A Charter

PUBLIC SCHOOL
Prepa Tec Los Angeles Middle School
Assessment Coversheet and Overview
Student Name:

Class:

Teacher(s)

Mr. King

Subject group and

discipline

Technology Design

Unit title

Advocating Change (Part 1) - Thinking Maps

MYP year

1 (6th Grade)

Inquiry: Establishing the purpose of the unit

Key Concept
Communication

Related Concept(s)
Innovation, Collaboration

Unit duration
(Hors)

6 Weeks
(18 Hours)

Global Context
Globalization and Sustainability

Statement of Inquiry
Thinking Maps can help us organize our ideas, concepts, and research making visual their various interrelationships.
Assessment Title
Advocating Change Thinking Map
Assessment Overview
Goal (G): Thinking Maps can help us organize our ideas, concepts, and research making visual their various interrelationships.
Role (R): You are to act as an advocate for activating change.
Audience (A): You will create and present to the class a Thinking Maps for Advocating Change.
Situation (S): At present time, in 2015, we have a human population of 7 billion people and a farm industry animal population of 70 billion which humans consume
to sustain them. The rainforests are being deforested daily and the glaciers and polar ice caps are melting. Global temperatures are gradually rising due to an
increase of greenhouses gases in our atmosphere. Climate change is a scientific fact. Additionally, there are hundreds of locally, nationally, and internationally
interconnected civil, social, human rights, animal rights, and environmental issues which are related to globalization and the sustainable survival of human
civilization on Earth. You are to select a cause or issue to advocate for change.
Product (P): Use the IB MYP Design Cycle to develop, create, and evaluate a Thinking Map advocating change. The Technology Design Process Journal will be
submitted as evidence of the processes you used in creating your final Thinking Map is MS PowerPoint product.
Standards of Success (S): Students Maps will be assessed using IB MYP Criteria Rubric here.
IB MYP Criteria Rubric
Criteria.

Grade Level Descriptors

Criterion A: Inquiring & Analyzing (In Technology Design Process Journal)

0
The student does not reach a standard described by any of the
descriptors below.
12
The student:
i.
states the need for a solution to a problem
ii.
states the findings of research

34

The student:
i.
ii.
iii.
iv.

outlines the need for a solution to a problem

states some points of research needed to develop a
solution, with some guidance
states the main features of an existing product that
inspires a solution to the problem
outlines some of the main findings of research.

Task Specific Clarification.

You did not reach a standard described by any of the descriptors
below.
You are able to:
State on paper in a Technology Design Process Journal in a below
basic manner why the need to create a Thinking Map to address this
selected issue or cause.
State some points from research to create a proficient Thinking Map to
in a below basic manner.
You are able to:
Outline on paper in a Technology Design Process Journal in a basic
manner why the need to create a Thinking Map to address this
selected issue or cause.
State some points of research to create a proficient Thinking Map with
some guidance.
State the features of 1 existing Thinking Map that inspires a solution to
the problem of creating a proficient Thinking Map to Advocate
Change.
Outline some of the main findings from research on Thinking Maps in
a basic manner.

2665 Clarendon Ave., Huntington Park, CA 90255 | 1 (323) 800-2741 | 1 (323) 510-3690 fax | prepatec.org

A Charter
PUBLIC SCHOOL

56

The student:
i.
ii.

iii.
iv.

explains the need for a solution to a problem

states and prioritizes the main points of research
needed to develop a solution to the problem, with some
guidance
outlines the main features of an existing product that
inspires a solution to the problem
outlines the main findings of relevant research

Outline some of the main findings from research on the problems,

challenges, and solutions for Advocating Change for the selected
issue or cause in a basic manner.
You are able to:
Explain on paper in a Technology Design Process Journal in a
proficient manner why the need to create a proficient or advanced
Thinking Map to address this selected issue or cause.
State an ordered list of main points of research for successfully
creating a proficient or advanced Thinking Map with some guidance.
Outline the main features of 1 existing Thinking Map that inspires a
solution to the problem of creating a successfully proficient or
advanced Thinking Map to Advocate Change.
Outline the main findings from research on Thinking Maps in a
proficient manner.

78

The student:
i.
ii.

iii.
iv.

explains and justifies the need for a solution to a

problem
states and prioritizes the main points of research
needed to develop a solution to the problem, with
minimal guidance
describes the main features of an existing product that
inspires a solution to the problem
presents the main findings of relevant research.

