MS Design and Technology Course: Design and Technology Total Framework Hours up to: 90 CIP Code: 149991 Exploratory Preparatory Date Last Modified: 1/2016 Career Cluster: Science, Technology, Engineering and Math Cluster Pathway: Science and Math Unit Outline Hours Unit 1: Introduction to Engineering and Design 10 Class Procedures The Engineering Portfolio/ Goal Setting Design Process Technical Sketching and Drawing Unit 2: Design Solutions 15 Dimensions and Tolerances CAD Modeling Problem Solving Through Design Unit 3: Reverse Engineering 15 Visual Analysis Functional Analysis Structural Analysis Product Improvement by Design Unit 4: Robotic Systems 20 Chassis and Support Systems Mechanical/Gear Systems Drive/Motor Systems Control Systems Programming Systems Unit 5: Design Problems 20 Engineering Design Ethics Design Teams Unit 6: Careers, Culture and Contributions 10 Careers in Engineering and Design Cultural Access to Technology, Engineering and Design Engineers, Designers, and Their Contributions to Society Total Hours 90
Design and Technology CIP Code # 149991 Exploratory District Course # 91000A S.T.E.M. Career Cluster Pathway Course Overview Design and Technology is a semester long exploratory course in the Engineering and Technology career pathway designed for 8th grade students. The course fulfills an occupational credit. It is a program focusing on the integration of math, science and technology concepts using hands-on experiences. The Design and Technology course is conducted in a manner that meets the standards for Career and Technical Education as defined by the Office of the State Superintendent of Public Instruction as being in conformance with the Washington State Plan for Career and Technical Education as approved by the Office of Workforce Training and Education Coordinating Board for Washington State. Course Catalog Description Design and Technology is an 8th grade enrichment course for students in the Engineering and Technology Career Pathway. This course introduces students to the design process, computer automated design software, dimensions and tolerances, reverse engineering, structural analysis, and more! It is a program focusing on the integration of math, science and technology concepts using hands-on experiences. Students in the course are taking Algebra concurrently. Enduring Understandings/Essential Questions Engineering is the profession in which a knowledge of the mathematical and natural sciences, gained by study, experience, and practice, is applied with judgment, to develop ways to utilize, economically, the materials and forces of nature for the benefit of mankind. Engineers keep a daily log or notebook in order to keep a record of their work, including experiment results, sketches of new ideas, records of conversations and ideas.
Instructional Materials Core/Required Texts: Supplemental Texts: Clover Park School District Robotics Student Workbook Software: Solidworks CAD program Solidworks Tutorials Robotics Tutorials Robotics Programming Software (Video Trainer, Robotics Engineering 1 & 2, NXT Programming 2.0) Equipment: Computers 3D printer Lego Mindstorms kits Next Engine 3D Scanner Up-Start 3D Printer Common Assessments: Clover Park School District Robotics Student Workbook
COMPONENTS AND ASSESSMENTS Performance Assessments: A variety of performance oriented task assessments will be used. Quarterly Notebook Assessments CAD Drawing Assessments Journal #1 Leadership Alignment: Guided instructions on building a technical/engineer portfolio Discover strengths and personal improvement areas through group activities Practice brainstorming through a variety of exercises CAD Practice Drawings Business & Entrepreneurial Literacy--Design assemblies requested by simulated company to be manufactured and disturbed to the marketplace Information Literacy Access and /evaluate Information Use and Manage Information Standard/Unit: Introduction to Engineering and Design Standards and Competencies Competencies Total Learning Hours for Unit: 10 Design Process Apply engineering notebook standards and protocols when documenting their work during the school year. Identify and apply group brainstorming techniques and the rules associated with brainstorming. Identify the design process steps used in given scenarios and be able to list the steps, if any are missing. Technical Drawing (CAD) Identify, draw, and explain the function of points, construction lines, object lines, and hidden lines. Plot points on grid paper to aid in the creation of sketches and drawings. Explain the concepts of technical sketching and drawing. Draw an isometric view of simple geometric solids. Describe the concept of proportion as it relates to freehand sketching. Draw multi-view drawings of simple geometric solids. Determine the front view for a given object. Aligned Washington State Standards EALR 1: INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. 1.1 Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. Educational Technology 1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others. 1.3 Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources.
