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Learning Skills for Infor mat ion, Commun ic ati on, and Med ia L iteracy

Information and Media Literacy
Accessing and managing information. Integrating and creating information. Evaluating and analyzing information.

4th Grade 8th Grade 12th Grade

21st Century Tools for: Internet, sciLINKS, Online resources, Print Internet, sciLINKS, Online resources, Print Internet, sciLINKS, Online resources, Print
Communication, Information resources (Newspapers, Books, Newspapers, resources (Newspapers, Books, Newspapers, resources (Newspapers, Books, Newspapers,
Processing, and Research Magazines), PDA’s, Web Databases (NASA, Magazines), PDA’s, Web Databases (NASA, Magazines), PDA’s, Web Databases (NASA,
EPA, NOAA, USGS, etc) Observational EPA, NOAA, USGS, etc) Observational EPA, NOAA, USGS, etc) Observational
and Measurement Tools (microscopes, and Measurement Tools (microscopes, and Measurement Tools (microscopes,
telescopes, probes) TV programs (NASA, telescopes, probes) TV programs (NASA, telescopes, probes) TV programs (NASA,
Discovery, National Geographic), Discovery, National Geographic), Discovery, National Geographic),
Multimedia Applications Videos, DVD’s CD Multimedia Applications Videos, DVD’s CD Multimedia Applications Videos, DVD’s CD
ROMs), calculators, telecommunications, ROMs), calculators, telecommunications, ROMs), calculators, telecommunications,
spreadsheets, word-processing. spreadsheets, word-processing. spreadsheets, word-processing.

SAMPLE Student Outcomes for: 1. Access information from a variety 1. Use a variety of information access tools 1. Select and analyze information from
Accessing,Processing,Managing, of media sources (i.e. Internet, CD- to locate, gather, and organize potential various sources, including electronic and
Integrating and Communicating ROM programs, print resources). E.G. sources of scientific information to answer print resources, community resources,
Information Research characteristics of beaks, feet, questions. E.G. Answer the question: How and personally collected data, to answer
websites, legs, wings, and coloration to does the range of sounds that humans can questions being investigated. E.G.
compare adaptations in various species hear compare with the range of sounds Answer the question: What effect does
of birds. that other animals can hear? ultraviolet radiation, carcinogens, water
2. Use appropriate tools to measure and 2. Collect real-time observations and data pollution, toxins, or nuclear radiation
graph data. E.G. Measure and graph synthesizing and building upon existing have on developing organisms?
indoor and outdoor temperatures at information (e.g., online databases 2. Collect and use qualitative and
different times of the year to identify NOAA, EPA, USGS) to solve problems. quantitative data and information, seek
patterns of change. E.G. Collect data and search print and evidence and sources of information
3. Analyze and compare data from a electronic resources to gather and record to identify flaws such as errors and bias
variety of age-appropriate sources past data on the change in the turbidity of and explain how the evidence gathered
such as newspapers and websites. a river after a rainfall and its effect on the supports or refutes an initial hypothesis.
E.G. Analyze and compare seasonal plants and animals living in this habitat. E.G. Explain possible sources of error
changes in temperature and rainfall for 3. Use appropriate tools to analyze and when predicting weather.
different regions. synthesize information (e.g., diagrams, 3. Analyze data and information gathered
flow charts, frequency tables, bar graphs, to clarify problems or issues identifying
line graphs, and stem-and-leaf plots) to costs and benefits from a social, cultural,
draw conclusions and implications based and/or environmental perspective;
on investigations of an issue or question. predicting the consequences of
E.G. Compile qualitative and quantitative action or inaction; and proposing
data gathered through an investigation of possible solutions. E.G. Articulate
past and current earthquake epicenters issues concerning the impact of
and regions of volcanic activity in order to developments in space research and
identify needs and problems arising from technology in agriculture, navigation,
events relating to the earth’s crust. and telecommunications.

177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org © 2004 Partnership for 21st Century Skills 
Learning Skills for Infor mat ion, Commun ic ati on, and Med ia L iteracy

Communication Skills
Understanding, managing, and creating effective communications: (a) orally, (b) written, (c) using multimedia.

