MYP unit planner Teacher(s) Satnam Singh Chhabra / Dipti Shah Subject group and discipline Unit title MYP Year Selecting, Refining and using information Digital Design 2 Unit duration (hrs) INQUIRY: Establishing the purpose of the inquiry Key concept Related concept(s) Global context Communities Resources and Innovation Scientific and Technical Innovation Statement of inquiry Relevant resources and innovation can make communities conscious about certain issues of global importance. Inquiry questions Factual: What is the difference between reliable and biased information? Conceptual: How can we check whether the information given on a website is reliable or not? Debatable: DTP (Desktop publishing) Software's are better than Ms Word for creating magazine articles? Objectives Summative assessment Students should be able to: Outline of summative assessment task(s) including Relationship between the summative assessment criteria: assessment task(s) and the statement of inquiry: - analyse a group of similar products that • Design a Poster on ‘Harmful effects of inspire a solution to the problem Students will use different search techniques to smoking’ - explain and justify the need for a solution collect data from internet. After evaluating to a problem • Create an advert for a video game. (As information from websites, resources will then be used to design/create solutions to the per the guidelines given) problem effecting community at various levels. B. Developing ideas A. Analysis - develop a design specification which outlines the success criteria for the design of a solution based on the data collected - present a range of feasible design ideas, which can be correctly interpreted by others - present the chosen design and outline the reasons for its selection C. Creating the solution - demonstrates excellent technical skills when making the solution - explain changes made to the chosen design and the plan when making the solution - present the solution as a whole. • Written test on DTP options/tools and creative skills. D. Evaluating - describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution - describe how the solution could be improved -describe the impact of the solution on the client/target audience. Approaches to learning (ATL) • Communication Skills: Expressing one’s perspectives and ideas using Desktop Publishing Software. • Research Skills: Collecting and compiling relevant information online using various search techniques. • Thinking Skills: Gather and organise relevant information to develop idea and design solution. (Critical Thinking) • Thinking Skills: Design Poster/Create Article/newsletter to express ideas and findings. (Creative Thinking) ACTION : TEACHING AND LEARNING THROUGH INQUIRY Content Learning process Knowledge & Skills: Learning Experiences • Students will be able to learn and understand Learning Experiences Students will know what is expected of them as they would go through New designing techniques. examples, rubrics, templates. They will learn more better designing tools than tools available in Ms Word. Students will acquire the knowledge and practice the skills required and will learn the techniques how these techniques would be implied practically Unit planners are made available to all the students. Examples a will be given in the class rooms. Teachers will give proper guidance on basics of Web Designing Teachers will use Video tutorials Brain storming and class sessions Students have an understanding of designing. Teaching strategies Teaching Strategies We will use formative assessment to give students feedback during the unit? A variety of teaching methods will be used including video tutorials and presentations During practical session design specification and creation will be done in detailed manner. During theory sessions we need to guide the students (if require) in the investigation and planning phase of the project. Through weekly meetings we will check the status of the project and answer questions as needed. • Reflection will be done at the end of each stage. Differentiation Support: Scaffolded differentiation, Worked example Extension: Further presentation skills, improvement enquiry Formative Assessment Process journal will be reviewed periodically. Resources • https://www.youtube.com/watch?v=AJdU1PMK37w • https://www.youtube.com/watch?v=dqWw7DrPP4w • https://www.youtube.com/watch?v=LU2wi-1dBdg REFLECTIO : CONSIDERING THE PLANNING, PROCESS AND IMPACT OF THE INQUIRY Prior to teaching the unit Student are expected to have a good designing Ideas. Students will get an opportunity to display their understanding of the unit through different awareness campaigns. Learner Profile focus: Communicator During teaching After teaching the unit
