboratively share devices and complete the Digital Devices Activity Sheet using Google Docs

Day Threeo Have students independently complete Digital Devices Activity Reflection Sheeto Have students create a presentation on the digital device or application they created in the

Digital Devices Activity Reflection Sheet (use Digital Device or Application Rubric form forpresentation content)

Day Fouro Digital Device or Application presentationso Discuss with students their experiences with various handheld devices and their overall

experiences with the lab activity

Check for Understanding: Informal discussion with students Digital Devices Terminology Sheet

Digital Devices Activity Sheet (Groups - Google Docs) Digital Devices Activity Reflection Sheet (Independently)

Lesson Reflection: This particular lesson has the potential to be a success. In addition to being actively engaging to

students as they are able to feel, touch, and play with actual digital devices, but they are also having toactively research and discover information prior to doing so. This lesson will peak student interest becausethey are able to explore digital devices they might not normally have access to while stilling learning the ITcontent.
http://www.scribd.com/doc/101980273http://www.scribd.com/doc/101980661http://www.scribd.com/doc/101980661http://www.scribd.com/doc/101980273


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A teacher should always anticipate problems with any lesson. This lesson also may encounter, asdescribed above, has the potential to be very time consuming. Additionally, some teachers and schools maynot have adequate access to the digital devices needed for student exploration in this lesson. This problemcan be resolved by having students bring in their own devices, or having them simply complete the datasheet and reflection by researching the Internet. Finally, as with any lesson, technology failures or networkoutages pose a threat to this lesson.

In total, this lesson could fit very easily into the Information Technology curriculum. Teachers in othercontent areas may be able to utilize this lesson with some modifications in order to touch presentationskills, research skills, as well as in teaching students the advantages of certain computer applications totheir particular content area (for example, students in a foreign language class could research languagetranslators or international customs using the tablet device).


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Lesson Plan: Google Apps: Crazy College

21 st Century Skill Addressed: Collaboration

Time Frame: 2 - 45 minute periods


7.4 Make oral presentations14.10 Use presentation software

State Academic Standards:

Writing Process StandardWriting Application StandardWriting Convention StandardCommunications: Oral and Visual StandardConcepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Technology Standards:

Standard 1: Creativity and InnovationStandard 2: Communication and CollaborationStandard 3: Research and Information FluencyStandard 4: Critical Thinking, Problem Solving, and Decision Making

Standard 5: Digital CitizenshipStandard 6: Technology Operations and Concepts

Lesson Objectives:By the end of this lesson, students will be able to:

Identify at least three uses of GoogleApps to academic and business purposes Create a Google Presentation Demonstrate aspects of positive collaboration Orally give a presentation in front of peers

Supplies/Resources Needed: Computer lab Projector Internet connection GoogleApps_Crazy College Lab handout

Lesson Notes: Provide appropriate accommodations for students on IEPs (typed notes, instructions, etc.)


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Lesson Outline: Project this Introduction to GoogleApps video for students:

http://www.youtube.com/watch?feature=player_embedded&v=eRqUE6IHTEA Individually, have students log in to their Google Accounts (or create one) Have students pair up (or assign pairs) and create a list of as many uses they can think of Google

Applications in the school setting, and in the business world

Start discussion by asking each group to call out a use from their list as teacher writes or types liston the board; keep going around the room until no groups have something new to add to the lists

Discussion implications of collaboration Discuss advantages of collaboration Google Presentation Crazy Colleges Lab

Check for Understanding: Google Presentation Crazy Colleges Lab

Lesson Reflection:


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Lesson Plan: Information Technology Tagxedo

21 st Century Skill Addressed: Creativity

Time Frame : 1 45 minute period


14.4 Use the Internet to access available resources14.8 Demonstrate basic word processing skills14.15 Apply the most appropriate applications (word processing, spreadsheet, database,

presentation, collaborative groupware, Web) to record, analyze and present information14.16 Integrate business software applications

State Academic Standards:

Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies StandardWriting Process StandardWriting Application StandardWriting Convention Standard

Technology Standards:

Standard 1: Creativity and InnovationStandard 2: Communication and CollaborationStandard 3: Research and Information FluencyStandard 5: Digital CitizenshipStandard 6: Technology Operations and Concepts

Lesson Objectives:By the end of this lesson, students should be able to:

Construct a Tagxedo using various colors, fonts and layouts Save and edit a Tagxedo Identify uses of the program in various business functions Define Information Technology Create a Tagxedo page on Information Technology Insert clipart and images

Supplies/Resources Needed: Computers Projector Internet Connection Microsoft Word, or similar program IT Tagxedo Summary Project & Rubric


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Example_My Information Technology Tagxedo

Lesson Outline: Pull up Web browser and open up Tagxedo.com Discuss various advantages of using Tagxedos with students (entertainment, advertising purposes,

etc.)

Have students open up Tagxedo; walk students through Tagxedos functions Print Screen Tagxedos and paste into Microsoft Word; crop Tagxedo Discuss various Microsoft Word functions (open ruler, setting margins, line spacing, etc.) Have students complete the IT Tagxedo & Summary Project Students email Tagxedo to teacher as an attachment

Check for Understanding: Informal discussion IT Tagxedo & Summary Project

Documents

21st Century Skills Integration Unit Plan