4th Grade 8th Grade 12th Grade

21st Century Tools for: Video and audio recording devices, Video and audio recording devices, Video and audio recording devices,
Communication, Information microphones, audio enhancement devices, microphones, audio enhancement devices, microphones, audio enhancement devices,
Processing, and Research assistive devices, digital recorders. assistive devices, digital recorders. assistive devices, digital recorders.
computers, PDAs, word processing, computers, PDAs, word processing, computers, PDAs, word processing,
spreadsheets, presentation software, email. spreadsheets, presentation software, email. spreadsheets, presentation software, email.

SAMPLE Student Outcomes for: • Use a variety of tools and formats (oral • Use a wide range of tools and a a. Select and use appropriate scientific
Accessing,Processing,Managing, presentations, journals, and multimedia variety of oral, written, and graphic vocabulary to orally share and
Integrating and Communicating presentations) to summarize formats (e.g., diagrams, , flow communicate scientific ideas, plans,
Information and communicate the results of charts, simulations, graphs) to share results, and conclusions resulting from
observations. information and results of observations observations and investigations.
and investigations.
E.G. Use historical and current weather
E.G
data to support a position on future
a. Explain, using a model constructed E.G
weather patterns.
of modeling clay and a tree branch, a. Explain the effects on plants and
how a caterpillar eats. animals of the loss of their natural
b. Create written reports and journals to
b. Prepare a poster illustrating the habitat.
share and communicate scientific ideas,
components of a local habitat; trace b. Develop a chronological model or
plans, results, and conclusions resulting
a food chain in an illustrated chart. time scale of major events in the
from observations and investigations.
c. Use simple media instruments to formation of the earth.
create a clearly labeled chart of c. Design a multimedia presentation E.G. Graph sunrise and sunset data
organisms observed and identified explaining the interrelationships from observations and investigations
during a study of the school yard. of biotic and abiotic elements in a and relate them to the motions of the
specific ecosystem. Earth.

c. Create a multimedia presentation
incorporating numeric, symbolic and/or
graphic modes of representation to
share scientific ideas, plans, results, and
conclusions.
E.G. Present data on different chemical
substances in a table using appropriate
headings such as compound, element,
chemical and physical property.

177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org © 2004 Partnership for 21st Century Skills 
Learning Skills for Thinki ng and Probl em So lving

Critical Thinking and Systems Thinking
1. Exercising sound reasoning. 2. Making complex choices. 3. Understanding the interconnections among systems.

4th Grade 8th Grade 12th Grade

21st Century Tools for: Drawing, graphing, and concept mapping Drawing, graphing, and concept mapping Drawing, graphing, and concept mapping
Thinking and Problem Solving software, observational and measurement software, observational and measurement software, observational and measurement
tools (microscopes, telescopes, probes), tools (microscopes, telescopes, probes), tools (microscopes, telescopes, probes),
digital cameras, digital recording devices, digital cameras, digital recording devices, digital cameras, digital recording devices,
PDAs, calculators, computers, databases, PDAs, calculators, computers, databases, PDAs, calculators, computers, databases,
print materials. print materials. print materials.

SAMPLE Student Outcomes for: 1. Apply a variety of age-appropriate 1. Execute the steps of scientific inquiry 1. Pursue scientific inquiry such as
Thinking and Problem Solving strategies to address real-life issues. to engage in the problem-solving and observation and measurement,
E.G. Identify factors that affect plants decision making processes. hypothesis formulation and analysis,
and animals in a specific habitat and E.G. Make qualitative and quantitative and value the scientific “habits of mind”
research the effects on plants and observations; classify objects and such as persistence, accuracy and
animals of the loss of their natural phenomena. collaboration.
habitat. E.G. Identify local environmental factors
2. Apply new and unusual applications that may lead to a change in a cell’s
2. Build a concept map to understand a of existing knowledge to new and genetic information or an organism’s
complex problem. different situations. development and investigate the
E.G. Illustrate each of the three states of E.G. Identify factors to be considered in consequences such factors have on
matter and how changes among them making informed decisions about land human development.
are interrelated. use.
2. Generate solutions to scientific questions
3. Appropriately organize observations 3. Make sketches, graphs, and diagrams to and challenges through developing,
and data into tables, charts and graphs explain ideas and to demonstrate the modeling and revising investigations.
for interpretation of interconnections. interconnections between systems. E.G. Demonstrate various methods which
E.G. Display data gathered in a E.G. Create a simulation to demonstrate can be used to control the conditions of
population-simulation exercise, using the movement of water and nutrients plant growth (e.g., how conditions are
a labeled graph; classify species of between cells and through various controlled in a greenhouse, nursery, or
insects in the neighborhood according organs and systems. hydroponic installation).
to habitat, using a chart or table.
3. Apply scientific knowledge and skills to
make reasoned decisions about the use
of science and scientific innovations.
E.G. Investigate the impact of genetic
engineering of crops on global and local
food production, and populations.

