Teacher(s) Subject group and MYP Design

discipline
Unit title Living together in a highly interconnected world MYP year 4 Unit duration 20
(hrs.)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Communities Collaboration, Sustainability Personal and Cultural Expression
Exploration: Product, systems, and
institutions.

Statement of inquiry
Statement of inquiry: Effective collaboration can be enhanced through design in a highly intercultural world.

Inquiry questions
Factual:
1. What is collaboration?
2. What is social sustainability?
3. What methods do we use to connect and collaborate with one another?
Conceptual:
1. Why are intercultural interactions important?
2. How can design improve communication?
Debatable:
1. Is the increase of global interaction a risk?

Objectives Summative assessment

You will be assessed based on the following
objectives:
Criterion A
i. Explain and justify the need
for a solution to a problem for
a specified client/target
audience.
ii. Identify and prioritize primary and
secondary research needed to
develop a solution to the problem.
iii. Analyse a range of existing
products that inspire a solution to
the problem.
iv. Develop a detailed design brief
which summarizes the analysis of
relevant research.
Criterion B
i. Develop design specifications
which clearly state the success
criteria for the design of a
solution.
ii. Develop a range of feasible
design ideas that can be
correctly interpreted by others.
iii. Present the chosen design and justify
its selection.
iv. Develop accurate and detailed
planning drawings/diagrams and
outline the requirements for the
creation of the chosen solution.
Criterion C
i. Construct a logical plan that
describes the efficient use of time
Outline of summative assessment task(s)
including assessment criteria:
G- The goal is to enhance collaboration
through design in a highly intercultural world.
R- Student’s role is a designer who uses
his/her intercultural understanding to develop
products.
A- The student must target one of the
following audiences/clients:
● School community
● Local community
● A digital community
S- To enhance the intercultural understanding
through collaborative techniques, students will
create a product/system to bring communities
together.
P- Suggested solutions may be, but are not
limited to, the following ideas:
● The redesign of a school space or
community space that allows for
connection and collaboration
● Furniture design which facilitates face
to face connection (must include the
room design and how the furniture is
allocated)
● A multi-player board game that allows
for connection
Within Criterion A, the student selects a
target audience/client from the options
above and will analyse and inquire into:
● the need for a solution
● the identification and
prioritization of primary and
secondary research
● existing products that inspire a
solution.
Students will also:
● create a design brief which reflects the
analysis of their research with
reference to the global context and
statement of inquiry.
Within Criterion B, the student provides
evidence of:
● a detailed design specification for the
final design
● a range of ideas or designs that
consider the specifications.
Examples of planning these
solutions may include annotated
sketches/storyboards, accurate
drawings/diagrams, or aesthetic
considerations
● the chosen design with justifications
accurate and detailed drawings, diagrams,
 and resources, sufficient for peers to
be able to follow to create the
solution.
ii. Demonstrate excellent technical skills
when making the solution.
iii. Follow the plan to create
the solution, which
functions as intended.
iv. Fully justify changes made
to the chosen design and
plan when making the
solution.
Criterion D
i. Design detailed and relevant testing
methods which generate data to
measure the success of the solution.
ii. Critically evaluate the success of
the solution against the design
specification.
iii. Explain how the solution could be
improved.
iv. Explain the impact of the solution on
the client/target audience.
Approaches to learning (ATL)
● A physical or virtual object that
facilitates team building
● A virtual space that allows for
purposeful connection (gaming, study
group space, virtual meeting space,
etc.)
● Virtual travel
o A virtual tour of your school
for prospective new students
o A virtual tour or experience for
visitors / travelers
● A virtual platform
o to connect / exchange /
interact for people with similar
interests
o for IB Student Projects (PYP
Exhibition, MYP Personal
Project, DP Extended Essay)
● A culinary event
o A community cooking class
event (in person or virtual)
and requirements for the creation.
Within Criterion C, the student produces
evidence of:
● a plan which incorporates
evidence of time limitations,
resources (materials and tools)
and details of the necessary skills
required to create the solution
● demonstrating excellent
technical skills* and following
the plan to create, refine and
present a final product
● a justification of changes made.
Within Criterion D, the student will:
● design authentic tests for the
solution
● use the design specification to
critically evaluate the success of
the solution based on authentic
testing
● explain how they could improve the
product
● explain the impact the
product/solution has made on the
selected client/target audience.
 Objective Strand:
Criteria B Strand 2: Develop Design Ideas
ATL statement: In order for a student to develop Design Ideas (Bii), the student must be able to collect and organize data to identify solutions
and make informed decisions.
ATL Category: Research Skills
ATL Cluster: Information Literacy skills
ATL Indicator: Collect and analyze data to identify solutions and make informed decisions
Explicit Learning: Students will in groups visit the physics lab and conduct a Load testing experiment. Students will calculate the strength of
various materials with varying thickness and collect and analyze the effect of varying loads on the material. Using this data students will
develop design ideas for a ramp and choose one ramp with the material and thickness. One idea needs to be chosen in one group.
Implicit Learning: Students will measure the body dimensions of one of their peers. The body dimensions could be their reach, height, sitting
posture, their palm size and so on. Students will collect these data and create a chart for their user and explain the possible products they can
use with their body dimensions.

