Seth King

IB MYP 8 Design (Grade 8)

Advocating Change Thinking Map Summative Task - Grade

8

October

23

Friday
4:00 PM
Assignment

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 Map 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.

Advocating Change - Part 1 - Thinking Maps

W4 August (8 weeks)

Communication
Globalization and sustainability
Thinking Maps can help us organize our ideas, concepts, and research making visual their various
interrelationships.

Criterion A: Inquiring and analysing

Achievement Level
0

12

Descriptor

The student does not reach a standard described by any of the descriptors
below.
The student states 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.
The student states some main points from relevant research to create a
proficient Thinking Map in a below basic manner.
The student outlines 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.

34

The student states some points of research to create a proficient Thinking

Map with some help.
The student develops a basic Design Brief which outlines some of these:
1. Objectives and goals of the new design

Alta Public Schools

2. Budget and schedule

3. Target audience
4. Scope of the project
5. Available materials/required materials
6. Overall style/look
7. Any definite Do nots
The student outlines 1 existing Thinking Map that inspires a solution to the
problem of creating a proficient Thinking Map to Advocate Change.
The student outlines some of the main findings from research on Thinking
Maps in a basic manner.
The student outlines 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.
The student explains 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.
The student makes a specific plan for primary and secondary research that
gives an ordered list of main points for successfully creating a proficient or
advanced Thinking Map with some help from the teacher.
The student describes the main features of 2-3 existing Thinking Maps that
inspire a solution to the problem of creating a successfully proficient or
advanced Thinking Map to Advocate Change.

56

The student develops a proficient Design Brief which includes the most
important of these and some of a number of them:
1. Objectives and goals of the new design
2. Budget and schedule
3. Target audience
4. Scope of the project
5. Available materials/required materials
6. Overall style/look
7. Any definite Do nots
The student outlines the main findings from research on Thinking Maps in a
proficient manner.
The student outlines the main findings from research on the problems,
challenges, and solutions for Advocating Change for the selected issue or
cause in a proficient manner.
The student explains and proves 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.
The student makes a specific plan for primary and secondary research that
gives an ordered list of main points for successfully creating a proficient or
advanced Thinking Map with no help from the teacher.

78

The student outlines and analyzes in detail the most important features of
3-5 existing Thinking Maps that inspire a solution to the problem of creating
a successfully proficient or advanced Thinking Map to Advocate Change.
The student develops an advanced Design Brief which includes specifically:
1. Objectives and goals of the new design
2. Budget and schedule
3. Target audience
4. Scope of the project
5. Available materials/required materials

Alta Public Schools

6. Overall style/look
7. Any definite Do nots
The student presents the main findings from research on Thinking Maps in an
advanced manner.
The student presents 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
Achievement Level
0

Descriptor

The student does not reach a standard described by any of the descriptors
below.
The student states 1 quality and/or characteristic that defines a successful
final Thinking Map.

12

The student presents 1 design idea Thinking Map on paper in a Technology

Design Process Journal for the group, which can be interpreted by other
classmates.
The student creates 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.
The student makes a list of 3 qualities and/or characteristics that define a
successful final Thinking Map.

34

The student presents 2 alternative possible design idea Thinking Maps on

paper in a Technology Design Process Journal for the group, which can be
understood by other classmates.
The student presents the main reasons for choosing the design in a basic
manner based on some accurate, but also some inaccurate research.
The student creates a Thinking Map on paper in a Technology Design
Process Journal in a basic manner which lists the basic requirements for the
chosen coming Thinking Map on MS PowerPoint.
The student develops a specific design which identifies 5 qualities and/or
characteristics that define a successful final Thinking Map.

56

The student presents 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.
The student creates a Thinking Map on paper in a Technology Design
Process Journal in a proficient manner which clearly lists the key features
for the chosen coming Thinking Map on MS PowerPoint based upon some
accurate research.
The student develops a specific design which outlines a list of 7-10 qualities
and/or characteristics that define a successful final Thinking Map based on
the data gathered.

78

The student presents 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.
The student creates a completed Thinking Map on paper in a Technology
Design Process Journal in an advanced manner which outlines and
describes the key features for making the chosen coming Thinking Map on
MS PowerPoint based upon accurate research.

Alta Public Schools

Criterion C: Creating the solution

Achievement Level
0

Descriptor

The student does not reach a standard described by any of the descriptors
below.
The student demonstrates below basic technology-related computer skills
when making the Thinking Map on MS PowerPoint.

12

The student creates 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.
The student lists some 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.

34

The student demonstrates basic technology-related computer skills when

making the Thinking Map on MS PowerPoint.
The student creates 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.
The student states 2-3 minor changes made to the chosen design and plan
when making the Thinking Map on MS PowerPoint.
The student makes 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.

56

The student demonstrates proficient technology-related computer skills

when making the Thinking Map on MS PowerPoint.
The student creates 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.
The student outlines 2-3 very important changes made to the chosen design
and plan when making the Thinking Map on MS PowerPoint.
The student makes a logical plan, which outlines the efficient use of time and
resources, which was partly accurate and workable for group to be able to
follow to create the Thinking Map.

78

The student demonstrates advanced technology-related computer skills

when making the Thinking Map on MS PowerPoint.
The student follows 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.
The student explains 3 or more changes made to the chosen design and
plan when making the Thinking Map on MS PowerPoint.

Criterion D: Evaluating
Achievement Level
0

12

Descriptor
The student does not reach a standard described by any of the descriptors
below.
The student defines a test which is used to see if the Thinking Map was
successful.
The student states the success of the Thinking Map.

Alta Public Schools

The student describes a relevant test which generates data to see if the
Thinking Map was successful.

34

The student outlines the success of the Thinking Map against the design
plan based upon the result of 1 relevant test or survey.
The student lists 1-2 ways the Thinking Map created could be improved.
The student outlines in a basic manner 1-2 ways the Thinking Map solution
impacted the class and could impact local, national, and global target
audiences with guidance.
The student describes relevant testing methods or surveys which generate
data to measure the success of the Thinking Map.

56

The student describes the success of the Thinking Map against the design
plan based upon product testing and gathered actual test or survey data.
The student outlines 3 ways the Thinking Map created could be improved.
The student describes in a proficient manner 3 ways the Thinking Map
solution impacted the class and could impact local, national, and global
target audiences with guidance.
The student describes relevant tests or surveys in detail, uses them, and
generates data to see if the Thinking Map was successful.

78

The student explains the success of the Thinking Map against the design
requirement plan based upon product testing and gathered actual test or
survey data.
The student describes 4 ways in which the Thinking Map created could be
improved based upon data with details.
The student describes in an advanced manner 4 ways the Thinking Map
solution impacted the class based upon data and could impact local,
national, and global target audiences.

Alta Public Schools