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    Unit Plan-May2021

    Uploaded by

    Sai Medhansh
    This MYP Design unit focuses on developing a sense of belonging within a community through the design process. Students will design a solution for a specified target audience to promote inclusion and collaboration. The summative assessment requires students to create an ePortfolio documenting their design process and solution. Their solution and design process will be evaluated based on four criteria: defining the problem and research, developing ideas and a plan, creating the solution, and evaluating its success and impact. The goal is for students to understand how developing a sense of belonging can promote synergy within communities.

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    Unit Plan-May2021

    Uploaded by

    Sai Medhansh
    57 views5 pages
    This MYP Design unit focuses on developing a sense of belonging within a community through the design process. Students will design a solution for a specified target audience to promote inclusion and collaboration. The summative assessment requires students to create an ePortfolio documenting their design process and solution. Their solution and design process will be evaluated based on four criteria: defining the problem and research, developing ideas and a plan, creating the solution, and evaluating its success and impact. The goal is for students to understand how developing a sense of belonging can promote synergy within communities.

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    This MYP Design unit focuses on developing a sense of belonging within a community through the design process. Students will design a solution for a specified target audience to promote inclusion and collaboration. The summative assessment requires students to create an ePortfolio documenting their design process and solution. Their solution and design process will be evaluated based on four criteria: defining the problem and research, developing ideas and a plan, creating the solution, and evaluating its success and impact. The goal is for students to understand how developing a sense of belonging can promote synergy within communities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    57 views5 pages

    Unit Plan-May2021

    Uploaded by

    Sai Medhansh
    This MYP Design unit focuses on developing a sense of belonging within a community through the design process. Students will design a solution for a specified target audience to promote inclusion and collaboration. The summative assessment requires students to create an ePortfolio documenting their design process and solution. Their solution and design process will be evaluated based on four criteria: defining the problem and research, developing ideas and a plan, creating the solution, and evaluating its success and impact. The goal is for students to understand how developing a sense of belonging can promote synergy within communities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    MYP Design May 2021

    Subject group and discipline: Design (design, digital design, product design) Unit duration: about 20 hours
    Unit title: Designing to create a sense of belonging

    Global context: Identities and relationships


    Key concept: Development
    Related concept: Collaboration
    Statement of inquiry: Developing a sense of belonging promotes synergy within a community
    Inquiry questions such as these should be developed by teachers and students:
    Factual: What makes a community?
    Can communities be virtual as well as face-to-face?
    Why are communities needed?
    Conceptual: What are our responsibilities to a community?
    How can members of a community benefit from one another?
    Debatable: Does diversity benefit a community?

    Summative assessment
    The student produces an ePortfolio, which follows the design cycle to develop a solution (or range of solutions), that ensures all members of a
    community feel included.

    The student must target one of the following audiences/clients:


     New or existing students
     New or existing members to a club/organization
     New or existing members to a community

    Suggested solutions may be, but are not limited to, the following ideas:
     A design product for someone joining a new sport or taking part in a new club activity
     A welcome to someone joining a community, neighbourhood, or new job
     An activity or game for someone joining a virtual community
     A promotional video for summer break activities
     A welcome package for students starting a new summer volunteer role
    MYP Design May 2021

     A space to bring people together who wouldn’t normally mix


    Objectives: All strands of all objectives (A, B, C and D)
    Summative assessment tasks, including assessment criteria: Relationship between summative assessment tasks and statement of
    inquiry:
    Criterion A Within Criterion A the student selects a target audience/client from the
    i. Explain and justify the need for a solution to a problem for a options above and will analyse and inquire into:
    specified client/target audience.  the need for a solution
    ii. Identify and prioritize primary and secondary research needed to  the identification of primary and secondary research
    develop a solution to the problem.  existing products that illustrate change over time.
    iii. Analyse a range of existing products that inspire a solution to the
    problem. Students will also:
    iv. Develop a detailed design brief that summarizes the analysis of  create a design brief that reflects the analysis of their research with
    relevant research. reference to the statement of inquiry.
    Criterion B Within Criterion B the student provides evidence of:
    i. Develop design specifications that clearly state the success criteria  a detailed design specification for the final design
    for the design of a solution.  a range of ideas or designs that consider the specifications. Examples
    ii. Develop a range of feasible design ideas that can be correctly of planning these solutions may include annotated
    interpreted by others. sketches/storyboards, accurate drawings/diagrams, and aesthetic
    iii. Present the chosen design and justify its selection. considerations
    iv. Develop accurate and detailed planning drawings/diagrams and  the chosen design, with justifications
    outline the requirements for the creation of the chosen solution.  accurate and detailed drawings, diagrams and requirements
    Criterion C Within Criterion C the student produces:
    i. Construct a logical plan that describes the efficient use of time and  a plan that incorporates evidence of time limitations, resources and
    resources, sufficient for peers to be able to follow to create the details of the necessary skills required to create the solution
    solution.  justification of changes made.
    ii. Demonstrate excellent technical skills when making the solution.
    iii. Follow the plan to create the solution, which functions as Students will also:
    intended.  demonstrate excellent technical skills* by following the plan to
    iv. Fully justify changes made to the chosen design and plan when create, refine and present a final product.
    making the solution.
    *Please note URLs must not be submitted. Evidence of technical skills and the
    development of the solution will be one or more of the following:
    MYP Design May 2021

