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Project Title: Electromagentic Spectrum: It’s Everywhere….

Standards Met: NETS


2. Communication and Collaboration
a. Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety
of sources and media
c. evaluate and select information sources and digital tools based on the appropriateness to
specific tasks
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations.
Students:
b. select and use applications effectively and productively
MYP Approaches to Learning Skills
Collaboration
Communication
Information Literacy
Selecting and organizing information
Referencing
MYP Science
Criteria B Communication

Enduring Understanding: Essential Questions:


Visible Light is such a small part of a greater What is IT that we are able to
aspect of the electromagnetic spectrum. communicate with?
I use all of these things to communicate
and they use the SAME scientific
principle?

GRASPS Task: Six Facets of Understanding:

Goal: To gain an understanding of each Explain: What are the underlying


of the different types of waves in the principles to this section of the
electromagnetic spectrum electromagnetic spectrum?

Role: Students will as a group investigate Interpret: How do we use these waves in
one of the 6 types of our lives?
electromagnetic spectrum.
Apply: How can I use this technology to
Audience: Peers and Teacher ensure that I am getting credible
information and transforming it using
Situation: As a group they will research powerful images?
the general ideas of each aspect of
the spectrum and then narrow it Have perspective: Are all of these waves
down to an individual product that is beneficial to mankind all of the time?
of interest to them.
Empathize: Students will use each
Product: After choosing one aspect of others’ information to gain a general
the spectrum, students will produce understanding of ALL of the aspects
a 5 minute Pecha-Kucha of the spectrum
presentation. The choice of
technology is up to them. Options of Have self-knowledge: Be able to recall
Photostory, voicethread, the differences between the waves
moviemaker, or powerpoint to create and know the benefits and
a 5 minute narrative for each limitations of each to mankind
powerful image. The product must
able to be shared amongst the class
and comments must be able to be
made.

Resources for developing a UbD Unit Planner: http://www.diigo.com/user/mscofino/ubd

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