Teacher(s)
Assam Arif Ashraf
Subject group and discipline
Unit title
How can designers help people share their
feelings
MYP year: Year 4-5
Digital and Product design
Unit duration
(in
60
instructional
periods)
25-30
min.
Inquiry: Establishing the purpose of the unit
Key concept (select 1)
Related concept(s) (select 1 - 2)
Global context & (exploration)
Communication
Funtion , form
Identities and relationships
Statement of inquiry
Conceptual Understanding (Use key and related concept/s in an active sentence or statement):
Statement of Inquiry (Conceptual Understanding + Global Context exploration):
The form of a product can help it better function to enable people to communicate their feelings
Inquiry questions
1.
Factual line of inquiry:
Factual Question/s: What mental health issues do children and teenagers often face?
What psychological issues do people find hard to discuss?
2.
Conceptual line of inquiry:
Conceptual Question/s: Why do we find it hard to say how we feel?
3.
Debatable line of inquiry:
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Debatable Question/s: Is a problem shared a problem halved?
Objectives and their strands
Summative assessment
(MYP Subject Objectives and their stands)
Description of the summative ass. task:
All strands of all objectives (A, B, C and D)
The student produces an ePortfolio that follows the
design cycle to develop a solution (or range of
solutions) which promotes community connection.
Explain how the summative assessment task assesses the
statement of inquiry:
 Students will create a product that can express their
emotion using objects.
 Students will learn how good design can help
people discuss mental health issues.
The student must target one of the following
audiences/clients:
 School community
 Local community
 A digital community
Suggested solutions may be, but are not limited to,
the following ideas:
 The redesign of a existing app or product to
track our habits and emotions.
 Furniture design which facilitates face to
face connection (must include the room
design and how the furniture is allocated)
 A multi-player board game that allows for
connection
 A physical object to help people
communicate their emotions
 A virtual space that allows for purposeful
connection (gaming, study group space,
virtual meeting space, etc.)
Approaches to learning (ATL)
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Thinking process to identify the ATL for the unit:
Example: In order for students to [strand:] use appropriate mathematical language (symbols, terminology) in both oral and written statements students must [skill:] revise understanding
based on new information and evidence (ATL Category: Thinking, Skill Cluster: Critical Thinking, Skill insicator: Revise understanding based on new information and evidence. Learning
experience: Solve and problems using two different sets of data; interpret results.)
ATL Identification
Skill Category
Skill Cluster
Skill indicator
Learning experience
In order for students to (strand),
students must….
Research
Information literacy skills
Make connections
between various sources
of
Students will do some initial research
to answer the following questions:
information
In order for students to (strand),
students must…
Social
Collaboration skills
Thinking
Critical thinking skills
Practice empathy
carefully
in order to recognize
 What mental health issues do
children and teenagers often
face?
 What psychological issues do
people find hard to discuss?
Students will dig deeper by identifying
the issue or facts related to the mental
issue which will require them to
empathize.
Students will look at existing products
or platform and point out the positive
features and explore according to the
targeted audience.
problems
Self-Management
Organization skills
Set goals that are
challenging
and realistic
Communication
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Communication skills
Organize and depict
information logically
Students before completing their final
product will create sensible
planning/drawing diagrams.
Students will document their project
by taking pictures or making videos
explaining the process of their projects
by showing the viewer their work or
steps they took to complete the tasks.
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Action: Teaching and learning through inquiry
Learning process
Content:
Learning experiences and teaching strategies
Formative Assessment
Differentiation
Standards, skills,
concepts
Resources
Include all resources (textbook, journals, blogs, videos, web sites etc.) including specific information about each resource.