Action: Teaching and learning through inquiry

Content Learning process

● Methods used to connect
and collaborate with one
another
● Understanding
techniques for global
interactions and how
design can improve
communication.
● Student may develop a
virtual platform/physical
product (Website using
HTML/CSS with
database connectivity or
Learning experiences and teaching strategies
Prior Knowledge:
A prior knowledge quiz on Kahoot will be
conducted with the students to understand
their knowledge about 2D and 3D modeling.
Virtual Tour: Students will be given a virtual
tour of a building. This tour will help the
students learn about the different fundamental
construction requirements of a building.
Formative assessment Differentiation
Students need to interview at 3D modeling:
least three people, each person
Students will be given a
from a different workplace/
nature of work. During this range of softwares to create
interview they need to ask them the 3D model.
about and find out the design Students will be given an
challenges or design problems option to choose the
they face at their workplace. software they are
Now out of those design comfortable with.
challenges or problems stated
during the interview, they may
choose any one of those design
 scripting/ Using 3D modeling: challenges or problems as their
woodworking, 3D “selected design challenge or
Teacher will initiate understanding of the Differentiation in teaching
models, community problem”.
spaces, board games) modeling software and its requirements. strategies:
o to connect / Students will perform basic functions on the Students will be identified
exchange / software. For this “selected design based on their learning
interact for challenge/ problem”, abilities. Each activity will be
people with ● explain and justify the provided in the form of a
similar interests Outdoor learning:
video and a task sheet
Teacher will take the students for a tour of the need to design an
explaining the activity.
o for IB Student school building and students will be asked to ergonomic product as a
Projects (PYP solution. Students then can provide
make connections from the Virtual tour.
Exhibition, MYP their responses on their
Students will make inferences and identify ● construct a detailed
Personal Project, chosen medium and present
areas for the need of inclusive products.
DP Extended research plan, which it to the class.
Essay) identifies and prioritizes
● Students can redesign a Simulation: the primary and
school space or secondary research
Students will analyze the workspace relation
community space that needed to develop an
allows for connection and accordingly make designs for an ergonomic
and inclusive work space. ergonomic product with
and effective
collaboration prior consideration of
factors like:
● A collaboration-based What is ergonomics: o The necessity of
game that helps
strengthen child parent Teacher will use a Case study based on real life developing an
relationship examples to introduce the topic of ergonomics ergonomic
and explain its need and use case. product for the
● Collaborative and
communicative tool to Hands on Activity: selected design
instil teamwork and challenge/
Teacher will ask the students to measure their
creativity amongst own body measurements and analyze the data problem.
students across grades and make a chart. o The extent to
● Student produces an which the
ePortfolio that follows ergonomic
the design cycle to Creating Ideas: product design
 develop a solution (or Teacher will ask the students to use the chart can solve the
range of solutions) and create ideas for their own self considering design challenge/
which promotes the ergonomic requirements. Students will problem.
community connection sketch the ideas and present them to the class. o Two or more
and effective
collaboration using possible
sustainable tools. Video Sessions: alternative
● The unit will be viewed solutions to the
Teacher will show videos on Musculo-skeletal design challenge/
with the lens of SDG disorders and ask students to make notes and
Goal 11 and SDG Goal problem (like
then present their understanding.
9 change in human
behavior and
perception) that
can be presented
as an alternative
to designing a
new product.

