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Classroom problem-solving activities teach children how to engage problems rather than to become frustrated with them. Teachers have the opportunity to teach children the proper methods for dealing with stressful situations, complex problems, and fast decision-making. While a teacher is unlikely to actually put the child into a difficult or otherwise harmful situation, he or she can use activities to teach the child how to handle such situations later on in life.

Teach the problems

To solve any problem, students must go through a process to do so. The teacher can explore this process with students as a group. The first step is to fully understand the problem. To teach this, ask students to describe the problem in their own words. This ensures the student is able to comprehend and express the concern at hand. Then, they must describe and understand the barriers presented. At this point, it’s a good idea to provide ways for the student to find a solution. That’s where activities come into play.

The following are five activities elementary teachers can use to teach problem-solving to students. Teaching students to identify the possible solutions requires approaching the problem in various ways.

No. 1 – Create a visual image

One option is to teach children to create a visual image of the situation. Many times, this is an effective problem-solving skill. They are able to close their eyes and create a mind picture of the problem. For younger students, it may be helpful to draw out the problem they see on a piece of paper.

Ask the child to then discuss possible solutions to the problem. This could be done by visualizing what would happen if one action is taken or if another action is taken. By creating these mental images, the student is fully engaged and can map out any potential complications to their proposed solution.

No. 2 – Use manipulatives

Another activity that is ideal for children is to use manipulatives. In a situation where the problem is space-related, for example the children can move their desks around in various ways to create a pattern or to better visualize the problem. It’s also possible to use simple objects on a table, such as blocks, to create patterns or to set up a problem. This is an ideal way to teach problem-solving skills for math.

By doing this, it takes a problem, often a word problem that’s hard for some students to visualize, and places it in front of the student in a new way. The child is then able to organize the situation into something he or she understands.

No. 3 – Make a guess

Guessing is a very effective problem-solving skill. For those children who are unlikely to actually take action but are likely to sit and ponder until the right answer hits them, guessing is a critical step in problem-solving. This approach involves trial and error.

Rather than approaching guessing as a solution to problems (you do not want children to think they can always guess), teach that it is a way to gather more data. If, for example, they do not know enough about the situation to make a full decision, by guessing, they can gather more facts from the outcome and use that to find the right answer.

No. 4 – Patterns

No matter if the problem relates to social situations or if it is something that has to do with science, patterns are present. By teaching children to look for patterns, they can see what is happening more fully.

For example, define what a pattern is. Then, have the child look for any type of pattern in the context. If the children are solving a mystery, for example, they can look for patterns in time, place or people to better gather facts.

No. 5 – Making a list

Another effective tool is list making. Teach children how to make a list of all of the ideas they come up with right away. Brainstorming is a fun activity in any subject. Then, the child is able to work through the list to determine which options are problems or not.

Classroom problem-solving activities like these engage a group or a single student. They teach not what the answer is, but how the student can find that answer.

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Problem-Solving in Elementary School

Elementary students practice problem-solving and self-questioning techniques to improve reading and social and emotional learning skills.

In a school district in New Jersey, beginning in kindergarten each child is seen as a future problem solver with creative ideas that can help the world. Vince Caputo, superintendent of the Metuchen School District, explained that what drew him to the position was “a shared value for whole child education.”

Caputo’s first hire as superintendent was Rick Cohen, who works as both the district’s K–12 director of curriculum and principal of Moss Elementary School . Cohen is committed to integrating social and emotional learning (SEL) into academic curriculum and instruction by linking cognitive processes and guided self-talk.

Cohen’s first focus was kindergarten students. “I recommended Moss teachers teach just one problem-solving process to our 6-year-olds across all academic content areas and challenge students to use the same process for social problem-solving,” he explained.  

Reading and Social Problem-Solving

Moss Elementary classrooms use a specific process to develop problem-solving skills focused on tending to social and interpersonal relationships. The process also concentrates on building reading skills—specifically, decoding and comprehension.

Stop, Look, and Think.  Students define the problem. As they read, they look at the pictures and text for clues, searching for information and asking, “What is important and what is not?” Social problem-solving aspect: Students look for signs of feelings in others’ faces, postures, and tone of voice.

Gather Information . Next, students explore what feelings they’re having and what feelings others may be having. As they read, they look at the beginning sound of a word and ask, “What else sounds like this?” Social problem-solving aspect: Students reflect on questions such as, “What word or words describe the feeling you see or hear in others? What word describes your feeling? How do you know, and how sure are you?”

Brainstorming . Then students seek different solutions. As they read, they wonder, “Does it sound right? Does it make sense? How else could it sound to make more sense? What other sounds do those letters make?” Social problem-solving aspect: Students reflect on questions such as, “How can you solve the problem or make the situation better? What else can you think of? What else can you try? What other ideas do you have?”  

Pick the Best One.  Next, students evaluate the solution. While reading, they scan for smaller words they know within larger, more difficult words. They read the difficult words the way they think they sound while asking, “Will it make sense to other people?” Social problem-solving aspect: Students reflect on prompts such as, “Pick the solution that you think will be best to solve the problem. Ask yourself, ‘What will happen if I do this—for me, and for others involved?’”

Go . In the next step, students make a plan and act. They do this by rereading the text. Social problem-solving aspect: Students are asked to try out what they will say and how they will say it. They’re asked to pick a good time to do this, when they’re willing to try it.

Check . Finally, students reflect and revise. After they have read, they ponder what exactly was challenging about what they read and, based on this, decide what to do next. Social problem-solving aspect: Students reflect on questions such as, “How did it work out? Did you solve the problem? How did others feel about what happened? What did you learn? What would you do if the same thing happened again?”

You can watch the Moss Elementary Problem Solvers video and see aspects of this process in action.

The Process of Self-Questioning 

Moss Elementary students and other students in the district are also taught structured self-questioning. Cohen notes, “We realized that many of our elementary students would struggle to generalize the same steps and thinking skills they previously used to figure out an unknown word in a text or resolve social conflicts to think through complex inquiries and research projects.” The solution? Teach students how to self-question, knowing they can also apply this effective strategy across contexts. The self-questioning process students use looks like this:

Stop and Think. “What’s the question?”

