Description: using different recipes

Connections: numbers, quantity, measurements

Product: cooked recipes from home country and meeting with community

Description: Discovery of the world

Connections:

Product: Journal/ Blog

Description: Exploring religion and world systems

Connection: myths and legends

Product: podcast

Design: Design a structure to protect a water balloon (balloon drop)

Math: Classifying shapes, area, volume, metric conversions.

Product: Visual Exposition

Mike: I&S unit 2 "Encounter & Exchange" with PHE Invasion Games.

Entry point: Concepts

Connections: content

Teacher: Steven, Adriana & ...............

Entry point: content

Brief description: I&S is exploring agency, change and resistance. Media Arts students are exploring photography and film making in the context of their own personal and cultural contexts. We could have an IDU whose outcome will be a photography exhibition of the faces of resistance and change. There could also be connections with music in exploring the influence of colonialism and African slave trade on African music and its global influences.

Science: Space Science

Description: Humans impact on the environment, use of natural resources, how can we leverage natural resources in sustainable ways that build resilience in communities?

Connections: innovation to build better futures

Product: Report on African social or environmental innovator (through article, or speech, or PSA). Purpose: to amplify project/ inspire/ etc.

Entry point: Key concept

Project: Dance choreography addressing a current global issue of their choice

Entry Point : Key Concept / Global Context / Content

Brief Description : Collect data in PHE track and field, and use statistics in Math to analyze the data.

Opportunities for Global citizenship/Local Community Connections:

Possible Product : Data collection booklet

Math: Quadratics

French phase 2 - badminton vocabulary (e.g. technique, rules, equipment)

Badminton - evaluate shuttle placement and the role of angles trajectories

Math - modeling with quadratic functions

Product - Analyse data collected during badminton service. Apply the conclusion to improve decision making when service in badminton.

Entry point: content

Descriptions: using imaginary world to change the real world

Connections: post-colonial societies, identity, romanticism, idealism, notions of utopia

Product: A poem or short story about the birth of a new nation

From week 3 at start of semester 1.

3 to 4 week overlap between PHE and Science.

Cardiovascular training with cells and systems of the body

Cellular respiration - aerobic and anaerobic

Impact of training on performance (PHE) on efficiency in cells (Science)

Product: training plans based on content knowledge and experiences, justify choice of training plan to improve performance.

Data collected during PHE to be used in Science - heart rate during different exercises, carbon dioxide testing with limewater - qualitative, using scales to judge the speed of colour change in limewater.

Description: Use of technology

Connections:

Product: TBD

Entrypoint: Global Context - Personal and Cultural Expression Brief Description: The focus of English LL on persuasive Rhetoric and specifically the leaders of social movement for the benefit of historically marginalized groups, fits well with the I&S MENA unit on Modern Social Movements in North and West Africa, and the ways in which leaders and organizations frame and contextualize their modern movements to produce buy-in from potential stakeholders.

Product: A written or visual analysis of the rhetoric in a modern social movement of North Africa in the context of the social movement.

Connection: content/context of modern social movements of MENA

I&S unit precedes the LL Persuasion unit and builds upon the knowledge base and research that students complete and present in the I&S unit 2. This unit also prepares students for e-Assessment on-demand creative and non-literary production.

Units: Dance (PHE) and Film (Art)

Final product: creating a music video of their dance performance

Entry point: content

Brief description:

Ecology and conservation

product: tbd

Entry point: Global context

Description: globalization and sustainability

Connection: consumption, over consumerism

Product: TBD

Description: Sports activities, food etc

Connections: Same content

Product: Visual board

Added 07.10: This unit could provide great opportunity for differentiation in the various LA classes and levels. Might be worth to further explore.

The students can create a variety of products to advocate for a healthy lifestyle (presentation, speech, poem, song, training session, etc.), and to communicate their learning and understanding

Brief Description: Exploring the history of Bogolan cloth, how it is made and its significance in trade and the cultural exchange. The influence of these patterns and types cultural expression in modern society.

Opportunity to explore the other West African textiles and their influence, i,e Kente cloth from Ghana

(looking at timing of the unit. I&S has it in their 2nd unit so it would require Design to move the unit forward to the 2nd unit)

Connections: Identities & Relationships

Key Concept : Change

Related Concepts: Function, Energy

Global Context : Scientific and Technological Innovation

Exploration : Adaptation, Ingenuity and Progress

The real-world issue that we will try to address and understand through this interdisciplinary unit:

• Products that use energy differ in terms of efficiency. Through this interdisciplinary unit, students will have the opportunity to explore the use and design of solar ovens for a specific context. Solar ovens are environmentally friendly and cost-effective devices for harnessing solar energy. Solar ovens are important because they eliminate the need for smoky cooking fires that irritate the eyes and lungs and can result in disease and death with long-term exposure. Solar ovens can also be used to cook food or sterilize water during emergencies when other fuels and power sources might not be available. In this interdisciplinary unit, students will synthesize their knowledge and understandings from science and design to create a scientifically justified design with annotated diagrams for a solar oven for a specific context.

Synthesis:

• During the interdisciplinary learning process, students will combine their learning and experiences from both subjects in order to demonstrate their ingenuity and to create a scientifically justified design brief for their solar oven that includes how it works to transfer heat and how the design works to ensure this process is efficient in the design situation. The unit can be extended by having students build, test and evaluate their design decisions using scientific investigation.

Assessment Task : In this assessment task, students will develop a scientifically annotated design brief for a solar oven (with the science annotations presented as an overlay). As an extension, students can build, test and evaluate their design using scientific investigation.

Key Concept (s) : Change, Culture

Related Concept: Perspective

Global Context: Identities and Relationships

Exploration: Social Norms

The real-world issue we will try to understand and address through this interdisciplinary unit:

• Explicit and implicit cultural norms can create connections between people. However, they can also create solid and subtle social hierarchies, and exclusionary mindsets and behaviours. In this unit, students will explore a range of historical and present-day cultural norms as macro examples of the personal experiences of face-to-face (F2F) and online norms that cause separation and negative perceptions of self and others. Students will then develop products that foster awareness of these negative outcomes and contribute towards creating an intentional culture of inclusive interactional attitudes and behaviours.

Synthesis:

● During the interdisciplinary learning process, students will combine their learning from both subjects and explore the impacts of “social norms” that exist in the grade level, school or community. Students will each select a cultural norm that creates isolation for peers, conduct interviews and/or crowdsourcing to gather authentic perspectives related to this issue. They will develop a digital advocacy campaign, the goal of which is to expand awareness of the influence of social norms on our beliefs and interactions. This project will include a video that shares the perspective of one or more individuals who may suffer due to an existing social norm, and a digital product that encourages a new norm that counteracts the exclusion or hurt fostered by the selected social norm.

Key Concept: Time, Place and Space (Context), Relationships

Related Concept : Power

Global Context : Personal and Cultural Expression

Exploration: Artistic Value and Production (artistic productions)

Synthesis:

● During the interdisciplinary learning process, students will examine the relationship between socially critical artistic works and the contexts in which they were created. Students will explore the interdependence between art and its context in the sense that art is a product of the circumstances in which it is created, and at the same time art often has the potential to transform and modify those circumstances. While art and society are seen as interrelated fields of power, they are also interdependent.

Note: This planner is designed to invite students to reflect on the relationship between art and society within different sociohistorical contexts. Depending on the subjects taught at each school, the curriculum and the needs and interests of the students, this planner can either be “grounded” or applied to a variety of social situations and artistic expressions.

Assessment Task : Students will create a socially critical artistic production (Bi) on a contextualized theme. Students will then organize a curated space for their productions. Each of the productions must be accompanied by an exhibition text that justifies the relationship between form and content in addition to a curatorial text.

● Exhibition text: Students must write a brief text (500 characters) explaining the relationship between their intention and their production (Ai).

