Introduction
This space will be used to share current MYP units with administration, as well as Mrs Semmes, Research/Library. This tool will also assist Mrs Semmes with helping students connect learning in her classroom with what students are working on in their subject classes. Please update documents as needed. Ms Jackson will be responsible for loading units on this website and sharing.
Task
***Ms. Tukes-Individuals & Society
Unit Title: Out of Africa
SOI: Interactions help us learn and can create new experiences that contribute to the development of civilizations
Summative Task:
Students will learn that identities, cultures, customs and traditions are formed when people live and learn from one another.
Students will read a variety of informational texts, including primary and secondary sources, that pertain to the themes of cultural identity and how Africa was the home of several advanced kingdoms, which existed before and during the rise of European and Asian kingdoms. Contrary to popular belief, although Ancient Egypt is the most well-known African kingdom, it was just one of these great kingdoms. In this problem-based unit, students will become familiar with the other cultures of ancient Africa as well, including Ghana, Mali, Aksum, Kush, Nubia, Congo, Ethiopia, Morocco, Carthage, Egypt and Songhay. Students will also study the rise of European and Asian civilizations to determine if any of their cultures, customs, and traditions have remnants of ancient Africa. Students will use the cultural identity rubric to explain how European/Asian civilizations may have been influenced by African culture. Through research, students will cite evidence and use data collected to determine which African Kingdom had the most influence on other global cultures, while also creating an argument that will address the question: Was Egypt the greatest African kingdom?
Inquiry Questions
Factual
-
What is cultural identity?
-
What is global culture?
-
Where is Egypt?
-
What factors affect global culture?
-
What is the dominant culture in the USA?
-
What are the subcultures in the USA?
-
How were many civilizations built? What are some artifacts that came from ancient Africa?
Conceptual
-
How do culture and identity influence who we are?
-
What are some differences between Ancient Egypt and current day Egypt?
-
How has global culture changed over time?
-
How is culture established?
-
What phenomena (s) happen to cause people to interact?
-
How does movement and migration of people and ideas affect the past, present, and future?
-
How can we learn from each other?
-
How do events and actions of the past affect the present and the future?
-
Which African influences do we see in other cultures (US, Greece China, Great Britain, Mexico)?
-
Debatable
-
Was Egypt the greatest (how will you define “greatest”?) African kingdom?
-
Is it okay to take someone’s idea and make it your own?
-
Is it important to know where something came from?
-
Many scientist believe that all peoples origination is in Africa. Do you? What is some evidence that helped them to draw this conclusion?
Learning Objectives:
History Events and actions of the past affect the present and the future.
Criterion B: Investigating
iii. Students will collect and record relevant information about each kingdom based on the themes of cultural identity (language, politics, economics, art, social structure, education, food, and religion)
***Ms. Parnell Booth-Sciences
Unit Title: I am a Scientist
SOI: Systems & methods allow us to investigate the form and function of patterns observed in natural systems.
Summative Task:
Lab Report: Students design a lab experiment, test their hypothesis, collect and record data, graph results, and produce a Lab report. Students may compose a Lab Report as a poster, use photos over time, create a power point, or generate a visual report in a manner the student prefers. Lab report must include logical steps of the scientific method (question/problem, hypothesis, materials, gathered data in data table, and graphed results of experiment) plus student must identify the variables in the investigations.
Inquiry Questions:
FACTUAL – How do scientists use the Scientific Method?
CONCEPTUALHow does experimental science expand our body of knowledge?
DEBATABLE – Can the Scientific Method of inquiry be used to solve any problem?
Learning Objectives:
Criterion B: Inquiring & Designing
1. outline an appropriate problem or research question to be tested by a scientific investigation
- outline a testable prediction using scientific reasoning
- outline how to manipulate the variables, and outline how data will be collected
- design scientific investigations.
SWBAT:
- students recognize, with guidance, the problem or research question to be tested by a scientific inquiry
- students collect and record data using appropriate units of measurements, with guidanc
- students carry out scientific investigations, with guidance, using materials and techniques safely and skilfully
***Mrs. Ebisi-Math
Unit Title: Weather
SOI: Patterns influence systems and can be used to study relationships in the natural world to help people adapt to various environments.
