May 19, 21

Year 10

First, finish plan and submit.

Next, on to CREATE - Criterion D Maximum 6

1.Produce a simple instruction sheet for use by the rescuer/person in distress,

2.Describe the procedures involved in manufacturing OR
Using appropriate programme, produce a prototype/sample of the required item(s).

Learning objective: utilize appropriate software, make appropriate choices of materials.

March 25

Year 11, Tuesday's lesson went really well. Your graphs looked very professional. Mr. Cosgrove will be really impressed with you next term.

Today, we will look at online storage.

The sites I would like you to look at are: Google Docs, Scribd, and Div Share.

What makes Div Share different from Google Docs and Scribd?

Research all 3, open an account in Google Docs, upload a document (Word documents must be saved as Word 97-2003) and share it with the person sitting to your right;-) You must "invite" that person.

After receiving the invitation to edit someone else's documents, make a change to the document by highlighting the text in your favourite colour.

March 23, 25

Year 11, Here is a different kind of lesson.

Microsoft has an interesting lesson plan in which you create a survey, then chart and analyze the data. This will be very helpful to you in your future (IB, university, workplace).

Follow the instructions for the Design A Survey and Evaluate the Data
http://www.microsoft.com/education/DesignSurvey.aspx

This work will be handed in ;-)

March 18

Year 11 - Project Business Card

We will be submitting entries in a contest to create Miss Callie a business card. If a business card is chosen, the winner will receive a Gift Certificate to Fnac.

Miss Callie has started a charitable organization. Last summer a group of students from SDIS, Mr. Davies and Miss Callie went to South Africa and built a library in the Nandi School.

Miss Callie is in need of a professional looking buisness card.

Include the following information:

Callie Roth Welstead
Chairman
S.A.E.S. Foundation
Students in Action: Education Soweto
email adddress: saesfoundation@gmail.com
website: www.saes.net
final logo (hands around the world -in shared folder)
other logo (saes - in shared folder)- Try to work this in to the design;-)

March 16

Year 11 - Wow!

You worked extremely hard this term and as a little reward you have today to explore the internet at your leisure!!!

Have fun!!!!!!!!!!!!!!!!!

March 10, 12

Year 11, Time's Up!

Please hand in all outstanding work today - March 12;-)

March 2, 3

Year 11 you should have completed your film by now. Remember the Create consists of a final product (film), process journal, and a series of paragraphs evaluating your plan and justifying any changes you made.

Now, on to the EVALUATE - Criterion E Maximum 6 points

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

To get full marks the student: evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

1.The first task is to receive feedback on your product. Show it to members of the target group and ask them to complete the questionnaire that you created in the Investigation;-).
2. Write a paragraph analyzing the feedback.
3. Evaluate your performance at each stage of the design cycle and suggest ways that you can improve.
4. Write a paragraph in which you evaluate the impact of your video on St. Dominic's (relate this paragraph back to the Area(s) of Interaction that you used in your paragraph).

Learning objective: carry out tests to evaluate the product/solution against the design specification; ; evaluate their perforance at each stage of the design cyucle and suggest ways in which their perforance could be improved; evaluate the impact of the product/solution on individuals and/or society.

Year 11 - Please follow these instructions to complete your DESIGN - Criterion B.

Write a series of paragraphs to justify the person you have chosen to celebrate. You should mention 3 possible candidates, then justify the person you have chosen.

To get a: 1-2 the student makes some attempt to justify his/her chosen candidate,
3-4 the student adequately justifies his/her chosen candidate,
5-6 the student critically justifies his/her chosen candidate.

February 23, 25

Welcome back Year 11.

Criterion D: Create Maximum 6

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Make a process journal, include printscreens.

Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

To get a 6 the student: competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Learning objective: Use a range of appropriate techniques and equipment competently, follow the plan to produce the product/solution.

February 9, 11

INVESTIGATIONS due - please submit at the beginning of class.


Year 11 - it all starts with a plan;-) Plan - Criterion C Maximum 6 points

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Ideas: Make use of Gantt charts, consider appropriate resources, consider problem areas and make any necessary adjustments.

Please look at the examples for ideas;-)

Plan due FEBRUARY 11

Learning objectives:
1. construct a plan to create the product/solution that has a series of logical steps
2. construct a plan to create the product/solution that makes effective use of resources and time
3. evaluate the plan and justify any modifications to the design

Palindrome

A palindrome reads the same backwards as forward.
> This video reads the exact opposite backwards as forward. Not
> only does it read the opposite, the meaning is the exact opposite.
> This is only a 1 minute, 44 second video and it is brilliant.
> Make sure you read as well as listen…forward and backward.
>
> This is a video that was submitted in a contest by a 20-year
> old. The contest was titled "u @ 50" by AARP.
> This video won second place. When they showed it, everyone in
> the room was awe-struck and broke into spontaneous applause.
> So simple and yet so smart. Take a minute and watch it.
>

February 2, 4

Year 11 - here is our due date calendar. Let's check it out before we continue with the Design stage.

January 26, 28

Next is the Design stage of the Design Cycle.
Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

This is the section that you script and storyboard your ideas. Let's brainstorm!

http://karenjlloyd.com/blog/free-storyboard-template-downloads/
http://www.xinsight.ca/tools/storyboard.html

Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design andjustify its choice.

January 21

3. Formulate a Design Specification

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

To get a 5/6 the student: describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Learning objectives: identify ways of testing a solution or proudct on a specific audience; produce a listing of detailed specifications.

January 19

Please finish task 1 and task 2 of the Investigation (Criterion A) and submit it today as a draft.

As we previously discussed, I will look them over, make comments for improvements and hand them back. You will then have time to make corrections and resubmit them for a grade.

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

January 12, 13

Year 11 - Let's look at the calendar and create a feasible time plan and begin developing our design brief.

Homework will enable you to stay on task, finish on time and produce a product/film that you can be proud of.

2.Develop a design brief.
1. Write a sentence or two to introduce this portion of your Investigation.

2. Then follow these learning objectives to success,
-formulate and discuss appropriate questions (4 or 5) that guide the investigation - this means that you should create questions and then do research that will help you solve the problem
-identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography
-collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks
-evaluate your sources of information- who are your sources? are they appropriate? are they experts in the field?

According to the assessment rubric. . .
To get a 1/2: The student investigates the problem, collecting information from sources.
To get a 3/4: The student investigates the problem, selecting and analysing the information from some acknowledged sources.
To get a 5/6: The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources.

Identify the Problem and Develop a Design Brief (draft) due Jan 19 - end of class

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

January 7

Welcome back Year 11. I trust that you had a restful break and are ready to get down to the task of creating a documentary.

Made with My Cool Signs.Net

December 15, 17

Welcome back Year 11. New term, new project!

We have a very different kind of project this term. We will participate in an international project entitled, 100 People: A World Portrait.

Let's take a look at the website: http://www.100people.org/

Now let's look at the project's lesson plan: http://www.100people.org/images/100People_Lesson_Plan.pdf

Tutorials

1. PhotoStory 3 - An easy to use Microsoft product.

For a free download: Microsoft PhotoStory 3: (http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx )