Year 9 : EXCHANGE UNIT: HOW DO I DECIDE?

Teacher(s)	Victor / Serem	Subject group and discipline	Design
Unit title	How Do I Decide?	MYP year	4	Unit duration (hrs)	20
Strands	Economics for Development:  Understand the connections between economic activity and quality of life.

Inquiry: Establishing the purpose of the unit

Key concept		Related concept(s)	Global context
Development		Form, Function	Globalization and Sustainability; societal decision-making
Statement of inquiry
The development of sustainable solutions to everyday problems requires understanding of the connection between economic activity and the quality of life.
Inquiry questions
Factual: What is the role of data organisation in developing a balanced society? What factors does a Designer consider to develop sustainable solutions? Conceptual: How do we know a particular form of data organisation is suitable for sustainable society?  Is there any ideal factor that decides the nature of a sustainable society? How do we know if society is ideally sustainable? Debatable: Is it possible to build an ideal sustainable society? Does technology always enhance performance? Can digital products be sustainable?
Objectives	Summative assessment: The student produces an ePortfolio folder (containing spreadsheet showing different Excel functions, formulas, and charts used to manipulate, store and analyse data) that follows the design cycle to develop a solution (or range of solutions), which illustrates data organisation and management.
A: Inquiring and analysing C: Creating the solution D: Evaluating	Outline of summative assessment task(s) including assessment criteria: 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 C I.       Construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution. Demonstrate excellent technical skills when making the solution Follow the plan to create the solution, which functions as intended 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.		Relationship between summative assessment task(s) and statement of inquiry: Within Criterion A, the student selects a target audience/client and will analyse and inquire into: ·         The identification of primary and secondary research on the need for a solution and a IT tool to enhance organization. ·         Existing products that illustrate data management ·         Students will create a design brief, which reflects the analysis of their research with reference to the global context and statement of inquiry. Within Criterion C the student produces: ·         A plan that incorporates evidence of resources and details of the necessary skills required to create the solution. ·         Students will demonstrate excellent technical skills*(formulas, functions, charts and predictions) by following the plan to create, refine and present a final product Within Criterion D the student will: ·         Design authentic tests for the solution ·         Use the design specification to critically evaluate the success of the solution ·         Explain how they could improve the product ·         Explain the impact the product has made on the selected client/target audience.
Approaches to learning (ATL)
Skill categories Skill clusters Specific skill Learning activities Thinking Critical-thinking skills Recognize and evaluate propositions Analyze a range of existing products that inspire a solution to the problem Communication Communication skills Structure information in summaries, essays and reports Develop a detailed design brief which summarizes the analysis of relevant research Communication Communication skills Write for different purposes Fully justify changes made to the chosen design and plan when making the solution Self management Organization skills Plan short-and long-term assignments; meet deadlines Plan strategies and take action to achieve personal and academic goals Plan the creation of the chosen design / solution Design detailed and relevant testing methods, which generate data, to measure the success of the solution Thinking Critical-thinking skills Draw reasonable conclusions and generalizations Critically evaluate the success of the solution against the design specification Or In order for students to be able to use communicate skills, they should be able to write a plan when making the solution for different purposes and justify the changes made. EXCEL WORKSHEET