MYP unit planner

Teacher LIVING SKILLS Subject group and Design

(s) discipline
Unit Designing and Developing the Project MYP year 3 Unit duration 9
title (w)

Establishing the purpose of the unit

Key concept Related concept(s) Global context

Scientific and technical innovation -How

Development Creativity, Form does design can lead towards creative
innovation among students?

Statement of inquiry
Students should be able to develop their creativity in producing fresh ideas in designing and developing the project .
Inquiry questions
Factual - What are the example of problems about project design? What are the key concepts about project design?
Conceptual How should project design should be able to solve the problem stated for designing and developing the project?
Debatable Will the project designs be able to meet up the requirement / quality of a good design?
Objectives Summative assessment
Objective A: Inquiring and analyzing Outline of summative assessment task(s) Relationship between summative
In order to reach the aims of design , including assessment criteria assessment task(s) and statement of inquiry.
students should be able to:
i. Explain and justify the need for a Objective A Students will be able to produce a new
solution to a problem Project Design product that has an impact on their daily
ii. State and prioritize the main points routine and can make their life easier. At the
1. students will have a short discussion on
of research needed to develop a solution to end of learning, students will understand the
designing and developing a project.
the problem relationship between the statement inquiry
-problem related to design and the assessment carried by them.
iii. Describe the main features of an
-cause of the problem
existing product that inspires a solution to
the problem 2. Students sketch a design that can solve
for the problem and use the concept of good
iv. Present the main findings of relevant
design
research.
- stability
-cost
Objective B: Developing Ideas
-materials suitability
In order to reach the aims of design,
students should be able to:
i. Develop a list of success criteria for
the solution
ii. Present feasible design ideas, which
can be correctly interpreted by others
iii. Present the chosen design
iv. Create a planning drawing/diagram,
which outlines the main details for making
the chosen solution
Objective C: Creating the solutions
In order to reach the aims of design,
students should be able to:
i. Outline a plan, which considers the
use of resources and time, sufficient for
peers to be able to follow to create the
solution
ii. Demonstrate excellent technical
skills when making the solution
iii. Follow the plan to create the
solution, which functions as intended
Objective B : Idea Design
3. Students draw their design in an
orthographic projection design
Objective C : Design Production
4. Students produce their design using
suitable materials provided to them in the
workshop
5. Students improve on their product designs
before presenting them to the teacher for
further evaluation
6. Teacher evaluates students' projects
Objective D : Evaluation
Portfolio
1. Students have to prepare a documentation
in the form of portfolio about their project
-planning/schedule
-cost

iv. List the changes made to the -drawing

chosen design when making the solution -reports and feedbacks
v. Present the solution as a whole -pictures
2. Students present their portfolio to the
Objective D: Evaluating teacher.

In order to reach the aims of design, 3. Teacher evaluates their portfolio.

students should be able to:
i. Outline simple, relevant testing
method, which generate data to measure
the success of the solution
ii. Outline the success of the solution
against the design specification
iii. Outline how the solution could be
improved
iv. Outline the impact of the solution on
the client/target audience.
Approaches to learning (ATL)
Category
Thinking Skills....................................................... Combine knowledge, understanding and skills to create products or solutions
Research Skills.......................................................Collect and analyse data to identify solutions and make informed decisions
Planning for teaching and learning through inquiry
Content
This unit is based on the steps involved in
designing and developing product:
Identify the problem
Analyse the problem
List out ideas for problem solving
Choosing the best problem solving
Project Design
Evaluate and choosing the project
design
Design sketching based
orthographic projection drawing
Planning towards designing project
Identify the materials and
suitability
Schedule the project design
Calculate the cost for the project
Development, testing
customisation of project
Evaluate the project
Documentation of project
Presentation of project
Indicators
Learning process
Learning experiences and teaching strategies
Description of learning outcomes described in the initial unit
Teacher defines the concept of designing and developing the project.
Teacher initiates discussion on problem related to design
Students contribute towards the discussion by giving ideas, information from the
internet related to design and development of project
Students list a few ideas towards problem solving about design
Teacher shows examples of project design in the form of 2D/3D sketching/drawing
Students sketch and draw their own project designs based on ideas that have been
on contributed during the discussion
Students evaluate and choose the best project design based on their designs by
considering the concept of designing and development of project
their -safety
-durability
-cost
-function
and -materials suitability
-design
Students draw the chosen design in orthographic projection drawing
Students identify the best materials and their suitability for their project
Teacher discusses with students how they are going to produce their project
( technique used to make their project)
Students plan their own work schedule in developing their project and calculation for
the cost used for designing the projects
Teacher guides students with cost calculation
Students design the projects
Students inspect and test their projects and make final touch up to the projects
 Students present their projects for teacher evaluation
Teacher tests and evaluates students' projects
Students come out with a portfolio about their project designs
Students write short and brief reflection about their projects
-what they have learnt
-what to improve in future

