Responsible Decision Making – Grade 8 – Lesson 1
Objectives:
- Students will recognize their inherent problem-solving abilities.
- Students will understand the significance of defining a problem before seeking a solution.
- Students will practice identifying problems and proposing potential solutions.
Introduction:
For those students with little or no experience with roller coasters…
How many of you enjoy riding roller coasters?
Have students describe what they like and don’t like about roller coasters.
Are all roller coasters the same? Are there some that you feel more nervous about riding than others?
Draw a parallel between roller coasters of varying complexities and problem-solving. Explain how some problems are straightforward, while others require more thought before finding a solution.
Getting Started
Introduce a problem-solving game: State a problem and toss an object to students. They must catch the object, toss it back, and provide a solution. Begin with simple problems and gradually increase the difficulty.
Make up your own problems – increasing in difficulty – or use the examples below:
- What does 12 plus 4 equal?
- Your shoe is untied.
- How do you avoid a puddle in your path?
- You need to know the time, but you can’t use your phone.
- Your locker is jammed.
- You’re supposed to go home after school to watch your siblings, but you have to serve detention.
If students hesitate in tossing the object back to you, urge them to return it quickly and answer with the first thing that comes to mind.
After a few rounds, ask if they thought some problems were easier to solve than others.
What problems were more difficult to solve? Why?
Explain that the last few problems were more difficult to solve because they had to think about a number of different ways to solve the problem before choosing a solution.
Activity 1: Naming the Problem
Definition of “Problem”: Have students discuss and formulate a definition of the word “problem” with a partner. Record a few student responses on the board.
Read aloud the dictionary definition of “problem” and ask students to agree on a single definition for the class.
a matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome.
Highlight the importance of identifying a problem before attempting to solve it by presenting examples and prompting discussions about possible solutions.
Present the following examples to illustrate the point:
- Bike Pedals Not Moving: If the pedals on your bike won’t move, what do you need to do before fixing them?
- Determine the problem: Check if something is caught in the chain or if the chain fell off the gears.
- Improving a Poor Grade: If you work hard on a school project but receive a poor grade, what should you do to improve or do better next time?
- Determine the problem: Reflect on whether you didn’t follow directions, turned it in late, or missed completing a portion of the assignment.
Once you have identified the problem, the next step is to assess whether you can handle the solution on your own or if you require assistance.
Using the example of the bike problem mentioned earlier, encourage students to brainstorm how they would fix the bike if they found something caught in the chain. Additionally, ask them how they might respond if they discovered a damaged or broken piece of the chain.
For the second problem, have students discuss various approaches to finding a resolution.
Emphasize that identifying the problem is crucial as it paves the way for possible solutions. When in need of help, students can:
- Seek guidance from a teacher, parent, or mentor.
- Collaborate with classmates or friends to brainstorm ideas.
- Use available resources such as books, websites, or other references.
- Communicate openly and honestly about their struggles to find appropriate support.
Remember, there are many paths to problem-solving, but it all begins with correctly identifying the problem at hand.
Activity 2: Classroom Traffic Jam
Split the class into four groups, each going to a different corner of the room with separate instructions. Each group is given a specific task regarding arranging the chairs in the room.
- Group 1: Your task is to move all of the chairs to the left side of the room.
- Group 2: Your task is to move all of the chairs to the right side of the room.
- Group 3: Your task is to put all of the chairs in straight lines in the middle of the room.
- Group 4: Your task is to put all of the chairs in a circle in the middle of the room.
Identifying the Problem: After a few minutes of working against each other, end the activity and ask students to identify the problem they faced during the activity.
Understanding the Challenge: Lead a discussion where students explain their assigned tasks, realizing that the problem arose because each group was attempting a different task simultaneously.
- Why couldn’t your group complete the task?
- What were the other groups trying to do?
Finding a solution
Problem-Solving Process: Discuss how to approach solving the problem and completing all four tasks successfully:
- Identify the problem.
- Seek information and communicate with others about their tasks.
- Decide on a solution.
- Work together to complete one task at a time.
Emphasize Collaboration: Stress the importance of seeking assistance when facing challenges, as collaboration can lead to successful problem-solving.
Closing:
Wrap up the lesson by revisiting the importance of identifying a problem before acting on a solution. Elicit the following key points from students:
- Problems can vary in complexity, and some may have multiple solutions.
- Identifying the problem is essential to find the most appropriate solution.
- Seeking help and collaboration is a valuable strategy in successful problem-solving.
Lesson adapted from: Rutgers SECD Lab Resources
What Do You Do With a Problem? — New York Times best seller
