TASK 3-Weekend Task

By now you have the following in your portfolio.
-The typed documnet on MYP CT.
-The poster on Desk top Publishing.

Your Weekend TASK is
-Read the section on the blog which explains about Human ingenuity.
-Design a FLIER to explain what is Human ingenuity.
-Use MS publishers to design the Flier.
The flier should be designed in A3 paper
Consist of a Border.
Consist of two pictures.
Consist of a summary of Facts about Human Ingenuity.

This be submitted on 5th September to gioko@akam.ac.ke and uploaded in your portfolio.
A protfolio is a skydrive or drop box folder whose linked is shared with the teacher.

All the BEST
 

THIS WEEKS ASSIGNMENT

What you are supposed to do TODAY -Thurday 30-8-2012
-Read the document on "what is desktop publishing that you have downloaded.
-Prepare a poster to present the KEY information that you have found in the document.
So you are preparing a poster to show your understanding of the information you have read.

READ DOCUMENT-SUMMARISE INFORMATION- DESIGN A POSTER ON PAPER- PREPARE A POSTER ON THE COMPUTER

 

What is Desktop Publishing?

The first reading is to allow us to understand what we shall be covering in the next twelve weeks. We shall be covering DESKTOP PUBLISHING. Did you know what is desktop publishing? If the answer is yes then the reading will remind you, if the answer is no then the reading will be an opportunity for you to know what is desktop publishing. Read the article what is desktop publishing? And prepare a poster to explain what is desktop publishing? This Task will take one lesson

UNDERSTANDING MYP TECHNOLOGY

Welcome to MYP Technology. To begin we need to know what is MYP Technology. Download the document TASK 1 Understanding MYP Technology. 1. Read the Document. 2. Retype the document in a way that it can be formatted. This task will take you two lessons to complete Send the document to your own email and copy to gioko@akam.ac.ke All the BEST

Welcome to Mr. Gioko's CT Class

Welcome to my class. We shall learn, have fun, share, collaborate, create and innovate in the next 12 weeks. This BLOG will be our platform to share our classroom activities such as announcements and assignments. If you have a question you can either email gioko@akam.ac.ke or you can post your comment after each posting and ask your question this will be beneficial to all the class members as we shall learn from your question. in our class we are all equal with different qualities and that makes each of us a contributor to learning in the class. Active participation is a requirement. Participation means taking turns, contributing by listening to others in turn. Welcome to MYPCT YEAR 7

Presentation

http://www.bing.com/images/search?q=presentations&view=detail&id=E39FA5B3EC23C76CD6AD54A05F2EEA22643C0ED6&first=0&FORM=IDFRIR

You will be given 5 minutes to present your Magazine Experience.

You will be provided with a rubric to access your presentation and yoru peer will also assess your presentation.

The presentation will be recorded to be presented to future classes.

The marks from the presentation will contribute to you Attitudes mark.

BEST

Attitudes

Criterion F: attitudes in technology
This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:
• personal engagement (motivation, independence, general positive attitude)
• attitudes towards safety, cooperation and respect for others.
By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken.


COMMENTS
Self
Personal engagement
Consistently Usually Sometimes Rarely
Motivation
Independence
General positive attitude
Attitude towards
Consistently Usually Sometimes Rarely
Safety
Cooperation
Respect for others

Peer
Personal engagement
Consistently Usually Sometimes Rarely
Motivation
Independence
General positive attitude
Attitude towards
Consistently Usually Sometimes Rarely
Safety
Cooperation
Respect for others

Teacher
Personal engagement
Consistently Usually Sometimes Rarely
Motivation
Independence
General positive attitude
Attitude towards
Consistently Usually Sometimes Rarely
Safety
Cooperation
Respect for others

Comments
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluate

CRITERION E EVALUATE
Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.
Achievement level Descriptor

0 The student does not reach a standard described by any of the descriptors given below.
1-2 The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.
3-4 The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.
5-6 The student evaluates the success of the product/solution in an objective manner based on the results of testing and the views of the Intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and for the environment.
Post testing – A stage in the design process where versions of products (for example, prototype) are tested against the need, applied to the context and presented to the end-user or target audience

Self

Evaluating success Done Partial Not done
Based on results of testing Complete Partial Not done
Views of intended users Fully Included Partial Included Not Included
Evaluation at all the stages All Partial Not done
Suggesting improvement at all the stages Done Partial Not done
Evaluation on the impact to society Complete Partial Not done
Evaluation on impact to the environment Complete Partial Not done

Comments __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Peer

Evaluating success Done Partial Not done
Based on results of testing Complete Partial Not done
Views of intended users Fully Included Partial Included Not Included
Evaluation at all the stages All Partial Not done
Suggesting improvement at all the stages Done Partial Not done
Evaluation on the impact to society Complete Partial Not done
Evaluation on impact to the environment Complete Partial Not done

Comments ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher

Evaluating success Done Partial Not done
Based on results of testing Complete Partial Not done
Views of intended users Fully Included Partial Included Not Included
Evaluation at all the stages All Partial Not done
Suggesting improvement at all the stages Done Partial Not done
Evaluation on the impact to society Complete Partial Not done
Evaluation on impact to the environment Complete Partial Not done

Comments __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Criterion D: Create

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.

0- The student does not reach a standard described by any of the descriptors given below.
1-2The student considers the plan and creates at least part of the product/solution.
3-4 The student uses appropriate techniques and equipment. The student follows the plan and mentions any modification made, resulting in a product/solution of good quality
5-6 The students competently uses appropriate techniques and equipment. The student follows the plan and justifies any, modification made, resulting in a product/solution of appropriate quality using available resources.
Appropriate Quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.

SELF Grade ____ Date:_______________________
Descriptors __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PEER Grade ____ Date:_______________________
Descriptors ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Guiding Parameters
A- Competently uses appropriate techniques
B- Following the Plan
C- Justifies any modifications made
D- Appropriate quality use of the resources available
E- Responses of the product to the identified needs
F- Responses of the product to the aspects of safety
G- Responses of the product tie the ergonomics
TEACHER Grade: _________ Date: _______________________
Section Complete Partial Non
A
B
C
D
E
F
G
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PLAN

PLAN

Design the Model
• generate a range of designs that attempt to meet the design specifications
• compare the designs against the design specifications and
identify the pros and cons of each design
• select one program design and justify its choice and possible improvements
Plan the Model
• devise, with guidance, a series of logical steps to create the product/solution
• construct a plan to create the product/solution that makes effective use of resources and time
• analyze the plan and explain the need for any modifications to the design.
Achievement level
Criterion C: PLAN

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

1–2 The student produces a plan. The plan makes reference to resources and time. Describes, with guidance, the steps needed to create the product. With guidance, evaluate the plan and identify modification.

3–4 With some guidance, the student produces a plan that contains some detail of the steps. The plan shows some details in term of resources and time. The student attempts to analyze the plan against the design specifications.

5–6 The student produces a plan that contains a number of logical steps. The plan shows effective use of time and resources. The student identifies key aspects and safety hazards with the plan. The student analyses the plan against the design specification with regards to modification.
COMMENTS
SELF Grade ____ Date:_______________________
Descriptors __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PEER Grade ____ Date:_______________________
Descriptors ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Guiding Parameters
A- Producing logical a number of steps
B- Shows effective use of time
C- Shows effective use of resources
D- Identifies key aspects
E- Identifies safety hazards
F- Analyses the plan
G- Identifies any modification
Section Complete Partial Non
A
B
C
D
E
F
G
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________