MYP unit planners-Examples for workshop use (non-official)

Note: these samples were produced during the MYP workshop leader training.

Some comments have been embedded but they are intended as food for thought only.

MYP Unit planner review draft 23/10/2012

EXAMPLE 1-MYP unit planner
Teacher(s) Subject and discipline Individuals and Societies – History

Unit title The Industrial Revolution MYP year 3 Unit duration (hrs) 20

Stage 1 – Establishing the purpose of the unit

Key concept Related concept(s) Context
An inquiry into scientific and technical innovation Comment [GGV1]: Of course this depends on
Change Causality (cause/consequence) the unit but I try to warn against using so many
related concepts. Though many could be relevant
Innovation try to be selective as to which are the most
pertinent.
Interdependence
Conflict
Perspective

Statement of inquiry

Economic changes always have an impact on the way of life of different social groups and their mutual interactions.

Inquiry questions

Factual - How has technology changed the way in which we produce our goods?
Conceptual - How does industrialization introduce changes in a social structure?
Debatable - Does change mean progress for everybody?

Summative assessment

MYP Unit planner review draft 23/10/2012

Objectives: Outline of summative assessment Relationship between summative
task(s): assessment task(s) and statement of
A - Knowing and understanding.
inquiry:
1. ESSAY WRITING:
I. Use individuals and societies terminology in context.
The statement of enquiry has been written
• Causative essay: Why did the revolution
II. Demonstrate knowledge and understanding of subject- in the consideration of the close
start in Britain?
specific content and concepts, appropriate to the age connections between economic and social
level, using descriptions, explanations and examples. 2. UNIT TEST: questions on content structures in moments of historical change.
and concepts addressed in class and
I. Each of the assessment instances is aimed
source evaluation + letter writing
C - Communicating at stimulating reflection on different
3. INTERDISCIPLINARY SUB-UNIT WITH aspects of the economic and social process
I. Communicate information and ideas using an ARTS AND LANGUAGE: the students commonly known as the Industrial
appropriate style for the audience and purpose. will work on a shape poem using Revolution.
II. Structure information and ideas in a way that is the techniques of a calligram, which
By analysing the different types of causes
appropriate to the specified format. will allow the students to combine
that made it possible and extensively
techniques of historical exploration
D - Thinking critically exploring innovations as regards
and artistic reflection.
production systems and the activities and
I. Analyse concepts, events, issues, models and/or 4. ESSAY WRITING: living conditions of both specific groups and
arguments.
 Argumentative essay: Were the the British population at large, the students
II. Analyse and evaluate a range of sources in terms of effects of the Industrial Revolution will gain insight into the complexity and
origin and purpose, recognizing values and limitations. positive? originality that made the Industrial
Revolution such an important moment in
III. Recognize different perspectives and their implications.
the definition of the structures and
IV. Make connections between information to make valid, dynamics of the contemporary world.
well-supported arguments.

Approaches to learning (ATL)

MYP Unit planner review draft 23/10/2012

 IB ATL category MYP ATL cluster Specific ATL skill Learning experiences

Communication Communication Use appropriate forms of writing for Students will write two essays about
different purposes and audiences. the causes and consequences of the
Industrial Revolution. They will also
write a letter as if they were a child
living at that time. They will work on
a poem and a Calligram to express a
certain perspective of life during the
time of the Industrial Revolution.

Self management Organization skills Plan short and long-term The plan of the essays will be given
assignments to meet deadlines. as homework, subject to a deadline.
Manage and resolve conflict and work Students will work in groups to
collaboratively in teams comply with the IDU (calligram)
Listen actively to other perspectives
and ideas
Encourage others to contribute

Research Information literacy Collect, record and verify data Students will need to collect
information on how different
Access information to be groups of people were affected by
informed and inform others the Industrial Revolution, to be able
to write the poem and draw the
Make connections between various calligram.
sources of information.
Draw reasonable conclusions Students will draw conclusions while
Thinking Critical thinking
Consider ideas from multiple writing their essays
perspectives. The students will have to consider the
perspective of all the social groups at
the time of the Revolution before
choosing which one to work on
MYP Unit planner review draft 23/10/2012
 Creativity and innovation Create original works and ideas
Thinking The students will have to show the
perspective of a certain social group
through a calligram