Outline the main findings from research on the problems, challenges,

and solutions for Advocating Change for the selected issue or cause
in a proficient manner.
You are able to:
Explain and prove with listed evidence from research on paper in a
Technology Design Process Journal in an advanced manner why the
need to create a proficient or advanced Thinking Map to address this
selected issue or cause.
State an ordered list of main points of research for successfully
creating a proficient or advanced Thinking Map with minimal guidance.
Describe in detail the most important features of 1 existing Thinking
Map that inspires a solution to the problem of creating a successfully
proficient or advanced Thinking Map to Advocate Change.
Present the main findings from research on Thinking Maps in an
advanced manner.
Present the main findings from research on the problems, challenges,
and solutions for Advocating Change for the selected issue or cause
in an advanced manner.

Criterion B: Developing ideas (In Technology Design Process Journal)

0
The student does not reach a standard described by any of the
descriptors below.
12

The student:
i.
ii.
iii.

34

The student:
i.
ii.

iii.

states one basic success criterion for a solution

presents one design idea, which can be interpreted by
others
creates an incomplete planning drawing/diagram.

states a few success criteria for the solution

presents more than one design idea, using an
appropriate medium(s) or labels key features, which can
be interpreted by others
states the key features of the chosen design

You did not reach a standard described by any of the descriptors

below.
You are able to:
State 1 quality and/or characteristic that defines a successful final
Thinking Map.
Present 1 design idea Thinking Map on paper in a Technology Design
Process Journal for the group, which can be interpreted by other
classmates.
Create a Thinking Map on paper in a Technology Design Process
Journal in a below basic manner which is incomplete at properly
preparing for and planning for the chosen coming Thinking Map on MS
PowerPoint.
You are able to:
Develop a list of 3 qualities and/or characteristics that define a
successful final Thinking Map.
Present 2 alternative possible design idea Thinking Maps on paper in
a Technology Design Process Journal for the group, which can be
interpreted by other classmates.

2665 Clarendon Ave., Huntington Park, CA 90255 | 1 (323) 800-2741 | 1 (323) 510-3690 fax | prepatec.org

A Charter
PUBLIC SCHOOL
iv.

56

The student:
i.
ii.

iii.
iv.

78

The student:
i.
ii.

iii.
iv.

creates a planning drawing/diagram or lists

requirements for the creation of the chosen solution.

develops a few success criteria for the solution

presents a few feasible design ideas, using an
appropriate medium(s) and labels key features, which
can be interpreted by others
presents the chosen design stating the key features
creates a planning drawing/diagram and lists the main
details for the creation of the chosen solution.

develops a list of success criteria for the solution

presents feasible design ideas, using an appropriate
medium(s) and outlines the key features, which can be
correctly interpreted by others
presents the chosen design describing the key features
creates a planning drawing/diagram, which outlines the
main details for making the chosen solution.

Present the key features which are labelled and based on some
accurate, but also some inaccurate research.
Create a Thinking Map on paper in a Technology Design Process
Journal in a basic manner which clearly lists the basic requirements
for the chosen coming Thinking Map on MS PowerPoint.
You are able to:
Develop a list of 5 qualities and/or characteristics that define a
successful final Thinking Map.
Present 3 alternative possible design idea Thinking Maps on paper in
a Technology Design Process Journal for the group, which can be
correctly understood by other classmates.
Present the Thinking Map on paper in a Technology Design Process
Journal in a proficient manner which states the key features based on
some accurate research.
Create a completed Thinking Map on paper in a Technology Design
Process Journal in a proficient manner which lists the main details for
making the chosen coming Thinking Map on MS PowerPoint.
You are able to:
Develop a list of 7-10 qualities and/or characteristics that define a
successful final Thinking Map.
Present 4 or more alternative possible design idea Thinking Maps on
paper in a Technology Design Process Journal for the group, which
can be correctly understood by other classmates.
Present the Thinking Map on paper in a Technology Design Process
Journal in an advanced manner which describes the key features
based on accurate research.
Create a completed Thinking Map on paper in a Technology Design
Process Journal in an advanced manner which outlines the main
details for making the chosen coming Thinking Map on MS
PowerPoint.

Criterion C: Creating the solution (In MS PowerPoint)

0
The student does not reach a standard described by any of the
descriptors below.
12

The student:
i.
ii.

34

The student:
i.

ii.
iii.
iv.

demonstrates minimal technical skills when making the

solution
creates the solution, which functions poorly and is
presented in an incomplete form

lists the main steps in a plan that contains some details,

resulting in peers having difficulty following the plan to
create the solution
demonstrates satisfactory technical skills when making
the solution
creates the solution, which partially functions and is
adequately presented
states one change made to the chosen design or plan
when making the solution.

