DP unit planner 2 (MYP aligned)

Teacher(s) Subject group and course

Course part SL or HL/Year 1 or 2 Dates

and topic

Unit description and texts DP assessment(s) for unit

INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

Essential understandings
List here the key content/skills/concepts that students will know/have at the end of the unit

Students will know the following content:

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 Students will develop the following skills:

Students will grasp the following concepts:

Inquiry questions
List here the understandings above written in question form, preferably as ones that inspire students to answer them.

Content-based:

Skills-based:

Concept-based:

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ACTION: teaching and learning through inquiry

Content/skills/concepts Learning process

Cut and paste or draw from the essential understandings listed above in “Inquiry”. Check the boxes for any pedagogical approaches used during
the unit. Aim for a variety of approaches to help facilitate
learning.

Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
Lecture
Socratic seminar
Small group/pair work
Powerpoint lecture/notes
Individual presentations
Group presentations
Student lecture/leading
Students will develop the following skills:
Interdisciplinary learning
Details:
Other/s:

Formative assessment:

Students will grasp the following concepts:

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 Summative assessment:

Differentiation:
For more information on the IB’s approach to differentiation,
please see the guide.
Affirm identity—build self-esteem
Value prior knowledge
Scaffold learning
Extend learning
Details:

Approaches to learning (ATL)

Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.

Thinking
Social
Communication
Self-management
Research

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 Details:

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS
learning connections made during the unit. For made during the unit. connections. If you check any of the boxes,
more information on the IB’s approach to provide a brief note in the “details” section
language and learning, please see the guide. explaining how students engaged in CAS for this
unit.

Activating background knowledge Core theme Creativity

Scaffolding for new learning Optional themes Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency Details: Details:
Details:

Resources
List and attach (if applicable) any resources used in this unit.

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

What worked well What didn’t work well Notes/changes/suggestions:

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 Transfer goals
List the transfer goals from the beginning of this unit planner.

Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?

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