Transfer Utilize effective learning strategies in

Transfer subject groups and disciplines The students will have to relate what
they learned in History, Arts and
Inquire in different contexts to gain a Language and Literature to make the
different perspective Calligram.
Make connections between subject
groups and disciplines

Stage 2 –Planning for teaching and learning through inquiry

Content Learning process

The difference between reforms and revolutions. Learning experiences and teaching strategies

The different kinds of revolutions. Special classes based on the implementation of digital tools including Active Inspire
flipcharts, PowerPoint presentations and different types of digital media to introduce and
The invention of the steam engine by Watts. work on the different aspects of the Industrial Revolution.
The invention of other machines. How coal, iron and steel also Student-made comparative charts are used as platforms to understand and discuss
fostered British industrialization. different aspects of the replacement of the open-field system with the four-course rotation
in agriculture, and the transition from the domestic to the factory system in industry.
The similarities and differences between the Domestic and the
Factory Systems. Group discussions involving issues of the time of the Industrial Revolution which are still
controversial in today’s global economy. Work will be guided by questions such as ‘Should
The improvement of transport, trade and communications with the children work to help their families when needed?’, ‘How many hours a day should a man
use of trains. or a woman work?’ and ‘What were the positive and the negative consequences of the
British Industrialization?’
People moving into cities looking for a job. Unhealthy living
conditions in the cities: slums.
Formative assessment
Hard working conditions. Class discussion: differences between reforms and revolutions; the different kinds of
revolutions and examples of them; inventions and their impact; the invention of the steam
MYP Unit planner review draft 23/10/2012
Child labour and its consequences. engine; the causes of the Industrial Revolution; why it started in Britain; why the invention
of the train was so important, what it was used for.
Attempts of stating new labour laws. Industrialization spreads to
other countries. Comparative chart: domestic and factory system/ open-fields and enclosures.
Group discussion: should children work to help their families when needed? How many
hours a day should a man or a woman work?
Terminology: Revolution, Reform, Industry, Agriculture, Production,
Source work: analysis of reports made on adults and children working in factories at the
Society, Technology, Demand, Colony, Market, Investment, Risk, beginning of Industrialization.
Economic Liberalism, Social Classes, Open-field System, Enclosure
System, Domestic System, Factory System, Living Conditions, Working Plans for essay writing:
Conditions, Power source, Government Acts.  Why did the Industrial Revolution start in England?
 Were the effects of the Industrial Revolution positive?
Class reflection: What were the positive and the negative consequences of the British
Industrialization?
The students will have access to the History Blog: www.historylevel3.blogspot.com

Differentiation
The interdisciplinary sub-unit with Language and Arts enables students to practice source
analysis skills while exploring differentiated questions and interests through the
consideration of literary and artistic media.
The students will be assigned different kind of tasks to respect the diverse learning styles:
class debates, use of technological devices, the creation of comparative charts, essay
writing, letter writing (test) . . .
For certain tasks, the teacher will put together one-off groups to strengthen cooperation
and communication between students who do not usually work together.
Each student will be expected to craft his/her own essay plan.

Resources

MYP Unit planner review draft 23/10/2012

 - Child, J; Hodge, T; Shuter, P; Taylor, D. (1991). Understanding History 2. London: Heinemann.

- Walsh, B. (2002). History in Focus: Essential Modern World History. London: John Murray.

