Quick summary: Students explore the role of technology in developing solutions to real world problems. They begin by exploring what is meant by the term ‘technology’. They then look at how technology is used in the real-world problem presented in the Global Problem Solvers series. They analyse this technology, recognising a range of challenges to using it, including social and environmental challenges. Students are then asked to develop their own technological solutions to the GPS broken well problem and to create a technical drawing to present and share their ideas. Finally, students reflect on the value of testing and retesting ideas to ensure successful solutions to real world problems.
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…
- … different types of technology
- … that technology can play an important role in real world problems
- … that there are challenges with using technological based solutions
- … the value of testing a solution before implementing it.
21st century skills:
Australian Curriculum Mapping
Year 3 HASS
- Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
Year 4 HASS
- Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
Year 3 and 4 Design and Technologies
- Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
- Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
- Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)
General capabilities: 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.
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.
Relevant parts of Years 3 and 4 Design and Technologies achievement standards: Students explain how products, services and environments are designed to best meet the needs of communities and their environments. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols.
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, oversee group activities.
- A3 paper and pens/pencils
- Background Information – Series 1 factsheet
- Device capable of presenting a website to the class
- Student Worksheet – one copy per student.
Keywords: Cisco, Global Problem Solvers, technology, challenges, social, environmental.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.