Gather Information. “How do I gather information? What are different sides of the issue?”

Brainstorm and Choose. “How do I select, organize, and choose the information? What are some ways to solve the problem? What’s the best choice?”

Plan and Try. “What does the plan look like? When and how can it happen? Who needs to be involved?”

Check & Revise. “How can I present the information? What did I do well? How can I improve?”

The Benefits

Since using the problem-solving and self-questioning processes, the students at Moss Elementary have had growth in their scores for the last two years on the fifth-grade English language arts PARCC tests . However, as Cohen shares, “More important than preparing our students for the tests on state standards, there is evidence that we are also preparing them for the tests of life.”

Creative Problem-Solving with Ezra Jack Keats

• Resources & Preparation
• Instructional Plan
• Related Resources

Each day of this lesson, students listen as the teacher reads a different picture book by Ezra Jack Keats. Following the story, class discussion focuses on the problem that the main character faces and the related solution that the character chooses. An interactive bulletin board in the classroom allows students to create their own solutions to various problems that they face personally. After each read-aloud and discussion, students compare the different stories and plots using a story mapping graphic organizer. As a culminating project, students choose their own characters, define a problem and a solution appropriate for their characters, and then write their own problem-solving stories.

Featured Resources

Problem and Solution Organizer : Students can use this simple graphic organizer to note the problems and solutions characters face.

Problem Solution handout : This graphic organizer can help students plan their own problem-solution story.

From Theory to Practice

Researchers such as Dolores Durkin (1961), Margaret Clark (1976), Regie Routman (1988; 1991), and Kathy Short (1995) have found evidence that children who are immersed in rich, authentic literary experiences become highly engaged in literature and develop literary awareness. Their studies revealed that positive and meaningful experiences with books and written language play a critical role in the development of literacy skills. Other researchers have found that students acquired reading and thinking strategies in literature-based programs that included teacher-led comprehension instruction (Block, 1993; Baumann, 1997; and Goldenberg, 1992/1993). Through the exploration of picture books that feature problem-solving themes, this lesson highlights a familiar structure in works of literature, one which bridges directly to critical thinking strategies students can tap in their real-world experiences.

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Materials and Technology

A Letter to Amy , The Trip , Pet Show , The Goggles , and Jennie's Hat , all by Ezra Jack Keats

• Problem Solution handout
• Problem and Solution Organizer
• Problem and Solution Interactive Bulletin Board diagram

Preparation

• Gather the Ezra Jack Keats titles listed ( A Letter to Amy , The Trip , Pet Show , The Goggles , and Jennie's Hat ) and a variety of Keats' other books ; obtain the movie The Snowy Day and More Ezra Jack Keats Stories .
• Create the Problem and Solution Bulletin Board in your classroom. Write problems on paper and attach envelopes below each problem labeled "solutions." Attach another envelope with blank paper that students may fill out and put in each solution envelope. Problems you write might include an argument with a friend, having trouble with schoolwork, and other problems with which students can easily identify. See the Bulletin Board Diagram for a sample layout.
• Review this list of Read-Aloud Do's and Don'ts for pointers before starting the unit.
• Print out enough copies of the Problem and Solution Organizer and Problem Solution handout for your students.
• Gather construction paper, crayons, markers, and colored pencils, chart paper, and writing paper.
• Test the Story Mapping interactive on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the Technical Support page .

Student Objectives

Students will

• participate in class discussions about predictions and story elements such as characters, problems, and solutions.
• participate in class discussions comparing and contrasting books.
• add solutions to the problem and solution bulletin board.
• read in groups and complete story maps together.
• compose a story with a problem and solution.

Session One: <em>A Letter to Amy</em>

• Review A Letter to Amy yourself before the session begins. In the story, Peter wants to invite Amy to his party, but she is a girl. His solution is to write her a letter.
• Share some background on the overall project by introducing Keats and his writing. Keats is not only a good writer, but also a wonderful artist. His books are beautiful to look at. He also has characters that are in many of his books. Ask students to look for details that demonstrate how creative the characters are in each story.
• What do you see on the cover?
• What do you think this story is about?
• What characters are in the story?
• What do you think will happen next?
• Why is Peter writing a letter?
• What happens when he mails it?
• How does Peter feel at his party?
• What do you think Peter wishes for?
• Introduce the concepts of problem and solution. Explain that most stories have a problem that a character faces. The exciting part of many stories is the way that the character explores options and decides what to do to fix the problem. This is called the solution.
• Ask students to describe the problem and solution that Peter faces in A Letter to Amy .
• Make a Story Map Organizer together on chart paper, listing the title, characters, problem, and solution.
• Ask students to brainstorm other options that Peter could have considered and to discuss how they would solve his problem. Encourage students to compare the choice Peter made to other options.

Session Two: <em>The Trip</em>

• Review The Trip yourself before the session begins. In the story, Louie's family has moved and he misses his friends. His solution is to create his old neighborhood in a shoe box and visit his friends with his imagination.
• Review the book A Letter to Amy , and discuss the Story Map Organizer the class created for the story.
• Picture-walk The Trip . Have students look at the illustrations and compare them to those in A Letter to Amy . Invite students to make predictions about the problem that is explored in the book, based on the pictures.
• What is Louie's problem?
• What is his solution?
• How are the problems similar?
• How are they different?
• What other solutions might you have tried?
• Next, introduce the Problem and Solution Bulletin Board .
• Model how to go to the bulletin board and pick a problem to solve. Show students how to get blank paper and write a possible solution.
• Encourage students to brainstorm possible solutions to one of the problem, and use this conversation as a springboard to discussing how there is more than one way to solve a problem.
• Explain that students may write solutions and add them to the bulletin board in their free time.
• Invite students to create and add their own problems to add to students' ownership of the bulletin board.

