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MYP unit planner

Teacher LIVING SKILLS Subject group and Design

(s) discipline
Unit Designing and Developing the Project MYP year 3 Unit duration 9
title (w)

Establishing the purpose of the unit

Key concept Related concept(s) Global context

Scientific and technical innovation -How

Development Creativity, Form does design can lead towards creative
innovation among students?

Statement of inquiry
Students should be able to develop their creativity in producing fresh ideas in designing and developing the project .
Inquiry questions
Factual - What are the example of problems about project design? What are the key concepts about project design?
Conceptual How should project design should be able to solve the problem stated for designing and developing the project?
Debatable Will the project designs be able to meet up the requirement / quality of a good design?
Objectives Summative assessment
Objective A: Inquiring and analyzing Outline of summative assessment task(s) Relationship between summative
In order to reach the aims of design , including assessment criteria assessment task(s) and statement of inquiry.
students should be able to:
i. Explain and justify the need for a Objective A Students will be able to produce a new
solution to a problem Project Design product that has an impact on their daily
ii. State and prioritize the main points routine and can make their life easier. At the
1. students will have a short discussion on
of research needed to develop a solution to end of learning, students will understand the
designing and developing a project.
the problem relationship between the statement inquiry
-problem related to design and the assessment carried by them.
iii. Describe the main features of an
-cause of the problem
existing product that inspires a solution to
the problem 2. Students sketch a design that can solve
for the problem and use the concept of good
iv. Present the main findings of relevant
- stability
Objective B: Developing Ideas
-materials suitability
In order to reach the aims of design,
students should be able to: Objective B : Idea Design
i. Develop a list of success criteria for 3. Students draw their design in an
the solution orthographic projection design
ii. Present feasible design ideas, which
can be correctly interpreted by others Objective C : Design Production
iii. Present the chosen design 4. Students produce their design using
iv. Create a planning drawing/diagram, suitable materials provided to them in the
which outlines the main details for making workshop
the chosen solution 5. Students improve on their product designs
Objective C: Creating the solutions before presenting them to the teacher for
In order to reach the aims of design, further evaluation
students should be able to: 6. Teacher evaluates students' projects
i. Outline a plan, which considers the
use of resources and time, sufficient for Objective D : Evaluation
peers to be able to follow to create the
1. Students have to prepare a documentation
ii. Demonstrate excellent technical
in the form of portfolio about their project
skills when making the solution
iii. Follow the plan to create the
solution, which functions as intended -cost

iv. List the changes made to the -drawing

chosen design when making the solution -reports and feedbacks
v. Present the solution as a whole -pictures
2. Students present their portfolio to the
Objective D: Evaluating teacher.

In order to reach the aims of design, 3. Teacher evaluates their portfolio.

students should be able to:
i. Outline simple, relevant testing
method, which generate data to measure
the success of the solution
ii. Outline the success of the solution
against the design specification
iii. Outline how the solution could be
iv. Outline the impact of the solution on
the client/target audience.
Approaches to learning (ATL)
Category Indicators
Thinking Skills....................................................... Combine knowledge, understanding and skills to create products or solutions
Research Skills.......................................................Collect and analyse data to identify solutions and make informed decisions

Planning for teaching and learning through inquiry

Content Learning process

This unit is based on the steps involved in Learning experiences and teaching strategies
designing and developing product: Description of learning outcomes described in the initial unit
Identify the problem Teacher defines the concept of designing and developing the project.
Analyse the problem Teacher initiates discussion on problem related to design
List out ideas for problem solving Students contribute towards the discussion by giving ideas, information from the
Choosing the best problem solving internet related to design and development of project
Project Design Students list a few ideas towards problem solving about design
Evaluate and choosing the project Teacher shows examples of project design in the form of 2D/3D sketching/drawing
design Students sketch and draw their own project designs based on ideas that have been
Design sketching based on contributed during the discussion
orthographic projection drawing Students evaluate and choose the best project design based on their designs by
Planning towards designing project considering the concept of designing and development of project
Identify the materials and their -safety
suitability -durability
Schedule the project design -cost
Calculate the cost for the project -function
Development, testing and -materials suitability
customisation of project -design
Evaluate the project Students draw the chosen design in orthographic projection drawing
Documentation of project Students identify the best materials and their suitability for their project
Presentation of project Teacher discusses with students how they are going to produce their project
( technique used to make their project)
Students plan their own work schedule in developing their project and calculation for
the cost used for designing the projects
Teacher guides students with cost calculation
Students design the projects
Students inspect and test their projects and make final touch up to the projects
Students present their projects for teacher evaluation
Teacher tests and evaluates students' projects
Students come out with a portfolio about their project designs
Students write short and brief reflection about their projects
-what they have learnt
-what to improve in future

