MYP TECHNOLOGY UNIT PLANNER

School: Westchester Academy for International Studies Date: School Year: MYP Year: 1 Semester:
(6th)

Term:

Type of course: Technology as a distinct subject Integrated Subject integrated with Teacher(s): C. Wegscheid Duration (in hours): Unit title: One that engages student inquiry - Is the topic central to the discipline? Is it interesting to me and to
my students? Are the information related to the topic accessible to students?

Take Action & Make a Difference

STAGE 1: Integrate significant concept, area of interaction and unit question, and ensure that it can be assessed
Area of Interaction Focus
Which Area of Interaction will be my focus? Why have I chosen this? Does it have a natural connection with the significant concept?

Significant Concept(s)

Health & Social Education In society, we are constantly bombarded by influences that impact us.

What are the big ideas? What do I want my students to retain for years into the future? Refer to MYP Technology Aims, Learner Profile and IB Fundamental Concepts. Think of big and broad concepts instead of specific contents. Write it as a statement.

Imagery is a powerful influence on society.

MYP Unit Question

Is the question student friendly? Does it have the characteristics of a good guiding question? Could it be used in other disciplines?

What influences us in society? Assessment:

understood? What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have

Culminating task: Students will select two Learner Profile traits and create a visual product, for each trait, using technology tools and skills. Visual product should be of high enough quality to be displayed on Internet, in information materials, or in building.
MYP Technology Assessment Task Context: Real or imaginary scenario within which Challenge: A description of task as it is presented to the
technology project will take place students.

Even though weve learned about the Learner Profile, many of the traits are not visible around campus. There is a need to make it more visible so fewer students are confused or misunderstand traits on the Learner Profile.

Your challenge is to create two visual products, each for a different trait, to demonstrate chosen traits to others on campus. Use the knowledge and techniques learned in this class as resources.

Which specific MYP objectives will be addressed during this unit? MYP Technology Objectives through the Design Cycle (focus on the objectives on Guide page 4-6)
Utilize Technology Interim Objectives

Investigate: Consider the problem within a wider context; 1- Understand the concept of a design brief and adapt a given design brief to the problem or,with guidance, start to develop a design brief:

Ask useful questions about the investigation; with guidance, identify appropriate sources of information and acknowledge these in a suitable format; With guidance use different systematic methods to collect and select information, & organize it logically;

2 - Formulate a design spcification:

Understand the importance of questioning the value of sources of information.

Understand the concept and importance of the design spcification and, with guidance list the requirements that must be met by the product/solution;

Adopted from IB document, this page of testing to determine the success (or otherwise) of the product/solution identification understand the importance may be used for educational purposes without removing this copyright and, with Copyright Dilip Dutta, dilipd@canada.com

guidance, design some simple tests.

MYP TECHNOLOGY UNIT PLANNER

MYP Objectives through the Design Cycle (Guide page 4-6) Utilize Technology Interim Objectives

Plan

(Design & Plan):

1- Design the product/solution: create designs and communicate them using different forms and conventions; compare the designs against the design specifications;

2 - Plan the product/solution with limited guidance:

select, with guidance, one design over others.

describe, with guidance, the steps needed to create the product/solution;

construct a plan to create, with guidance, the product/solution making effective use of resources and time;

with guidance, consider the effectiveness of the plan make suitable modifications.

Create:
1 - Use appropriate techniques and equipment :

use different techniques and equipment competently with guidance;

ensure a safe working environment for themselves and others. 2 - Follow the plan with guidance: understand the importance of plans and follow the plan to produce the product/solution; understand the importance of monitoring progress and revisiting the plan making necessary changes. 3 - Create the product/solution: create, with guidance, a product/solution of appropriate quality.

Evaluate:
1 - Evaluate the product/solution with guidance:

carry out or follow tests to compare the product/solution against the design specification; consider the success (and/or failure) of the product/solution based on testing, their own views and the views of the intended user; consider the impact of the product/solution on individuals and/or on society;

explain how the product/solution could be improved. 2 - Evaluate their use of the design cycle: reflect on their performance at each stage of the design cycle; identify and describe the parts they found easy and the parts that proved difficult; with guidance, suggest ways in which their performance could be improved.