Session Three: <em>Pet Show</em>

• Review Pet Show yourself before the session begins. In the story, Archie can't find his cat for the Pet Show, so he brings a germ to the Pet Show.
• Review the Story Map Organizers created for A Letter to Amy and The Trip . Discuss the problems and solutions in these stories.
• Picture-walk Pet Show . Ask students how the illustrations in Pet Show are different from the previous two books.
• Invite students to predict the problem that will be explained in this book.
• Who are the characters?
• Do you recognize any of them?
• What is Archie's problem?
• What would you bring if you couldn't find your pet?
• What other solution might Archie have tried?
• Have students draw what they would bring to the Pet Show on construction paper.
• While students are working on their pictures, share a few solutions students have written from the bulletin board.

Session Four: <em>The Goggles</em>

• Review The Goggles yourself before the session begins. In the story, Archie and Peter are being picked on by older kids. To solve the problem, Archie and Peter trick the older kids and get away.
• Review the Story Map Organizers created for A Letter to Amy , The Trip , and Pet Show . Discuss the problems and solutions in these stories.
• Do you like the illustrations? Why or why not?
• What do you predict the problem might be in this book?
• What is Archie and Peter's problem?
• What is their solution?
• Discuss what students could do if a bully picked on them.
• Make a word web of the solutions.
• Have students write a paragraph about a time when they were picked on or bullied and to explain how they solved the problem. Invite volunteers to share their stories with the class.
• Share a few more solutions students have written from the bulletin board.

Session Five: <em>Jennie's Hat</em>

• Review Jennie's Hat yourself before the session begins. In the story, Jennie's aunt sends her a hat but it is very plain. Jennie's friends help her solve the problem by making the hat unique.
• Review the Story Map Organizers created for A Letter to Amy , The Trip , Pet Show , and The Goggles . Discuss the problems and solutions in these stories.
• What can you tell about the story from the illustrations?
• What do you think the problem may be in this book?
• What is Jennie's problem?
• What is her solution?
• Create a story map for Jennie's Hat using the Story Map interactive as a class. Since students will use this tool on their own in the next session, discuss the way that the tool works as well as the information that you are adding in response to the questions it asks.
• Compare the Story Map Organizers the class made for Jennie's Hat to those made for A Letter to Amy , The Trip , Pet Show , and The Goggles . Ask students to describe how the books' characters are alike and different.

Session Six: Other Ezra Jack Keats Books

• Share the other Ezra Jack Keats books with students. Some favorites include Peter's Chair , Whistle for Willie , The Snowy Day , Apt. 3 , Dreams , Louie , Louie's Search , and Hi, Cat! These are books that have a problem and solution, but vary in reading levels. Preview and decide which books are best for your class.
• Have students pick a book they'd like to read.
• Arrange students in groups of three or four based upon their choices.
• Have groups of students read their selected books and complete a Story Map Organizer as a group. If you prefer, students can create story maps using the Story Map interactive.
• Have students share their finished story maps with the class. Encourage students to make comparisons to the other Keats books that the class has read.

Sessions Seven and Eight: Write Your Own

• Brainstorm a possible problem and solution with the class, or choose one from the bulletin board.
• Model how to create a story using this problem and solution. You can use Jack Ezra Keats' characters or make up names for story characters.
• Write this information on a story map and explain that this is an outline for a story you could write.
• Model how to add details and create a short story.
• Invite students to come up with characters and a problem and solution. Then, as a class, write a story map and then a short story.
• Pass out the Problem Solution handout, and ask students to create their own story maps by writing the problem and solution. Ask students to draw pictures depicting the problem and solution. Students can also use the ReadWriteThink Story Map interactive.
• If students need more support to get started, write examples of problems and solutions on the board for them to choose among.
• Have students write their stories on paper and add illustrations.
• Add the books to the class library after students have had the chance to share their stories with one another.
• Write a letter to the class explaining a problem you have. As a class, write a response explaining a solution that may work. Alternately, students can write their own letters using the ReadWriteThink Letter Generator . You might try this activity after reading A Letter to Amy .
• In The Trip , Louie makes a whole neighborhood out of paper cut in the shapes of buildings. The class can create a neighborhood mural. Each student can cut a different color of construction paper into a building or shape. Attach the students' paper to a large piece of paper to create a whole neighborhood.
• Draw a map showing Archie and Peter's escape from the bullies in The Goggles .
• Act out problems and solutions from the bulletin board.
• After reading the books, show students the movie The Snowy Day and More Ezra Jack Keats Stories , which includes The Snowy Day , Whistle for Willie , Peter's Chair , and Pet Show .
• The ReadWriteThink calendar entry for Ezra Jack Keats' Birthday offers additional resources for studying the author.

Student Assessment / Reflections

• Monitor student participation in classroom discussions. Are students able to make predictions about the story during the picture walks? How well do students understand the problem and solution presented in each story?
• Monitor student participation on the Problem and Solution Bulletin Board . Does each student make a contribution to the bulletin board? Do students offer reasonable solutions for given problems?
• Monitor student understanding of problem and solution during completion of story maps in groups. How well do students work in groups to complete a problem/solution story map? Do students offer meaningful contributions to their group work? Do they understand the problems and solutions depicted in their groups’ selected stories? Do students contribute as their groups present their story maps?
• Monitor student understanding of problem and solution during the writing of own story maps and stories. Are students able to plan and write a story with an appropriate solution to a problem?
• Calendar Activities
• Student Interactives

Students read and discuss an award-winning book before writing their own story that demonstrates compassion.

The Story Map interactive is designed to assist students in prewriting and postreading activities by focusing on the key elements of character, setting, conflict, and resolution.

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Teaching Problem Solving in Math

• Freebies , Math , Planning

Every year my students can be fantastic at math…until they start to see math with words. For some reason, once math gets translated into reading, even my best readers start to panic. There is just something about word problems, or problem-solving, that causes children to think they don’t know how to complete them.

Every year in math, I start off by teaching my students problem-solving skills and strategies. Every year they moan and groan that they know them. Every year – paragraph one above. It was a vicious cycle. I needed something new.

I put together a problem-solving unit that would focus a bit more on strategies and steps in hopes that that would create problem-solving stars.

