Grade 7 Design

2014-2015
MYP 2
AIS School Mission
AIS Kuwai ins!ires sudens o "eco#e criical hin$ers and conri"uing world
cii%ens hrough rigor and "alance in a nururing educaional en&iron#en'
I. (ourse Descri!ion)
The Grade 8 (MYP 2) Design course implements the full Design Ccle to pro!ide students
"ith the opportunit to in#uire and anal$e% De!elop ideas% Create a solution% e!aluate the
learning and the outcome as "ell as pro!iding hands on pro&ects.
This ear "e "ill 'e offering a num'er of assignments in Design( our first assignment "ill
'e to create a "e'site "ith a )log% "hich our students can record all their other
assignments on. The second assignment "ill 'e the Min Golf *ole in +ne ,ssignment as
part of this assignment the "ill ha!e the opportunit% to design and 'uild an actual Mini
Golf hole using a purpose 'uilt real life frame of a mini golf course.
Thirdl "e "ill 'e completing a -.T /o'ot Ta0edo"n ,ssignment "hich "ill 'asicall 'e
designing% 'uilding and programming a ro'ot that "ill 'e a'le to 'e used remote
controlla'l in a com'at or policing en!ironment.
To do this assignment our students "ill 'e use a 1ego Mind 2torms for schools. +ur
students "or0 "ith concepts such as prototping% 'udgeting and in!entor to produce
complete solutions% "hile ro'otics s0ills focus progressi!el more sharpl on purpose3
designed programming. ,ll of "hich "ill 'e uploaded onto the 4ducational "e'site "hich
"as their first assignment.
II. *he AIS sandards ha will "e addressed in he course'
2tandard 5 Identifies the pro'lem to 'e sol!ed.
2tandard 2 De!elops the Design )rief.
2tandard 6 7ormulates a Design 2pecification.
2tandard
89:
6 possi'le Designs of the product.
2tandard ; <ses appropriate techni#ues and e#uipment.
2tandard = 7ollo"s the plan.
2tandard 8 Creates the product or solution.
2tandard > 4!aluates the product or solution.
2tandard 5? 4!aluates use of the Design Ccle.
III' *he Pur!ose o+ MYP Assess#en
The purpose of assessment is to collect data to measure student progress to impro!e
academic achie!ement and instructional practices. In order to achie!e this% the teacher(

Pro!ides opportunities for students to demonstrate understanding of content and

application of concepts.

Measures and communicates the students@ progress.

Pro!ides feed'ac0 for the gro"th and impro!ement of student learning.

/eflects on data to guide and strengthen their instructional practices.

I,' *-!es o+ Assess#en
,ssessment is categori$ed into t"o forms. 'oth ha!ing an e#uall important role in
measuring student progress.
/or#ai&e Assess#en

, tool used to measure student progress for the purpose of identifing specific
areas for gro"th and measuring proficienc.

Data collected for the purpose of guiding and ad&usting instruction to meet studentsA
needs.

7ormati!e assessments occur formall and informall often throughout the unit of
stud.
Su##ai&e Assess#en

2ummati!e assessments mirror the s0ills% content% MYP% and eBpectations of earlier
formati!e assessments.

2ummati!e assessments are tools used to measure students@ le!el of achie!ement

as measured ' the MYP su'&ect specific criterionCru'rics at the end of a unit or
taught concept.

The summati!e assessment is "ritten colla'orati!el 'efore the 'eginning of the

unit.

/u'rics are pro!ided to students and eBplained "hen the summati!e assessment is
assigned (normall "hen the unit 'egins).
D. Su"0ec S!eci+ic (rieria and Moderaion
(rieria Grade Su##ai&e /or#ai&e
(rierion A In#uiring 9 ,nal$ing MaBimum 8 Multiple times Multiple times
(rierion 1 De!eloping Ideas MaBimum 8 Multiple times Multiple times
(rierion ( Creating the solution MaBimum 8 Multiple times Multiple times
(rierion D 4!aluating MaBimum 8 Multiple times Multiple times
)oundar 7inal
Grade
0 0
1 25 1
3 2 4 2
10 2 14 5
15 2 16 4
14 2 25 5
24 2 27 3
26 - 52 7
,fter a summati!e has 'een completed% all teachers "ho ha!e gi!en the summati!e meet
to moderate% or determine the le!els of student achie!ement 'ased on the ru'ric pro!ided
for the criteria assessed.
DI. *he 7nis and *i#eline
Design (-cle 7ni 2 *he 8e"sie
wih a 1log
Area o+ Ineracion)
Glo'ali$ation and 2ustaina'ilit
I1 9earner Pro+ile)
Thin0ers% Communicators% /eflecti!e
2tudents "ill ha!e the chance to create
a Ee'site "ith a 'log% "here the "ill
need to sho" e!idence of in#uir 9
analst% de!eloping Ideas% creating a
solution and e!aluating their site using
the Design Ccle.
:;* 7ni 2 1uilding < Progra##ing
Area o+ Ineracion)
Glo'ali$ation and 2ustaina'ilit
I1 9earner Pro+ile)
Thin0ers% /eflecti!e% Fno"ledgea'le
2tudents "ill ha!e the chance to learn
the -.T /o'ots and further their
0no"ledge of 'uilding and
programming using the ne" design
ccle for Design.
Design (-cle 7ni 2 Mini Gol+ =ole in
>ne
Area o+ Ineracion)
Glo'ali$ation and 2ustaina'ilit
I1 9earner Pro+ile)
Thin0ers% Communicators% /eflecti!e
2tudent "ill 'e a'le to design and
create eBciting mini golf hole "hich
the can &oin "ith others students to
create full operational > hole mini golf
course
2uggested due dates for the ,ssignmentsA are(
5. The Ee'site "ith a 'log Due( "ithin the first "ee0 of -o!em'er
2. The Mini Golf *ole in +ne Due( the last "ee0 in Ganuar
6. The -.T /o'otic Ta0edo"n assignment is due( last "ee0 in
,pril
DII. *e?s and resources
2tudents "ill use a !ariet of online resources and soft"are programs pro!ided in class.
DII. @e+erencing >her =and"oo$s and *echnologies
Classroom 4Bpectations(
,rri!e promptl to class "ith a "illingness to learn.
4Bhi'it a positi!e attitude.
2ho" respect to ourself% our classmates% teachers and facilities.
/efer to our ,gendas regarding Middle 2chool policies.
<se 4dmodo as a means of communication.
Contact Information(
Mr. Mar0 Da!ie
Phone 4Btension 8?5
/oom( 28>
4mail) #ar$'da&ieAais-$uwai'org