Connect globally in the new era - immersive virtual events
https://www.youtube.com/watch?v=dOH0CSyNE8gg
Relationship-centred design
https://designmuseumfoundation.org/007-human-to-relationship-centered-design/
https://blog.readymag.com/design-ethics-and-relationships-centred-practice-fea3e57670ef
https://youmatter.world/en/definition/definitions-globalization-definition-benefits-effectsexamples/#:~:text=Globalization%20means%20the%20speedup%20of,and%20populations%20around%20the%20globe
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Good website that gives a general understanding of mental health issues across the world is
Popular news stories in each country shown visually
http://ourworldindata.org/mental-health
Research about human connection in virtual places
https://www.avixa.org/av-topics/articles/how-might-we-support-human-connection-in-virtual-places
The (virtual) reality of the hybrid workplace
https://www.pwc.com.au/digitalpulse/virtual-reality-hybrid-office.html
https://www.bdcnetwork.com/blog/revolutionizing-school-design-virtual-reality
Virtual classroom
https://www.youtube.com/watch?v=J83bEX-wWRA&list=TLGGmsa0qpysrW8xMDAzMjAyMg
Mobility in the classroom for face-to-face learning
https://www.stantec.com/en/ideas/topic/buildings/mobility-in-classrooms-creates-options-for-face-to-face-learning
Sustainable workplaces: when community and technology create companies
https://www.lamex.com/en/news/community-and-technology-create-companies
Good website to write headline for the issue and headline will be ?
http://pz.harvard.edu/resources/headlines
Imaginary friends society
http://youtu.be/XSPajCMWAis
http://youtu.be/15i37h0XTZo
Some apps for mental health
Cove- www.cove-app.com
Feeling good- http://play.google.com/store/apps/details?id=uk.co.positiverewards.feelgood&hl=en&gl=US
Punkt- www.punktapp.me
World first intelligent journal www.reflectly.app
Online shops aimed therapists
www.childtherapytoys.com
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www.playtherapysupply.com
www.sensetoys.com
Moonshot thinking help you make a product with bigger impact on others
What is Moonshot Thinking - YouTube
Human Centred design
https://www.wired.com/insights/2013/12/human-centered-design-matters/
Design Kit
Project management collaborative apps to analyze
https://trello.com/
Collaborative drawing, design and collaboration online
https://www.figma.com/figjam/
Metaverse and discord
https://www.readthegeneralist.com/briefing/discord
https://advertisinglaw.fkks.com/post/102h4l7/time-to-learn-about-discord-where-social-media-and-the-metaverse-collide
IB Learner Profile: Caring
International Mindedness:
Interdisciplinary links:
Service as Action:
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Reflection: Considering the planning, process and impact of the inquiry
These are guiding questions to help teachers reflect.
Prior to teaching the unit
During teaching
After teaching the unit
What is the thinking that you have to do in order to make
this unit a success?
How is the unit unfolding? Are there things that you
added, things that you deleted, things that you changed?
(Keep track!)
What made your unit successful? How was the learning?
Why do we think that the unit or the selection of topics
will be interesting?
What do students already know, and what can they do?
What have students encountered in this discipline
before?
What does my experience tell me about what to expect in
this unit?
What attributes of the learning profile does this unit offer
students opportunities to develop?
What potential interdisciplinary connections can we
identify?
What do we know about my students’ preferences and
patterns of interaction?
Are there any possible opportunities for meaningful
service learning?
What in the unit might be inspiring for community or
personal projects?
Could we develop authentic opportunities for service
learning?
What difficulties did we encounter while completing the
unit or the summative assessment task(s)?
What resources are proving useful, and what other
resources do we need?
What were the learning outcomes of this unit?
How well did the summative assessment task serve to
distinguish levels of achievement? Was the task
sufficiently complex to allow students to reach the
highest levels?
What student inquiries are emerging?
What evidence of learning can we identify? What
artefacts of learning should we document?
What can we adjust or change?
Which teaching strategies were effective? Why?
What skills need more practice?
What was surprising?
What is the level of student engagement?
What student-initiated action did we notice?
How can we scaffold learning for students who need
more guidance?
What will we do differently next time?
What is happening in the world right now with which we
could connect teaching and learning in this unit?
How well are the learning experiences aligned with the
unit’s objectives?
What opportunities am I hearing to help students explore
the interpretative nature of knowledge, including
personal biases that might be retained, revised or
rejected? (DP Theory of knowledge skills development)
How will we build on our experience to plan the next
unit?
How effectively did we differentiate learning in this unit?
What can students carry forward from this unit to the
unit? To the next year/ level of study?
Which subject groups could we work with next time?
What did we learn from standardizing the assessment?
How can we use my students’ multilingualism as a
resource for learning?
How do you plan to introduce the unit?
What provocations will you use?
How will the students become familiar with the key and
related concepts?
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