177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org © 2004 Partnership for 21st Century Skills 
Learning Skills for Thinki ng and Probl em So lving

Problem Identification, Formulation and Solution
1. Ability to frame, analyze and solve problems.

4th Grade 8th Grade 12th Grade

21st Century Tools for: Computers, observational and measurement Computers, observational and measurement Computers, observational and measurement
Thinking and Problem Solving tools (microscopes, telescopes, probes), tools (microscopes, telescopes, probes), tools (microscopes, telescopes, probes),
PDAs, spreadsheets, graphing tools, modeling PDAs, spreadsheets, graphing tools, modeling PDAs, spreadsheets, graphing tools, modeling
software, word processing, Internet, software, word processing, Internet, software, word processing, Internet,
databases, print materials. databases, print materials. databases, print materials.

SAMPLE Student Outcomes for: 1a. Ask questions and plan investigations 1a. Formulate a scientific question about 1. Formulate scientific questions about
Thinking and Problem Solving to find answers and solutions. phenomena, a problem, or an issue an issue and define experimental
and using a broad range of tools and procedures for finding answers.
E.G. Predict, test, and draw techniques; plan and conduct an
E.G. Research the use of fertilizers and
conclusions about the removal of a inquiry to address the question.
pesticides on soil.
part from a series circuit made with
E.G. Investigate how local recycling
wires, battery, light bulb, and socket.
efforts help conserve energy and 2. Plan and conduct practical tests
natural resources. to solve problems or answer a
1b. Compile data gathered through
question, collect and analyze data
observations in order to record and
2. Use evidence collected from using appropriate instruments and
present results, using tally charts,
observations or other sources (e.g., techniques safely and accurately.
tables, and graphs.
Internet, databases, print materials)
E.G. Test water quality, air quality, and/
and use them to create models and
E.G. Compile and display data or soil composition.
explanations.
gathered from a study of electric
circuits to demonstrate the function E.G. Compile data gathered from to 3. Develop models and explanations to fit
of their component parts (e.g., record and present results of local evidence obtained from investigations.
switches, power source). recycling effort.
E.G. Develop a flowchart graphic to
1c. Use evidence to construct illustrate the flow of fertilizers and
explanations. pesticides through a local ecosystem.

E.G. Design and construct a simple
circuit that will operate a device such
as a light bulb.

177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org © 2004 Partnership for 21st Century Skills 
Learning Skills for Thinki ng and Probl em So lving

Creativity and Intellectual Curiosity
1. Develop, implement and communicate new ideas to others.

4th Grade 8th Grade 12th Grade

21st Century Tools for: Brainstorming software, collaboration Brainstorming software, collaboration Brainstorming software, collaboration
Thinking and Problem Solving software (including web-based software (including web-based software (including web-based
collaborative network software), collaborative network software), collaborative network software),
telecommunications, presentation telecommunications, presentation telecommunications, presentation
software, digital cameras, projectors. software, digital cameras, projectors. software, digital cameras, projectors.

