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Middle Years Interdisciplinary Programme Unit planner 1

Teacher(s) House Team Subject group and discipline Interdisciplinary Unit: HPE and Design
Unit title Food Planning MYP year Year 4 Unit duration (hrs) ~20hrs
Inquiry: Establishing the purpose of the unit
Purpose of integration
Students will use design thinking to collaborate with others to evaluate, plan for and manage their energy levels (diet, exercise and rest) while at Clunes.
Key concept: Development Related concept(s): Energy, systems, evaluation,
collaboration
Global context: Fairness and development

Development is the act or process of growth, progress
or evolution, sometimes through iterative
improvements.
Energy is a fundamental entity that is transferred
between parts of a system in the production of change
within the system. It is the capacity for doing workand
as such the amount and form of energy an individual
requires is dependent on the tasks they are completing.
The restoration of an individuals energy levels is
determined by a variety of factors such as rest,
nutritional intake and time. Energy levels influence all
aspects of human life, from our ability to think and make
effective choices, to our ability to be physically active.
Systems are sets of interacting or interdependent
components that form an integrated whole. All
individuals and communities rely on multiple systems
working together to provide the structure and proceses
that they need in order to function effectively Systems
are often dynamic; they frequently need to be adapted
to meet changing circumstances.
In design, evaluation involves the gathering and
processing of data to determine an action. Evaluation
involves feedback, which can be used to control, revise
or modify.
Collaboration involves two or more people sharing
expertise and experience, working together to solve a
Students will explore rights and responsibilities; the
relationship between communities; sharing finite
resources with other people and with other living things;
access to equal opportunities; peace and conflict
resolution.
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problem and realize shared goals.
Statement of inquiry:
Healthy people work with others to develop ways to effectively manage their diet, rest, exercise and stress.
Inquiry questions: Inquiry questions are drawn from and inspired by the statement of inquiry.
FactualRemembering Facts and Topics
What does iterative mean?
What is the design cycle and how does it work?
What are the basic components of food? How much of each do I need?
What are the good and bad chemicals in food? How can I find out?
Is organic food better or worse than industrially farmed food?
Do my food choices affect the environment?
Is expensive food healthier or better than cheap food?
How much energy do I need? How much rest? How much energy does exercise use? How much energy does stress use up? How can I manage it?
ConceptualAnalyzing big ideas
How is researching, collaborating and designing a menu better or worse than trial and error?
Is collaboration a learned skill or a natural ability?
How important is energy to a persons physical, emotional, mental and social health?
DebatableEvaluating perspectives and developing theories.
Do healthy people just have healthy genes?
Is one cultures diet better than anothers?
Are people who only look after themselves healthier?
Can we be both healthy and sustainable?
Is it fair that we may never get the balance exactly right?
If you are what you eat, does that mean that designing what I eat equals designing who I am (or who I become)?
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Summative assessment
Interdisciplinary criteria:
A. Disciplinary grounding
a. Demonstrate relevant disciplinary factual, conceptual and/or
procedural knowledge
B. Synthesizing
a. Synthesize disciplinary knowledge to demonstrate interdisciplinary
understanding
C. Communicating
a. Use appropriate strategies to communicate interdisciplinary
understanding effectively
b. Document sources using recognized conventions
D. Reflecting
a. Reflect on the development of their own interdisciplinary
understanding
b. Evaluate the benefits and limitations of disciplinary and
interdisciplinary knowledge and ways of knowing in specific
situations.
Tasks: A design problem:
Design a menu, shopping list, exercise and rest plan for your house for one week.
Within the constraints of time, budget and location, and with consideration to ethical
and environmental factors, it should provide every housemate with the greatest level
of mental, social, emotional and physical energy. Every meal will be prepared by the
students, so students must have the skills and resources to prepare the meals.
Students will explain their choices in the planning stage, and will evaluate and report
on the outcome afterwards, comparing and contrasting it with other weeks in the
program.
Menus, shopping lists and exercise and sleep patterns for weeks 1-6 will be regarded
as trials and improved on each week (the iterative process). The menu, shopping list,
exercise and sleep plans, as well as the actual meals bought, prepared and eaten,
will form the basis of the assessed task. The evaluation will be submitted during
Week 8.
A design problem is a real-life problem that needs to be solved for a specific client
or target market. The nature of the problem will be explored by students, who will
consider a variety of ways to approach and investigate possible solutions. This
problem will include physical or functional requirements that all feasible solutions
must meet. Real-life situations that are relevant to students lives and local reality
pose interesting and provoking problems to solve.
Approaches to learning (ATL) Read the Approaches to Learning section of your Handout pp 90 - 97
I. Communication skills - communication
II. Social skills - collaboration
III. Self-management skills organisation, affective, reflection
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IV. Research skills information and media literacies
V. Thinking skills critical thinking, creativity and transfer




Action: Teaching and learning through inquiry
Disciplinary grounding
Subject: HPE Subject: Design
MYP objective:
a. Knowing and understanding
b. Planning for performance
c. Applying and performing
d. Reflecting and improving performance
MYP objective:
a. Inquiring and analysing
b. Developing ideas
c. Creating the solution
d. Evaluating
Related concepts: Energy, systems Related concepts: Evaluation, collaboration
Content Content
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Disciplinary learning engagements and teaching strategies Disciplinary learning engagements and teaching strategies
Interdisciplinary learning process
Interdisciplinary learning experiences and
teaching strategies

Formative assessment
Differentiation



Resources




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Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit

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