Activism Unit: Introduction and Summary

MYP Design Current Chapter

Please click on the Design Guides' link below;

Design Guide

Task 1 (Conceptual Understanding) Read page 20-26 and write your responses in 

your note book for the following questions;

a) What is conceptual understanding or learning? What is a concept?

b) List the key concepts contributed by the study of Design.

c) What are related concepts? Are they similar or different in different subject areas?

d) What are global contexts? Are global contexts similar or different across the subject areas?

e) What is a statement of inquiry? 

f)  In your own understanding of the activism unit, write examples of inquiry questions

i)   Factual

ii)  Conceptual

iii) Debatable

g) Outline the five MYP ATL skills.

Leaner Profile and AK Strands
Click this link to research on Learner Profile and AK Strands

h) List the AK strands that guide teaching and learning at AKAM.

i) Which AK strand/s will be pivotal/ support the Activism unit? Why?

j) Which learner profiles will be explored through the Activism unit? Why?

Unit 1: Activism

Teacher(s)	Mr. Victor/Mr. Robert	Subject group and discipline	Digital Design
Unit title AK Strand Learner Profile	Activism ? ?	MYP year	5	Unit duration (hrs)	30 hrs

Inquiry: Establishing the purpose of the unit

Key concept		Related concept(s)	Global context
Communication		Adaptation/ Innovation	Fairness and Development
Statement of inquiry
Adaptation and innovation in communication contributes fair treatment and development within communities.
Inquiry questions
Factual      — What are the impacts of the different communication systems/tools? Conceptual— How do communities express themselves using digital tools? Debatable  —To what extent have digital communication tools enhanced fairness?
Objectives	Summative assessment
Objective A: Inquiring and analysing Objective B: Developing ideas Objective C: Creating a solution Objective D: Evaluating	Outline of summative assessment task(s) including assessment criteria: There are many social problems facing the residents of Mombasa. Students will develop a digital solution aimed at driving the leaders responsible to be fair, develop beneficial projects and act for the betterment of the residents. The effectiveness of the solution will be determined by different actions taken by the leaders.		Relationship between summative assessment task(s) and statement of inquiry: Students will have deeper understanding of the role of digital communication tools in activism.
Approaches to learning (ATL)
Collaboration: Make fair and equitable decisions; Listen actively to other perspectives and ideas; Give and receive meaningful feedback; Advocate for one’s own rights and needs. Communication: Give and receive meaningful feedback during presentations; Share ideas with multiple audiences using a variety of digital environments and media; Organize and depict information logically; Understand and use mathematical notation Transfer: Compare conceptual understanding across multiple subject groups and disciplines. Information Literacy Skills: Collect and analyse data to identify solutions and make informed decisions; Process data and report results. Critical Thinking: Practice observing carefully in order to recognize problems; Gather and organize relevant information to formulate an argument; Recognize unstated assumptions and bias;  Interpret data; Evaluate evidence and arguments;  Draw reasonable conclusions and generalizations Creative Thinking: Apply existing knowledge to generate new ideas, products or processes.