● Curatorial text: Students must write a longer text (400 words) explaining how their artistic production relates to the selected context and the protest theme. Students must consider the following questions in their curatorial text: 1. How does the content and the type of production relate to the task? (Bii) 2.

What are the benefits and limitations of adopting an interdisciplinary focus for this task?

(Aii) 3. What power relationships are being criticized and why?

Key concept: Communication

Related concepts : Audience Imperatives, Perspectives

Global Context: Identities and Relationships

Exploration: Influences on happiness and life satisfaction

Synthesis: During the interdisciplinary learning process, students will combine their learning in both subjects to consider and demonstrate the ways in which data analysis and representations, and purposeful use of persuasive language can be used to understand and communicate information about identity, relationships and the factors that influence happiness and life satisfaction. They will reflect on how these forms of communication can be used separately and in combination to sway public perspectives and to influence beliefs and actions.

[S]ituation: You have been invited to present at a summit about the potential of using quantitative methods to understand, predict and act on the factors that help us feel happy and satisfied with our lives. It is an interdisciplinary conference that has been organized in response to a heated debate between different experts and different perspectives, so you need to be well prepared to make a sound argument and back up your presentation with evidence. Can we establish mathematical measures for what seem to be subjective variables? If so, can these be constructed to identify global patterns? How does context play a role? How can persuasive language and writing techniques be used to strengthen your claim?

[P]roduct: Select one of the formats and one of the topics (influences on life satisfaction) from the table below and create a 10-minute presentation to communicate (through language and data) your perspective about the extent to which this influence can be accurately quantified and whether such information can be used to make predictions and promote actions in creating a more satisfying life. If you think accurate quantification is not possible or helpful, you must propose other actions that can be taken to promote happiness and life satisfaction.

● Product details:

○ Use at least one infographic showing data that supports your claim, and consider values and limitations of the methods and data you use.

○ In addition to considering global data, include examples or data from your local community to make your point. The format of the presentation is flexible, so make sure that you consider your learning preferences when making a selection.

1) MYP Persona : You are an experienced IB MYP teacher. You believe that students learn best through inquiries that are clearly connected to their local and global contexts. You take an inquiry-guided approach to teaching. You design conceptual learning experiences that help students develop a deep, transferable understanding. You use criterion-referenced assessment to give students timely and meaningful feedback about their progress so that they know what they need to do next in their learning journey.

2) Interdisciplinary Persona:

You believe that students benefit from interdisciplinary teaching and learning because it enables them to develop, analyze, and synthesize knowledge from different disciplines to generate deeper understanding, explore and integrate diverse perspectives through inquiry, and reflect on the unique ways interdisciplinary learning allows us to communicate and act. You design teaching and learning so that students develop the ability to  analyze subject-specific content, assess perspectives across disciplines, craft meaningful products reflecting their integrated knowledge, articulate the rationale behind these creations, reflect on their learning journey across multiple fields, and understand how this integrated insight leads to informed action alongside their content knowledge. Your school mission and vision is to nurture each learner's growth, embracing each other and your local community while fostering diverse perspectives and global citizenship.

3) PRODUCT prompt for CONTENT links: Eg. Science & Maths

Suggest an engaging project that will allow students in <grade 9> to combine what they have learned about <sustainability> in Science with what they have learned about <modeling data> in Maths. Include a real community context for a class in Dakar, Senegal as well as a community engagement activity where possible. Be specific about the mathematical models and tools that can be used. Finally, suggest a possible product for the students to create which can be assessed against the new IB MYP Criteria for the Interdisciplinary Unit. These are A: Evaluating B:Synthesizing and C: Reflecting

Scaffolding (if required)

Suggest some scaffolds for students to justify how their product communicates interdisciplinary understanding.

NOTE!! : Always use professional judgement to ask the AI to revise as necessary.