Formative assessment
PBS questions and evidence
Differentiation will impact in the form of designing the project. Students will design their
own projects based on their creativity and by considering a few aspects about concept of
designing and developing the project. Differentiation can be seen along the way of project
designing process starting from designing the project, cost, and materials chosen for their
Text book, materials for project design (woods, nails, etc) , students' knowledge, internet

Reflecting and evaluating

Prior to teaching the unit During teaching After teaching the unit
What do students already know and How does this project can truly measure How does students can carry forwards
what can they do? their ability and capability in what they have gain from this topic into
Why do we think that the unit or the understanding this topic and applying next level of study?
selection of topics will be interesting? what they learnt into practical? What are other teaching strategies that
can be made for this unit ?
Content Learning process
This unit is based on the steps involved Learning experiences and teaching strategies

Mengenal pasti masalah Aktiviti yang dicadangkan

Mengumpul maklumat dan data - Perbincangan kumpulan
Menganalisis maklumat - Sumbangsaran
Menyenarai pelbagai idea Mengumpul maklumat dan data seperti pemerhatian, lawatan, pembacaan dan
penyelesaian masalah bimbingan guru
Menilai dan memilih idea yang Mengumpul maklumat berkaitan reka bentuk dan reka cipta terkini
paling sesuai Merujuk koleksi reka cipta murid
Melakar beberapa reka bentuk Perbincangan mengenai kekuatan dan kelemahan maklumat yang diperolehi.
Menyenaraikan pelbagai alternatif penyelesaian masalah menggunakan peta
Menilai dan memilih konsep reka minda, lakaran bebas, sumbangsaran, atau perbincangan kumpulan.
Tunjuk cara membuat lakaran
Membuat lukisan kerja berdasarkan
Lakaran dibuat dalam bentuk 2D atau 3D
lukisan unjuran ortografik
Faktor utama reka bentuk ialah:
Mengenal pasti bahan dan
kesesuaiannya fungsi

Mengenal pasti dan memilih alatan rupa bentuk

Membuat jadual kerja dan mengira kesesuaian bahan

kos pengeluaran kaedah binaan
Mengukur, menanda dan ketahanan
memotong. kos
Membina dan mencantum bahagian kemasan
projek keselamatan
Memeriksa dan menguji Lukisan kerja dibuat dalam bentuk lukisan ortografik
sambungandan pemasangan
Menyediakan senarai bahan dan alatan.
Membuat kemasan
Perbincangan teknik pembinaan
Menguji dan menilai projek
Guru membimbing murid mengira kos pengeluaran
Mengumpul dan merekodkan
[kos pengeluaran =kos bahan +kos upah + kos overhed ]
maklumat berkaitan projek yang
dibina Pastikan murid memilih dan menggunakan alatan yang betul

Membuat persembahan projek Guru membimbing murid berkaitan proses untuk mendapatkan pemasangan dan
pembinaan yang paling sesuai
Memilih kemasan yang sesuai
Mengubahsuai projek untuk mendapatkan hasil yang lebih berkualiti
Contoh format folio ialah:-
- tajuk
- latar belakang
- objektif
- deskripsi
- rujukan atau bibiografi
- lampiran
Folio ini ditulis atau ditaip dan perlu dibukukan.
Membuat persembahan projek berdasarkan
dokumentasi yang disediakan
Formative assessment