Summative Task: Students will become meteorologist as they create a weather station (drone). Students will study patterns that help meteorologists make decisions and make the connection between real numbers and integers. Students will investigate and analyse weather conditions from different regions of the world. Students will use this data to compare which numbers are real and/or an integer and what happens if these numbers were in reverse; as well, use data to compare climates from different regions of the world and demonstrate how this information is useful to people in their everyday life.
Inquiry Questions:
FACTUAL–
What is weather?
What are integers?
What factors determine weather?
What is the difference between climate and weather?
What is a meteorologist?
CONCEPTUAL –
What is the difference between an integer and a real number?
How are weather patterns compared and used?
How does location influence climate?
Why is it important to study weather patterns?
How do meteorologists use statistics and probabilities to study weather patterns?
DEBATABLE –
Does nature control weather patterns or do humans control weather patterns?
Learning Objectives:
Criterion D: Applying math in real world
Students will
-
Identify relevant elements of authentic real-life situations
Students will
-
Select appropriate mathematical strategies when solving authentic real-life situations.
Students will
-
Apply the selected mathematical strategies successfully to reach a solution.
Students will
Describe whether a solution makes sense in the context of the authentic real-life situation.
***Ms Lynch-Design-MYP Yr 1
Unit Title: Cardboard Design Challenge
SOI: Developing designs from waste allows for public goods to function in new capacities beyond their intended purpose, therefore conserving our natural resources.
Summative Task:
Students will be assessed on creating a design out of waste (used cardboard) to function in a new capacity beyond being a cardboard box.
Inquiry Questions:
Factual-
-What are the proper safety measures for using cutting tools?
-What are the steps your group must take creating your product in the design cycle?
What is development?
What is collaboration?
What is function?
-What is sustainability?
Conceptual-
-How could your repurposed cardboard designs function for your target audience?
- For what reasons might individuals use cardboard?
-How can recycled products improve peoples’ lives?
-Why might individuals choose to buy or not buy recycled products?
-How will your product live on from its original intended purpose?
Debatable-
-Are repurposed objects considered new?
-Is one mans trash another mans treasure?
-Are recycled products important or necessary? Why or why not?
Should society focus more on developing recycled designs?
Learning Objectives:
Criterion B: Developing Ideas
Bii: Present feasible design ideas, which can be correctly interpreted by others.
Biv: Create a planning drawing/diagram which outlines the main details for making the chosen solution.
Criterion C: Creating the Solution
Ci: Outline a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create a solution.
Civ: Present the solution as a whole.
Criterion D: Evaluating
Div: Outline the impact of the solution on the client/target audience.
**Ms Lynch-Design MYP Yr 3
Unit Title: Cereal Box Design Challenge
SOI: Propaganda techniques allow for targeted communication based on clients' needs.
Summative Task: Students will be assessed on their use of propaganda techniques targeted at the students chosen client.
Inquiry Questions:
Factual-
-What is propaganda?
-What are the propaganda techniques: bandwagon, plain folks, testimonial, snob appeal, sex appeal, emotional/loaded words and glittering generalities?
-Where can you find nutritional value for an edible product?
Conceptual-
-How have propaganda techniques beneficial in selling a product?
-Why are nutritional values important in product labelling?
-How do you read a nutritional label?
Debatable-
-Are propaganda techniques truly effective?
-Should untruthful propaganda exist?
-Is propaganda good or evil? Does it depend of circumstances, products etc?
-Should there be different criteria in assessing products marketed at children vs. adults?
Learning Objectives:
Criterion A: Inquiring and Analyzing
Aii: Construct a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem.
Criterion B: Developing Ideas
Bii : Present a range of feasible design ideas, which can be correctly interpreted by others.
Biv: Develop accurate planning drawings/diagrams and outline requirements for the creation of a chosen solution.
Criterion C: Creating the Solution
Cii: Demonstrates excellent technical skills when making a solution
Criterion D: Evaluating
Dii: Explain the success of the solution against the design specification based on authentic product testing.