- www.schoolhistory.co.uk

- www.activehistory.co.uk

Stage 3 – Reflecting and evaluating

Prior to teaching the unit During teaching After teaching the unit

We believe the students will find this unit interesting We are giving the students a unit test as part of the We need to improve the IDU on Calligrams. More
after asking them to look for things in the classroom summative assessment. This will allow us to check the interaction amongst teachers is needed.
that do not come from a factory. level attained by the students, the effectiveness of our
teaching and those skills and/or concepts we will have
In line with the IB Learner Profile, in this unit of work
to work harder on. We also expect to gain information
the students will strive to be:
on how the students can apply their Language skills
Inquirers: by promoting questions and enthusiasm for through formative tasks and finally through the
learning; by promoting structured inquiry on specific interdisciplinary activity. Through a self-evaluation we
issues. present the students with at the end of the unit, their
reflections will allow us to review our teaching
Knowledgeable: by acquiring knowledge and
strategies, level of material selected, the contents the
understanding of concepts and ideas relevant to the
students find really meaningful, what the students find
topic.
easier and/or more difficult, and to do remedial work
Thinkers: by being critical about the topic and solving in order to correct general errors. This can be very
problems related to the issues discussed in class. helpful to revise the plan we worked out for the
following unit: confirming some of the strategies and
Communicators: by expressing ideas clearly and in
learning experiences or adapting them to suit students’
different ways and working effectively in collaboration
needs and interests.
with others.
Open-minded: by respecting and valuing different
points of view about the issues discussed in class and
being balanced in their opinions.
Reflective: by assessing their own performance in the
course of the unit.

MYP Unit planner review draft 23/10/2012

Example 2-MYP unit planner
Teacher(s) Subject group and discipline Individuals and Societies: History

Unit title INDUSTRIAL REVOLUTION MYP year 4 Unit duration (hrs) 5 w /

25

Establishing the purpose of the unit

Key concept Related concept(s) Global context
Comment [GGV2]: Interesting unit which
CHANGE INNOVATION AND REVOLUTION Fairness and development compliments the previous one quite nicely. In this
case “perspective” might also be a useful related
concept to explore.

Statement of inquiry

Revolutionary scientific change could be seen as blessing or a curse, depending on the social group one belongs

Inquiry questions

Factual – What are the reasons that enabled Britain to be a cradle of the Industrial Revolution?
Conceptual – In what ways can change bring the positive and negative impact to societies?
Debatable – Technology is more Blessing than a Curse? – (then but now, in the 21st century as well)

Objectives Summative assessment

Outline of summative assessment task(s) including Relationship between summative assessment

assessment criteria: task(s) and statement of inquiry:
A: Knowing and understanding
demonstrate knowledge and understanding of subject- Debate:
specific content and concepts through Industrial Revolution as a turning point in history Students will demonstrate understanding of the
developed descriptions, explanations and examples brought such positive changes to the societies, positive and negative consequences that

MYP Unit planner review draft 23/10/2012

C: Thinking critically that a number of lost lives or invalid workers Industrial Revolution brought to their society,
without any protection was just a collateral living and working conditions, as well of the new
- Analyse issues
damage. way of thinking by social classes.
- Interpret different perspectives and their
Debate steps:
implications
1. Preparation for the debate
- Synthesize information to make valid
arguments Task (Summative)
D: Communicating (formative assessment) 2. In-class debate (Formative)

Approaches to learning (ATL)

- Demonstrate effective use of analysis, evaluation and synthesis of gathered information and evidence Comment [GGV3]: It´s important to point out
what skill organizer and cluster one will be exploring
- Debate: Communicate in a clear, concise and effective manner that is both logical and persuasive; express opinions through logical argumentation and it´s always a good idea to begin by looking at
out subject-group objectives.

Planning for teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies

Formative assessment

MYP Unit planner review draft 23/10/2012

 Differentiation
EAL students and other students with learning needs, would be given resources easier to read, and more guidance
from the teacher and peer help. Their summative task would allow for more simplistic language expression,
supported by the power point presentation.

Resources

Reflecting and evaluating

Prior to teaching the unit During teaching After teaching the unit

Opportunity for service as action in this unit

Grade 9 (MYP 4) students who moved now to the
High school, and can help practicing / teaching some
debate skills to the MYP 1-3 (grades 6 – 8) - students
involved in the speech & debate after-school
activities.

