Grade 6 Design

Units of Study
Robotics
UNIT 1: Start: August Duration: 2 weeks/ 5 Hours
(Students design SumoBots to fight it out in the Pentagon)

● Concepts: Systems, Evaluation, and Function

● Subject Specific Skills: Coding and Evaluating
● Learning Experiences:
o Following written directions for building a robot
o Coding
o Evaluation of products

“Toys for Refugees”

UNIT 2: Start: September Duration: 14 weeks/ 33 Hours
(Students design and print toys using 3D printers)

● Concepts: Connections and Form

● Subject Specific Skills: Digitally aided design, 3D printing and finishing techniques.
● Learning Experiences:
o Sketching skills
o 3D modeling
o Using 3D printers
o Coloring and painting

“Makey Makey”
UNIT 3: Start: January Duration: 16 Weeks / 37 Hours
(Students design, code and build interactive toys)

● Concepts: Creativity and Adaptation

● Subject Specific Skills: Coding, electronics, laser cutting, assembly techniques and finishing techniques
● Learning Experiences:
o Coding with Scratch
o Circuitry with Makey Makey
o Digital designing for laser cutting
o Assembly techniques involving gluing
o Finishing techniques with taping, stitching, painting and markers

Joinery
UNIT 4: Start: March Duration: 3 Weeks/ 7Hours
(Student build a wooden frame)

● Concepts: Systems, Form

● Subject Specific Skills: Laser cutting, woodworking, joinery, assembly techniques and finishing techniques
● Learning Experiences:
o Different joints
o Digital design for laser cutting
o Adhesive and mechanical joinery
o Assembly techniques for mixed materials
o Finishing techniques with paint, markers
 Grade 6 Design
Unit 1: Robotics
Start: August Duration: 5 Weeks (11 Hours)

LEARNING EXPERIENCES: Students build Lego Mindstorm robots and learn to code the robots to complete a series of challenges.
Students then code their robots to ‘wrestle’ another robot in a pentagonal shaped Sumo ring. The goal of the match is to push the
other robot out of the ring.

Related Concepts:
KEY CONCEPT: Systems
Function and Evaluation

STATEMENT OF INQUIRY: A system can be formed of different parts working together to perform a specific function.

INQUIRY QUESTIONS:
Factual: What is a robot?
Conceptual: How do we ensure that robots do what we want them to do?
Debatable: Are robots good for society or bad for society?

OBJECTIVES AND
Summary of Assessment
ASSESSMENT CRITERIA:
i. outline simple, relevant testing methods, which generate data, to measure the success of the
solution
D: Evaluating ii. outline the success of the solution against the design specification
iii. outline how the solution could be improved
iv. outline the impact of the solution on the client/target audience.

ATLs: Social

RESOURCES:
▪ Lego Mindstorm EV3 robots
▪ Google forms
▪ Decibel meter

SUMMATIVE ASSESSMENT TASKS:

1. Criterion D: Students evaluate the success of their robots in multiple ways. They also assess the impact of their robots
on school spirit at an MYP assembly.
 Grade 6 Design
Unit 2: Toys for Refugees
Start: October Duration: 10 Weeks (23 Hours)

LEARNING EXPERIENCES: We leverage the idea that technology allows us to design products which can be shared across space and
time. Using Tinkercad, students design a toy and learn that they could share their designs with anyone who has a 3D printer.

Related Concept:
KEY CONCEPT: Connections
Form

STATEMENT OF INQUIRY: Digital designers connect across space and time in order to meet needs.

INQUIRY QUESTIONS:
Factual: What is CAD?
Conceptual: How does CAD help designers?
Debatable: Is CAD better than traditional drawing methods such as pen and paper?

OBJECTIVES AND
For each criterion below summarize ALL the assessment strands into 2-3 sentences.
ASSESSMENT CRITERIA:
i. explain and justify the need for a solution to a problem
Inquiring and ii. state and prioritize the main points of research needed to develop a solution to the problem
A:
analysing iii. describe the main features of an existing product that inspires a solution to the problem
iv. present the main findings of relevant research
i. develop a list of success criteria for the solution
ii. present feasible design ideas, which can be correctly interpreted by others
B: Developing ideas
iii. present the chosen design
iv. create a planning drawing, which outlines the main details for making the chosen solution.
i. outline a plan, which considers the use of resources and time, sufficient for peers to be able to
follow to create the solution
C: Creating the solution ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended
iv. list the changes made to the chosen design and plan when making the solution.