Service As Action

1. Creating Awareness for good posture habits

at workplaces- Students will create awareness
within the school through social media and
posters.

Learning outcome- Plan and initiate activity.

Students will have to identify reason for bad

posture and what role does the sitting tools and
accessories play. Students then plan the modes
of communicating the issue and possible
solution and implement it.
 2. Working in groups and identifying the
challenges around the city for specially abled
and developing solutions to the problems.

Learning outcome- Work collaboratively with

others.

Students will collaborate and identify the

loopholes around the city which hinders motion
or access to a specially abled person. Students
will divide their roles to accomplish the task
and design a solution.

3. Research about the issues faced by Specially

abled people in developed countries and make
a presentation on how the developing nations
can learn from them.

Learning outcome- Engage with issues of

global importance

Since the developed nations have good

infrastructure yet they face issues when it
comes to specially abled and lack of proper
tools to help them. Students will identify these
issues and make a PowerPoint presentation to
help us understand the root cause of it which in
turn will help the developing nations to learn
and adapt.
Resources
The following resources based on the global context are suggestions or starting points which may be used during the teaching of the unit. The list is
optional and for information. It is neither prescribed nor exhaustive.

Connect globally in the new era - immersive virtual events

https://www.youtube.com/watch?v=dOH0CSyNE8gg

Relationship-centered design
https://designmuseumfoundation.org/007-human-to-relationship-centered-design/
https://blog.readymag.com/design-ethics-and-relationships-centred-practice-fea3e57670ef
https://youmatter.world/en/definition/definitions-globalization-definition-benefits-effects-
examples/#:~:text=Globalization%20means%20the%20speedup%20of,and%20populations%20around%20the
%20globe

Website to find newspapers published around the world

www.Newspapermap.com

Popular news stories in each country shown

visually https://newsmap-js.herokuapp.com/

Research about human connection in virtual places

https://www.avixa.org/av-topics/articles/how-might-we-support-human-connection-in-virtual-places

The (virtual) reality of the hybrid workplace

https://www.pwc.com.au/digitalpulse/virtual-reality-hybrid-office.html
https://www.bdcnetwork.com/blog/revolutionizing-school-design-virtual-reality

Virtual classroom
https://www.youtube.com/watch?v=J83bEX-wWRA&list=TLGGmsa0qpysrW8xMDAzMjAyMg

Facilitating collaborative learning through classroom furniture selection

https://www.bkmofficeworks.com/blog/collaborative-furniture-selection/
 Mobility in the classroom for face-to-face learning
https://www.stantec.com/en/ideas/topic/buildings/mobility-in-classrooms-creates-options-for-face-to-face-learning

Sustainable workplaces: when community and technology create companies

https://www.lamex.com/en/news/community-and-technology-create-companies

School virtual tours

https://cdnis.edu.hk/virtual-tours
https://silversea-media.com/virtual-tours-the-key-to-a-successful-school-marketing-plan/

Meal kit delivery and recipe boxes

https://www.foodstarsuk.com/food-delivery-kitchens/meal-kit-delivery-recipe-boxes-what-are-they-should-you-get-involved/

Virtual cooking event

https://www.kitchenonfire.com/virtual-cooking-events

Virtual trip travels https://www.thrillist.com/travel/nation/virtual-

trips-travel-tours
https://www.smithsonianmag.com/travel/virtual-travel-180974440/

Project management collaborative apps to analyze

https://trello.com/

Collaborative drawing, design and collaboration online

https://www.figma.com/figjam/

Metaverse and discord

https://www.readthegeneralist.com/briefing/discord
https://advertisinglaw.fkks.com/post/102h4l7/time-to-learn-about-discord-where-social-media-and-the-metaverse-collide

Middle Years Programme Unit planner 1

Reflection: Considering the planning, process, and impact of the inquiry (Learner profile resources)

Prior to teaching the unit During teaching After teaching the unit

Middle Years Programme Unit planner 2