Attitude in Technology:
1 - Use materials and techniques safely and responsibly. 2 - Work effectively as members of a team, collaborating, acknowledging and supporting the views of others. 3 - Provide evidence of personal engagement with the subject when working in technology: motivation; independence; and general positive attitude.

Assessment criteria: Which MYP assessment criteria will be used? *Note: marked criteria are
emphasised
Investigate Technology Design Plan Create Evaluate Attitude in

Branches of Technology: Which branch(es) of technology could be focused on this unit?

Information Materials Systems

Learner profile: Which learner profile attributes could be encouraged through this unit?
Balanced Open-minded Caring Principled Communicator Reflective Inquirer Risk taker Knowledgeable Thinker

Fundamental concept: Can any specific fundamental concept(s) be emphasized on this unit?
Holistic Learning Intercultural Awareness Communication

Link to other subjects: To which subject(s) do this unit has a natural link?
Mathematics Education Language A Language B Arts Sciences Humanities Physical

STAGE 2: Backward planning - from the assessment to the learning activities through inquiry
Content:
What knowledge and/or skills (from my course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? Refer to your course outline and the published interim objectives.

Texas Essential Knowledge and Skill:

(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet; (D) identify the impact of technology applications on society through research, interviews, and personal observation; and (E) demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages. (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video,

and audio files; (C) use on-line help and other documentation. (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings; (C) plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting; (D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics; (E) create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats; (F) differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications; (G) integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge; (H) use interactive virtual environments, appropriate to level, such as virtual reality or simulations; (J) use foundation and enrichment curricula in the creation of products. (12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to: (B) determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics; (C) select representative products to be collected and stored in an electronic evaluation tool; and (D) evaluate the product for relevance to the assignment or task. Add NETS
Resources:
What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students experiences during this unit?

Learner Profile (IB) Design Cycle Design Brief/Design Specifications Media Specialist/Library

Recognizing Types of Propaganda

Computers & Internet

Printer Easy Bib or Noodle Tools for references/bibliography

Software: Word, Open Office, Pages, iPhoto,

various other programs Cameras & memory cards Advertising techniques:

Propaganda

http://www.propagandacritic.com/

http://www.hsj.org/modules/lesson_plans/detail.c fm?LessonPlanId=335 Information Sheets: Online Marketing Strategies (pdf) Activity sheets: Ad Techniques (pdf) Analyzing Propaganda in Print Ads and Commercials (pdf) Analysis Chart (Word doc) Online Marketing Worksheet (pdf) Sample visual models: Thinker: http://dclibrary.edu.glogster.com/openminded/ IB Learner Profile Posters: http://dylangattey.com/portfolio/ib-learner-profileposters/ LP Samples http://edweb.tusd.k12.az.us/safford/IB/index.htm

Advertizing All Around Us http://www.media-

awareness.ca/english/resources/educational/ lessons/elementary/advertising_marketing/a

ds_all_around_us.cfm

http://www.eduplace.com/rdg/gen_act/view/c onvince.html Approaches to Learning (ATL): How will this unit contribute to the overall development of subject-

Convince Me!

specific and general ATL skills? Refer to already-identified Vertical/Horizontal ATL articulation of your subject area as well as AoI section of the subject guide.

Organization: Showing care for work well done; Meeting deadlines. Communication: Using writing, drafting, and note taking as a means for generating ideas; Effective use of visual representations. Information Literacy: Locating appropriate materials via the Internet; Evaluate sources for suitability, reliability, bias, fact/opinion, & accuracy (academic worth). Teaching Strategies Learning Experiences
How will students know what is expected of them? Will they see examples, rubrics, templates, etc.? How will students acquire the knowledge and practice the skills required? How will they practice applying these? Do the students have enough prior knowledge? How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? Have we considered those learning in a language other than their mother tongue? Have we considered those with special educational needs? Have you thought of different types of learning situations like student-centered learning, problem-based learning, collaborative learning etc.?

