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 in the GPS series, students work collaboratively on a brainstorming exercise to generate a solution for this problem. They then analyse their solution using a SWOT analysis and refine where necessary. They then explore the solution created by the GPS team and conduct a SWOT analysis of this solution, before comparing the two solutions. Students then create a presentation to share their solution with the class.

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

21st century skills: 

   CommunicatingCreative ThinkingCritical ThinkingProblem FindingProblem SolvingTeam Work

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)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

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)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

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. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

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. They present ideas, findings, viewpoints and conclusions 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 5 & 6.

Time required: 60 minutes.

Level of teacher scaffolding: Low – facilitate group brainstorming and SWOT analysis activities.

Resources required:

Keywords: Cisco, Global Problem Solvers, problem solving, solution, brainstorm, SWOT, criteria.

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

Success criteria: Students can…

  • … investigate an issue to find the core problems
  • … participate in group brainstorm activities to develop a solution
  • … analyse solutions using a SWOT analysis
  • … compare similarities and differences in solutions
  • … create a presentation and communicate ideas with the class.

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 o

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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

Developing Solutions

Read through the following statement:

  • ‘A massive hurricane has hit the Gulf Coast of the United States and damaged areas of the city of Tampa, in Florida. The storm damage includes power cuts and flooding to many parts of the city, including in schools around the city. This has meant that students are unable to go to school. Teachers and principals would like to start classes for students but are unable to do so without a safe space to do it in, without electricity for lighting and without the internet for students to access coursework and to collaborate.’ 

In your pairs you need to read through this statement. Using a pen, underline the core points that need addressing. These will be the points that need to be addressed by the end of the lesson.

The GPS Team Find A Solution

Work collaboratively to answer the following questions:

1. How

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