Teacher(s) Kelly Orosz, Steve Mboweni ,Oya Erçin Subject group and discipline STEM

Unit title Nanotechnology MYP year 3 Unit duration (hrs) 20

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Systems Function, Models Scientific and technical innovation
Opportunities, Responsibility

Statement of inquiry

Model and Systems in nanotechnologies shapes functionality within modern technologies, which leads to societal opportunities and the need for human responsibility
in regulation of such technologies.

Inquiry questions

Factual— What engineering advances were needed to reach our current understanding of nanotechnology?
Conceptual— What are the varying levels of mathematics scale involved in nanotechnology?
How does it compare to our experience of the everyday world?
Debatable— How will the development of nanomaterials and nanotechnology influence humanities future?

Middle Years Programme Unit planner 1

Objectives
A – Knowledge and Understanding: All strands
Students will research contemporary robots, and
how they impact society.
Students will practice putting machines together in
preparation for building robots.
Students will practice basic coding with their robot
pieces.
In their company groups, students will create a robot
design to solve a problem.
Students will create their robots based on their
designs.
Students will reflect on designing and building their
robots.
Middle Years Programme Unit planner
Summative assessment
Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria: and statement of inquiry:
Summative Assessment Model and Systems in nanotechnologies shapes
functionality within modern technologies, which leads
*Students will research the main principles and
to societal opportunities and the need for human
fundamentals of nanotechnology and investigate two
responsibility in regulation of such technologies.
factual nanotechnologies that are currently existing
and two science fiction nanotechnologies that come
from media (literature or video etc.). The students will
A – Science and Mathematics: Students will gain an
select their nanotechnologies of choice from a list
understanding of the systems and form of
provided by their teacher (choose two to investigate).
nanotechnology both within real-world and fictional
For example seven factual and fictional
contexts. Development of an understanding of the
nanotechnologies, which should be a good mix of
nanotechnological history and its role in scientific and
fictional and factual. (Criteria A.d, A.s and A.m)
technical innovation will also be conducted.
Design Criterion A, B and D
Students will assemble practice robots and learn basic
A, B – Design and C – Mathematics: Students will
coding to control movement and functionality of their
gain a great conceptual understanding of
nanobots. The students will be choosing a job from
the Robot Job List, and determining how to best nanotechnology through the use of simulations and
construct their new robot. Once a robot is built and models. This will facilitate the development of their
their task is accomplished successfully, their company own nanotechnology and students are expected to
can earn money which they can save to build equity in communicate the function of their work and the
their company or spend on robot rewards.The amount reasoning behind its form.
of money earned increases with the complexity of the
task. They will then use their skills and knowledge to
differentiate their robots to accomplish task specific
objectives for as many clients as possible. They will
earn money for each task that is successfully
accomplished. Automated systems require
collaboration between engineers, and information to
solve problems. Students can use the Process Journal
to track progress between class periods.
2
 G = Goal

Your goal is to research contemporary robots, and

how they impact society.

And you will practice putting machines together in

preparation for building robots.

R = Role

A robotics engineer starting their own company

designing robots for various tasks

A = Audience

Your audience is your consumer /teacher .

S = Situation

You are a start up Robotics Company and you

are trying to raise as as much equity by
researching, developing and testing robots to
complete various tasks as needed from your
consumers

Middle Years Programme Unit planner 3

 P = Product, Performance and Purpose

You will create your robots based on their

designs.

During the unit, students create a company,

and take on jobs to build certain robots.
Each robot built or task accomplished builds
equity in their company, and students can
purchase different items with the money
they have earned – or, save their money in
an attempt to advance the position of their
company.

S = Standards

A ,B and C.

Middle Years Programme Unit planner 4

Approaches to learning (ATL)

Thinking > Creative-thinking skills > Generating Novel ideas and considering new perspectives > Make unexpected or unusual connections between objects and/or
ideas.

Thinking > Transfer skills > Using skills and knowledge in multiple contexts > Make connections between subject groups and disciplines.

Communication > Communication skills > Exchanging thoughts, messages and information effectively through interaction > Negotiate ideas and knowledge with peers
and teachers.

Research > Information literacy skills > Finding, interpreting, judging and creating information > Access information to be informed and inform others.

Middle Years Programme Unit planner 5

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies
Formative Assessment Differentiation
KWL Chart Collaborative planning and reflection
incorporates differentiation for
students’ learning needs and styles.
What do you know, what do you want to
know, and what have you learned?
In the summative assessment, each
Quıck Write
group will choose their own task.
Without stopping, write what most
confuses you.

Resources

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

Prior Knowledge: Students will often find initial Which questions are causing the most problems? Did students understand the main concepts?
understanding of nanotechnological scales and
Who needs extra help? What did I learn?
prefixes difficult. Students will have a general
understanding of the importance of nanotechnology How can I reteach a concept? What can be changed for next year?
in the modern world and a variety of real world
applications. Students will have a core knowledge of Who needs to be challenged? What concepts still needs to be enhanced for the
the design cycle and how to create a solution to a next unit?
specific problem, test different solutions, as well as
refine and reflect upon their solution/s.
How can I relate the topic to the real-work and my

Middle Years Programme Unit planner 6

experiences?
Are there resources available?
What do students know about functions?
What do students know about inputs and outputs?
What do students know about independent and
dependent?

Middle Years Programme Unit planner 7