MYP Unit planner review draft 23/10/2012

Example 3-MYP unit planner
Teacher(s) Subject group and discipline Humanities 8

Unit title What is your idea? MYP year 3 Unit duration (hrs) 24

Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Perspective and Ideology Orientation in Time and Space

Statement of inquiry

Relationships are impacted by perspective and ideology.

Inquiry questions

Factual – Define two ideologies (e.g. political, economic)

Conceptual – Is it possible to be objective?
Debatable –Is bias/perspective ok?

Objectives Summative assessment

Task 1: Comment [GGV4]: Wow! I haven´t seen the
Outline of summative assessment task(s) including Relationship between summative assessment task sheet so it is difficult to make any judgments
Criterion A: Knowing and Understanding assessment criteria: task(s) and statement of inquiry: but it seems like assessing all criterion and almost all
strands will make focused assessment difficult and
Criterion A: Knowing and Understanding make it quite demanding on the part of students.
Objectives i, ii
Criterion B: Investigating Political cartoons can be used as a tool to Remember that each strand must be assessed twice
Criterion B: Investigating define/explore relationships, to show perspective, in the year but in a given unit or task you might wish
to focus on specific aspects.
Objectives i, ii, iii, iv Criterion C: Thinking Critically and reference ideologies.

Criterion D: Communicating
MYP Unit planner review draft 23/10/2012
Criterion C: Communicating
i. ii. iii
Task 1:
Criterion D: Thinking Critically
Find a political cartoon that shows a relationship and
i, ii, iii, iv
demonstrates bias(an unfair prejudice in favor of or
Task 2: against one thing over another). Then, complete the Big
Criterion A: Knowing and Understanding 6 research guide to demonstrate your findings. Finally, Comment [GGV5]: Interesting, what is this
complete a synthesis in class to show your analysis of about?
Objectives i ii the cartoon.
Criterion D: Thinking Critically
Task 2:Throughout the unit complete the research guide
i, iii, iv about the Cold War to demonstrate your knowledge and
understanding of the unit.

2. Answer the following question in class;

Some historians argue that the Cold War began because
of Soviet aggression followed by American containment
policies. Other historians say that it was America who
wasaggressive and the Soviets who reacted to protect
their interests. So…Who is to Blame
for the Cold War? Prove one of these theories using
three specific examples from our studies.
Answer the question in one of the following forms:
• Paragraph response
• Bullet points
• Table
• Mind Map

Approaches to learning (ATL)

Transfer: Make connections between subject groups and disciplines.

Students will be able to analyse images in other subject areas using techniques learned in this unit.

MYP Unit planner review draft 23/10/2012

Planning for teaching and learning through inquiry
Content Learning process
The student will be able to identify the similarities
Learning experiences and teaching strategies
and differences of capitalism and communism.
The student will be able to identify the political •Students will receive a rubric and oral explanation of the summative tasks.
and economic goals of the US/USSR after World They will also be able to look at examples of work from previous years and be given modern day
War 2. examples that personify a similar relationship between the US and USSR during the Cold War.
The student will be able to identify key political
figures during the Cold War. •The question of the summative task will directly allow students to answer the unit question.
The student will be able to identify propaganda.
The student will be able to discuss symbolism •Students will be given class time to brainstorm ideas and research. This will allow the teacher to check
and its connection to the Cold War. that students are on the right track. Students will complete a specific lesson where they identify the
The student will be able to identify specific artistic techniques used to analyse a political cartoon in preparation of creating their own cartoon.
terms/theories from the Cold War including, but
not limited to •Bloom’s taxonomy: Analyse, Evaluate & comprehend.
M.A.D. and Domino.
The student will be able to discuss how the media
influences the people. •Students are comparing and establishing links with the past (ATL-Transfer and Critical Thinking).
The student will be able to make connections Students to compare a relationship between the US/USSR during the Cold War with another relationship
between different political leaders over place and past or present (orientation time and space)
time.
The student will identify artistic techniques used Formative assessment
in completing political cartoons. Journal Questions throughout the unit on a variety of topics (e.g. Korea, Vietnam, China/Mao, Russian
The student will analyse different political Revolution) to prepare for completing the synthesis.
cartoons before creating their own political Vocabulary sheets to identify key terms/vocabulary/people throughout the unit.
cartoon.

