Cisco GPS - Change In Our Community - HASS - Years 5 & 6

Activity Introduction

Quick summary: In this lesson, consolidate their learning from the Global Problem Solvers unit to become Local Problem Solvers. Students work collaboratively to identify a problem in their local community, develop an idea for solving this problem and make a plan for implementing this solution. They can then test their solutions and then put their ideas into action (optional). Following completion, students will evaluate the success of their solution, and celebrate and reflect on the success of their project and their participation in the project.

These lessons have been developed in partnership with Cisco. Cisco believes that our future will be defined by global problem solvers – global citizens ready to thrive in a connected and digital future by thinking like entrepreneurs, innovating like technologists, and acting as agents of social change.

Learning intention:

Students will understand that they can take action to address problems in their community.
Students will understand and be able to drive the processes required for planning and executing an action-based project.

21st century skills:

Australian Curriculum Mapping

Content descriptions:

Year 5 HASS

Work in groups to generate responses to issues and challenges (ACHASSI102)
Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)
Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)

Year 6 HASS

Work in groups to generate responses to issues and challenges (ACHASSI130)
Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)

Syllabus outcomes: GE3-4.

General capabilities: Critical and Creative Thinking.

Relevant parts of Year 5 HASS achievement standards: Students work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action.

Relevant parts of Year 6 HASS achievement standards: Students collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal.

Topic: Enterprise Learning.

This lesson is part of the wider unit of work Cisco Global Problem Solvers – HASS – Years 5 & 6.

Time required: 240+ minutes.

Level of teacher scaffolding: Medium – oversee group activities, facilitate pitch process, oversee group discussions.

Resources required:

Butcher’s paper and pens/pencils
Device capable of presenting a clip to the class
Group Roles
Pitch Assessment Rubric
Project Checklist – ready to project or enough copies for small group work
Project Planning Tool – ready to project or enough copies for small group work
S.M.A.R.T. Goals – ready to project or enough copies for small group work
Student Worksheets – one copy per student.

Keywords: Cisco, Global Problem Solvers, social action, community, problem finding, problem solving.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: Students will…

… understand that they can take action to address problems in their community.
... understand and be able to drive the processes required for planning and executing an action-based project.

Success criteria: Students can…

... use their skills and interests to engage their community in actions for change
... identify problems in their community that is important to them
... follow the processes and steps required for planning and executing a social action project
... participate in group and class discussion
... work collaboratively and independently.

Teacher content information: The Global Problem Solvers are a team of teenage superheroes taking on our world's toughest problems. Developed by Cisco, this animated series supports your students through the steps of becoming problem solving superheroes. The series uses real world problems to support students in identifying and solving problems, in thinking a

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Student Worksheet

Thought Starter: "Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has." - Margaret Mead

Record your group's design challenge question here:

Test the solution to your design challenge question with these S.M.A.R.T. goals:

Reflection

Working independently, reflect on what you achieved in this project by answering the following questions.

Project reflection

Give a short overview of the action your group took.

Describe what you hoped to achieve and how close you came to achieving this

What parts of the action were the most successful and why?

What parts of the action were the least successful and why? How could we improve these parts?

Overall, how could we improve, extend or continue our action?

Self reflection

Which of your skills and qualities were involved in delivering your project?

How did you contribute to your group's success?

What would you do differently next time?

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Activity: Cisco GPS – Change In Our Community – HASS – Years 5 & 6