Teacher(s)
Ashok Yadav
Subject
discipline
Unit title
Animation using computer programming
MYP year
group
and
Design
1
Unit duration (hrs)
Inquiry: Establishing the purpose of the unit
Key concept
Related concept(s)
Global context
Development
Form
Scientific and technical innovation
Focus Question:
Innovation
Statement of inquiry
Innovating ways to learn and teach through technology.
Inquiry questions
Factual—
a)
What is Animation?
Conceptual—
a)
b)
c)
d)
What is the impact of animation integration in education?
What is the importance of animation in teaching and learning field?
How can animation help learners with different learning styles?
Does animation enhance learning?
Debatable—
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a)
Do you believe that animation can contribute to the teaching and learning process?
Objectives
All strands in all objectives:
A ‐ Inquiring and analysing
B ‐ Developing Ideas
C ‐ Creating the solution
D ‐ Evaluation
Summative assessment
Outline of summative assessment task(s) including
assessment criteria:
Relationship between summative assessment task(s)
and statement of inquiry:
Scratch Programming
While there may be many different programming
languages; they all require typing codes that most
people do not understand. However, one particular
innovation that has fundamentally changed the way
we code is Scratch.
Students master their thinking skills, programming
skills, learn the basic looping strategies and finally
create their own product. In this unit students
develop a project in the form of a game or story to
express their understanding of their favourite
subject topic.
By using the design cycle to create a game or a
animation videos on their interest topic., students will
learn how it is
Possible to use scratch for designing.
Therefore, they will understand that how animation
and games have an impact on communities.
Students will use the Design cycle to compare and
contrast the
effective use of environmentally friendly building
materials and
Products. They will investigate the need for
sustainability and
explore the concepts of change and progress for
improvement.
. Students will use this research to help them
formulate design ideas, which will culminate in one
final design
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Approaches to learning (ATL)
IBATL-Thinking,Self-management,Thinking,Communication,
MYP ATL Cluster Creative-thinking skills
 Organization skills
 Transfer skills
 Communication skills
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Action: Teaching and learning through inquiry
Content
Learning process
Maximum: In the personal project, students should
be able to:
Learning experiences and teaching strategies
Discussion: - Presentation and discussion about scratch and other sites for video making and animation
etc.
State a learning goal for the project and explain how
a personal interest led to that goal.
Inquiry teaching through the achievement of the four stages of the design cycle.
State an intended product and develop appropriate
success criteria for the product.
Present a clear, detailed plan for achieving the
product and its associated success criteria.
Formative assessment
Peer assessment: Each student will evaluate and comment the product of other classmates and provide
them with feedback.
Self-assessment: Each student should assess his own work throughout the design cycle.
0 ~ The student:
The teacher will provide a formative assessment to each student at the end of each stage of the design
cycle. The teacher will provide feedback to students regularly.
i. does not achieve a standard described by any of
the descriptors below.
1-2 ~ The student:
Differentiation
i. states a learning goal
All students will have access to the Year 2 assessment criteria and task specific clarification that will help
them better understand the levels achievable for themselves.
ii. states their intended product
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Students will be provided with a glossary for key terms and concepts to ensure additional language
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students can access the content
iii. presents a plan that is superficial or that is not
focused on a product.
The teacher is available to provide an appropriate level of educational support to each student.
Given the nature of the task, each student will produce a different solution. Therefore, students will be
able to create a varied production of different levels of complexity.
3-4 ~ The student:
i. states a learning goal and outlines the connection
between personal interest(s) and that goal
ii. states their intended product and presents basic
success criteria for the product
iii. presents a plan for achieving the product and
some of its associated success criteria
5-6 ~ The student:
i. states a learning goal and describes the
connection between personal interest(s) and that
goal
ii. states their intended product and presents
multiple appropriate success criteria for the product
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iii. presents a detailed plan for achieving the product
and most of its associated success criteria.
Resources
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
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During teaching
After teaching the unit
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