Activity Introduction

Quick summary: In this lesson, students consolidate their learning from the Global Problem Solvers unit to become Local Problem Solvers. Students work collaboratively to understand a problem that affects their school, develop an idea for solving this problem, and make a plan for implementing a solution. Students will have the option of testing their solution and putting their ideas into action, either in groups or as a class. Following completion, students will evaluate the success of their solution, and celebrate and reflect on the success of their project and their contribution to it.

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 school community
  • Students will understand and be able to drive the processes required for planning and executing an action-based project.

21st century skills: 

   CommunicatingCommunity EngagementCritical ThinkingProblem FindingProblem SolvingTeam Work

Australian Curriculum Mapping

Content descriptions: 

Year 3 HASS

  • Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI054)
  • 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)

Year 4 HASS

  • Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI075)
  • 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)

Syllabus outcomes: HT2-5, GE2-4

General capabilities: Critical and Creative Thinking

Relevant parts of Year 3 HASS achievement standards: Students record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students 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 share their points of view, respecting the views of others. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students 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: 220+ minutes.

Level of teacher scaffolding: High – facilitate class discussions, oversee group activities, support students in creating and delivering their project, communicate with school community about students’ projects.

Resources required:

Keywords: Cisco, Global Problem Solvers, social action, school 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 school community in actions for change
  • ... 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 about how technology can be used to solve seemingly intractable

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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

Developing A Team

The skill or quality that I think I am already good at:

The skill or quality that I would like to be better at and have more experience in:

Reflection

Work independently to answer the following questions:

Project reflection

Give a short overview of the action your group took.

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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?

How could we extend or continue our action into the future?

Self reflection

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

Did you have the opportunity to practice a new skill or quality? Which one/s and how did you do this?

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How did you contribute to your group's success?

What was the best part of wo

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