SAMPLE Student Outcomes for: 1. Use a variety of equipment and 1. Use a variety of media tools to make 1. Prepare multimedia presentations
Thinking and Problem Solving software packages to enter, process, oral and written presentations, which to share results of investigations,
display, and communicate information include written notes and descriptions, demonstrating a clear sense of
in different forms using text, tables, drawings, photos, and charts to audience and purpose.
pictures, and sound. communicate the procedures and
results of investigations. E.G. Use a multi media presentation to
E.G. Create a shade chart of a selected describe the factors determining the
color; make a spinning color wheel E.G. Communicate the procedures quality of a water source.
to demonstrate how “white” light is and results of an investigation that
composed of all the colors. evaluates and compares the quality 2. Use electronic networks (e.g., chat
of water from different sources by rooms) to share information.
performing simple tests (e.g., for
pH, salinity, hardness, temperature, E.G. Share the results of an investigation
turbidity). of water quality with neighboring
communities.

3. Model solutions to a range of problems
in science and technology using
computer simulation software.

E.G. Create a simulation illustrating
the movement of water and nutrients
between cells and through various
organs and systems.

177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org © 2004 Partnership for 21st Century Skills 
Learning Skills for Inter personal and Se l f-Directional Sk ill S

Interpersonal and Collaborative Skills
1. Demonstrating teamwork and working productively with others. 2. Demonstrating and the ability to adapt to varied roles and responsibilities. 3. Exercise
empathy and respecting diverse perspectives.

4th Grade 8th Grade 12th Grade

21st Century Tools for: Brainstorming software, collaboration Brainstorming software, collaboration Brainstorming software, collaboration
Interpersonal and Self-Directional software (including web-based collaborative software (including web-based collaborative software (including web-based collaborative
Skills network software), calculators, newspapers, network software), calculators, newspapers, network software), calculators, newspapers,
Internet, spreadsheet programs, presentation Internet, spreadsheet programs, presentation Internet, spreadsheet programs, presentation
software, video equipment, computers, software, video equipment, computers, software, video equipment, computers,
team competitions (e.g. Science Olympics, team competitions (e.g. Science Olympics, team competitions (e.g. Science Olympics,
Exploravision). Exploravision). Exploravision).

SAMPLE Student Outcomes 1. Plan and conduct scientific 1. Work in diverse pairs/teams to answer 1. Create a culminating team project that
for: Interpersonal and Self- investigations in group settings. questions, solve problems and make demonstrates content knowledge and
Directional Skills decisions. conceptual understanding and shows
E.G. Work in teams to design and
connections between science content
construct a boat that holds paper clips, E.G. Participate in NSTA’s ExploraVision,
and real-world settings.
and moves through water using a state-based Science Olympiads).
magnet. E.G. Construct and test a simple
2. Plan and develop team science loudspeaker; construct, test, and
2. Engage in group decision making projects. demonstrate a simple audio amplifier.
activities.
E.G. Design a project which will address
2. Collect, synthesize and report
E.G. Collaborate on the design and the factors that must be considered in
information from a variety of points
construction of a boat that holds paper making informed decisions about land
of view (e.g., debates, discussions,
clips, and moves through water using a use (e.g., environmental impact, jobs,
presentations).
magnet. present and future values of natural
resources). E.G. Create a report for local authorities
3. Role-play different points of view on an highlighting the pros and cons (E.G.
issue 3. Articulate understanding of content economic, personal, and scientific
through personal interaction and factors) of long term storage of
E.G. Role-play various viewpoints on
sharing with peers. radioactive waste materials.
maintaining a healthy environment.
E.G. Create a table to show peers the
relationship between the buoyant
forces and the size of objects.

177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org © 2004 Partnership for 21st Century Skills 
Learning Skills for Inter personal and Se l f-Directional Sk ill S

Self-Direction
1. Monitoring one’s own understanding and learning needs, locating resources, and transferring learning from one domain to another.

4th Grade 8th Grade 12th Grade

21st Century Tools for: Planning, scheduling and evaluation tools Planning, scheduling and evaluation tools Planning, scheduling and evaluation tools
Interpersonal and Self-Directional (personal digital, computer, and web- (personal digital, computer, and web- (personal digital, computer, and web-
Skills based resources), calculators, computers, based resources), calculators, computers, based resources), calculators, computers,
books, newspapers. books, newspapers. books, newspapers.