Formative assessment
PBS questions and evidence
Discussion
Reflection
Differentiation
Differentiation will impact in the form of designing the project. Students will design their
own projects based on their creativity and by considering a few aspects about concept of
designing and developing the project. Differentiation can be seen along the way of project
designing process starting from designing the project, cost, and materials chosen for their
projects.
Resources
Text book, materials for project design (woods, nails, etc) , students' knowledge, internet

Reflecting and evaluating

Prior to teaching the unit
What do students already know and
what can they do?
Why do we think that the unit or the
selection of topics will be interesting?
During teaching After teaching the unit
How does this project can truly measure How does students can carry forwards
their ability and capability in what they have gain from this topic into
understanding this topic and applying next level of study?
what they learnt into practical? What are other teaching strategies that
can be made for this unit ?
Content
This unit is based on the steps involved
Mengenal pasti masalah
Mengumpul maklumat dan data
Menganalisis maklumat
Menyenarai pelbagai idea
penyelesaian masalah
Menilai dan memilih idea yang
paling sesuai
Melakar beberapa reka bentuk
projek
Menilai dan memilih konsep reka
bentuk
Membuat lukisan kerja berdasarkan
lukisan unjuran ortografik
Mengenal pasti bahan dan
kesesuaiannya
Mengenal pasti dan memilih alatan
Membuat jadual kerja dan mengira
kos pengeluaran
Mengukur, menanda dan
memotong.
Membina dan mencantum bahagian
projek
Memeriksa dan menguji
sambungandan pemasangan
Membuat kemasan
Menguji dan menilai projek
Mengumpul dan merekodkan
maklumat berkaitan projek yang
dibina
Membuat persembahan projek
Learning process
Learning experiences and teaching strategies
Aktiviti yang dicadangkan
- Perbincangan kumpulan
- Sumbangsaran
Mengumpul maklumat dan data seperti pemerhatian, lawatan, pembacaan dan
bimbingan guru
Mengumpul maklumat berkaitan reka bentuk dan reka cipta terkini
Merujuk koleksi reka cipta murid
Perbincangan mengenai kekuatan dan kelemahan maklumat yang diperolehi.
Menyenaraikan pelbagai alternatif penyelesaian masalah menggunakan peta
minda, lakaran bebas, sumbangsaran, atau perbincangan kumpulan.
Tunjuk cara membuat lakaran
Lakaran dibuat dalam bentuk 2D atau 3D
Faktor utama reka bentuk ialah:
fungsi
rupa bentuk
kesesuaian bahan
kaedah binaan
ketahanan
kos
kemasan
keselamatan
Lukisan kerja dibuat dalam bentuk lukisan ortografik
Menyediakan senarai bahan dan alatan.
Perbincangan teknik pembinaan
Guru membimbing murid mengira kos pengeluaran
[kos pengeluaran =kos bahan +kos upah + kos overhed ]
Pastikan murid memilih dan menggunakan alatan yang betul
Guru membimbing murid berkaitan proses untuk mendapatkan pemasangan dan
pembinaan yang paling sesuai
 Memilih kemasan yang sesuai
Mengubahsuai projek untuk mendapatkan hasil yang lebih berkualiti
Contoh format folio ialah:-
- tajuk
- latar belakang
- objektif
- deskripsi
- rujukan atau bibiografi
- lampiran
Folio ini ditulis atau ditaip dan perlu dibukukan.
Membuat persembahan projek berdasarkan
dokumentasi yang disediakan
Formative assessment

Differentiation

Resources