The Problem Solving Strategies

First, I wanted to make sure my students all learned the different strategies to solve problems, such as guess-and-check, using visuals (draw a picture, act it out, and modeling it), working backward, and organizational methods (tables, charts, and lists). In the past, I had used worksheet pages that would introduce one and provide the students with plenty of problems practicing that one strategy. I did like that because students could focus more on practicing the strategy itself, but I also wanted students to know when to use it, too, so I made sure they had both to practice.

I provided students with plenty of practice of the strategies, such as in this guess-and-check game.

There’s also this visuals strategy wheel practice.

I also provided them with paper dolls and a variety of clothing to create an organized list to determine just how many outfits their “friend” would have.

Then, as I said above, we practiced in a variety of ways to make sure we knew exactly when to use them. I really wanted to make sure they had this down!

Anyway, after I knew they had down the various strategies and when to use them, then we went into the actual problem-solving steps.

The Problem Solving Steps

I wanted students to understand that when they see a story problem, it isn’t scary. Really, it’s just the equation written out in words in a real-life situation. Then, I provided them with the “keys to success.”

S tep 1 – Understand the Problem.   To help students understand the problem, I provided them with sample problems, and together we did five important things:

• read the problem carefully
• restated the problem in our own words
• crossed out unimportant information
• circled any important information
• stated the goal or question to be solved

We did this over and over with example problems.

Once I felt the students had it down, we practiced it in a game of problem-solving relay. Students raced one another to see how quickly they could get down to the nitty-gritty of the word problems. We weren’t solving the problems – yet.

Then, we were on to Step 2 – Make a Plan . We talked about how this was where we were going to choose which strategy we were going to use. We also discussed how this was where we were going to figure out what operation to use. I taught the students Sheila Melton’s operation concept map.

We talked about how if you know the total and know if it is equal or not, that will determine what operation you are doing. So, we took an example problem, such as:

Sheldon wants to make a cupcake for each of his 28 classmates. He can make 7 cupcakes with one box of cupcake mix. How many boxes will he need to buy?

We started off by asking ourselves, “Do we know the total?” We know there are a total of 28 classmates. So, yes, we are separating. Then, we ask, “Is it equal?” Yes, he wants to make a cupcake for EACH of his classmates. So, we are dividing: 28 divided by 7 = 4. He will need to buy 4 boxes. (I actually went ahead and solved it here – which is the next step, too.)

Step 3 – Solving the problem . We talked about how solving the problem involves the following:

• taking our time
• working the problem out
• showing all our work
• estimating the answer
• using thinking strategies

We talked specifically about thinking strategies. Just like in reading, there are thinking strategies in math. I wanted students to be aware that sometimes when we are working on a problem, a particular strategy may not be working, and we may need to switch strategies. We also discussed that sometimes we may need to rethink the problem, to think of related content, or to even start over. We discussed these thinking strategies:

• switch strategies or try a different one
• rethink the problem
• think of related content
• decide if you need to make changes
• check your work
• but most important…don’t give up!

To make sure they were getting in practice utilizing these thinking strategies, I gave each group chart paper with a letter from a fellow “student” (not a real student), and they had to give advice on how to help them solve their problem using the thinking strategies above.

Finally, Step 4 – Check It.   This is the step that students often miss. I wanted to emphasize just how important it is! I went over it with them, discussing that when they check their problems, they should always look for these things:

• compare your answer to your estimate
• check for reasonableness
• check your calculations
• add the units
• restate the question in the answer
• explain how you solved the problem

Then, I gave students practice cards. I provided them with example cards of “students” who had completed their assignments already, and I wanted them to be the teacher. They needed to check the work and make sure it was completed correctly. If it wasn’t, then they needed to tell what they missed and correct it.

To demonstrate their understanding of the entire unit, we completed an adorable lap book (my first time ever putting together one or even creating one – I was surprised how well it turned out, actually). It was a great way to put everything we discussed in there.

Once we were all done, students were officially Problem Solving S.T.A.R.S. I just reminded students frequently of this acronym.

Stop – Don’t rush with any solution; just take your time and look everything over.

Think – Take your time to think about the problem and solution.

Act  – Act on a strategy and try it out.

Review – Look it over and see if you got all the parts.

Wow, you are a true trooper sticking it out in this lengthy post! To sum up the majority of what I have written here, I have some problem-solving bookmarks FREE to help you remember and to help your students!

You can grab these problem-solving bookmarks for FREE by clicking here .

You can do any of these ideas without having to purchase anything. However, if you are looking to save some time and energy, then they are all found in my Math Workshop Problem Solving Unit . The unit is for grade three, but it  may work for other grade levels. The practice problems are all for the early third-grade level.

• freebie , Math Workshop , Problem Solving

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Lesson Plan

Problem-solving steps, view aligned standards, learning objectives.

Students will be able to identify a problem and engage in problem-solving steps to come up with a solution to strengthen their responsible decision-making competency.

Introduction

• Bring students together in a circle, either seated or standing.
• Bring blocks with you to the circle.
• Show the student the blocks and ask them to watch you build a tall castle.
• After you build it, bring out two figurines that you would like to play with in the castle.
• Say out loud, "Hmm....there seems to be a problem. This castle is too small for my toys. How can I make this bigger?"
• Take a few big breaths into your belly and ask the class to breathe with you.
• Explain that deep breathing can help you stay calm and focused when solving a problem.
• Ask the class, "How can I make this castle bigger?"
• Ask, "Would someone like to come up and think of a new way to solve this problem?"
• Invite one student to come up to solve the problem (i.e., make a larger castle).
• Ask your student volunteer, "What would you do here? How would you test a solution?"
• Give the student time to come up with a solution to make a larger castle.
• Identify the problem.
• Look at what solutions have already been tried.
• Think of new ways to solve the problem.
• Try it out!
• Thank your student volunteer for showing you how to solve the problem and send them back to their seats.
• Say, "All of us sometimes come across problems we have to solve, and sometimes friends can help us, too!"

Second Step® Sample Lessons

Complete sets of materials from select Second Step curricula, the Second Step® Bullying Prevention Unit, and the Second Step® Child Protection Unit are available for Early Learning through Grade 8.

