MYP 1 22-23 Design Unit 1 What role do our classroom walls play in learning_ Planner 2022-23_.docx

lesson plan for MYP Design

1. Teacher(s)Fredrick ODONGO Subject group and
discipline
Digital Design / Product Design
Unit titleWhat role do our classroom walls play in
learning?
MYP 1 Unit duration
(lessons/weeks)
15-
16
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Systems are sets of interacting or
interdependent components. Systems
provide structure and order in human,
natural and built environments. Systems
can be static or dynamic, simple or
complex. Everything is connected to a single
system or multiple systems. Products and
solutions are systems of components
combined to carry out a specific function or
process: the Design Cycle is an example of
a system.
Evaluation in design, evaluation involves
the gathering and processing of
data to determine an action.
Evaluation involves feedback,
which can be used to control,
revise or modify.
Identities and relationships
Statement of inquiry
We must evaluate the role played by individual parts of the systems we belong to, if we hope to improve them.
Inquiry questions
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2. Factual—
What is the third teacher?
What posters exist in our current learner environment?
How do we use our classroom posters?

Conceptual—
How might the appearance of the space we learn in change the way we learn?
How do visuals help us learn?
Debatable—
Does an effective learning environment need effective displays?
Objectives Summative assessment
Criterion A:
●Strand (i)
Explain and justify the need for a
solution
●Strand (ii)
Identify and prioritise the need
research
Outline of summative assessment task(s)
including assessment criteria:
Students will create a poster that stimulates,
educates and inspires.
Relationship between summative
assessment task(s) and statement of inquiry:
The summative poster function is to improve
the learning environment. This will be
accomplished through the design
specifications of the poster that will inspire
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3. ●Strand (iii)
Analyse existing products
●Strand (iv)
Develop a design brief
Criterion B:
●Strand (i)
Develop design ideas
●Strand (ii)
Develop a design specification
●Strand (iii)
Present the chosen design
●Strand (iv)
Develop planning/drawing diagrams
Criterion C:
●Strand (i)
Construct a logical plan
●Strand (ii)
Demonstrate Technical Skills
●Strand (iii)
Assessment criteria is A,B,C,D and educate students.
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4. Follow the plan to create the solution
●Strand (iv)
Justify changes made to the design
Criterion D:
●Strand (i)
Design testing methods
●Strand (ii)
Evaluate the success of the solution
●Strand (iii)
Explain how the solution could be
improved
●Strand (iv)
Explain the impact of the solution
Approaches to learning (ATL)
Criterion A -
i. In order for students to explain and justify the need for a solution they must locate, organise, analyse, evaluate, synthesise and ethically
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5. use information from a variety of sources and media (Research - I Media Literacy Skills.)
ii. In order for students to Identify and prioritise the need research they must gather and organise relevant information to formulate an
argument (Thinking - II .Critical thinking skills)
iii. In order for students to analyse existing products they must Locate, organise, analyse, evaluate, synthesise and ethically use information
from a variety of sources and media (thinking- i. Media literacy skills)
iv. In order for students to develop a design brief they must read critically and for comprehension. (Communication- i. Communication Skills)
Criterion B -
i. In order for students to develop design ideas they must use brainstorming and visual diagrams to generate new ideas and inquiries (IX.
Creative-thinking skills)
ii. In order for students to develop a design specification they must consider ideas from multiple perspectives (Thinking -VIII. Critical-thinking
skills )
iii. In order for students to Present the chosen design they must evaluate evidence and arguments (Thinking- VIII. Critical-thinking skills )
iv. In order for students to develop planning/drawing diagrams they must plan short- and long-term assignments; meet deadlines (Self
Management - III. Organisation skills)
Criterion C-
i. In order for students to construct a logical plan they must identify obstacles and challenges (Thinking- VIII. Critical-thinking skills )
ii. In order for students to demonstrate Technical Skills they must set goals that are challenging and realistic (Self Management- III.
Organisation skills)
iii. In order for students to follow the plan to create the solution they must select and use technology effectively and productively (Self
Management- III. Organisation skills )
iv. In order for students to justify changes made to the design they must revise understanding based on new information and evidence
(Thinking- VIII. Critical-thinking skills )
Criterion D-
i. In order for students to design testing methods they must evaluate evidence and arguments (Thinking- VIII. Critical-thinking skills )
ii. In order for students to evaluate the success of the solution they must draw reasonable conclusions and generalisations (Thinking- VIII.
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6. Critical-thinking skills )
iii. In order for students to explain how the solution could be improved they revise understanding based on new information and evidence
(Thinking- VIII. Critical-thinking skills )
iv. In order for students to explain the impact of the solution they must recognize and evaluate propositions (Thinking- VIII. Critical-thinking
skills )
Action: Teaching and learning through inquiry
Content Learning experiences and teaching strategiesFormative assessment Differentiation
Factual—
What is the third
teacher?
What posters exist in our
current learner
environment?
How do we use our
classroom posters?

Conceptual—
How might the
appearance of the space
we learn change the way
we learn?
How do visuals help us
learn?
Debatable—
LE1: Functions of a Teacher
Objective: Define what a teacher is and identify
the functions of a teacher.
Teaching strategies: Brainstorming, research,
group discussion, concept mapping.
Formative assessment: Teacher observation of
participation.
Differentiation: Provide additional resources or
scaffolding.
LE2: Analyzing Classroom Environment
Objective: Analyze classroom environments to
identify elements that promote or hinder
learning.
Teaching strategies: Image search, analysis,
Criterion A: Strand i
In order for students to explain and
justify the need for a solution they
must locate, organise, analyse,
evaluate, synthesise and ethically use
information from a variety of sources
and media (Research - I Media Literacy
Skills.)
Exit ticket/Traffic lights
In order for students to explain and
justify the need for a solution they
must locate, organise, analyse,
evaluate, synthesise and ethically use
information from a variety of sources
and media (Research - I Media Literacy
Skills.)
Peer / Assessment
Differentiation: Provide
additional resources or
scaffolding, such as
reading materials or
graphic organizers, to
support struggling
students. Offer
additional challenge to
advanced students, such
as having them research
and present on the
historical development
of the role of teachers.
Differentiation: Provide
additional resources or
scaffolding, such as
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7. Does an effective
learning environment
need effective displays?
group discussion, reflection.
Formative assessment: Teacher observation of
participation.
Differentiation: Provide additional resources or
scaffolding.
LE3: Creating a Learning Poster
Objective: Create a poster that stimulates,
educates, and inspires, and contributes to an
effective learning environment.
Teaching strategies: Brainstorming, design
specifications, poster creation, peer evaluation.
Formative assessment: Teacher observation of
participation.
Differentiation: Provide additional resources or
scaffolding, provide different levels of challenge
based on individual needs and abilities.
Criterion A Strand ii
In order for students to analyse
existing products they must Locate,
organise, analyse, evaluate, synthesise
and ethically use information from a
variety of sources and media (thinking-
i. Media literacy skills)
graphic organizers or
sentence starters, to
support struggling
students in analyzing
classroom
environments. Offer
additional challenge to
advanced students, such
as having them analyze
the classroom
environments of
different cultures or
historical periods.
Differentiation: Provide
additional resources or
scaffolding, such as
graphic organizers or
templates, to support
struggling students in
creating their posters.
Offer additional
challenge to advanced
students, such as having
them create a digital
version of their poster
using design software.
Additionally, provide
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8. different levels of
challenge based on
individual needs and
abilities, such as offering
a choice of topics or
allowing students to
work in groups.
Resources
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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