Differentiation
Differentiating by catering to individual needs of students. Providing extra assistance where needed as
well as extension work as required. Models and examplars as well as scaffolding of materials for all
students (e.g. vocabulary lists, graphic organisers, big 6 research guide).

Resources

MYP Unit planner review draft 23/10/2012

Reflecting and evaluating
Prior to teaching the unit During teaching After teaching the unit

How can students use their skills to identify

appropriate political cartoons to analyse?

What other relationships would students be familiar

with to connect to the Cold War?

How can the idea of competition and power be

intertwined with perspective and ideology?

MYP Unit planner review draft 23/10/2012

Example 4-MYP unit planner
Teacher(s) Subject group and discipline Individuals and Societies - Geography

Unit title The Demographics of the Global Human Environment MYP year 3 Unit duration (hrs)

INQUIRY: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Change Patterns and Trends Globalization and sustainability

Management and Intervention
Sustainability

understand how both environmental and

human systems operate and evolve

Statement of inquiry
Comment [GGV6]: Can?
Change happens that, with management and intervention, help to respond to patterns and trends to assist fair and sustainable development globally
Comment [GGV7]: The context is very clearly
intermeshed here
Inquiry questions

Factual :
 Why on Earth do people live where they do?
 Population Pyramids – how does math help us predict the future?
 Big Brother is watching! To what extent can the government use a policy to control and predict a population’s future?
Conceptual: Who depends on whom? Comment [GGV8]: This seems rather
provocative. I tend to think of debatable questions
as those that enable exploration of big ideas that
connect facts and topics
MYP Unit planner review draft 23/10/2012
Debatable: What drives change; individuals, institutions or ideas?

Objectives Summative assessment

Knowing and Understanding Comment [GGV10]: Might be useful to indicate
Summative Assessment 1 Relationship between summative assessment in parenthesis what task is used to assess what
Students develop factual and conceptual task(s) and statement of inquiry: criterion.
knowledge about demographics and Test on Demographics and Population Theory
Students look at the terminology used by the
population policy
demographer and the study of demographics
In order to reach the aims of individuals and Summative Assessment 2 that help to manage policies that are placed by
societies, students should be able to: Case study project on Population Policy (Collaborative) government systems to help countries develop
sustainably.
 use terminology in context Students investigate collaboratively a assigned
 demonstrate knowledge and Summative Assessment 3 specific country policy to look at patterns that
understanding of subject–specific have lead to decisions for population control and
Extended Answer relating to synthesis of research on Pro
content and concepts through practice the opportunity to synthesize
and Anti Natal Population Policies
descriptions, explanations and information to infer outcomes
examples
Students complete an extended piece of writing
Investigating that synthesizes information gathered by Comment [GGV9]: Any specific aspect?
themselves and their peers concerning two
Assessments build on looking at
contrasting methods of population control to
the theoretical content (K&U) and answer the question” Big Brother is watching! –
Communicating allow the students to To what extent can a government use policy to
Students develop skills to organize, document
communicate in multiple ways control and predict it’s population’s future?
and communicate their learning using a
variety of media and presentation formats. their critical thinking on specific
Students learn correct research techniques for content through research
a case study and the appropriate components
required
In order to reach the aims of individuals and
societies, students should be able to:

 communicate information and ideas

MYP Unit planner review draft 23/10/2012

 using an appropriate style for the
audience and purpose

 structure information and ideas in a

way that is appropriate to the specified
format

 document sources of information

using a recognized convention

Thinking Critically
Students use critical thinking skills to develop
and apply their understanding of
demographics and the process of
investigation.