CCSS.Math.Content.8.G.A.1.a Lines are taken to lines, and line segments to line segments of the same length. CCSS.Math.Content.8.G.A.1.b Angles are taken to angles of the same measure. CCSS.Math.Content.8.G.A.1.c Parallel lines are taken to parallel lines. CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. CCSS.Math.Content.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. Math CCSS.Math.Content.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. CCSS.Math.Content.8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. CCSS.Math.Content.8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. CCSS.Math.Content.8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. CCSS.Math.Content.8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems MS. Engineering Design Science MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Performance Assessments: Journal #2 COMPONENTS AND ASSESSMENTS CAD generated final summative assessment Construct bridge/tower following specific design constraints and tolerances Leadership Alignment: Building Techniques Guided SolidWorks and Computerized Tutorials Wooden bridges/towers projects Construction techniques Planning for tolerances JETS, Inc. Engineering Challenges on-line Critical Thinking and Problem Solving Reason Effectively Use Systems Thinking Standard/Unit: Design Solutions Standards and Competencies Competencies Total Learning Hours for Unit: 15 Dimensions and Tolerances Explain the differences between size and location dimensions. Differentiate between datum dimensioning and chain dimensioning. Identify and dimension fillets, rounds, diameters, chamfers, holes, slots, and screw threads in orthographic projection drawings. Explain the rules that are associated with the application of dimensions to multiview drawings. Identify, sketch, and explain the difference between general tolerances, limit dimensions, unilateral, and bilateral tolerances. Differentiate between clearance and interference fits. CAD Modeling Sketch and model an auxiliary view of a given object to communicate the true size and shape of its inclined surface. Describe the purpose and demonstrate the application of section lines and cutting plane lines in a section view drawing. Sketch a full and half section view of a given object to communicate its interior features. Perform part manipulation during the creation of an assembly model. Explain how assembly constraints are used to systematically remove the degrees of freedom for a set of components in a given assembly. Create an exploded model of a given assembly. Create and describe the purpose of the following items: exploded isometric assembly view, balloons, and parts list. Problem Solving Through Design Brainstorm and sketch possible solutions to an existing design problem. Create a decision making matrix.
Select an approach that meets or satisfies the constraints given in a design brief. Explain what constraints are and why they are included in a brief Educational Technology Aligned Washington State Standards EALR 1: INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. 1.1 Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. 1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others. 1.3 Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources. EALR 2: DIGITAL CITIZENSHIP Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior. 2.1 Practice Safety: Demonstrate safe, legal and ethical behavior in the use of information and technology. CCSS.Math.Content.8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. CCSS.Math.Content.8.EE.C.8.c Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. CCSS.Math.Content.8.G.A.1.a Lines are taken to lines, and line segments to line segments of the same length. Math CCSS.Math.Content.8.G.A.1.b Angles are taken to angles of the same measure. CCSS.Math.Content.8.G.A.1.c Parallel lines are taken to parallel lines. CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. CCSS.Math.Content.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. CCSS.Math.Content.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the
similarity between them. CCSS.Math.Content.8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. CCSS.Math.Content.8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. CCSS.Math.Content.8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. CCSS.Math.Content.8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems Engineering Design MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Science MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. COMPONENTS AND ASSESSMENTS Performance Assessments: Generate and evaluate a question that can be answered through a scientific investigation. Critique questions generated by others and explain whether or not the questions are scientific. Journal #3 Device Improvement Project
3D scan of small object Design a new case or replacement part 3D print of new object Leadership Alignment: Disassembly strategies Assembly strategies Systems descriptions Equipment Use Sketching of mechanical and electrical systems The innovation process Embedded 21st Century Interdisciplinary Theme Activity Business & Entrepreneurial Literacy-- Working in a collaborative team students will analyze an existing device and develop an improvement or create a protective case Critical Thinking and Problem Solving Reason Effectively Use Systems Thinking Make Judgments and Decisions Standard/Unit: Reverse Engineering Standards and Competencies Competencies Total Learning Hours for Unit: 15 Reverse Engineering is an important process in the redesign of products. Designers get an opportunity to break down and analyze each part of the product to see how they operate. Visual Analysis Identify visual design elements within a given object. Explain how visual design principles were used to manipulate design elements within a given object. Explain what aesthetics is, and how it contributes to a design s commercial success. Identify the purpose of packaging in the design of consumer products. Identify visual design principles and elements that are present within marketing ads. Identify the intent of a given marketing ad and demographics of the target consumer group for which it was intended. Functional Analysis Identify the reasons why engineers perform reverse engineering on products. Describe the function of a given manufactured object as a sequence of operations through visual analysis and inspection (prior to dissection). Structural Analysis
Describe the differences between joinery, fasteners, and adhesives. Identify the types of structural connections that exist in a given object. Use dial calipers to precisely measure outside and inside diameter, hole depth, and object thickness. Identify a given object s material type. Identify material processing methods that are used to manufacture the components of a given commercial product. Construction Math Product Improvement by Design Write design briefs that focus on product innovation. Identify group brainstorming techniques and the rules associated with brainstorming. Use decision matrices to make design decisions. Explain the difference between invention and innovation Aligned Washington State Standards EALR 1: INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. 1.1 Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. 1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others. Educational Technology 1.3 Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources. EALR 2: DIGITAL CITIZENSHIP Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior. 2.1 Practice Safety: Demonstrate safe, legal and ethical behavior in the use of information and technology. CCSS.Math.Content.8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. Math CCSS.Math.Content.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1 CCSS.Math.Content.8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. Engineering Design Science MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved
COMPONENTS AND ASSESSMENTS Performance Assessments: Construct robot according to varying specifications with ability to modify speed and manipulate objects. Complete competitive events working collaboratively with team members. Journal #4 Leadership Alignment: Embedded computer based lessons Guided practice with robot kits Practice with systems Cooperative team work groups Problem-solving strategies Embedded 21st Century Interdisciplinary Theme Activity Business & Entrepreneurial Literacy-- Complete competitive events working collaboratively with team members or demonstrate robotic systems to an audience. Productivity and Accountability Manage Projects Produce Results Standard/Unit: Robotics Systems Standards and Competencies Competencies Total Learning Hours for Unit: 20 Chassis and Support Systems Mechanical/Gear Systems Drive/Motor Systems Control Systems Programming Systems Aligned Washington State Standards EALR 1: INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. 1.1 Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. 1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others. Educational Technology 1.3 Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources. Math EALR 2: DIGITAL CITIZENSHIP Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior. 2.1 Practice Safety: Demonstrate safe, legal and ethical behavior in the use of information and technology. CCSS.Math.Content.8.SP.A.2
Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. CCSS.Math.Content.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1 CCSS.Math.Content.8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. Engineering Design MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Science MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved COMPONENTS AND ASSESSMENTS Performance Assessments: Generate and evaluate a question that can be answered through a scientific investigation. Critique questions generated by others and explain whether or not the questions are scientific. Future technology prototyping project Formal engineering portfolio review and assessment Journal #5 Leadership Alignment: Research techniques Modification of previously used materials
Connecting, attaching, binding strategies that work Metal on metal Plastics Wood products Project management and key team members Group dynamics Creativity and Innovation Think Creatively Work Creatively with Others Implement Innovations Standard/Unit: Design Problems Standards and Competencies Competencies Total Learning Hours for Unit: 20 Students will apply the design process to create a solution to a problem that currently exists. Engineering Design Ethics Create a brainstorming list of different products made from common materials that are used daily. Research and construct a product impact timeline presentation of a product from the brainstorming list and present how the product may be recycled and used to make other products after its lifecycle is complete. Identify the five steps of a product s lifecycle and investigate and propose recyclable uses for the material once the lifecycle of the product is complete. Design Teams Explain why teams of people are used to solve problems. Identify group norms that allow a virtual design team to function efficiently. Establish file management and file revision protocols to ensure the integrity of current information. Use internet resources, such as e-mail, to communicate with a virtual design team member throughout a design challenge. Identify strategies for addressing and solving conflicts that occur between team members. Create a GANTT chart to manage the various phases of their design challenge. EALR 1: INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. 1.1 Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. 1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and Educational Technology contribute to the learning of others. 1.3 Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources.
EALR 2: DIGITAL CITIZENSHIP Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior. 2.1 Practice Safety: Demonstrate safe, legal and ethical behavior in the use of information and technology. CCSS.Math.Content.8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. CCSS.Math.Content.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1 CCSS.Math.Content.8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. CCSS.Math.Content.8.G.A.1.a Lines are taken to lines, and line segments to line segments of the same length. CCSS.Math.Content.8.G.A.1.b Angles are taken to angles of the same measure. Math CCSS.Math.Content.8.G.A.1.c Parallel lines are taken to parallel lines. CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. CCSS.Math.Content.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. CCSS.Math.Content.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. CCSS.Math.Content.8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. CCSS.Math.Content.8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two
and three dimensions. CCSS.Math.Content.8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. CCSS.Math.Content.8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems Engineering Design MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Science MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved Performance Assessments: Plan and compose a written technical report about a career field in engineering COMPONENTS AND ASSESSMENTS Engineering field presentations Journal #6 Leadership Alignment: Prepare for and conduct an interview with an engineer or designer. Bring in guest speakers Embedded 21st Century Interdisciplinary Theme Activity Business & Entrepreneurial Literacy Presentation to an audience on an Engineering and Technology Pathway Career Media Literacy Analyze Media Create Media Products
Standard/Unit: Careers, Culture and Contributions Standards and Competencies Competencies Total Learning Hours for Unit: 10 Describe the difference between engineering disciplines and job functions Understand the professional and legal responsibilities associated with being an engineer. Research and discover the educational requirements to become an engineer Educational Technology Aligned Washington State Standards EALR 1: INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. 1.1 Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. 1.2 Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others. 1.3 Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources. EALR 2: DIGITAL CITIZENSHIP Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior. 2.1 Practice Safety: Demonstrate safe, legal and ethical behavior in the use of information and technology. Check those that students will demonstrate in this course: 21 st Century Skills
LEARNING & INNOVATION Creativity and Innovation Think Creatively Work Creatively with Others Implement Innovations Critical Thinking and Problem Solving Reason Effectively Use Systems Thinking Make Judgments and Decisions Solve Problems Communication and Collaboration Communicate Clearly Collaborate with Others INFORMATION, MEDIA & TECHNOLOGY SKILLS Information Literacy Access and /evaluate Information Use and Manage Information Media Literacy Analyze Media Create Media Products Information, Communications and Technology (ICT Literacy) Apply Technology Effectively LIFE & CAREER SKILLS Flexibility and Adaptability Adapt to Change Be Flexible Initiative and Self-Direction Manage Goals and Time Work Independently Be Self-Directed Learners Social and Cross-Cultural Interact Effectively with Others Work Effectively in Diverse Teams Productivity and Accountability Manage Projects Produce Results Leadership and Responsibility Guide and Lead Others Be Responsible to Others