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MYP unit planner yr6-t2-Are you a have or have not
 

MYP unit planner yr6-t2-Are you a have or have not

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    MYP unit planner yr6-t2-Are you a have or have not MYP unit planner yr6-t2-Are you a have or have not Document Transcript

    • MYP unit planner Unit title Eradication of Poverty- Are You a ‘Have’ or a ‘Have-not’? Teacher(s) MOS Subject and grade level Humanities-Yr 6 Time frame and duration 8 weeks Stage 1: Integrate significant concept, area of interaction and unit question Area of interaction focus Significant concept(s) Which area of interaction will be our focus? What are the big ideas? What do we want our Why have we chosen this? students to retain for years into the future? Human Ingenuity- You are expected to We live in an unequal world. develop an awareness and understanding of yourself in the wider society in the context of poverty. MYP unit question Are You a ‘Have’ or a ‘Have-not’? Assessment What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? Explore the eight Millennium Development Goals – make an Action Plan that will help bring awareness to our community. Which specific MYP objectives will be addressed during this unit? A-Knowledge- Explore MDG and be able to speak and write about them in context. B-Place and Space- explain similarities and differences between places. C-Decision-making Skills D-Organisation and Presentation-communicate information relevant to the topic. Which MYP assessment criteria will be used? A-Knowledge- Explore MDG and be able to speak and write about them in context. B-Place and Space- explain similarities and differences between places. Make comparisons and discuss
    • their findings as to whether or not the countries they are exploring are ‘Haves’ or ‘Have-nots’. C-Decision-making Skills- Decide on a MDG of choice where they think they might be able to design an action plan D-Organisation and Presentation-communicate information relevant to the topic.A product must be presented in a logical sequence expressing this action plan. Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? - Introduction – an understanding of the MDGs and the world map. Locate countries on poverty line- Explain GDP (Gross Domestic Product)...present world facts about poverty. - An understanding of the impact geographical position has on a country’s economy. What other factors have an impact on a country’s economy? - A study and analysis of position of countries and the MDGs progress within that country. - What can governments do to control poverty? - An investigation of their own stories...any difficulties/stresses/benefits/advantages that impact their family? Approaches to learning How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? Reflection Self-awareness and self-evaluation through reflecting their investigations and the investigations of their peers. Learning experiences Teaching strategies How will we use formative assessment to give students feedback How will students know what is expected of them? Will during the unit? they see examples, rubrics, templates? What different teaching methodologies will we employ? How will students acquire the knowledge and practise the skills required? How will they practise applying How are we differentiating teaching and learning for all? How have these? we made provision for those learning in a language other than their mother tongue? How have we considered those with special Do the students have enough prior knowledge? How will educational needs? we know? Week 1-4: Research and analyse the issues Interpreting graphs from data and such as global maps concerning global poverty and explore 8 GDPs. displaying facts, eg. GDP. Learning how to interpret and present data in Teacher-led organising and and introduction classes the form of tables and in pointform. followed by student-centred tasks, research, and project Innovate and Create oriented classes. Class discussions Wk 5-7: Research the ways in which humans Small group problem-solving tasks
    • are trying to respond and create a more sustainable way to live knowing the impacts that Creating, analysing data on internet and in reference humans have on the world. books. Evaluate Differentiation: language support, definitions and Wk 8: Presentation of Action Plan. terminology at beginning of every unit 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? “Global Issues”- Book 1- (Barclay Lelievre and Mike East) Ongoing reflections and evaluation In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice. Students and teachers What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect—both on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action? Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects? Assessment Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? Data collection How did we decide on the data to collect? Was it useful? The data collected was useful for the students. The end product was good fun and reflected research by most students, however, some students missed the point in their Action Plan and were more concerned with raising money rather than why they wanted to raise money. This unit was well timed with United Nations Day which ended up as the stimulus for the beginning of research which proved the concept to be “real”. This unit will be repeated next year and must be executed at the same time in term 2.
    • Figure 12 MYP unit planner