You did not reach a standard described by any of the descriptors

below.
You are able to:
Demonstrate below basic technology-related computer skills when
making the Thinking Map on MS PowerPoint.
Create a Thinking Map on MS PowerPoint, which is below basic and
accomplishes poorly the goal to educate and advocate for change,
and is presented to the class in an inadequate and incomplete
manner.
You are able to:
List a few of the main steps in a plan containing some details, which
was workable for group to be able to follow to create the Thinking Map
on MS PowerPoint.
Demonstrate basic technology-related computer skills when making
the Thinking Map on MS PowerPoint.
Create a Thinking Map on MS PowerPoint, which basically and partly
accomplishes the goal to educate and advocate for change, and is
presented to the class in an adequate and basic manner.
State one even minor change made to the chosen design and plan
when making the Thinking Map on MS PowerPoint.

2665 Clarendon Ave., Huntington Park, CA 90255 | 1 (323) 800-2741 | 1 (323) 510-3690 fax | prepatec.org

A Charter
PUBLIC SCHOOL
56

The student:
i.

ii.
iii.
iv.

78

The student:
i.

ii.
iii.
iv.

lists the steps in a plan, which considers time and

resources, resulting in peers being able to follow the
plan to create the solution
demonstrates competent technical skills when making
the solution
creates the solution, which functions as intended and is
presented appropriately
states one change made to the chosen design and plan
when making the solution.

outlines a plan, which considers the use of resources

and time, sufficient for peers to be able to follow to
create the solution
demonstrates excellent technical skills when making the
solution
follows the plan to create the solution, which functions
as intended and is presented appropriately
lists the changes made to the chosen design and plan
when making the solution.

You are able to:

List steps in a plan, which considers time and resources, which was
workable for group to be able to follow to create the Thinking Map on
MS PowerPoint.
Demonstrate proficient technology-related computer skills when
making the Thinking Map on MS PowerPoint.
Create a Thinking Map on MS PowerPoint, which accomplishes the
goal to proficiently to educate and advocate for change, and is
presented to the class proficiently.
State one very important change made to the chosen design and plan
when making the Thinking Map on MS PowerPoint.
You are able to:
Outline an organized plan, which considers the use of resources and
time, which was partly accurate as well as workable for group to be
able to follow to create the Thinking Map.
Demonstrate advanced technology-related computer skills when
making the Thinking Map on MS PowerPoint.
Follow the plan to create a Thinking Map on MS PowerPoint, which
accomplishes the goal exceptionally to educate and advocate for
change, and is presented to the class in an advanced manner.
List 3 or more changes made to the chosen design and plan when
making the Thinking Map on MS PowerPoint.

Criterion D: Evaluating (In Technology Design Process Journal)

0
The student does not reach a standard described by any of the
descriptors below.
12

The student:
i.
ii.

34

The student:
i.
ii.
iii.
iv.

56

The student:
i.
ii.
iii.
iv.

78

The student:
i.

defines a testing method, which is used to measure the

success of the solution
states the success of the solution.
defines a relevant testing method, which generates
data, to measure the success of the solution
states the success of the solution against the design
specification based on the results of one relevant test
states one way in which the solution could be improved
states one way in which the solution can impact the
client/target audience.

defines relevant testing methods, which generate data,

to measure the success of the solution
states the success of the solution against the design
specification based on relevant product testing
outlines one way in which the solution could be
improved
outlines the impact of the solution on the client/target
audience, with guidance.

outlines simple, relevant testing methods, which

generate data, to measure the success of the solution

You did not reach a standard described by any of the descriptors

below.
You are able to:
Define a test which is used to see if the Thinking Map was successful.
State the success of the Thinking Map.
You are able to:
Define a test which generates data to see if the Thinking Map was
successful.
State the success of the Thinking Map against the design plan based
upon the result of 1 relevant test or survey.
State 1 way the Thinking Map created could be improved.
State 1 way the impact of the Thinking Map solution can impact the
class and local, national, and global target audiences with guidance.
You are able to:
Define simple tests or surveys which generate data to measure the
success of the Thinking Map
State the success of the Thinking Map against the design plan based
upon gathered actual test or survey data.
Outline 1 way the Thinking Map created could be improved in 3-5
bullet points.
Outline the impact of the Thinking Map solution on the class and
ultimate local, national, and global target audiences with guidance.
You are able to:
Outline simple tests or surveys, use them, and generate data to see if
the Thinking Map was successful.

2665 Clarendon Ave., Huntington Park, CA 90255 | 1 (323) 800-2741 | 1 (323) 510-3690 fax | prepatec.org

A Charter
PUBLIC SCHOOL
ii.
iii.
iv.

outlines the success of the solution against the design

specification based on authentic product testing
outlines how the solution could be improved
outlines the impact of the solution on the client/target
audience.

Outline the success of the Thinking Map against the design

requirement plan based upon gathered actual test or survey data.
Outline how the Thinking Map created could be improved based upon
data in 5 or more bullet points.
Outline the impact of the Thinking Map solution on the class based
upon data and ultimate local, national, and global target audiences.

