Lesson 10: Actions
Essential Question: How do I decide appropriate actions during a situation?
Lesson Overview
1. Brain Warmup
2. Read Aloud
3. Modeling Activity
4. Group Activity
6. Brain Cooldown
Purpose:
- This lesson helps students decide on what actions are appropriate for different situations by learning problem solving skills. Decision-making and problem-solving skills will benefit students when deciding on what actions should be demonstrated.
Vocabulary:
- problem-solving
- problem
- solution
- appropriate
- action
Additional Book
Stuck by Oliver Jeffers
- This story is about a young boy who demonstrates problem-solving skills to solve a dilemma that occurred in the beginning of the story.
Click the book for the read aloud.
Brain Warmup: Problem Solving Short Video
Purpose: This activity allows students to see how characters and people solve problems they encounter. The videos demonstrate a variety of problem-solving skills. There are two video options; Simon’s Cat or Piper Short Film by Pixar.
Materials: problem solving short video (see resources for video options)
Time: 5 minutes
Procedure:
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Students will sit on the carpet or open floor space facing the technology board.
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Select one short film to watch (Simon’s Cat or Piper). Play film for students.
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After the film, ask students “what problem did Simon’s cat have?” or “what problem did Piper have?” Ask for volunteers to share answers and ideas.
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Then ask students “how did Simon’s cat or Piper solve their problem?” Ask for volunteers to share answers and ideas.
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To end warmup, ask students “how would you have solved the cat’s problem or Piper’s problem?” Encourage students to think about new ideas and solutions to solving the problems.
Read Aloud: What Do You Do with a Problem? by Kobi Yamada
Before reading the read aloud, ask the students “what is a problem?” Allow students time to brainstorm and ask for volunteers to share.
This read aloud discusses how problems arise, how problems become obstacles, and how to overcome problems. After reading, facilitate a discussion about problems and problem-solving. Ask the following questions to aid in the discussion.
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What do you do with a problem?
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How do you feel when you have a problem?
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How do you tackle your problems?
Additional Lesson
Activity
- The problem solving task cards can be found on Teachers Pay Teachers. TPT offers many activities incorporating the use of problem-solving and decision-making skills. The task cards are short scenarios that encourages students to think about identifying the problem, brainstorming solutions, and action upon decisions.
Additional Resources
- short video used in brain warmup
- short video used in brain warmup
Best Guide for Teaching Kids the Decision-Making Process Steps:
- This article describes seven steps to use when solving problems and making decisions.
- This article features books emphasizing the importance of problem-solving and decision-making.
Teaching Problem Solving Skills:
- This website provides more information on how to teach problem-solving skills and includes free activities.
Modeling Activity: Recess Time
Purpose: By modeling problem solving steps through a relatable scenario, students will familiarize themselves with the decision-making steps that will help them solve problems.
Materials: recess scenario, decision-making and problem-solving steps
Time: 10 minutes
Procedure:
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Students will remain on the carpet for the modeling of decision making. By referencing the seven decision making steps described in “Best Guide for Teaching Kids the Decision-Making Process Steps”, this lesson will focus on four of the steps. The four steps are 1. Identify the problem, 2. Brainstorm solutions, 3. Make a choice, and 4. Take action. Write four steps on the board for students to reference when listening to the scenario.
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Read scenario about a problem that occurs at recess. Utilize the ‘think aloud’ method when identifying the problem, brainstorming solutions, deciding on a choice, and taking action.
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Scenario: When I was at recess, I saw another student pushing another student during the soccer game.
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Identify the Problem: Utilize the ‘think aloud’ method to identify the problem. An idea of what to say when identifying the problem: ‘when I was at recess and I saw a student being pushed, I know that is not a kind thing to do especially at recess. The problem at recess was a student was being mean to another student.’
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Brainstorm Solutions: Utilize the ‘think aloud’ method to brainstorm solutions. An idea of what to say when brainstorming: ‘I know that when a student is mean to another student, that could be bullying. When I see bullying, I know I need to tell an adult. I could tell an adult at recess or I could tell my teacher after recess or I could tell the student who is being mean to stop’.
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Make a Choice: Utilize the ‘think aloud’ method to decide on a choice. An idea of what to say when making a choice: ‘I decided that I am going to tell an adult at recess because I know they will be able to help me.’
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Take Action: Utilize the ‘think aloud’ method to take action. An idea of what to say when taking action: ‘I am walking to an adult at recess and I tell them I saw a student push another student multiple times during the soccer game. I show the adult at recess who the students are.’
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Express to students that problems occur everywhere and there are multiple solutions for each problem. Briefly describe the difference between a small problem and a big problem. A small problem is a problem that can be solved quickly and independently. A big problem is a problem requires assistance from an adult and could be causing harm to someone.
Group Activity: Problem Solving Wheel
Purpose: This activity allows for students to brainstorm ways to solve problems and practice the solutions added to the problem-solving wheel.
Materials: ‘problem-solving wheel’, scenarios
Time: 10 to 15 minutes
Procedure:
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Students will sit at their desks or tables to complete the wheel. Pass out the ‘problem-solving wheel’ to the students. Use the technology board or poster board to record brainstorming ideas.
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Ask students to think about how to solve problems. The solutions can be used to solve big or small problems. Allow students time to brainstorm and ask for volunteers to share. Provide prompting questions if necessary to assist students in brainstorming solutions.
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Solution Ideas:
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Tell an adult
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Calm down – use some calm down strategies
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Ignore it
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Walk away
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Tell them to stop
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Use an ‘I feel’ statement
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Go do another activity
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Rock, paper, scissors
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Ask a friend for help
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With the list of solution ideas, ask students to select six solutions to add in their ‘problem-solving wheel’. Each solution gets a section of the wheel. Students will write the solution and can draw a picture that matches the solution.
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Students will use their wheel to respond to some problem-solving scenarios. Read scenarios to the class. Identify the problem as a class. Allow students a few minutes to decide what solution they would use and ask for volunteers to share.
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Scenarios:
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Your shoe laces are untied. What do you do?
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You forgot your lunch box at home. What do you do?
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You do not like how the game at recess is being played. What do you do?
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You get frustrated during math class. What do you do?
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You and your friend cannot decide on what to draw during art. What do you do?
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Note: Feel free to customize the scenarios to your classroom environment in order to make them more relatable for your students.
Brain Cooldown: Best Action Bingo Card
Purpose: This activity is an on-going activity that promotes positive actions inside and outside of the classroom.
Materials: ‘best action’ bingo card
Time: 5 minutes
Procedure:
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Introduce the ‘best action’ bingo card. Each student will get the same bingo card with the same actions described on it. Each box of the bingo card has an action described in it encouraging the students to demonstrate appropriate behaviors.
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When students complete an action or task described on the bingo card, the student will be able to color the box in.
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The goal is for the students to complete as many positive actions as possible. The bingo cards can be kept in the classroom and can be monitored by the teacher.
