MYP Unit Planner

Unit Title 3D Models

Teacher(s) Mr. Simukanga
Subject and Grade Level Technology Grade 6

Time frame and Duration 5 Weeks

Stage 1: Integrate significant concept, area of interaction and unit

question, and ensure it can be assessed

AOI Focus Significant Concepts

Human ingenuity: 3D and animated content can have the

Awareness greatest effect on learning and retention.
Students will explore the various ways Information can be presented to facilitate
technology is being used to visualise learning and comprehension.
information. Complex, abstract and impossible large
Reflection amounts of information can be presented
Students will consider how 3D imagery in a visually understood form.
and modelling enhances learning.
Action
Students will design and create a building
block of life in 3D.

MYP Unit Question

How can complex concepts become more easily

digested?

Assessment

What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence or understanding? How will students show what they have
understood?

Task F 6B Unit 3 3D model Investigate first draft (A)

You can now upload your investigation on Managebac.

Investigation S 6A Unit 4 Model Investigate Final (A)

After reading my comments from the first submission, make changes to your document and
upload under this task.

Task S 6B Unit 3 3D model Investigate final (A)

Please upload your updated investigate stage of the cycle.

Task S G6B Unit 3 3D Model Design (B)

 Remember to complete your designs for next class, I will be purchasing materials over the
weekend to help you plan for the creation stage.

Design S 6A Unit 4 Model Design (B)

Use Unit description attached to Investigate task.

Use Design Template found in Design Cycle folder.

Task S G6B Unit 3 3D Model Plan (C)

On Monday we will be reviewing our plans in class and submit the final plan on managebac
on the date specified here.

Design folder S 6A Unit 4 Model Plan (C)

Use a calendar to mark days and tasks for creation of product.

Task F How to solve problems of acidity and alkalinity. (formative) (A, B)

Completing a one world, on a acidic or alkaline problem which science solved.

Task F How to solve problems of acidity and alkalinity. (formative) (A, B)

Completing a one world, on a acidic or alkaline problem which science solved.

Task S 3D Model Create (D)

Tomorrow is the last day for submitting your create stage, You will be required to finish your
annotations during the first period and then finalize your products and create documents,
evaluation w...

Product S 6A Unit 4 Model Create (D)

Use task description attached to unit.
Use Create template on managebac, or keep a daily process journal.

Students will research building blocks of life, ranging from atoms to cells. They will further research technology
visualisation techniques to better understand their research.
Using the principles of 3D design and modelling, Designs will be developed by the students in a 3D modelling
environment.
Following a well developed plan that has been generated by the students they will create their models using
materials of their choice. The product created should achieve the goal of enhancing learning and visualisation
using a 3D model.

Which specific MYP objectives will be addressed during this unit?

A: Investigate
• Students develop the design brief
• with guidance, identify appropriate sources of information and acknowledge these in a suitable
format.
• with guidance, use different systematic methods to collect and select information, and to organize it
logically.
• understand the importance of questioning the value of sources of information.
• Students identify the problem to be solved
• understand the concept of a design brief and adapt a given design brief to the problem or, with
guidance, start to develop a design brief.
• Students formulate a design specification
• understand the concept and importance of the design specification and, with guidance, list the
requirements that must be met by the product/solution.
B: Design
• Students design the product/solution
• create designs and communicate them using different forms and conventions.
• select, with guidance, one design over the others.
C: Plan
 • Students plan the product/solution
• describe, with guidance, the steps needed to create the product/solution.
• construct a plan to create, with guidance, the product/solution that makes effective use of resources
and time.
D: Create
• Students follow the plan
• understand the importance of plans and, with guidance, follow the plan to produce the product/
solution.
• Students use appropriate techniques and equipment
• use different techniques and equipment, with guidance.
• ensure a safe working environment for themselves and others.
• Students create the product/solution
• create, with some guidance, a product/solution of appropriate quality.
E: Evaluate
• Students evaluate the product/solution
• consider the success (and/or failure) of the product/solution based on testing, their own views and the
views of the intended user.
• Students evaluate their use of the design cycle
• reflect on their performance at each stage of the design cycle.
• identify and describe the parts they found easy and the parts that proved difficult. With guidance,
suggest ways in which their performance could be improved.
F: Attitudes in technology
• carry out units of work in technology using materials and techniques safely and responsibly.

Which MYP assessment criteria will be used?

A: Investigate
B: Design
C: Plan
D: Create
E: Evaluate
F: Attitudes in technology

Interdisciplinary Subjects:
Sciences

Stage 2: Backward planning: from the assessment to the learning

activities through inquiry

Content

What knowledge and/or skills (from my course overview) are going to be used to enable the student to respond
to the guiding question?
What (if any) Standard/skills are to be addressed?

Knowledge & Skills:

• Student will receive training in using sketchup principle tools, Drawing tools, Modification tools,
construction tools, camera tools, input and output, entities and common task tools to effectively design and
annotate a 3D model.

Approaches to Learning

How will this unit contribute to the overall development of subject-specific and general ATL skills?

• Communication:
informing others — including presentation skills using a variety of media
• Transfer:
making connections — including using knowledge, understanding and skills across subjects to create
products or solutions, applying skills and knowledge in unfamiliar situations
 Research 3D models and their different components.
Designing a house tutorial in sketchup, introduction to using Drawing tools and adding texture to existing
drawings.
Using materials and tools to build a model.
Presentation of Models to class.

Learner Profile

Which characteristics of the learner profile will be emphasized? How will you make students aware of them?

• Communicators: Students will present their Sketchup 3D Model designs and physical models to the class,
and will be ready to discuss their ideas and motivation for their chosen design and model.

International Mindedness

How will international-mindedness be addressed?

Learning Experiences Teaching strategies

How will students know what is expected of them? How will we use formative assessments to give
Will they see examples, rubrics, templates, etc.? students feedback during the unit?

• Tutorials in sketchup • Think pair and share

• Examples of online designs • Draw It
• Design cycle rubrics • Do's and Don'ts in sketchup
• Class peer demonstrations • Demo this
• Padlet

How will students aquire the knowledge and practice What different teaching methodologies will be
the skills required? How will they practice applying employed?
these?

• Using school computers to carry out research • Class discussions

• Using information across disciplines • Students Demos
• Sketchup preloaded on all lab computers • Models
• YouTube videos
• Peer teaching

Do the students have enough prior knowledge? How are we differentiating teaching and learning for
all? Have we considered those learning in the
language other than their mother tongue? Have we
considered those with special educational needs?

The concept of 3D Modeling is new to the students, Students Choose their designs based on their
they will be provided with the tools and materials to preference and learning styles, they further choses
become familiar with the content and skills required materials according to their preferences.
to complete the specified tasks.

Resources

What resources are available to us?

How will our classroom environment, local environment and/or the community be used to facilitate students'
experience during the unit?

File: Sketchup.docx
Ongoing reflections and evaluations

In keeping an ongoing record, consider the following questions. There are further stimulus questions in the unit
planning 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?