SAMPLE Student Outcomes 1. Keep a journal record of observations, 1. Keep a journal of observations and 1. Use key ideas of science to document
for: Interpersonal and Self- recognizing patterns, summarizing investigations, and periodically and explain through an investigation
Directional Skills findings, and reflecting on the evaluate entries to assess progress the relationship between science
observations. toward achieving the understanding of concepts
key ideas.
E.G. Maintain a journal describing E.G. Investigate the complex
changes in the characteristics, E.G. Maintain a journal describing interconnectedness of physical,
behavior, and location of living things changes to a specific habit over chemical, and biological processes as
that occur in seasonal cycles E.G. extended periods of time. they apply to the Earth.
trees shed their leaves, birds migrate,
humans change clothing, do different 2. Self-assess progress toward a
activities. predetermined outcome and decide
what needs to be done to meet the
goal.
E.G. Maintain a journal highlighting
understandings of various science
concepts and questions still needing to
be addressed.

177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org © 2004 Partnership for 21st Century Skills 
Learning Skills for Inter personal and Se l f-Directional Sk ill S

Accountability and Adaptability
1. Exercising personal responsibility and flexibility in personal, workplace and community contexts. 2. Setting and meeting high standards and goals for
one’s self and others.

4th Grade 8th Grade 12th Grade

21st Century Tools for: Planning, scheduling and evaluation tools Planning, scheduling and evaluation tools Planning, scheduling and evaluation tools
Interpersonal and Self-Directional (personal digital, computer and web- (personal digital, computer and web- (personal digital, computer and web-
Skills based resources), Internet, presentation based resources), Internet, presentation based resources), Internet, presentation
software, word processing. software, word processing. software, word processing.

SAMPLE Student Outcomes 1. Establish ongoing communication with 1. Develop and execute a plan to collect 1. Identify the reputable and appropriate
for: Interpersonal and Self- students from other communities or and record accurate and complete communities of learners to whom
Directional Skills countries to share and compare data. data from various sources to solve a research findings should be reported,
problem or answer a question. Gather compare data, and adapt it as needed.
E.G. and critically analyze data from a
E.G. Identify key decision makers in the
• Use letters, email, or electronic variety of sources.
community who are responsible for
bulletin boards to share and compare
E.G. Participate in an electronic project determining the site of a landfill, share
data on rainfall, temperatures,
such as NASA’s “Globe” initiative. class research and obtain feedback.
migrations, etc.
• Write a letter to an electronic pen pal
2. Participate in science competitions, 2. Use science learned to create a
highlighting progress in a specific
where students are responsible for personal action plan on a community
investigation.
creating a product or participating in issue.
an event.
E.G. Use technological solutions to
E.G. Design a device or participate in address local transportation needs and
the Science Olympics. use scientific principles to explain the
way they function.

177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org © 2004 Partnership for 21st Century Skills 
Learning Skills for Inter personal and Se l f-Directional Sk ill S

Social Responsibility
1. Acting responsibly with the interests of the larger community in mind. 2. Demonstrating ethical behavior in personal, workplace and community
contexts.

4th Grade 8th Grade 12th Grade

21st Century Tools for: Web-based forums, online communities Web-based forums, online communities Web-based forums, online communities
Interpersonal and Self-Directional of learners. of learners. of learners.
Skills

SAMPLE Student Outcomes 1. Collaborate with other learners by 1. Collaborate with a network of learners 1. Collaborate with interested learners
for: Interpersonal and Self- letter, phone, or online. by phone, video, virtual classroom using appropriate web resources and
Directional Skills platform. publication media such as journals
E.G. Use letters, email, or electronic
(print and electronic).
bulletin boards to share and compare E.G. Use letters, email, or electronic
data on rainfall, temperatures, bulletin boards to share and compare E.G. Use a variety of information
migrations, etc. data on rainfall, temperatures, sources to conduct a cost-benefit
migrations, etc. analysis of the environmental impact of
2. Participate in simulation or role-playing a particular technology.
activities. 2. Participate in simulation or role-playing
activities in which students grapple
E.G. Wear appropriate protective
with the ethics of complex issues.
equipment and select and apply
appropriate techniques for handling, E.G. Debate the pros and cons of stem-
storing, and disposing of laboratory cell research.
materials when doing science
investigations.

177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org © 2004 Partnership for 21st Century Skills