Teaching Sequence

Work through this resource material in the following sequence:

15 minutes	Part B: Global Problem Finders
30 minutes	Part C: Global Problem Solvers
5 minutes	Reflection

Part A: Activating Prior Knowledge

Preparation:

Ensure you have enough sticky notes or small pieces of scrap paper (printed on one side is fine) so that each student can have between two and five (depending on age or ability).

Step 1.

Begin by explaining to students that in this lesson they will be thinking about what being a ‘problem finder’ might be.

Invite students to complete a THINK PAIR SHARE routine around the following questions (also available on the Student Worksheet):

What is a problem finder?
How is a problem finder different to a problem solver?
Why do you think we need both problem finders and problem solvers?

Think Pair Share
THINK PAIR SHARE is a collaborative learning strategy in which students work together to solve a problem or answer a question.
THINK - Students independently think about an issue or question or question and record their thoughts.
PAIR - Students work in pairs to discuss their ideas and record new thoughts.
SHARE - Students share their thoughts with the whole group or with other pairs to reach consensus.

Once complete, engage students in a class discussion around their ideas. Through this process, explain that many of us are aware of the importance of being a problem solver, but being a problem finder is just as important. When many of us hear about a challenge or a problem we jump straight into the hunt for a solution, but spending some time being a problem finder and understanding the problem in detail will often help us generate a solution that is more creative, innovative and more likely to actually address the problem.

Lead students to the idea that the first stage of being a problem finder is to identify some problems we are already aware of. We can then dig into these problems in more detail to really understand why these are a problem. Sometimes problems might seem really big - but when we dig into them, we find out they are actually pretty small and are easy to solve. Alternatively, some problems can seem really small, but when we dig into them we find out they are very complex and difficult to address. Some problems might relate to our school, our neighbourhood or to the world. Some might relate to our environment (built or natural), others might relate to people, while others again might involve both people and our environment. Some problems might be a problem for the whole world, but there might be a way to do a small bit towards addressing this global problem.

Part B: Global Problem Finders

Step 1.

Explain to students that they will now be recording some of the big problems they are aware of. They will be anonymously writing these problems down on pieces of paper, and then discussing these as a class.

Distribute two to five (depending on age or ability) sticky notes or small pieces of scrap paper to each student. Ensure each student has a pen/pencil. Prompt students to think of problems or challenges they think are interesting or important using some or all of the following questions (suggested answers included):

Are you aware of any challenges or problems happening at your school?
Suggested answers: These could include broken playground equipment or litter in the yard.
Are you aware of any challenges or problems happening in your neighbourhood?
Suggested answers: These could include not enough safe crossing places on busy roads or no shade at the playground.
Are you aware of any environmental problems?
Suggested answers: These could include plastic waste in our oceans or endangered animals.
Are you aware of any problems that affect people?
Suggested answers: These could include homelessness or diseases/illnesses.
Are you aware of any problems that affect both people and our environment?
Suggested answers: These could include bushfires or water pollution.

Once students have recorded a number of problems on their pieces of paper, invite them to stick their pieces of paper to the board.

Step 2.

With all the problems stuck to the board, gather students around the board and work collaboratively to group the problems into themes. These themes could include some of the following or any other themes of your choosing:

School
Neighbourhood
Beyond (this could mean your state, your country or the world)
People
Environment
People and environment

Step 3.

Then engage students in a discussion around their ideas. Consider the following questions in your discussion:

What types of problems appear to be the most important to your students? Why do you think this is?
Are your class more concerned about local problems or global problems? Why do you think this is?
Where do students get most of their understanding of these problems? Where did they find out about them?
Focusing on one of these problems, how would you start developing ideas for solving this problem? What would you need to know before developing a solution?

Extending on from the final question, explain to students that they will now be finding out about how to successfully solve a problem by investigating the animated series, Global Problem Solvers.

Note: If you are planning on completing the final lesson in this unit, keep a record of student-generated problems. These may be used in this final lesson.

Part C: Global Problem Solvers

Step 1.

Differentiation:

Years 3 & 4:

(Source: https://vimeo.com/273525509)

As they watch, invite students to record any new concepts or vocabulary they notice in the trailer.

Years 5 & 6:

Explain to students that there are two series of GPS. They will be focusing on Series 2, titled Storm Force (link: https://vimeo.com/showcase/6575949):
“A massive hurricane has hit the Gulf Coast of the United States. Internet video star Ivy Stormcatcher enlists the help of her friends, the Global Problem Solvers, to devise a solution for students whose schools have shut down as a result. The team develops a solar-powered, emergency classroom kit that will allow a teacher to create a “pop-up” classroom at a shelter. The Global Problem Solvers just need a few small things for the kit to be successful: drivable roads, some sunlight, and a dry, quiet space to conduct a class.”
Now share the trailer for Series 2:

(Source: https://vimeo.com/273541111)

As they watch, invite students to record any new concepts or vocabulary they notice in the trailer.

Step 2.

Once complete, invite students to share their thoughts about the trailer they watched, focusing in particular on any new concepts or vocabulary they might have noticed. Take some time to clarify key concerns and explain that they will now explore some of the background details to the problem presented in their series, to help give some context to the problem and solution presented in the series they are focusing on.

Step 3.

Remind students that before we can solve problems it is important to understand the problem, to find the problem and explore why it is a problem. Students could now work in pairs or small groups to create a background factsheet about the country their series is based in. Explain to students that this information is important in helping them to understand the problem they will be focusing on: remind students that when we really understand the problem - when we are problem finders - then we can create more effective solutions.

The factsheet could include:

A map (using BOLTSS Mapping Conventions)
Information about the main features and characteristics of the country they are looking at, and how some of these features and characteristics compare to Australia. Students could use the following questions to guide their research (also available on the Student Worksheet):
- Where is their GPS series set (what is the location, where is it on the map)?
- What are the main characteristics of the place where their series is set (e.g. climate, natural environment)?
- What languages are spoken in the country they are looking at?
- What are the main similarities and differences between life where their series is set and Australia?
- Year 6 - How does population size, income, and life expectancy compare between Australia and the country featured in their series?

Note: You could adjust the amount of content required on the factsheet based on age and ability.

When conducting research online, remind students of the Online Search Strategies.

Step 4.

Allow students time to share their work with peers. You could do this by asking groups to take turns to share with the class a new piece of information about the country they looked at. You could continue asking groups to share new pieces of information until no one has any more new information to share. Students could also add to their factsheets new pieces of information presented by the class.

Ensure students keep a record of their factsheet as they will be referring to it later in this unit.

Reflection

Invite students to think about what they looked at in this lesson and to work independently to complete the following (also available on the Student Worksheet):

What I used to think…
What I now think...

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Cisco GPS - Tuning In To Global Problem Solvers

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Summary

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