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.
- that they have the ability to develop solutions to complex problems
- some of the processes required in developing successful solutions
- 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
Lesson guides and printables
Australian curriculum 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.
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.
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
- Background Information – Season 1 factsheet
- Butcher’s paper and marker pens
- Device capable of presenting a website to the class
- Student Worksheet – one copy per student
This lesson is designed to build students’ competencies in the following skills:
- Critical thinking
- Global citizenship
- Problem solving
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.