Teacher(s) / Mr. Wrighjt / Subject group and discipline / Electronics
Unit title / Winky Blink / MYP year / 4 / Unit duration (hrs) / 6
Inquiry: Establishing the purpose of the unit
Key concept / Related concept(s) / Global context
Systems / Function / Scientific and technical innovation
Statement of inquiry
Innovation can function with technology
Inquiry questions
Factual—What are the general rules of Electricity?
Conceptual—How can a circuit hold electrical current?
Debatable—Are the red LED’s more functional that the green ones?
Objectives / Summative assessment
C,D / Outline of summative assessment task(s) including assessment criteria:
Project must work and should be neatly done with the students workmanship. Therefore all things necessary must be implemented to make sure that the project does indeed work. Some of these things are:
Beginner theory and Labs.
Basic Electrical Tutorials from thinkingdesignjh.com web site including use of multimeters for trouble shooting circuits to find faults and Electrical incomplete circuits.
Resistor Color Code Assignment.
Electronic Labs and write ups. / Relationship between summative assessment task(s) and statement of inquiry:
Understand how inovation works to be able to make a complete circuit work with the proper use technology. With the innovation with the Winky Blink this project must work so technology can be classified as being successful with this project.
Approaches to learning (ATL)
Research – Reinforcing the application of the Design Cycle while researching Electronic theory and labs.
Action: Teaching and learning through inquiry
Content / Learning process
The power of the electrons
BASIC ELECTRONIC TUTORIALS
BEGINNER BREADBOARDING LABS / Learning experiences and teaching strategies
Learning experiences and teaching strategies
-Learning experiences and teaching strategies
Use application of the design cycle for learning. Extra teacher in class assistance is needed, for students with learning difficulties. Rubrics discussed in advance of the units and each stage of the design cycle. Individual instruction will be given as needed.
-Creating the solution
Follow the step by step plans in detail.
Justify changes made to the design as necessary.
If able, show photos with explanatory notes.
-Evaluating
--How effectively can can the Winky Blink represent reality?
Winky Blink is made and evaluated for good workmanship.
How good was the student at building the Winky Blink that can help in understanding his our her skill application level.
Was the student able to fulfil the requirements of the Winky Blink?
How would version two be improved on if made again?
Students will provide feedback on step in the process.
Formative assessment
Instructor student conferences – observations – Questions and answer sessions – self check questions – Build in formative assessment at regular intervels.
Differentiation
Give all students equal opportunities to learn.
Oral presentations by students if needed, instead of written.
The process or product can be varied in content as needed.
Modify teaching strategies to meet the needs of diverse learners
Give all students equal opportunities to learn.
Oral presentations by students if needed, instead of written.
The process or product can be varied in content as needed.
Modify teaching strategies to meet the needs of diverse learners
Resources
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit / During teaching / After teaching the unit
Most students have had minimal experience in Electronics / Taught the basics of Electricity at first so all students understood the Electrical processes. / Make sure that students are able to understand how important it is follow the circuit in order so that the Winky Blink works.

Middle Years Programme Unit planner 1