Grade 8 Design

2014-2015
MYP 3
AIS School Mission
AIS Kuai! ins"ires s!uden!s !o #eco$e cri!ical !hin%ers and con!ri#u!ing orld
ci!i&ens !hrough rigor and #alance in a nur!uring educa!ional en'iron$en!(
I. )ourse Descri"!ion*
The Grade 8 (MYP 3) Design course implements the full Design Ccle to pro!ide students
"ith the opportunit to in#uire and anal$e% De!elop ideas% Create a solution% e!aluate the
learning and the outcome as "ell as pro!iding hands on pro&ects.
This ear "e "ill 'e offering a num'er of assignments in Design( our first assignment "ill
'e to create a )log "e'site% "hich our students can record all their other assignments on.
The second assignment "ill 'e the self sustaining futuristic Cit assignment as part of this
assignment the "ill ha!e the opportunit to 'uild it using reccled products or the can
chose create it !irtuall using a computer program.
Thirdl "e "ill 'e completing a *+T ,escue ,o'otic -ssignment "hich "ill 'asicall 'e
designing% 'uilding and programming a ro'ot that "ill 'e a'le to enter a 'uilding and put
out a fire.
To do this assignment our students "ill 'e use a .ego Mind /torms for schools. 0ur
students "or1 "ith concepts such as prototping% 'udgeting and in!entor to produce
complete solutions% "hile ro'otics s1ills focus progressi!el more sharpl on purpose2
designed programming. -ll of "hich "ill 'e uploaded onto the )log "e'site "hich "as
their first assignment.
II. +he AIS s!andards !ha! ill #e addressed in !he course(
/tandard 3 Identifies the pro'lem to 'e sol!ed.
/tandard 4 De!elops the Design )rief.
/tandard 3 5ormulates a Design /pecification.
/tandard
678
3 possi'le Designs of the product.
/tandard 9 :ses appropriate techni#ues and e#uipment.
/tandard ; 5ollo"s the plan.
/tandard 8 Creates the product or solution.
/tandard < =!aluates the product or solution.
/tandard 3> =!aluates use of the Design Ccle.
III( +he Pur"ose o, MYP Assess$en!
The purpose of assessment is to collect data to measure student progress to impro!e
academic achie!ement and instructional practices. In order to achie!e this% the teacher(

Pro!ides opportunities for students to demonstrate understanding of content and

application of concepts.

Measures and communicates the students? progress.

Pro!ides feed'ac1 for the gro"th and impro!ement of student learning.

,eflects on data to guide and strengthen their instructional practices.

I-( +."es o, Assess$en!
-ssessment is categori$ed into t"o forms/ 'oth ha!ing an e#uall important role in
measuring student progress.
0or$a!i'e Assess$en!

- tool used to measure student progress for the purpose of identifing specific
areas for gro"th and measuring proficienc.

Data collected for the purpose of guiding and ad&usting instruction to meet students@
needs.

5ormati!e assessments occur formall and informall often throughout the unit of
stud.
Su$$a!i'e Assess$en!

/ummati!e assessments mirror the s1ills% content% MYP% and eApectations of earlier
formati!e assessments.

/ummati!e assessments are tools used to measure students? le!el of achie!ement

as measured ' the MYP su'&ect specific criterionBru'rics at the end of a unit or
taught concept.

The summati!e assessment is "ritten colla'orati!el 'efore the 'eginning of the

unit.

,u'rics are pro!ided to students and eAplained "hen the summati!e assessment is
assigned (normall "hen the unit 'egins).
C. Su#1ec! S"eci,ic )ri!eria and Modera!ion
)ri!eria Grade Su$$a!i'e 0or$a!i'e
)ri!erion A In#uiring 7 -nal$ing MaAimum 8 Multiple times Multiple times
)ri!erion 2 De!eloping Ideas MaAimum 8 Multiple times Multiple times
)ri!erion ) Creating the solution MaAimum 8 Multiple times Multiple times
)ri!erion D =!aluating MaAimum 8 Multiple times Multiple times
)oundar 5inal
Grade
0 0
1 3 5 1
4 3 5 2
10 3 14 3
15 3 18 4
15 3 23 5
24 3 26 4
28 - 32 6
-fter a summati!e has 'een completed% all teachers "ho ha!e gi!en the summati!e meet
to moderate% or determine the le!els of student achie!ement 'ased on the ru'ric pro!ided
for the criteria assessed.
CI. +he 7ni!s and +i$eline
Design ).cle 7ni! 3 +he 2log
8e#si!e
Area o, In!erac!ion*
Glo'ali$ation and /ustaina'ilit
I2 9earner Pro,ile*
Thin1ers% Communicators% ,eflecti!e
/tudents "ill ha!e the chance to create
a )log De'site% "here the "ill need to
sho" e!idence of in#uir 7 analst%
de!eloping Ideas% creating a solution
and e!aluating their site using the
Design Ccle.
:;+ 7ni! 3 2uilding < Progra$$ing
Area o, In!erac!ion*
Glo'ali$ation and /ustaina'ilit
I2 9earner Pro,ile*
Thin1ers% ,eflecti!e% Eno"ledgea'le
/tudents "ill ha!e the chance to learn
the *+T ,o'ots and further their
1no"ledge of 'uilding and
programming using the ne" design
ccle for Design.
Design ).cle 7ni! 3 Sus!aina#le
0u!uris!ic )i!.
Area o, In!erac!ion*
Glo'ali$ation and /ustaina'ilit
I2 9earner Pro,ile*
Thin1ers% Communicators% ,eflecti!e
/tudent "ill 'e a'le to design and
create a sustaina'le cit for the
future.
/uggested due dates for the -ssignments@ are(
3. The )log De'site Due( "ithin the first "ee1 of *o!em'er
4. The /ustaina'le cit of the future Due( the last "ee1 in Fanuar
3. The *+T ,escue ,o'otics assignment is due( last "ee1 in -pril
CII. +e=!s and resources
/tudents "ill use a !ariet of online resources and soft"are programs pro!ided in class.
CII. >e,erencing ?!her @and#oo%s and +echnologies
Classroom =Apectations(
-rri!e promptl to class "ith a "illingness to learn.
=Ahi'it a positi!e attitude.
/ho" respect to ourself% our classmates% teachers and facilities.
,efer to our -gendas regarding Middle /chool policies.
:se =dmodo as a means of communication.
Contact Information(
Mr. Mar1 Da!ie
Phone =AtensionB,oom( 6>3B46<
email* $ar%(da'ieAais-%uai!(org