Digital Programs

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Bullying Prevention Unit (Available for Kindergarten–Grade 5)

Child Protection Unit (Available for Early Learning–Grade 5)

Out-of-School Time (Available for Kindergarten–Grade 5)

Available for Kindergarten through Grade 12 Explore samples from all grades below

Kindergarten

Lesson 18: Apologizing Can Help

In this lesson, students will learn about apologizing as a way of showing kindness and as a tool for problem-solving in a variety of scenarios. Lesson Plan (PDF) Lesson Presentation

Lesson 9: Feeling Frustrated

In this lesson, students will learn which clues tell them when others might be frustrated, and a new way to feel calm when they’re feeling frustrated themselves. Lesson Plan (PDF) Lesson Presentation

Lesson 16: The Way to Say a Problem

In this lesson, students will start learning to be better problem-solvers by managing strong feelings and stating problems without blame. Lesson Plan (PDF) Lesson Presentation Lesson Handout (PDF)

Lesson 14: Asking Questions

In this lesson, students will learn about asking questions to find out how someone else is feeling and to understand what their friends might want or need. Lesson Plan (PDF) Lesson Presentation Lesson Handout (PDF)

Lesson 17: Saying It Respectfully

In this lesson, students will learn how to consider another person’s point of view and to say what they want or need in a respectful way. Lesson Plan (PDF) Lesson Presentation Lesson Handout A (PDF) Lesson Handout B (PDF)

Lesson 17: When? Where? Who?

In this lesson, students will learn how to identify when and where to work on solving a problem, and who should be included. Lesson Plan (PDF) Lesson Presentation

Unit 4, Lesson 23: Respectful Communication

In this lesson, students will learn ways to communicate during a conflict to keep it from escalating through reflecting on their own experiences, defining respectful communication, and practicing using language that will help resolve conflicts. Sample This Lesson Lesson Plan (PDF) Student Handout (PDF)

Unit 3, Lesson 18: Practicing Positive Self-Talk

In this lesson, students will learn how to use positive self-talk to reframe challenging situations, including discussing why it isn’t always easy to see the positives and practicing noticing the positive things in their everyday lives. Sample This Lesson Lesson Plan (PDF) Student Handout (PDF)

Unit 2, Lesson 10: Environmental Factors that Contribute to Bullying

In this lesson, students will learn how the physical layout of and rules within a space can make bullying and harassment more likely to happen, from identifying environmental factors to discussing rules and regulations within their own school community. Sample This Lesson Lesson Plan (PDF) Student Handout (PDF)

High School

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Recognizing Contributions

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In this practice, educators create materials to boost student engagement in an upcoming lesson by giving students choices in their approach to learning.  

Student Activity

Guess Who?  

In this activity, students guess each other’s strengths, then discuss and reflect on their own positive qualities.   

Available for Early Learning through Grade 5 Explore samples from all grades below

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Weekly Theme 6: Asking for What You Need or Want

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Listening Rules

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Skills for Learning Poster

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Skills for Learning

Brain Builder: Sentence Switcheroo

How to Calm Down Poster

Problem-Solving Steps Poster

“The Empathy Song”

Problem Solving with Anthony

Lesson 8: Accepting Differences

Brain Builder: Common Ground

Student Handout

Lesson 15: Handling Put Downs

Teaching the Lesson Card

Lesson 15 Video (Parts 1 & 2)

“Calm Down” Music Video

Lesson 21: Dealing with Peer Pressure

Lesson 21 Video (Parts 1, 2 & 3)

“Step Up” Music Video

Bullying Prevention Unit

Available for Kindergarten through Grade 5 Explore samples from Grades 2 and 5 below

Lesson 3: Refusing Bullying

Lesson Samples

Classroom Activity

Addy’s Story

Noah and Olivia

Child Protection Unit

Available for Early Learning through Grade 5 Explore samples from Early Learning and Grades 2 and 5 below

Weekly Theme 3: Safe and Unsafe Touches

Weekly Theme Samples

Ways to Stay Safe Poster

“The Safety Rules Song”

“Stop and Think”

Lesson 3: Safe and Unsafe Touches

“Three Ways to Stay Safe”

Lesson 3: Unsafe and Unwanted Touches

“I’m in Charge” Music Video

Out-of-School Time

Available for Kindergarten through Grade 5 Explore samples from Kindergarten and Grade 1 below

Kindergarten–Grade 1

Unit 1, Topic 2: Facing Challenges with Confidence

In this activity from the Growth Mindset & Goal Setting unit for Kindergarten–Grade 1, kids learn three strategies that can help them work through challenges and then use those strategies to build a tower from 10 random items.

Free Resources

Bullying Prevention Resources

Free Activities

Early, Open, Often

Abierto y a menudo

ParenTeen Connect

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Problem solving

Problem solving lesson plan

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Problem Solving: Lesson plan

Problem solving: Presentation slides

Demonstrating your skills quick fire activity

Problem solving in practice: Interactive worksheet

Our problem solving content focuses on one of these skills and develops understanding of the six stages of problem solving, as well as identifying different types of situations in which young people might already be using these skills. Furthermore, it encourages them to use an adaptive approach, explaining that different types of problems can be approached in different ways.

The activities on this page support your teaching of these skills through an independent activity, quick activities or a full length, curriculum-linked lesson plan. 

Teaching resources:

• Problem solving: Lesson plan and presentation slides – full lesson plan including icebreaker for use with a group of students in the classroom
• Demonstrating your skills: Quick-fire activity  – 10 minute activity for a group of students in the classroom, can be used as an icebreaker for the lesson plan
• Problem solving in practice: Interactive worksheet – activity for independent learning whether remote or in class

Lesson plan

(60 -75 minutes)

This lesson is designed to equip young people with an adaptable approach to solving problems, large or small. It includes a short film and scenarios that encourage development of practical problem solving skills which can be useful for learning, day to day life, and when in employment.

