Download MYP unit planner

MYP unit planner
Unit title
Safety in Circles
Teacher(s)
Robertson
Subject and grade level
IB Geometry 9th and 10th grade
Time frame and duration
May/ June
2 Weeks
Stage 1: Integrate significant concept, area of interaction and unit
question
Area of interaction focus
Significant concept(s)
Which area of interaction will be our focus?
Why have we chosen this?
What are the big ideas? What do we want our
students to retain for years into the future?
Environments
How can knowledge improve our safety?
Besides mathematical concepts this unit will
investigate how dependence on oil can
cause environmental disasters.
Furthermore, students will investigate two
famous shipwrecks and find how knowledge
of circles could help avoid these situations.
MYP unit question
How can mathematical knowledge of circles help avoid
environmental disasters?
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
Unit Project: Students will complete a mini-investigation of two recent shipwrecks (Exxon Valdez and Costa
Concordia) as an introduction to the unit. Students will then complete Task #2 p.810. Finally students will
investigate a real lighthouse and use concepts from the unit to describe its function (see attached).
Students will investigate Chapter 12, Sections 12-1 to 12-6 in accordance with the Flint Community
School’s Units of Study.
Students will demonstrate understanding by completing regular formative assessments including
Standardized Test Prep quizzes, exit slips, think-aloud and free writes. Students also will demonstrate
understanding by completing the Unit Project.
An acceptable level of understanding will be constituted by correctly completing the Unit Project.
Which specific MYP objectives will be addressed during this unit?
Objective A: Knowledge and Understanding
Use appropriate mathematical knowledge and skills to solve problems in both familiar and
unfamiliar situations, including real-life contexts.
Objective C: Communication in Mathematics
Use appropriate mathematical language in both oral and written explanations.
Objective D: Reflection in Mathematics
Explain the importance of their findings in connection to real-life.
Which MYP assessment criteria will be used?
Criterion A
Criterion C
Criterion D
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?
-Properties of tangents to circles
-Use congruent chords, arcs, and central angles
-Use perpendicular bisectors to chords
-Find measures of inscribed angles
-Find measure of angle formed by tangent and chords or secants
-Find the lengths of segments associated with circles
-Write and equation of a circle
-Find center and radius of a circle
Common Core State Standards

G-C.2. Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship
between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a
circle is perpendicular to the tangent where the radius intersects the circle.

G-C.3. Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a
quadrilateral inscribed in a circle.

These standards will be “unpacked” according to the curriculum provided by the Flint Community Schools
Units of Study.
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Students will partake in metacognition throughout the unit through formative assessments. This practice
will contribute to their learning skills.
Learning experiences
How will students know what is expected of them? Will
they see examples, rubrics, templates?
How will students acquire the knowledge and practise
the skills required? How will they practise applying
these?
Do the students have enough prior knowledge? How will
we know?
Students will be provided with the rubric upon
which their Unit Projects will be graded (see
criterion A, C, D).
Teaching strategies
How will we use formative assessment to give students feedback
during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have
we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
educational needs?
Teaching strategies implemented will be those
contained in the Flint Community Schools Units of
Study.
Students will acquire the knowledge and
practice by applying through the activities
provided by the Flint Community School’s Units
of Study.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during
the unit?
Prentice Hall Geometry Textbook
Prentice Hall Geometry Workbook
phschool.com teacher resources
Students can investigate the use of Lighthouses throughout the Great Lakes and shipwrecks on the Great
Lakes through the internet.
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further
stimulus questions at the end of the “Planning for teaching and learning” section of
MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
action?
Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Figure 12
MYP unit planner
Safety in Circles Unit Project
Introduction
Investigate three shipwrecks on the Great Lakes. How did lighthouses play a role in any of
the wrecks?
Investigation
Complete Task #2 on p.810
“The rocks near the shore between two lighthouses at points A and B make the waters unsafe.
The measure of arc AXB is 300 degrees. Waters inside this arc are unsafe. Suppose you are
a navigator on a ship at sea. How can you use the lighthouses to keep the ship safe in waters?
Application
Locate a real lighthouse. Describe how the lighthouse works and relevant measurements.
Use five measurements we explored in Chapter 12.