This document is an MYP unit planner for a unit titled "Eradication of Poverty- Are You a 'Have' or a 'Have-not'?" covering 8 weeks. The unit will focus on the area of interaction of human ingenuity and developing student awareness of themselves in wider society in the context of poverty. Students will explore the Millennium Development Goals and create an action plan to raise awareness in their community. Assessment criteria include knowledge of MDGs, understanding of place and space, decision-making skills, and organizing and presenting information. The unit will involve student research on global poverty issues and MDGs through interpreting data and presenting findings. Students will consider human responses to poverty and create a

1. 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

2. 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

3. 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.

4. Figure 12
MYP unit planner