By the end of the lesson, students will be able to:

• Identify problems of different scales and what is needed to solve them
• Illustrate the use of an adaptable approach to solving problems
• Understand that problem solving is a core transferable skill and identify its usefulness in a work setting
• Work on a problem solving activity in a team

The lesson aims to reinforce students’ understanding of the potential future applications of this skill as they move into the world of work, particularly in an activity differentiated for an older or more able group on creating new opportunities.

Quick-fire activity

(5 - 10 minutes)

The demonstrating your skills quick-fire activity focuses on helping young people understand the key skills that are needed in the workplace, including the importance of problem solving.

Students will be asked to name the skills being demonstrated in a variety of scenarios, and identify ways they’re already using those skills in this short activity.

You might find it useful as a starter or icebreaker activity to begin a lesson, or at the end to allow students to put what they have just learnt in the Problem solving lesson into practice.

Interactive worksheet

(20 - 25 minutes)

Please note that students below the age of 14 cannot sign up for their own LifeSkills account. Any independent tasks must be printed or downloaded and provided digitally for them to complete as they are currently hosted on educator pages.

The Problem solving in practice interactive worksheet introduces some of the themes from the full lesson plan and gives students some practical strategies for problem solving, including introducing the six stages of problem solving. The worksheet can be printed or completed digitally, so can be used flexibly to give students practise putting their problem solving skills into action. You might choose to assign it:

• As homework following the Problem solving lesson
• For independent study
• For remote learning

Looking for more ways to boost self confidence with LifeSkills?

Other lessons that may prove useful for students to build on these activities include the  Adaptability  and  Innovation and idea generation  lessons. Alternatively, consider encouraging them to apply their skills through  Steps to starting a business  or the  Social action toolkit .

Why not build problem solving in as a focus in your students’ wider curriculum? Refer to our  Content guide to find out how this resources can be used as part of your teaching.

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Staying positive (resilience)

Staying positive and learning through experience are key to succeeding in challenging situations. Try this lesson and help your students succeed at work.

Good leadership styles and effective teamwork can help students excel in their future workplace. Read more about team leader skills in this lesson.

Social action toolkit

Build a comprehensive social action programme and support young people to access enriching experiences that build transferable skills for work.

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20 Intriguing Problem-Based Learning Activities for Kids

April 22, 2023 //  by  Louise Pieterse

Problem Based Learning, or PBL, is a teaching approach where kids get to learn a variety of intangible skills while trying to solve a problem. It gives students the chance to draw from knowledge across several disciplines and urges them to solve real-world problems. This approach facilitates learning that transcends past the classroom and cultivates an eagerness for lifelong learning. Here are 20 problem-based learning activities to help students become well-rounded learners.

1. Create a Planet

Challenge students to create their own planets but give them certain guidelines they need to adhere to. Make it livable for humans or let them imagine the fauna and flora an alien civilization might be accustomed to. This will let them think creatively but also address the real-world problem of our own planet becoming uninhabitable.

Learn More: Appletastic Learning

2. Lay Out a House

Kids get to design the layout of a house or should recreate a house that they already know. With this learning activity, they can also calculate the surface area of the home and furniture and try to redesign the house to optimize living space.

Learn More: The Owl Teacher

3. Create a Sustainable City

This problem-based learning activity looks at the complex issue of sustainable living on a grand scale, beyond individual responsibility. Students assess the problems that cities face and think of realistic ways they can be addressed to promote sustainability.

Learn More: PBS Learning Media

4. Find a New Home

Students should imagine their town has been contaminated by a nuclear event and they now need to seek a new home for their friends and family. Study various biomes and investigate why each would be suitable or not suitable as a new place to live.

Learn More: Studylib.net

5. Healthy Lunch

The problem of unhealthy school lunches is a persistent one and affects students directly. Let them explore the nutritional value of their cafeteria lunches and come up with a sustainable and healthy alternative to feed their growing bodies and ensure student satisfaction at lunchtime.

Learn More: The Health Teacher

6. Plan a Roadtrip

Combine dozens of topics with this thrilling problem-based learning activity. Set a budget and let students plan a cross-country road trip, considering all the elements like fuel consumption, accommodation, and food expenses. They should also learn about important monuments or points of interest along the way.

Learn More: Social Studies Aloft

7. Community Garden 

The global hunger crisis is one of those complex, real-world issues that kids might not think they can get involved in. But this activity shows them how community involvement can start small but make a big impact. They should apply their classroom knowledge of nutrition and plant growth to find the most cost-effective and sustainable gardening solution.

Learn More: See What Grows

8. Packaging Problem

This generation of students is constantly bombarded with the issues of waste management but they seldom get a chance to try and solve the problem. They should use their critical thinking skills to come up with alternative packaging or packaging that reduces waste instead of trying to completely eliminate the problem.

Learn More: Mrs O’s House

9. Redesign Your School

Students are always critical of their schools and the system but this project will give them the opportunity to have their voices heard and think of ways they would redesign their school for optimal student satisfaction. This is also an opportunity to receive helpful facilitator feedback and see what students want from their learning environment.

Learn More: Teach It

10. Become a Youtuber

Combine students’ love for Youtube with a problem-solving activity by letting them imagine their own channel where they help to address problems their peers face. They can use the forces of the internet for good to address mental health, time management, self-esteem, and more. It develops critical thinking skills as they need to identify a niche audience and find a way to help them.

Learn More: Book Widgets

11. Create an App

Students are all tethered to their phones so let them create their own apps in a problem-based learning activity . They should identify a need among themselves and design an app that will help users solve that need effectively. They could touch on education-related topics or focus on apps that will make their everyday lives easier. Students don’t need advanced technical skills or coding abilities as they can simply conceptualize the apps on paper.

Learn More: Teachers Pay Teachers

12. Do a TEDtalk

Letting students create a TEDtalk is an excellent opportunity to help them develop communication skills. These talks aren’t only motivational but many of them draw from research or real-world problems to address a larger concern. They can share classroom knowledge with a broad audience which will also facilitate growth in communication skills.

Learn More: Crafted Curriculum

13. Create a Podcast

This student-centered approach will let them identify issues in their peer groups and create their own communication channel to reach other students. Effective learning strategies combine what students already know and love, like podcasts, with an open-ended problem where they have the freedom to explore a variety of solutions. This will also put their technological skills to the test as they get to use very basic recording software.

