Students develop a plan for taking action around a real world issue presented in the Global Problem Solvers series. After reviewing prior knowledge, students explore the purpose of a business plan in creating a successful project. They then explore the various ways to garner support and involvement in their project before working through a series of questions to guide their own business plan. Students can create and present a pitch for their plan or conduct a peer-to-peer review of their plans.
- understand why a business plan is important to a successful project
- recognise some of the steps for creating a business plan
- work collaboratively
- generate solutions to real world problems
- follow written instructions to create a business plan
- create a pitch (optional)
Lesson guides and printables
Australian curriculum content descriptions:
Year 5 HASS:
- Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
- Work in groups to generate responses to issues and challenges (ACHASSI102)
- Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
- How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)
- Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)
Year 6 HASS:
- Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124)
- Work in groups to generate responses to issues and challenges (ACHASSI130)
- Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
Syllabus outcomes: GE3-4
General capabilities: Literacy
Relevant parts of Year 5 HASS achievement standards: Students sort, record and represent data in different formats, and 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 identify various ways people can participate effectively in groups to achieve shared goals.
Relevant parts of Year 6 HASS achievement standards: Students organise and represent data in a range of formats, and reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal.
This lesson is part of the wider unit of work Cisco Global Problem Solvers – HASS – Years 5 & 6
Time required: 120 minutes
Level of teacher scaffolding: Medium – oversee group activities, facilitate pitch process, oversee group discussions
This lesson is designed to build students’ competencies in the following skills:
- Critical Thinking
- 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.