PRODUCT prompt for KEY CONCEPT links : Eg. Language and Literature & PHE:

Suggest an engaging project or interdisciplinary unit for <grade 6> students using the key concept of <AESTHETICS> as an entry point. Select various related concepts from the subjects of Language and Literature and PHE, and be specific about how these related concepts will allow students to explore the big idea of <AESTHETICS>. Include a real community context for a class in Dakar, Senegal as well as a community engagement activity where possible.Finally, suggest a possible product for the students to create which can be assessed against the new IB MYP Criteria for the Interdisciplinary Unit. These are A: Evaluating B:Synthesizing and C: Reflecting.

NOTE!! : Use professional judgement to ask the AI to revise as necessary.

If needed, try to create your OWN prompt for a global/local context as entry point. Remember to ask the AI tool for a possible product.

Teacher Writing: Spencer & Sagna

Entry Point: Content

Brief Description: In LangLit we use the conventions of film to teach critical lenses and components while in film they teach film components

Possible Product: Music Video

Entry Point: Content

Description: Puppetry and Motion and Force.

Puppetry asks 3 students to work together to move one puppet in different ways to communicate difference emotions - this is done through creating weight, breath, and focus. This could possibly be connected with the study of motion and force through the examination of kinetic and dynamic energy.

Entry point: Content Water pollution and Aquatic food

Brief Description: Use data and detailed information on the causes and impacts of water pollution to create art that raises awareness and sparks meaningful conversation.

Description: Looking at where ingredients originate, how food impacts culture

Product: Report and presentation/ Cooking items and deliver to community.

Units: Competition vs Cooperation (PHE) and Interdependence (I&S)

Description : Aquatic systems, water pollution and Mers et océans

Product : tbd

possible collabs

entry point: Scientific & Tech innovations/identities and relationships conversion/shapes/area/volumes

Ballon car ( not listed on units but we will do it) & Scientific & Tech

Data collection/tables/Data visualization

Product: News report, students present their graphs.

Visual Arts, Music, and Science can explore the theme of "frequency" from multiple perspectives. Visual Arts students could investigate how frequency and sound waves can be visually represented, creating abstract artwork based on sound patterns. Music students could delve into the science of sound frequencies, creating compositions that explore different pitch ranges and harmonics. In Science, students could study the physics of sound, including waveforms, frequency, and amplitude. Together, the subjects would merge theory and creative expression, fostering a deeper understanding of how frequency impacts both art and science, culminating in a multimedia project.

Entry Point : Key Concept / Global Context / Content

Form/Orientation in space and time

Brief Description : Design is working on redisigning a space to maximize its intended use; this can be linked with the Math Geometry unit.

Opportunities for Global citizenship/Local Community Connections:

Possible Product :

Based on some constraints specified by the design team, students can write a function having one or some of the dimensions as unknowns, students then can their knowledge in Math to maximize the function and ultimately give the dimensions that will give the maximum area/volume of the space in question.

Design (Nik and Kofi) & I&S (David)

I&S - Introduction to business, create a business idea, analyze global and local markets, use existing marketing strategies, evaluated each others business ideas.

Design - supporting small business - looking at branding and marketing strategies (digital and product marketing)

SOI: The intersection of design and social entrepreneurship enables individuals to create innovative solutions that address pressing societal issues, fostering positive change and responsible business practices.

Description: LL is writing scenes with a "focused sentence" that could connect with the terminology of each theatre piece having a "theatre maker intention" or "artistic intention". Once the student write the scenes they could be performed using production (lights/music/projections/sets etc...) and performance elements (facial expressions, voice, eye contact, voice, fluidity).

The unit can be split into different phases and the product can be differentiated according to students' abilities in the language (collage, brochure, TedTalk).

Brief Description: Looking at the basic level of cells. Ecosystems

Possible Product: Video/data book collection

Brief Description: Creating a tour brochure for a tourist visiting Senegal and the Gambia from the US or Europe.

Students will use conversion graphs to convert currencies, calculate how much fuel they would need to travel to different touristic sites. I&S will work on producing the map of the different touristic sites to visit and advert on the different sites. Design will work on producing the brochure for the tourist