Learn More: The New York Times

14. Create a Social Media Campaign

Social media can also be a source of good and it is up to your students to find out how. They must identify a problem and create a social media campaign with public service announcements to create awareness and see how these tools can be used for good.

Learn More: English Teaching 101

15. Create a Business

Help students with financial literacy by letting them create a business from the ground up. They should identify a need in their community and create a business proposal that will be able to meet this demand and serve their surroundings.

Learn More: CorpNet

16. Pizzeria Problem

This problem-based learning activity will combine match and business skills to let students calculate profit margins and see how they can increase the income potential of their make-believe pizzeria. Let them create the most profitable and delicious pizza they can come up with for an extra challenge.

Learn More: EconEdLink

17. Build a Playground

This is a creative activity for younger students who are starting to discover geometry. Get them to see the real-life application of the subject by designing their dream playground, making these difficult concepts easier to understand. Let them center the playground around a theme or make it mobility friendly.

Learn More: Prodigy Game

18. Design a Flag

Flags are complex symbols and students love learning about the meaning behind the various colors and images on flags. Students should research their community or town and gain a deep knowledge of their surroundings to create a flag that best represents them or promotes a collaborative school culture.

Learn More: Preschool Steam

19. Fashion Design Project

Students should take what they know about traditional costumes or team uniforms and create their own problem-solving garb. Whether it be season-appropriate or serves a purpose, the garments they can come up with must be inclusive and serve a specific demographic at the same time.

Learn More: Study.com

20. Create a Holiday

Create a collaborative learning opportunity where students design their own national holiday. Thye could celebrate an aspect of their everyday lives or identify an underrepresented community that needs to be celebrated.

Learn More: Ventura Museum

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Problem-Based Tasks in Math

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Providing students with opportunities to grapple with math has led to amazing things happening in my class. Students are totally excited and are driven to figure out not just how to solve a problem but why it works.

– Jessica Proffitt, Fifth-Grade Teacher at Two Rivers

Watch two rivers’s teachers and students at work on problem-based tasks in math.

Problem-Based Tasks Require Students to Apply Their Knowledge in New Contexts

Problem-based tasks are math lessons built around a single, compelling problem. The problems are truly “problematic” for students — that is, they do not offer an immediate solution.

The problems provide an opportunity for students to build conceptual understanding. Problem-based tasks require students to apply their current understanding and skills to new contexts that highlight core math concepts. For example, when students solve a problem that could be solved with multiplication before they have formally been taught what multiplication is and how it works, they build an understanding that multiplication is repeated addition.

Well-designed problem-based tasks provide multiple entry points for students to engage in problem solving, ensuring that all students have access to the same concepts. When students solve the problems in different ways—including drawing pictures, acting out the problem, writing algorithms, and using manipulatives—they make connections between the variety of models that all accurately illustrate the underlying mathematics.

Problem-Based Tasks in Math Resources

Practicing Problem Solving Lesson

• Students will be introduced to a problem-solving procedure.
• Students will participate in a structured practice of resolving conflict.
• Chalkboard and chalk, white board and markers
• Explain that when there is a conflict, there is a problem.
• When trying to resolve conflicts, it helps to have a way to think about the problem and to attempt to solve it.
• Define the problem.
• Brainstorm solutions.
• Choose a solution and act on it.
• Go over each step with the class.
• Point out that before the problem solving begins, the people in the conflict have to agree to work it out. In order for problem solving to work, they have to agree to really try to work it out, and to not yell or call names. They want to DE-escalate the conflict, not escalate it.
• Emphasize that in step two they want to come up with as many possible solutions as they can.
• In step three they want to choose a solution(s) that is win-win.
• Encourage students to define problems in a way that does not affix blame.

Excerpted from Elementary Perspectives: Teaching Concepts of Peace and Conflict by William J. Kreidler.

Featured Middle School Resources

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Problem Solving

Please note,  all lessons and resources are supplemental to the Sarasota County Schools curriculum.

Self-Management Handouts

• Handout 1:   What Can I Do? – Problem Solving Wheel
• Handout 2:   SEL Core Competencies

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• Grades 6-12
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100 Last-Day-of-School Activities Your Students Will Love!

30 Lesson Plan Examples for Every Grade Level and Subject

Lots of ways to prepare for top-notch learning.

Lesson planning: Most teachers either love it or hate it. Either way, it’s something every teacher has to spend at least some time doing, so it’s worth learning to do well. Whether you’re a brand-new teacher or an experienced educator looking for some new ideas, these lesson plan examples offer inspiration for every subject and every grade level.

Lesson Plan Sections

Preschool lesson plan examples, elementary school lesson plan examples, middle and high school lesson plan examples.

Many lesson plans include some or all of the following sections.

• Objective : These should be specific and measurable. Often they align with Common Core or other learning standards.
• Materials: List any items you’ll need, including worksheets or handouts, school supplies, etc.
• Activities: This is usually the longest section, where you’ll lay out what the lesson and its activities look like. Some teachers write these in great detail. Others include just an overview to help them plan.
• Assessment : How will you assess your students’ learning? This could be a formal assessment or something simple like an exit ticket.
• Differentiation : Describe how you’ll vary the level of difficulty for students at all levels, including any enrichment for early finishers.

Some people think preschool is just playtime, but pre-K teachers know better! Here are some of the ways preschool teachers plan for their lessons.

Weekly Lesson Plan

Weekly preschool lesson planning helps you plan each day and ensure you’re tackling all the most important skills.

Learn more: Pre-K Weekly Lesson Plan

Pre-K Theme Lesson Plan

If you like to plan by theme, try a template like this. It includes space for a variety of activities that fit your topic.

Learn more: Pre-K Theme Lesson Plan

Alphabet Letter Lesson Plan

If you’re focusing on a new letter of the alphabet each week, try lesson planning like this. You can see the week at a glance, including all the materials and books you’ll need.

