Teacher(s) Youssef hassan Subject group and discipline Digital Design

Unit title Website Design ( HTML) MYP year 5 Unit duration (hrs) 12

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Communication Ergonomics / Sustainability / Innovation globalization and sustainability

Statement of inquiry

Timely interaction with clients using appropriate communication techniques drives design
decisions.

Inquiry questions

Factual— What are the different aspects of form?

Conceptual— How do inventions impact our lives?
Debatable—When is form more important than function?

Objectives Summative assessment

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A: Inquiring and analyzing Part 1 from the design cycle folder Inquiring and Relationship between summative assessment task(s)
analyzing and statement of inquiry:
i. explain and justify the need for a solution to a problem
Criterion A In Objectives A
for a specified client/target audience
ii. identify and prioritize primary and secondary research This task concentrates more on the conceptual part
needed to develop a solution to the problem of the inquiry statement, but in the same time it will
study the benefits of using the inclined plane, which
iii. analyse a range of existing products that inspire a shows the impacts of scientific and technical
solution to the problem innovation on community, this will link the task to the
iv. develop a detailed design brief, which summarizes the global context part of statement of inquiry.
analysis of relevant research.
B: Developing ideas Part 2 from the design cycle folder Developing
ideas
i. develop design specifications, which clearly states the Criterion B
success criteria for the design of a solution
ii. develop a range of feasible design ideas, which can be Students are expected to discover Microsoft
correctly interpreted by others office , relationships, based on the theory
iii. present the chosen design and justify its selection covered in the unit,
iv. develop accurate and detailed planning In the investigation (B & C &
drawings/diagrams and outline the requirements for the
creation of the chosen solution. D):
C: Creating the solution
Students are expected to
Part 3 from the design cycle folder Creating the
i. construct a logical plan, which describes the efficient solution - Understand Microsoft office tools
use of time and resources, sufficient for peers to be able - Explain the results.
Criterion C
to follow to create the solution - describe a real life application.
ii. demonstrate excellent technical skills when making the
solution
iii. follow the plan to create the solution, which functions
as intended
iv. fully justify changes made to the chosen design and
plan when making the solution

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 D: Evaluating

i. design detailed and relevant testing methods, which

generate data, to measure the success of the solution
ii. critically evaluate the success of the solution against Part 4 from the design cycle folder Evaluating
the design specification
Criterion D
iii. explain how the solution could be improved
iv. explain the impact of the solution on the client/target
audience.

Approaches to learning (ATL)

ATL skill categories MYP skill clusters Subject Specific ATL

Communication I. Communication  exchanging and integrating ideas produced at a brain storming activity.

Social II. Collaboration  Working in groups in scientific investigation

III. Organization  Use graphic organizer for contrasting for organizing complex information.
Self management IV. Affective  giving feedback on the design of experimental methods
V. Reflection  KWL (what they know, what they want to know, what they learned)
VI. Information literacy  Access information to be informed and inform others
Research  Communicate information and ideas effectively to multiple audiences using a variety of
VII. Media literacy
media and formats
VIII. Critical thinking  Gather and organize relevant information to formulate an argument
 Consider multiple alternatives, including those that might be unlikely or impossible
Thinking IX. Creative thinking
 Apply skills and knowledge in unfamiliar situations
X. Transfer

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies
The student will create and design a Website for • Some of the learning experiences which are gained by the students during this unit:

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the school.  Finding alternatives
The Website includes some of the activities of  Comparing and contrasting alternatives to make a decision.
school.
 Using graphic organizers and /or comparison tables.
By the end of this Lessons, you will be able to:
 Defending his choices in a logical way at a limited time in front of audience
􀂃 Use a text editor to author an HTML document.
 Designing a scientific investigation
􀂃 Be able to use basic tags to denote paragraphs,
emphasis or special type.
􀂃 Create hyperlinks to other documents. Formative assessment

􀂃 Create an email link. During the study of the unit their will be some formative assessment tasks, which are:
􀂃 Add images to your document.  Group discussion
􀂃 Use a table for layout.  weekly quiz
􀂃 Apply colors to your HTML document.
 discussion and immediate feedback during the working on part A from the
worksheet
 Assessing the results students obtained in classwork activities.
 Quiz that will conclude with self-assessment and then will be revised by the teacher.
 Practice/take-home test that will conclude with peer assessment and then will be
revised by the teacher.
 Discussion and immediate feedback during the working on part A from the worksheet.
Differentiation

Homework given in various levels from depth and length point of view
During activities, some students may need support and feedback during the activity
to ensure they are on the right track.
 Adjustingquestions techniques which can be used to make it easier to understand
the question.
Extra clarification and explanation for the tasks and the subject can be given to the
students whom are facing some difficulties in the learning and/or the language

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 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?
Internet (www.wikipedia.com)

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

Prior to teaching the unit During teaching After teaching the unit

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