Small group instruction Whole group instruction Peer group work Review Design Cycle, design brief/ design specifications Saving documents/images

Create citations (annotated references/

bibliographies) Research PSAs Look at different types of PSAs Learn about advertising techniques Investigate ways to use advertising techniques Select & explain which advertising techniques are most influential for each student Investigate influencing of students/staff at school Create list of where certain LP traits are more prevalent around campus Create survey/questionnaire to determine which traits are most needed, which traits are most used in various parts of school life Camera use & care iPhoto/ Picasa/ other image program

Whole Class instruction Small group Peer work Individual lessons- workshop format Design Cycle introduction Design Brief & Design Specifications introduction Rubric for assessment Mini-lesson on PSAs and Advertising Techniques Mini-lesson on Noodle Tools or Easy Bib for citations Mini-lessons on digital camera use & processes Mini-lesson on interview strategies and question development Peer Review Rubric Tutorials as needed or by student request Print resources and models Peer support as requested Hands-on instruction

Ongoing Reflection and Evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions in the unit planning section of MYP: from principles into practice.
Students and Teachers: What did we find compelling? Was our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect both on the unit and on our own learning? Were there any attributes of the learner profile that were encouraged through this unit? Were there any opportunities for action?

Possible connections: How successful was the collaboration with other teachers within my subject group and/or from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects?

Assessment: Were students able to demonstrate their learning? Did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? Did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? How did I decide on the data to collect? Was it useful?

Adopted from IB document, this page may be used for educational purposes without removing this copyright identification Copyright Dilip Dutta, dilipd@canada.com

MYP TECHNOLOGY UNIT PLANNER

ment Level of Achieve-

1 (6th gr.)
Descriptor

CRITERIA DESCRIPTORS FOR THE UNIT OF WORK - See Guide page 28-33

With guidance: The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications*. With guidance: The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analyzing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification*. With guidance: The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification*.
*Design Specification: A detailed specification of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specifications.

1-2

Investigate

3-4

5-6

With guidance: Student generates one design and makes some attempt to justify it against the design specifications.

1-2 3-4 5-6 1-2 3-4

Design

With guidance: Student generates two - three designs, justifying choice of one design, and completely evaluating it against the design specification. With guidance: Student generates a range of feasible (2-3) designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it completely and critically against design specification. With guidance: Student generates a plan with some details of the organized/ sequenced steps and or use of resources needed.

Plan

With guidance: Student generates a plan with some detail of organized /sequenced steps that include resources, supplies/resource tools, and time management. The student makes some attempt to evaluate the plan. With guidance: Student generates a plan with several clear, detailed, and organized /sequenced steps. The student describes use of resources, supplies/resource tools, and time management. The student thoughtfully evaluates plan and describes any changes made to design. With guidance: The student considers the plan and creates at least part of a product/solution. With guidance: The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.

5-6 1-2 3-4

Create

ved Level Achie-

Task Title:
Criteria

MYP Year

With guidance: The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality* using the resources available.
*Appropriate quality is the best product/solution that the student can produce, taking into account resources available, skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.

5-6

With guidance: The student evaluates the product/solution or his or her own performance. The student makes some attempt to test* the product/solution. With guidance: The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests* the product/solution to evaluate it against the design specification. With guidance: The student evaluates the success of the product/solution in an objective manner based on the results of testing*, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on individuals or society.
*Product testing: A stage in the design process where versions of products 9for example, prototypes) are tested against the need, applied to the context and presented to the end-user or target audience.

1-2

3-4

Evaluate

5-6

Attitude in Tech.

The student occasionally displays a satisfactory standard in one of the aspects listed below: 1- demonstrates personal engagement: motivation, independence, & general positive attitude; 2- demonstrates understanding of safety, cooperation, & respect for others. The students frequently displays a satisfactory standard in both aspects listed above. The student consistently displays a satisfactory standard in both of the aspects above.

1-2

3-4 5-6 Total

Adopted from IB document, this page may be used for educational purposes without removing this copyright identification Copyright Dilip Dutta, dilipd@canada.com