Activity Introduction

Quick summary: Students investigate the questions we can ask to uncover a problem. After reviewing prior knowledge, students look at the 5Ws (What, Where, Who, Why and When) and work as a class and in groups to apply the 5Ws to a range of scenarios. They then watch Episode 1.2 of the GPS series and apply the 5Ws to help them identify and analyse the problem being addressed in this series. Students summarise their analysis as a paragraph that can be used to guide work throughout the rest of this unit.

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 intentions: Students understand… 

  • … how the 5Ws can be used to guide problem finding and analysis
  • … some of the realities of daily life for people living in Malawi.

21st century skills: 

Team WorkProblem Finding Critical Thinking Communicating

Australian Curriculum Mapping

Content descriptions: 

Year 3 HASS

  • Pose questions to investigate people, events, places and issues (ACHASSI052)
  • Locate and collect information and data from different sources, including observations (ACHASSI053)
  • The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places (ACHASSK069)

Year 4 HASS

  • Pose questions to investigate people, events, places and issues (ACHASSI073)
  • Locate and collect information and data from different sources, including observations (ACHASSI074)
  • The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia (ACHASSK087)

Year 3 English

  • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)

Year 4 English

  • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Syllabus outcomes: GE2-1, GE2-2, GE2-4, EN2-2A

General capabilities: Critical and Creative Thinking, Literacy.

Relevant parts of Year 3 HASS achievement standards: Students describe the characteristics of different places at local scales. They pose questions and locate and collect information from sources, including observations, to answer these questions.

Relevant parts of Year 4 HASS achievement standards: Students describe and compare the characteristics of places in different locations at local to national scales. They develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions.

Relevant parts of Year 3 English achievement standards: Students create a range of texts for familiar and unfamiliar audiences.

Relevant parts of Year 4 English achievement standards: Students create structured texts to explain ideas for different audiences.

Topic: Enterprise Learning. 

This lesson is part of the wider unit of work Cisco Global Problem Solvers – HASS – Years 3 & 4.

Time required: 60 mins.

Level of teacher scaffolding: Medium – lead students in guided discussion.

Resources required:

Keywords: Cisco, Global Problem Solvers, problem finding, 5Ws, scenarios.

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 how the 5Ws can be used to guide problem finding and analysis
  • … understand some of the realities of daily life for people living in Malawi.

Success criteria: Students can…

  • … pose 5W questions to identify a problem
  • … apply 5W questions to a range of scenarios
  • … summarise findings in a paragraph
  • … work independently and collaboratively.

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 about how technology can be used to solve seemingly intractable problems, and in recognising opportunities for positive social change. In addition, each member of the Global Problem Solvers team exemplifies a

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Student Worksheet

Thought starter: “If I had an hour to solve a problem I'd spend 55 minutes thinking about the problem and five minutes thinking about solutions” - Albert Einstein

Global Problem Solvers Understand the Problem 

Now that you have watched the GPS clip about problem finding, answer the following 5Ws questions to help you understand the problem in Malawi in more detail.

5Ws questions  Your ideas
What happened? 
Where did it happen? 
Who is involved? 
Why did it happen? 
When did it happen? 
Year 4 - What might be the wider or long-term consequences? 

Reflection

Work independently to answer the following questions:

1. What information presented in this lesson was new to you?

2. What information presented in this lesson reminded you of what you already knew?

3. What questions do you have about the information presented in this lesson?

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