21st Century Student Learning Experiences: Second Grade

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21st Century Student Learning Experiences: Second GradeGlobal AwarenessTeaching Strategy/Activity:Guide students in connecting with children from other schools around the world through Skype to discuss differences and similarities in their culture, environment, families, etc. Students also create email accounts (with parental consent) and exchange email addresses to maintain written communication with their international counterparts. They can also exchange images and pictures via email.https://www.youtube.com/watch?v=dYK_Xml4Kk8CreativityStudents brainstorm about possible questions to ask their international counterparts about daily routines, culture, family, school, etc.

Critical ThinkingStudents compare and contrast own cultural experiences with those of their international counterparts.
Students listen to their international counterparts responses and draw conclusions about culture.CommunicationStudents will articulate thoughts and ideas clearly and effectively using written, oral and nonverbal communication skills.
Students will listen effectively to decipher meaning, values, and attitudes.
Students will use multimedia and technologies.CollaborationStudents will work with a peer and collaborate in communicating with their international counterpart.
Students will assume and share responsibility for group work. TechnologyComputer or iPadsSkype applicationEmail (yahoo/google)Financial, Economic, Business, Entrepreneurial LiteracyTeaching Strategy/Activity:Students will participate in an economic fair in pairs or small groups. They will have to assess supply and demand of products and services (within the school through a variety of tools ranging from interviews, surveys, informal inquiries). They will design/create a product based on their assessment, market their product, advertise, their product and sell their product at the economic fair.https://www.youtube.com/watch?v=q_-lsn-gAMECreativityStudents will create a new and worthwhile idea/product.
Students will analyze, refine, and evaluate an existing or original product/service with improvement in mind.

Critical ThinkingStudents will analyze the current state of supply and demand of certain products or services (on a small scale).
Students will analyze and evaluate points of views when observing the need for a product or service.
Students will try to solve the problem of a product or service demand by creating/designing an original product/service or improving an existing product/service.
Communication

Students will sell their product and by articulating clearly why people would buy their product or service.
CollaborationStudents will collaborate to determine product/service demand.
Students will collaborate to create, design and produce their product.TechnologyStudents will conduct web-based research to help them create and design their product/service.
Students will use word processing skills and tools as well as online logo/image design software to create a logo for their product/service.Civic LiteracyTeaching Strategy/Activity:
Students can:

Students research and participate in a community service projects: volunteering at a home for the elderly, fundraising for a cause, or creating a community garden.
Students create their own community service project; they design and build a community center through a game based virtual world web program.
Participate in class elections to vote for class president and vice president.

https://www.youtube.com/watch?v=GOOPqny7DXYCreativityStudents develop, implement and communicate new ideas about how they can help their community.
Student carry out and act on innovative ideas to create a community service project.

Critical ThinkingStudents ask significant and meaningful questions about how to help their local community.

Students apply solving skills to determine what is needed in the community and how they can help.
CommunicationStudents communicate with members of their community to determine what kind of community projects are needed or how students can be a helpful citizen.
Students articulate and communicate why he/she should be a presidential candidate and why he/she should be voted second grade president.CollaborationStudents collaborate respectfully with peers to follow the steps of the election process.
Student collaborate with peers and students from other classes to participate effectively in a community service project or to create one of their own.TechnologyStudents access community service websites and use technology to research specific community service activities in their community to learn how they can participate and be helpful.
Students use technology to create posters and slogans for their presidential campaign. Health LiteracyTeaching Strategy/Activity:

Students interview a health care professional: develop questions about a specific health topic of interest.

Students invite a health care professional to come into class or communicate with him/her online. Conduct the interview and record the responses (written, audio, video). Summarize the information acquired and share with the class.

https://www.youtube.com/watch?v=Emri-rZtDcsCreativityStudents brainstorm ideas to formulate questions about a health topic of interest to ask a health care professional.
Students find ways and are responsible for contacting and interviewing a health care professional.
Critical ThinkingStudents identify and ask significant questions about a health topic.
Students reflect critically about learning experiences and processes. CommunicationStudents articulate thoughts and ideas orally and in written form.
Students use communication for a range of purposes.
Students use multiple media and technology to communicate.
CollaborationStudents work together to brainstorm and formulate questions about a health topic.
Students collaborate to record interview responses and to share information to their peers.TechnologyStudents use recording devises and other technology to gather information and share information.Environmental LiteracyTeaching Strategy/Activity:

Students investigate some existing environmental laws. Discuss if they truly help protect the environment and how.
Students create a new environmental law that would protect their local environment or something that they deem important.
Students articulate their law and create a document where they argue their point of view on the environmental issue they've chosen. Students share the document with the class and with their local government.

https://www.youtube.com/watch?v=oROsbaxWH0MCreativityStudents analyze and evaluate existing environmental laws in order to assess their effectivity and with the goal of creating their own environmental law.
Students develop, implement, and communicate new ideas to others effectively.Critical ThinkingStudents use various types of reasoning to analyze existing environmental laws and to create their own.
Students effectively evaluate and analyze existing laws to draw their won conclusions.CommunicationStudents articulate thoughts and ideas to create and present their environmental law.CollaborationStudents work effectively in groups to research existing environmental laws and to create a new law.TechnologyStudents use technology to conduct research about existing environmental laws and environmental issue that persist in their community.
Students use technology to present their law to the class and to their local government.