Cisco GPS - Turning Plans Into Action

Australian curriculum 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.

• Background Information – Season 1 factsheet
• Brainstorm questions – booklet
• Brainstorm questions – event
• Brainstorm questions – film
• Butcher’s paper and pens
• Device capable of presenting a website to the class
• Pitch Assessment Rubric
• Pitch Factsheet
• Project Checklist
• Project materials (will vary)
• Project Planning Tool
• Student Worksheet – one copy per student

This lesson is designed to build students’ competencies in the following skills:

• Communication
• Community engagement
• Collaboration
• 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.