MYP 1 Computer Technology

Unit AOI Significant
Concepts
Human Ingenuity - A brochure can
Creating a brochure give information
and being aware of and affect the
its consequences reader in various
ways.
Making a Brochure
Approaches to
Learning - Evaluating
sources
- Writing a
bibliography
- Using a wide variety
of styles and
formatting techniques
to present information
- Selecting important
information
- Summarizing
- Using a template
- Understanding target
audience
We have a
responsibility to
understand
appropriate and
ethical uses of
technology.
Yearly Plan for MYP 1 Computer Technology
(* Refer to: Coded Objectives for Technology)
Objectives
*
Concepts/Skills Assessment
• Understand ethics related to use of computers, mobile phones, Sample bibliography
A 1-5, 7
B 1, 3
C 1, 2
•
and any other technology able to receive or transmit information
or access the internet.
Understand the design cycle and the assessment criteria for
Research notes and
summary
D 1, 3, 5
technology, as related to each stage of the cycle.
Design
E 3 – 6
F 1 - 3
•
•
•
Understand and begin to use a process journal.
Research a topic and record the sources of information
accurately.
Write bibliography entries for books, web sites and brochures.
Plan
Creation Process
and Evaluation
• Understand what a design brief is and write a design brief for the Final product and
project.
documentation
• Understand the importance of a plan and write a plan with basic
steps, including time management, to achieve the goal.
• Select the main points. Summarize.
• Decide on content of a brochure to have a chosen effect.
• Design the brochure to affect a target audience.
• Use a prepared template.
• Use word processing skills to have correct and neat text.
• Use formatting techniques, such as text boxes or Word Art.
• Create the brochure, following the student-made plan.
• Discuss the effect the brochure could have on the target
audience.
• Evaluate their own performance at each stage of the design
cycle.

Unit AOI Significant
Concepts
Measuring Time
ATL – using
resources correctly
Env – seeing the
passage of time in
the environment
and noticing how it
is marked
Time has been
measured
throughout history
using a variety of
instruments and
units.
Objectives
*
A 1 – 8
B 1 – 3
C 1 – 3
D 1 – 5
E 1 – 2,
4 – 6
F 1 - 3
Concepts/Skills Assessment
• Understand how to use the design cycle.
• Understand and use a process journal.
• Research, take notes and summarize information.
• Analyze and record sources using a proper bibliography format.
• Write a design brief and design specifications.
• Understand the concept of testing a product and, as a group,
design a simple test.
• Write a plan for the project, to include basic steps and time
management.
• Understand and describe various measuring instruments for
time and how they work
• Design their own instrument for measuring time.
• Create the instrument, according to their plan.
• Present the instrument and how it works to the class.
• Evaluate their own product and their performance at each stage
of the design cycle.
Investigating with
appropriate sources
and recording them
properly
Writing up a
summary of history
of time
measurement
3 possible designs
with brief
descriptions
Design brief plus a
plan
Creation of a
measuring
instrument
Evaluating the
instrument, history
summary and
process

Unit AOI Significant
Concepts
Our School Community
Env – gain an
understanding of
our school
community
- gain an
appreciation for the
wealth of diversity
in our school
community
ATL – formulate
good survey
questions
- work as a group,
with a positive team
attitude
- increase skill level
with M. Word to
include making and
formatting tables
Our school
community includes
a rich diversity of
cultural and
language
backgrounds.
Planning,
doing and tallying a
survey can give us
summary
information about
our school
community
Displaying
information about
our school
community can be
done in a variety of
ways. We can
choose ways that
make it easier for
an observer to
have a clear
understanding.
Objectives
*
A 1 – 8
B 1 – 3
C 1 – 3
D 1, 3 – 5
E 1 – 5
F 1 - 3
Concepts/Skills Assessment
•Consider how to formulate a survey for a specific purpose and
choose appropriate questions, as a group.
• Design and create, on the computer, a survey form that is
appropriate for the users and fulfills the purpose of the survey.
• Research, practice creating and format tables using M. Word.
• Design and create tally charts to summarize the information from
the survey
• Conduct the survey and tally the results.
• Design and create tables to display the survey results.
•Consider the effectiveness of displaying the information in tables.
•Consider how to show the collected data in a form that helps
observers to have a clear understanding.
• Understand what it means to delegate responsibilities and
participate in a group activity in which the group decides how to
delegate tasks out to each person.
• Understand basic use of Excel. Set up a spreadsheet and enter
data. Do simple formatting.
•Create spreadsheets containing the data collected from survey
questions. Format it to print and display.
• Create graphs using Excel.
• Choose a form of graph that is appropriate for the data.
• Create graphs to display the data collected about the school
community.
• Create a wall display that shows the diversity of our school
community.
• Consider the effectiveness of displaying the information in
spreadsheets, graphs and signs.
Participation in
group definition of
goal and plan of
delegation of
responsibilities
Participation in
group discussions
regarding survey
questions, format
and analysis
Preparation of a
survey form
Research about
tables and
preparation of a
table (tally form)
Design and create a
spreadsheet
Creating their part
Final project folder