Learn more: Alphabet Letter Lesson Plan

Centers Lesson Plan

Your centers need some planning too! Whether you change them out weekly, monthly, or as needed, use plans like these to stay prepared.

Learn more: Centers Lesson Plan

Weekly Unit Lesson Plan

Adding pops of color and a few images can make it easier to locate the lesson plan you’re looking for in a snap.

Learn more: Weekly Weather Unit Lesson Plan

Since elementary teachers tackle multiple subjects every day, their lesson plans might look like a general overview. Or they may prepare more detailed lesson plans for each topic to help them stay on track. The choice is up to you.

Weekly Overview Lesson Plan

Don’t be afraid to write out your lesson plans by hand! A side-by-side setup like this lets you see a whole week at once. We love the use of color to highlight special things like fire drills.

Learn more: Elementary Weekly Overview Lesson Plan

Unit Lesson Plan

Planning out a unit helps ensure you cover all the important topics and meet your learning objectives.

Learn more: Unit Lesson Plan

Yearlong Schedule

Planning a whole year may seem daunting, but it can show you where you’re going to need to stretch a unit and where you can circle back and review. Mrs. D from Mrs. D’s Corner has ideas on how to structure a yearlong lesson plan using Google Sheets.

Guided Math Lesson Plan

This example on adding three numbers together can be altered to fit any math lesson plan.

Learn more: Guided Math Lesson Plan

Art Lesson Plan

While these are elementary art lesson plan examples, you can easily use this style for teaching art at upper levels too.

Learn more: Art Lesson Plans

Special Education Lesson Plans

Lesson planning for special education looks different than general classroom lessons in that the lessons have to cover specific IEP goals and include lots and lots of progress monitoring. The Bender Bunch starts each lesson with independent work (read: IEP practice) and then heads into mini-lessons and group work.

Learn more: Special Education Lesson Plan

Interactive Read-Aloud Plan

Interactive read-alouds take some careful planning. The Colorful Apple explains how to choose a book, get to know it, and get ready to teach it. Once you’re in the book, sticky notes may be the best lesson-planning tool you have for marking questions and vocabulary words you want to point out to students.

Learn more: Interactive Read-Aloud Plan

Social Studies Lesson Plan

Including images of your anchor charts is a great idea! That way, you can pull one out and have it ready to go in advance.

Learn more: Social Studies Lesson Plan

5E Lesson Plan for Elementary School

The 5Es stand for Engagement, Exploration, Explanation, Elaborate, and Evaluate. This type of lesson planning can be helpful for students as they work through each of the 5Es related to the topic you’re studying.

Learn more: 5E Lesson Plan for Elementary Math

Science Lesson Plans

If you like to plan your lessons in more detail, take a look at this elementary science lesson plan example.

Learn more: Science Lesson Plan Template

Reading Group Lesson Plan

Lots of elementary schools have differentiated reading groups. Use a template like this one to plan for each one, all on one page.

P.E. Lesson Plan

Gym teachers will love this lesson plan idea, which includes directions for playing the games.

Learn more: PE Lesson Plan

Music Class Lesson Plan

Plan out the skills and songs you’ll need for a meaningful music class with a lesson plan like this one.

Learn more: Music Class Lesson Plan

At the middle and high school levels, teachers often need more detailed plans for each class, which they may teach multiple times a day. Here are some examples to try.

Google Sheets Lesson Plans

Google Sheets (or Excel) is terrific for lesson planning! Create a new tab for each week, unit, or class.

Learn more: Google Sheets Lesson Plan

Handwritten Lesson Plan

Some people really prefer to write things out by hand, highlighting important parts and making notes as they go. You can always convert this kind of plan to a digital format later if you need to.

Learn more: Handwritten Lesson Plan

Weekly History Plan

This example shows how you can plan out a week’s worth of lessons at once, and see the entire week all in one spot. This example is for history, but you could use this for math, ELA, or social studies too.

Learn more: Weekly History Plan

Outline and Pacing Guide Lesson Plan

A pacing guide or outline works for both you and your students. Share it at the beginning of a unit to let them know what’s ahead.

Learn more: Outline and Pacing Guide

5E Lessons in Middle and High School

5E lesson plans (Engagement, Exploration, Explanation, Elaborate, Evaluate) are great for middle and high school as well. This example is for science, but you can use the 5E structure across all lessons.

Learn more: Middle and High School 5E Lesson Plans

Sticky-Note Lesson Plan

At some point, you’ll know what students are doing each day, you’ll just need some reminders for questions to ask and key points to cover. The nice thing about using sticky notes for lesson planning is if you get ahead or behind schedule, you can move the entire sticky-note lesson to another day. ( Find more ways to use sticky notes in the classroom here .)

Learn more: Sticky Note Lesson Plan

Backwards Planning Lesson Plan

If your school uses backwards planning, you’ll be thinking about the outcome first and working back from there (rather than forward from an activity or task). Backwards planning lesson plans are intensive, but they’re also something you can use over and over, modifying them slightly for each group of students you have.

Learn more: Backwards Planning Lesson Plan

Visual Arts Lesson Plan

Detailed lesson plans take longer to prepare, but they make it easier on the day (especially if you wind up needing a sub).

Learn more: Visual Arts Lesson Plan Template

ELL or World Language Lesson Plan

Whether you’re teaching English-language learners (ELL) or a world language to English speakers, this lesson plan style is perfect.

Learn more: ELL/World Language Lesson Plan

Music Lesson Plan

Use a lesson plan like this for choir, orchestra, band, or individual music lessons.

Learn more: HS Music Lesson Plan

Blended Learning Lesson Plan

If your instruction includes both computer-based and in-person elements, this lesson plan idea might be just what you need.

Learn more: Hot Lunch Tray

One-Sentence Lesson Plan

This kind of lesson planning isn’t for everyone, but the extreme simplicity works well for some. Describe what students will learn, how they will learn it, and how they’ll demonstrate their knowledge.

Learn more: One-Sentence Lesson Plan

Need more help with lesson planning? Come ask for ideas in the We Are Teachers HELPLINE group on Facebook !

Plus, check out ways to make time for more creativity in your lesson plans ..

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