     Audio
     Photographic (including screenshots)
     Video (including screencasts)
     Written
    Criterion D Within Criterion D the student will:
    i. Design detailed and relevant testing methods that generate data in  design authentic tests for the solution
    order to measure the success of the solution.  use the design specification to critically evaluate the success of the
    ii. Critically evaluate the success of the solution against the design solution
    specification.  explain how they could improve the product
    iii. Explain how the solution could be improved.  explain the impact the product has made on the selected
    iv. Explain the impact of the solution on the client/target audience. client/target audience.

    Resources
    The following resources based on the global context are suggestions or starting points that may be used during the teaching of the unit. The list is
    optional and for information. It is neither prescribed nor exhaustive. Schools should always satisfy themselves that the content of any suggested resource
    is suitable for their own context.

    Article, Using design to build a community


    https://ideas.ted.com/gallery-using-design-to-build-a-community/

    Article, Colorful, community-made global art projects – for everyone


    https://ideas.ted.com/gallery-colorful-community-made-global-art-projects-for-everyone/

    Article, How a new kind of community is creating a better aging experience


    https://www.sfvillage.org/how-a-new-kind-of-community-is-creating-a-better-aging-experience/

    Sustainable community centres


    https://inhabitat.com/clt-gives-a-sustainable-community-center-in-copenhagen-a-welcoming-feel/
    https://www.architectmagazine.com/project-gallery/phoenix-garden-community-building_o
    https://www.designboom.com/architecture/hp-architects-re-ainbow-community-center-duc-tho-vietnam-08-25-2015/
    MYP Design May 2021

    Article, H&P architects constructs colorful re-ainbow community center in vietnam


    https://www.designboom.com/architecture/hp-architects-re-ainbow-community-center-duc-tho-vietnam-08-25-2015/

    Paper, Principles for public space design, planning to do better


    https://link.springer.com/article/10.1057/s41289-018-0070-3

    Blog, How to make inviting and attractive public spaces? A top 10.
    http://urbanspringtime.blogspot.com/2017/08/how-to-make-inviting-and-attractive.html

    Blog, Public Spaces: 10 principles for connecting people and the streets
    https://thecityfix.com/blog/public-spaces-10-principles-for-connecting-people-and-the-streets-priscila-pacheco/

    Neighbourhood events
    https://www.carltonresidents.org.au/neighbour-day-2017/
    http://neighborhoodday.org/ideas
    https://www.portlandoregon.gov/civic/article/679028

    Article, How a new design process helps communities create their own health programs
    https://www.curbed.com/2018/1/4/16851384/community-health-design-raising-places

    Blog, 30 creative event promotion ideas to increase attendance


    https://www.eventbrite.com/blog/creative-event-promotion-ideas-ds00/

    Article, Building a more inclusive gaming community


    https://garage.ext.hp.com/us/en/modern-life/nclusive-diverse-gaming-communities.html

    Promotional website to join societies and clubs at university


    https://www.bath.ac.uk/campaigns/make-the-most-of-your-university-experience/

    Application (app) to bring people together


    https://www.donut.com/pairing/
    MYP Design May 2021

    Example of promotional designs for summer camp


    https://www.sovereignstate.ca/pile_portfolio/camp-robin-hood/

    Disability sports programme brochure


    https://www.southwiltsmencap.org.uk/wp-content/uploads/Disability-Sport-Brochure-2018.pdf

    Summer camp video promotion


    https://www.youtube.com/watch?v=ESm7ktHrA50

    Article, 12 examples of great promotional videos


    https://boldcontentvideo.com/2017/04/10/11-examples-of-great-promotional-videos/

    New employee welcome kit


    https://www.youtube.com/watch?v=loDAjGblNEI
    https://risepeople.com/blog/employee-welcome-package/

    College welcome kit


    https://www.youtube.com/watch?v=0BZ0uRBpJvU
    https://www.underconsideration.com/fpo/archives/2016/04/drexel-university-online-accepted-student-dragon-kit.php

    Welcome kit for new team members


    https://blog.printsome.com/welcome-kit-examples/

    Article, Social eating connects communities


    https://www.ox.ac.uk/news/2017-03-16-social-eating-connects-communities#

    Article, Fashion design as a means to recognize and build communities-in-place


    https://www.sciencedirect.com/science/article/pii/S2405872617300126

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