MYP Year 3

Teacher(s) Youssef hassan Subject group and discipline Digital Design
Unit title MULTIPLE CHOICES ( PowerPoint) ( Microsoft office ) MYP year 3 Unit duration (hrs) 12
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Development Form / Ergonomics / Evaluation

scientific and technical innovation
Statement of inquiry
Systems that are designed to meet an individual’s ergonomic requirements can increase their ability to
function within the world.
Inquiry questions
Factual— What are the different aspects of form?

Conceptual— How do inventions impact our lives?
Debatable—When is form more important than function?
Middle Years Programme Unit planner 1

Objectives Summative assessment
A: Inquiring and analyzing
i. explain and justify the need for a solution to a problem Part 1 from the design cycle folder Inquiring and Relationship between summative assessment task(s)
ii. construct a research plan, which states and prioritizes analyzing and statement of inquiry:
the primary and secondary research needed to develop a Criterion A In Objectives A
solution to the problem
iii. analyse a group of similar products that inspire a This task concentrates more on the conceptual part
solution to the problem of the inquiry statement, but in the same time it will
study the benefits of using the inclined plane, which
B: Developing ideas shows the impacts of scientific and technical
i. develop a design specification which outlines the innovation on community, this will link the task to the
success criteria for the design of a solution based on the Part 2 from the design cycle folder Developing global context part of statement of inquiry.
data collected ideas
ii. present a range of feasible design ideas, which can be Criterion B

correctly interpreted by others Students are expected to discover Microsoft
office , relationships, based on the theory
iii. present the chosen design and outline the reasons for
its selection covered in the unit,
C: Creating the solution In the investigation (B & C &
i. construct a logical plan, which outlines the efficient use
of time and resources, sufficient for peers to be able to D):
follow to create the solution Part 3 from the design cycle folder Creating the
solution Students are expected to
ii. demonstrate excellent technical skills when making the - Understand Microsoft office tools
solution Criterion C
- Explain the results.
iii. follow the plan to create the solution, which functions - describe a real life application.
as intended explain changes made to the chosen design
and the plan when making the solution.
D: Evaluating
i. describe detailed and relevant testing methods, which
generate accurate data, to measure the success of the
solution ii. explain the success of the solution against the Part 4 from the design cycle folder Evaluating
design specification Criterion D
iii. describe how the solution could be improved

Approaches to learning (ATL)
ATL skill categories MYP skill clusters Subject Specific ATL
Communication I. Communication  exchanging and integrating ideas produced at a brain storming activity.
Social II. Collaboration  Working in groups in scientific investigation
III. Organization  Use graphic organizer for contrasting for organizing complex information.
Self management IV. Affective  giving feedback on the design of experimental methods
V. Reflection  KWL (what they know, what they want to know, what they learned)
VI. Information literacy  Access information to be informed and inform others
Research  Communicate information and ideas effectively to multiple audiences using a variety of
VII. Media literacy
media and formats
VIII. Critical thinking  Gather and organize relevant information to formulate an argument
 Consider multiple alternatives, including those that might be unlikely or impossible
Thinking IX. Creative thinking
 Apply skills and knowledge in unfamiliar situations
X. Transfer
Action: Teaching and learning through inquiry
Content Learning process

Learning experiences and teaching strategies
Bring question from several subjects. • Some of the learning experiences which are gained by the students during this unit:
He will put affixed time for selection of the correct  Finding alternatives
answer.
 Comparing and contrasting alternatives to make a decision.
 Using graphic organizers and /or comparison tables.
 Defending his choices in a logical way at a limited time in front of audience
 Designing a scientific investigation
Formative assessment

During the study of the unit their will be some formative assessment tasks, which are:
1. Presentation basics  Group discussion
2. Creating your title slide
 weekly quiz
3. Adding new slides
4. Adding bulleted text  discussion and immediate feedback during the working on part A from the
5. Changing slide layouts worksheet
6. Inserting clip art and images  Assessing the results students obtained in classwork activities.
7. Hyper linking to other slides, other
files, or the Internet  Quiz that will conclude with self-assessment and then will be revised by the teacher.
8. Slide designs, colors and backgrounds  Practice/take-home test that will conclude with peer assessment and then will be
9. Basic animations 1 revised by the teacher.
10. The Slide Master
 Discussion and immediate feedback during the working on part A from the worksheet.
Differentiation
Homework given in various levels from depth and length point of view
During activities, some students may need support and feedback during the activity
to ensure they are on the right track.
 Adjustingquestions techniques which can be used to make it easier to understand
the question.
Extra clarification and explanation for the tasks and the subject can be given to the
students whom are facing some difficulties in the learning and/or the language
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 the unit?
Internet (www.wikipedia.com)

Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit

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Teacher(s) Youssef hassan Subject group and discipline Digital Design

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Development Form / Ergonomics / Evaluation

Factual— What are the different aspects of form?

Middle Years Programme Unit planner 1

ii. present a range of feasible design ideas, which can be Criterion B

Middle Years Programme Unit planner 2

ATL skill categories MYP skill clusters Subject Specific ATL

Social II. Collaboration  Working in groups in scientific investigation

Action: Teaching and learning through inquiry

Content Learning process

Middle Years Programme Unit planner 3

What resources are available to us?

Middle Years Programme Unit planner 4

Middle Years Programme Unit planner 5

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