MYP unit planner



MYP unit planner

|Unit title |Relationships |

|Theme | |

|Teacher(s) |Janine da Silva |

|Subject and grade level |6th Mathematics (Fractions, Decimals, Percents) |

|Time frame and duration |6 weeks |

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

|Area of interaction focus | |Significant concept(s) |

|Which area of interaction will be our focus? | |What are the big ideas? What do we want our students to |

|Why have we chosen this? | |retain for years into the future? |

|Health and Social Education | |Students will develop an understanding of the |

|Students will dive into the range of human issues that | |interrelatedness of different ways to represent parts of |

|exists in human societies, such as social structures, | |a whole. |

|relationships, and health. | |Responsible choices can be made to lead a healthy |

|The area can be used by students to find out how these | |lifestyle using your knowledge of number sense. |

|issues affect societies, communities and individuals, | | |

|including students themselves. | | |

|Students can identify and develop skills that will enable | | |

|them to function as effective members of societies, as | | |

|well as learning about how they are changing and how to | | |

|make informed decisions that may relate to their welfare. | | |

|MYP unit question |

|How do you accept the difference of others, because really, we’re all the |

|same? |

|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? |

|Healthy Cookbook: Students will complete a small group project based on healthy recipes. Students will be expected to provide |

|appropriate fraction conversions for at least 2 different yield amounts. |

|Family Night Out: Students will receive a menu and have to take their family’s order. Students keep a chart of what was ordered. At |

|school, coupons are given, the tax amount is revealed, and the “waiters” receive a certain percentage tip. Individually students |

|calculate the total their family owes and maintains all work. Students then partner up to check each other’s work.. |

|Which specific MYP objectives will be addressed during this unit? |

|Recognizing patterns. |

|Use appropriate mathematical language (notation, symbols, terminology) in both oral written explanations. |

|Move between different forms of representation. |

|Explain whether results make sense. |

|Which MYP assessment criteria will be used? |

|“Healthy Cookbook” Project: Criterion A (Knowledge and Understanding) |

|“Family Night Out” Project: Criterion A (Knowledge and Understanding) |

|Written Response: Criterion C (Communication in Mathematics) |

Stage 2: Backward planning: from the assessment to the learning activities through inquiry

|Content |

|What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? |

|What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the |

|significant concept(s) for stage 1? |

|Students will use prior knowledge of fractions and decimals to gain a further understanding of the manipulation of various number |

|representations. Students will need to use their knowledge of problem solving techniques and vocabulary words to appropriately solve |

|problems. Students will need to remain open minded to understand how fractions, decimals, and percents relate to one another. |

|AERO Standards |

|1a-f |

|3a,b |

|4a |

|5b,c |

|6b |

|Approaches to learning |

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

|Knowledge-acquisition skills |

|Problem-solving skills |

|Collaborative skills |

|Critical thinking |

|Applying, analysing, and evaluating. |

|Learning experiences |Teaching strategies |

|How will students know what is expected of them? Will they see examples, rubrics, and |How will we use formative assessment to give |

|templates? |students feedback during the unit? |

|How will students acquire the knowledge and practise the skills required? How will they |What different teaching methodologies will we |

|practise applying these? |employ? |

|Do the students have enough prior knowledge? How will we know? |How are we differentiating teaching and |

| |learning for all? How have we made provision |

| |for those learning in a language other than |

| |their mother tongue? How have we considered |

| |those with special educational needs? |

| Review of factors and multiples, introduction of GCF and LCM, review of divisibility |Students will receive differentiated |

|rules, review of prime numbers and prime factorization, review of equivalent fractions, |instruction being guided through concepts using|

|review of comparing and ordering fractions, use of benchmark fractions, review of adding |open ended questions then by placing them in |

|and subtracting fractions with like and unlike denominators, introduction of multiplying |groups with varying levels of abilities. |

|and dividing fractions with like and unlike denominators |Students will be given access to learning |

|Review of place value, review of converting fractions to decimals and vice versa, review |stations of varying degrees of difficulty. |

|of comparing and ordering decimals, review adding and subtracting decimals, introduction |Formative assessments will be used to evaluate |

|of scientific notation |areas needing re-looping. These areas will be |

|Review of ratios/proportions, introduction of percents, introduction of fraction, |taught again using hands on methodologies |

|decimal, and percent connection, introduction of use of percents- tax, discount, tip |converting among fractions, decimals, and |

|Students will use prior knowledge to expand upon number concepts. Students will be given |percents; evaluating sales tax, tips, and |

|open ended questions upon which to expound and rubrics for project and other group |discounts. Students needing additional help |

|activities. Students will participate in group and individual practice in order to apply |will be given one-on-one instruction or small |

|concepts for numeric understanding. Students will be given real world examples that will |group instruction by the teacher during group |

|explore the effects of consumerism and social aspects of life. |or station activities. |

|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? |

|Websites |

|Haese and Harris text |

|Calculators |

|Menus |

Ongoing reflections and evaluation

|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 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? |

| |

Figure 12

MYP unit planner

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