In order to reach the aims of individuals and

societies, students should be able to:

 discuss concepts, issues, models,

visual representation and theories
 synthesize information to make valid
arguments
 analyse and evaluate a range of
sources / data in terms of origin and
purpose, examining values and
limitations
 interpret different perspectives and
their implications

Approaches to learning (ATL) Comment [GGV11]: We don´t know the length

of the unit but please make sure to be selective and
Communication include only as many as you can reasonably
excplore.
MYP Unit planner review draft 23/10/2012
Communication Skills: (Students will collaborate on assigned population policy, create a case study that will be presented for peer learning)
Students will communicate through the following interactions:
 Use a variety of speaking techniques to communicate with a variety of audiences
 Use appropriate forms of writing for different purposes and audiences
 Collaborate with peers and experts using a variety of digital environments and media
 Share ideas with multiple audiences using a variety of digital environments
Students will demonstrate communication through language by:
 Reading a variety of sources for information
 Make inferences and draw conclusions
 Use an interpret a range of demographic specific terminology
 Write for purpose of collaborative presentation and use information for individual extended writing to predict the future based on learning
 Take effective notes in class
 Use an organizational method to build a case study
 Organize and depict information logically
 Structure information a collaborative presentation and individual extended piece of writing
Social
Collaboration Skills: (Students will collaborate on assigned population policy, create a case study that will be presented for peer learning)
 Delegate and share responsibility for decision making
 Manage and resolve conflict and work collaboratively in teams
 Make fair and equitable decisions
 Encourage others to contribute
 Give and receive meaningful feedback
Self Management
MYP Unit planner review draft 23/10/2012
Organization Skills: Students collaborate to create a learning experience case study around assigned population policy to convey information for individual writing.
Students prepare for knowledge timed in class examination.
 Meet deadlines
 Create plans to prepare for summative assessments (examination)
 Set collaborative team realistic goals
 Bring necessary equipment to class
 Select and use technology effectively and productively

Affective Skills
 Self Motivation and Resilience
Reflection Skills All ATL’s selected are valid in
 Develop new skills, techniques and strategies for effective learning the duration of this unit as the
teaching strategies employed
 Identify strengths and weaknesses of personal learning strategies (self-assessment)
fully reflect the ideas behind
 Consider content the ATL’s
Research Information
Literacy Skills
Demonstrating Information Literacy
 Access information to informed and to inform others
 Make connections between various sources of information
 Present information in a variety of formats and platforms
 Understand and implement intellectual property rights
 Create references and citations, create a bibliography using MLA format
Media Literacy Skills

MYP Unit planner review draft 23/10/2012

  Understand the impact of media representations and modes of presentation
 Seek a range of perspectives from multiple and varied sources
 Communicate information and ideas effectively to multiple audiences using a variety of media and formats
Thinking
Critical Thinking Skills
 Practise observing carefully in order to recognize problems
 Draw reasonable conclusions and generalizations
 Consider ideas from multiple perspectives
 Analyse complex policies and their parts and synthesize them to create a new understanding
 Propose and evaluate a variety of solutions
 Identify obstacles and challenges
 Identify trends and forecast possibilities
Creative Thinking Skills
 Brainstorming and visual diagrams to generate new ideas
 Make guesses; ask “what it” questions
 Practise visible thinking strategies and techniques

ACTION: Teaching and learning through inquiry

Content Learning process

Terminology of Demographics Learning experiences and teaching strategies

Taught Curriculum:

MYP Unit planner review draft 23/10/2012

China’s Population Policy

Investigating Curriculum:
Formative assessment
Following countries assigned for collaborative
research (groups of 3/4) to create Google Site:
 Nigeria
 Russia
 Italy
 Singapore Differentiation

 France (if required by numbers) Three new students

ESOL learners

Extended Time Student accommodations

Resources

https://sites.google.com/a/aischool.org/myp-year-3-geography/

REFLECTION: Considering the planning, process and impact of the inquiry

MYP Unit planner review draft 23/10/2012
Prior to teaching the unit During teaching After teaching the unit

MYP Unit planner review draft 23/10/2012