Technology - Harms or Enhances Our Relationships
Technology - Harms or Enhances Our Relationships
Technology - Harms or Enhances Our Relationships
Summary
0 of 3
weeks
Subject Year Start date Duration
Integrated humanities, French, MYP 3 Week 2, January 3 weeks
German, Hindi, Design
Purpose of Integration
Entry focus: Concept and content
Students will explore various avenues and then create an animation/infographic to convey how differences in lifestyle based on
cultures they belong to, affect identities and relationships.
Key Concepts
Key
Concepts Definition
Connections are links, bonds and relationships among people, objects, organisms or ideas.
Connections
Related Concept(s)
Individuals and Societies - Integrated Humanities
Perspective
Phase 2 - Message
Inquiry
Conceptual Understanding
Perspective impacts the message and helps make connections and form relationships.
Global Context
Personal efficacy and agency, Happiness and the good life, Health and well-being, French
Lifestyle choices, Attitudes, Independence German
Identities and Hindi
relationships Design
Statement of Inquiry
Our perspective towards identities and relationships impacts our messages and connections with each other .
Inquiry Questions
Factual Individuals and societies: What have been some of the Role of technology in our lives
Integrated humanities major technological
breakthroughs in history?
Factual Individuals and societies: How have computers Role of technology in our lives
Integrated humanities changed the way in which
we live and communicate?
Curriculum
Interdisciplinary Aims
Develop, analyse and synthesize knowledge from different disciplines to generate deeper understanding.
Reflect on the unique ways interdisciplinary learning allows us to communicate and act.
Interdisciplinary Objectives
A: Evaluating
B: Synthesizing
C: Reflecting
Aims
Individuals and Societies - Integrated Humanities
Understand the interactions and interdependence of individuals, societies and the environment
Enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other
subjects, and as a tool for enhancing literacy
Language Acquisition - German
Enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other
subjects, and as a tool for enhancing literacy
Language Acquisition - Hindi
Enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other
subjects, and as a tool for enhancing literacy
D Writing
iv.communicate all the required information with a clear sense of audience and purpose to suit the context
iv.communicate all the required information with a clear sense of audience and purpose to suit the context
Language Acquisition - German
Phase
D Writing
iv.communicate all the required information with a clear sense of audience and purpose to suit the context
iv.communicate all the required information with a clear sense of audience and purpose to suit the context
Language Acquisition - Hindi
Phase
D Writing
iv.communicate all the required information with a clear sense of audience and purpose to suit the context
iv.communicate all the required information with a clear sense of audience and purpose to suit the context
Skills
Integrated Humanities -
-note making
-summary writing
-source evaluation
ATL Skills
ATL skills
Self-management
Research
Developing IB Learners
IB Learner Profile
Communicators
Balanced
Description
Communicators: The students are expected to share their perspective and/or personal stories about the effect of Science and
Technology on their identity and relationship with other.
Balanced:
Connections
Service as Action
This unit embedded a greater scope for student-initiated action.
-students picked up the message of how they need to bring in lifestyle changes in their behaviour with respect to over use of all
that technology has added on into their daily lives.
- the students got an opportunity to introspect on their routine and daily life and the realisation that they need to be mindful of
their onscreen time.
Assessment
Interdisciplinary Assessment
Comment on the Statement of Inquiry: “Technological breakthrough which has made its greatest impact on our identities and
relationship”.
Formative Assessment
I.H.:- Recall the discussions we had in class based on the thinking prompts each one shared
Make connections to think about the technological breakthrough you want to focus on based on the two resources shared with
Please note: You need to explain the impact on identities and relationships
N/A C: Reflecting
Description
Learning Experiences
4) Working time: Prepare a poster containing -Origin, Value and Purpose of the given visual source.
List of sources
-quote by Angela Kane (Senior Fellow, Vienna Centre for disarmament and non-proliferation
French LA:
Refer to the poster: Activity: Activity 1: Research about different technological advancements in the last century and in recent
times that have impacted human life. Create a mind map and label them in French.
MYP 3 work on IDU Give resources (Article, video etc) Unpack Summative Task
Practice Vocabulary related to Technology on Language Gym or with vocab Docs One Drive/MYP/Ph 3/Vocab
Et toi, tu blogues ?; Explique Youtube aux parents ; Internet Nouvelles technologies ; Culture numerique des ados
Differentiation
Content: Different text/discussion/multimedia - based on the language proficiency
Product: Inclusion of different formats for the product eg brochure, blogs, speech, article, comic strip or inforgraphic.
Reflections
General Reflections
This particular IDU included a planning meeting of all secondary teachers wherein, we evaluated the past IDUs . Unlike
the previous IDU there is a welcoming change ( not a part of field trips). This gave us a new direction to plan and
proceed. The subject group overviews of all subjects were put up on display board to contemplate on possible entry
points to interdisciplinary planning. For MYP3 , there was a high potential for integration with Language Aquisition by
exploring opportunities for integration among related concepts through a shared global context and statement of inquiry.
After considering the vertical and horizontal curriculum planning, the Global Concept of Identities and relationships with
relationships as Key Concept was finalized.
The attributes of IB learner profile ( communicator and balanced) can go a long way in this IDU since students need to share
not only their perspectives but also their personal stories how the devices they use have its strengths and weaknesses when
it comes to relationships.
There is a major challenge in this IDU since the Language Acquisition subject group has too many dynamics. This affected
the time line in planned scheme of events.
The skills that needed more practice for the students are: summarizing thoughts, making notes and establishing credibility
of the sources used to drive the inquiry.
Interestingly there were current events that helped students to understand the gravity of situation when it comes to social
media addictions, scams, medical issues - all due to overuse of science and technology that modern society offers.
The learning outcome of this unit was awareness and usage of vocabulary for both Integrated Humanities and Language
Aquisition in terms of scientific innovations and discoveries. The learners got an insight into how each Language borrows
certain root words from other languages and how language has evolved to adopt in terms of specific vocabulary. The
Summative Assessment task served to distinguish levels of acievement by offering options for the product eg - : brochure,
blogs, speech, article, comic strip or infographic. There were practical issues which delayed the execution and grading of
the task since the team took on the ambitious task of allowing students to use different languages Eglish, French, German,
HIndi, Arabic, Korean) This also posed issues with standarization for grading. Since Criterion C is expected to be assessed
in combination, the SA task dragged on due to long list of language teachers ( some experts were outside of school
community).
This IDU held a lot of scope for student-initiated action since during various stages of the inquiry process, students picked
up the message of how they need to bring in lifestyle changes in their behaviour with respect to over use of all that
technology has added on into their daily lives.