ATLs: Research and self-management

RESOURCES:
▪ Tinkercad
▪ Fusion 360
▪ Makerbot 3D printers/Filament
▪ Markers and Paints

SUMMATIVE ASSESSMENT TASKS:

1. Criterion A: Students explore the problems that refugee children face as well at the developmental importance of toys.
They then explore 3D modeling software and use of the 3D printers. Students also analyze existing products.
2. Criterion B: Students develop design specification and design ideas for their toys.
3. Criterion C: Students document the design, manufacture, assembly and finishing of their 3D printed toys.
 Grade 6 Design
Unit 3: Makey Makey
Start: January Duration: 11 Weeks (24 Hours)

LEARNING EXPERIENCES: Students use the Makey Makey product in conjunction with MIT’s Scratch to create a game that can be
played by lower elementary students. Students learn how to code in Scratch, assemble electronic components in circuits, laser cut
components, gluing techniques and finishing techniques using paint and markers.

Related Concepts:
KEY CONCEPT: Creativity
Adaptation

STATEMENT OF INQUIRY: Materials can be creatively combined with electronic components to make interactive designs.

INQUIRY QUESTIONS:
Factual: What information do we have to consider when programming a product?
Conceptual: How can materials combine with programming to make a new product?
Debatable: Does electronic music sound better or worse than actual instruments?

OBJECTIVES AND
For each criterion below summarize ALL the assessment strands into 2-3 sentences.
ASSESSMENT CRITERIA:
i. develop a list of success criteria for the solution
ii. present feasible design ideas, which can be correctly interpreted by others
B: Developing ideas
iii. present the chosen design
iv. create a planning diagram, which outlines the main details for making the chosen solution.
i. outline a plan, which considers the use of resources and time, sufficient for peers to be able to
follow to create the solution
C: Creating the solution ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended
iv. list the changes made to the chosen design and plan when making the solution.
i. outline relevant testing methods, which generate data, to measure the success of the solution
ii. outline the success of the solution against the design specification
D: Evaluating
iii. outline how the solution could be improved
iv. outline the impact of the solution on the client/target audience.

ATLs: Communication

RESOURCES / LITERATURE OPTIONS:

▪ Makey Makey
▪ Various building materials
▪ Scratch coding software.

SUMMATIVE ASSESSMENT TASKS:

1. Criterion B: Students develop design specification and design ideas for their Makey Makey toys.
2. Criterion C: Students document the design, manufacture, assembly and finishing of their Makey Makey toys.
3. Criterion D: Students evaluate the success of their Makey Makey toys in multiple ways, including the impact on their
target audience.
 Grade 6 Design
Unit 4: Joinery
Start: March Duration: 10 Weeks (23 Hours)

LEARNING EXPERIENCES: Students learn different techniques for joining material using adhesives and mechanical means. They will also
explore different types of joints from flat joints to finger joints to miter cut joints.

Related Concepts:
KEY CONCEPT: Systems
Form

The final form of a design must take into account the methods by which parts are joined into a
STATEMENT OF INQUIRY:
system.

INQUIRY QUESTIONS:
Factual: What is a system? What is a joint? What is an adhesive?
Conceptual: How do systems impact our lives?
Debatable: Does a product require a system to make it functional?

OBJECTIVES AND
For each criterion below summarize ALL the assessment strands into 2-3 sentences.
ASSESSMENT CRITERIA:
i. explain and justify the need for a solution to a problem
Inquiring and ii. state and prioritize the main points of research needed to develop a solution to the problem
A:
analysing iii. describe the main features of an existing product that inspires a solution to the problem
iv. present the main findings of relevant research

ATLs: Thinking and Communication

RESOURCES / LITERATURE OPTIONS:

▪ Makercase.com
▪ Various materials
▪ Paints and markers
▪ Laser Cutter
▪ Woodworking equipment

SUMMATIVE ASSESSMENT TASKS:

1. Criterion A: Students explore the different methods of joining material while they make a wooden frame.