MYP Unit Question. How can I apply and convey my design skills in developing a product to meet the expectations of a client?

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1 MYP unit planner Unit Title Teacher(s) Communication of Concepts/Creating Business Web Sites Utilizing a Client s Perceptions Nicholson Subject and Grade Level Technology - Year 5 Time frame and duration 9 Weeks Stage 1: Integrate significant concept, area of interaction and unit question, and ensure it can be assessed. Significant Concept(s) What are the big ideas? What do I want my students to retain for years into the future? Area of Interaction Focus Which AOI will be your focus? Why have you chosen this? Human Ingenuity: Students will design a web site for a simulated real life business. Students will get to know their client, plan and organize the web site, and then build the web site using a design brief. The design brief will include a color theme, navigational plan, and information that will need to be included to convey the business objectives. Graphics will also be displayed that will be used to complement the theme of the web site. MYP Unit Question How can I apply and convey my design skills in developing a product to meet the expectations of a client? Good design makes life easier. When working with a client it is important to hear and feel what they want in terms of presentation. Words and images combined can create powerful message. 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? Completed web site project that communicates the client s needs. The web site will utilize a uniform design and have a well thought out navigation to the sites web lay out. Which specific MYP objectives will be addressed during this unit? Carefully review client requirements then with this information outline the design brief (Investigate). List specific requirements that must be met by the product (Investigate). Construct a plan to create the web site that has a series of logical steps. This will be in the form of a wireframe/storyboard (Plan). Generate several feasible designs that meet the design specification (Plan/Design). Creatively interpret a client s requirements then select one design and justify its choice (Plan/Design). Use a variety of web design software competently (Create). Follow the plan to produce the web site (Create). Evaluate the success of the web site in an objective manner based on testing, their own views and the views of the intended user (Evaluate).

2 Provide evidence of personal engagement with the subject (motivation, independence, general positive attitude) when working on their web site project (Attitudes in Technology). Which MYP assessment criteria will be used? Criteria A - Investigate Criteria B Design Criteria C Plan Criterion D Create Criterion E - Evaluate Stage 2: Backward planning: from assessment to the learning activities through inquiry

3 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) standards/skills are to be addressed? State Standards: Demonstrate in-depth programming skills in a high level language. Demonstrate practical use of the computer hardware available to them. Exhibit knowledge of logical processes in problem solving and sound programming practices. Possess familiarity with general computer architecture and aspects of the machine s internal operation. Form a realistic view of the role of computers in society, their applications, and limitations. Demonstrate knowledge about the role of the computer in information design. Understand the synthesis of design and technology in the publishing of information electronically in a Web environment. Incorporate visual, information, and programming design into the creation of a Web site. Demonstrate the ability to design the Web site, pages, and graphics using good layout, clean design, and smart choice of color. Understand the technology required to implement a well-designed system of text and graphics that allows the user to navigate with ease. Chart content and workflow to determine site organization and plan site structure. Control the multimedia enhancements of interactivity, audio, moving images (animation or video) and content on demand. Demonstrate the ability to create and work with editable text and artwork to be used on the World Wide Web. Develop an understanding of copyright and its importance in protecting original creative work. Analyze information design for its effectiveness. Constructs Meaning From Informational Text Locate, organize, and interpret written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task. Use a variety of strategies to analyze words and text, draw conclusions, use context and word structure clues, and recognize organizational patterns. Determine the main Idea or essential message in a text and identifies relevant details and facts and patterns of organization. Common Core Standards: Reading Standards for Literacy in Science and Technical Subjects 9-10 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically.

4 Approaches to Learning How will this unit contribute to the overall development of subject-specific and general AtL skills? Organization: to complete a project independently Communication: to ask for assistance as needed and clearly communicate needs Plan: to layout their work (using a storyboard and plan sheet) in a visually appealing way that depicts the meaning of their project Information literacy: to access information through a variety of sources, Internet, software programs Thinking: to design a unique product that meets the design specifications of the task. Evaluate: to use a grading rubric to evaluate their own work as well as having other students beta test their project. Learning Experiences How will students know what is expected of them? Will they see examples, rubrics, templates, etc? How will students acquire the knowledge and practice the skills required? How will they practice and apply these? Do the students have enough prior knowledge? Students had prior knowledge of how to create web page lay outs in the first nine weeks when they completed the instructor s Designing Web Sites Using CSS web site: DW_CSS/cssactivities.html Students will get to know their client through a simulated business profile utilizing the Web Hot Shops workbook (B. E. Publishing). Students will become familiar with the client s Web Content then develop a Web site plan through the use of a wireframes/storyboard previously covered in the instructor s Designing Web Sites Using CSS web site. Students will use the information received from the client and the prior knowledge of CSS to design and create the client s web site. Teaching Strategies How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? Have we considered those learning in a language other than their mother tongue? Have we considered those with special educational needs? After downloading the Web Planning Packet ( students will select which common page items that will appear on each Web page. They will also plan their web page design template theme that will include their color scheme, font style and their choice of presented logos. They will then sketch out their page design theme that will be a template for all pages of the business web site. At different stages of the project students will meet with instructor, who will be acting as client, to check the status of the design specification to see if it meets with client approval. 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? Web Hot Shots workbooks, B.E. Publishing Instructor s Web Site Instructions: Internet access in school, community, or library setting School software available in the school (Adobe Dreamweaver, Fireworks, Flash, Photoshop, and Fireworks) Ongoing reflections and evaluation

5 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 wee 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?