21st Century 3rd Grade Learners

The lesson on page 104 allows the students to learn about different leadership styles of different leaders in history. Then the lesson on page 105 continues teaching the students about leadership by asking the students to examine their own leadership qualities. In both lessons, the students must show, through some form of expression, what they have learned about leadership qualities.

This lesson plan is a scope and sequence for teaching students how to research. The students will be going through the research process step by step on a daily basis. As they are doing so they will be able to use many different tools, such as YouTube, KWL charts, and Google Slides, that will be beneficial to a 21st century learner. The research process will help students develop their digital literacy as this process allows for them to use technology to find, create, and communicate information.

In this lesson, the students will be able to understand the three types of communication: nonverbal, tone of voice, and body language. Different activities throughout the lesson will showcase the importance of the three types of communication. In the end, the students will have a better understanding of how they can communicate their feelings and thoughts more clearly with their peers.

This lesson plan teaches students how to be aware of their own emotions as well as being responsive to how others are feeling. It focuses on how students can handle their negative feelings, and it also encourages students to be kind to others to spread positivity. The activities require the students to examine how they can tell the emotions of others, how they feel about specific things, and how they can help others change their feelings in a positive way.

This lesson teaches students the process of how to become entrepreneurs. The students will be asked to create a new product to sell. First, the students will brainstorm their creation by writing or drawing out their idea. Then the students will fill out a graphic organizer that will help them think about the basics of being an entrepreneur such as materials, cost, price, packaging, and shipping. At the end, the students will present their creation to the class to see which classmates would be willing to buy their product.

The five lessons that are a part of the "Cultural Connections and Writing for Change Unit" teach students to be aware of other cultures, and in this particular unit the Palestinian Arabian culture. The students will learn more about this culture through books and online sources. Afterwards, they will be asked to identify a social issue that is important to them. With this issue in mind, the students will write a letter about this issue and how the problem could be solved. This lesson teaches the students about another culture as well as how they can contribute to the world.

The lesson plan on pages 47 and 48 will teach students how to solve a problem with given constraints. The activity asks for the students to create a freestanding structure. However, the goal is to build the tallest structure with the least amount of money. The students are given a list of materials and how much they cost. The students can only use the materials that they have bought. Even if a piece of material was bought and not used, it will still count toward their total cost in the end. This activity allows students to find a solution to a complex issue. Page 49 on this document provides the students with a rubric to assess their problem solving skills.

The lesson plan on page 15 will teach the students how to work together in groups in an effective and efficient manner. The students must create some sort of advertisement that promotes their community to tourists, businesses, or workers. The students will be put into groups, and they will be able to choose their audience as well as what they want to use to create their advertisement. Throughout this process, the students will also be peer reviewing each other's ads to improve their project. Then the students will present their advertisement to the class. In the end, the students will discuss their successes and challenges as they had to work together to create one project. Page 16 on this document provides the students with a collaboration checklist to help them assess their team working skills.