Quick summary: Students investigate the questions we can ask to explore a problem. After reviewing prior knowledge, students look at some of the reasons why finding out the details of a problem is important to successfully solving that problem. Students then develop a series of problem finding questions based on set criteria. They test these questions on the information presented in the animated series Global Problem Solvers. After refining their questions, students create a graphic based on these questions that can be used to guide problem finding question generation throughout other lessons in 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.
- Students understand why defining a problem is important to successfully solving that problem
- Students recognise the types of questions you can ask to find out about a problem.
21st century skills:
Australian Curriculum Mapping
Year 5 HASS
- Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
Year 6 HASS
- Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
Year 5 English
- Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
- Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)
Year 6 English
- Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
- Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
General capabilities: Critical and Creative Thinking.
Relevant parts of Year 5 HASS achievement standards: Students develop questions for an investigation. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action.
Relevant parts of Year 6 HASS achievement standards: Students develop appropriate questions to frame an investigation. They collaboratively generate alternative responses to an issue and use criteria to make decisions.
Relevant parts of Year 5 English achievement standards: Students create imaginative, informative and persuasive texts for different purposes and audiences. They edit their work for cohesive structure and meaning.
Relevant parts of Year 6 English achievement standards: Students create detailed texts elaborating on key ideas for a range of purposes and audiences, and make and explain editorial choices based on criteria.
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: Medium – lead students in guided discussion, facilitate group activities.
- Student Worksheet – one copy per student.
Keywords: Cisco, Global Problem Solvers, problem finding, questions, criteria.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.