Activity Introduction

Quick summary: Students develop a solution for a complex problem identified in the Global Problem Solvers series. After reviewing prior knowledge about the problem, students work collaboratively to generate a solution. They then analyse the solution for the same problem created by the Global Problem Solvers team, and create a poster to compare and contrast the GPS solution with their own solution.

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…

  • … that they have the ability to develop solutions to complex problems
  • … some of the processes required in developing successful solutions.

21st century skills: 

CommunicatingCreative ThinkingCritical ThinkingGlobal CitizenshipProblem SolvingTeam Work    

Australian Curriculum Mapping

Content descriptions: 

Year 3 HASS

  • Interact with others with respect to share points of view (ACHASSI059)
  • Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
  • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)
  • 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

  • Interact with others with respect to share points of view (ACHASSI080)
  • Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
  • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)
  • The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia (ACHASSK087)

Syllabus outcomes: HT2-5, GE2-1

General capabilities: Literacy, Critical and Creative Thinking.

Relevant parts of Year 3 HASS achievement standards: Students reflect on their learning to suggest individual action in response to an issue or challenge. They communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

Relevant parts of Year 4 HASS achievement standards: Students reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. They present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.

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 brainstorming activity, oversee development of solutions and clip analysis.

Resources required:

Keywords: Cisco, Global Problem Solvers, solution, brainstorm, poster.

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 understand... 

  • ... that they have the ability to develop solutions to complex problems
  • ... some of the processes required in developing successful solutions.

Success criteria: Students can…

  • ... participate in group brainstorm activities to develop a solution
  • ... analyse the strengths and weaknesses of solutions
  • ... compare similarities and differences in solutions
  • ... create a poster to communicate ideas.

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 memb

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Student Worksheet

Thought Starter: “We can not solve our problems with the same level of thinking that created them” - Albert Einstein

Global Problem Solvers Find a Solution 

After watching the Global Problem Solvers team develop their solution, work in your groups to discuss and record your answers to the following questions.

NOTE: You should discuss your ideas in your groups, but record your own answers on this Student Worksheet.

1. What solution did the GPS team develop in response to the problem in Malawi?

2. What do you like about this solution? Explain your answer.

3. What don’t you like or understand about this solution? Explain your answer.

4. How well do you think this solution helps to address the problem?

Reflection

Work independently to answer the following question:

How well does the solution created by your group address the problem you identified in Malawi? Explain your answer.

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