Common Core Standards Addressed

CCSS(s):

Technology Standards Extracted from the Content Standard for Reading Information Text: Standard 7

RI.CCR.7
7. Integrate and evaluate content presented in diverse formats, including visually and quantitatively, as well as in words.
RI.6.7. Grade 6 students: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic
or issue.

Technology Standards Extracted from the Content Standard for Reading Literacy in Science and Technical Subjects: Standard 7

RST.CCR.7
7. Integrate and evaluate content presented in diverse formats, including visually and quantitatively, as well as in words.
RST.6.7. Grade 6 students: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table).

Technology Standards Extracted from the Content Standard for Writing for Literacy in History/Social Studies, Science and Technical Subjects: Standard 6

WHST.CCR.6
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
WHST.6.6. Grade 6 students: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Technology Standards Extracted from the Content Standard for Speaking and Listening: Standard 5

SL.CCR.5
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.6.5. Grade 6 students: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Technology Standards Extracted from the Content Standard for Writing for Literacy in History/ Social Studies, Science and Technical Subjects: Standard 8

WHST.CCR.8
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
WHST.6.8. Grade 6 students: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Design Technology Standards Grades 6-8:

Standard 1.
Demonstrate proficiency in the use of computers & applications, as well as an understanding of the concepts underlying hardware, software, and connectivity.
Basic Operations
1.4 Identify and use a variety of storage media (e.g., CDs, DVDs, flash drives, school servers, and online storage spaces), and provide a rationale for using a certain medium for a
specific purpose.
1.5 Demonstrate keyboarding skills between 2530 wpm with fewer than 5 errors. (For students with disabilities, demonstrate alternate input techniques as appropriate.)
Internet, Networking & Online Communication
1.18 Use Web browsing to access information (e.g., enter a URL, access links, create bookmarks/favorites, print Web pages).
Standard 3.
Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity and innovation.
Research (gathering and using information)
3.1 Explain and demonstrate effective searching and browsing strategies when working on projects.
Problem Solving
3.4 Independently use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypotheses.

2665 Clarendon Ave., Huntington Park, CA 90255 | 1 (323) 800-2741 | 1 (323) 510-3690 fax | prepatec.org

A Charter
PUBLIC SCHOOL
Standard

Well below expectations

Below expectations

Attaining expectations

Above expectations

Well above
expectations

RI.CCR.7
RST.CCR.7
WHST.CCR.6
SL.CCR.5
WHST.CCR.8
1.4
1.5
1.18
3.1
3.4

ATL SKILLS ADDRESSED

How ATL were addressed:
IB ATL
CATEGORY

Communication
Skills

Thinking Skills

MYP ATL
CLUSTER

SPECIFIC ATL SKILL

LEARNING EXPERIENCES

communication

Learn all of the different menu functions in MS

PowerPoint to properly create a Thinking Map.
Conduct online resources, gather research, and
transform it into own words to avoid plagiarism.
Create a Thinking Map for a particular issue / cause on
paper in process journal and then drawn in MS
PowerPoint.
Post a Thinking Map to the class through Edmodo to
communicate research

Engage in discussion for completing a project based upon Advocating

Change to address an important issue or cause.
Create a Thinking Map to communicate the results of research.
Gather research and then present it so as to educate, clarify, illuminate,
and motivate.
Educate, advocate for, and motivate classmates into action to provide
solutions to a selected issue or cause.

critical thinking,
creative thinking,
transfer

Study the various types of Thinking Maps and many

examples of each to become knowledgeable and
ultimately proficient in using them.
Evaluate which Thinking Map to choose for this project
task.
Evaluate research so as to determine what to include in
group project Thinking Map.
Analyze which research to include in selected Thinking
Map for significance and credibility.

Engage in critical thinking for completing a project based upon

Advocating Change to address an important issue or cause.
Be able to think critically and in the higher levels Blooms Taxonomy of
Metacognitive Thinking.
Complete the analysis, idea development, and evaluation needed to
complete a Thinking Map.
Think critically and effectively articulate the problem, challenges, and
solutions available for a chosen civil, social, human rights, animal rights, or
environmental issue.

Expected student outcomes (ESOS)

MYP 1 Grade 6

IB ATL CATEGORY

MYP ATL CLUSTER

Communication

i. Communication

Thinking

viii. critical thinking

With teacher support

With some guidance

With increasing
independence.

ix. creative thinking

x. transfer
LEARNER PROFILE ATTRIBUTES AND ATTITUDES
IB Learner Profile /
Attitude

Comment

2665 Clarendon Ave., Huntington Park, CA 90255 | 1 (323) 800-2741 | 1 (323) 510-3690 fax | prepatec.org