Lesson Plan
Big vs. Little Problems: What to Do?
Students will be able to differentiate between big and little problems and identify appropriate coping strategies for each.
Understanding problem size helps students manage their emotions, react appropriately, and build effective problem-solving skills, which is especially beneficial for students with IEPs in navigating social and academic challenges.
Audience
3rd and 4th Grade Students (with IEPs)
Time
30 minutes
Approach
Interactive discussion, visual aids, and a practical sorting activity.
Materials
Whiteboard or Projector, Markers/Pens, Big vs. Little Problems Slide Deck, Problem Sort Worksheet, and Problem Sort Answer Key
Prep
Prepare Materials
10 minutes
- Review the Big vs. Little Problems: What to Do? Lesson Plan and all generated materials, making adjustments as needed for your specific students.
- Ensure whiteboard or projector is ready for displaying the Big vs. Little Problems Slide Deck.
- Print enough copies of the Problem Sort Worksheet for each student.
- Have markers or pens available for students.
Step 1
Introduction: Problems, Problems Everywhere!
5 minutes
- Greet students and introduce the lesson: "Sometimes problems feel really, really big, and sometimes they feel super small. Today, we're going to learn how to tell the difference and what to do!"
- Ask: "Can you think of a 'problem' you had today, even a tiny one?" (Allow a few student responses).
- Explain: "Problems are part of life, but how we react to them can make a big difference. Knowing if a problem is big or little helps us figure out the best way to solve it!"
Step 2
Defining Big & Little Problems
10 minutes
- Show Big vs. Little Problems Slide Deck Slide 1-3.
- Discuss the characteristics of Little Problems (e.g., can solve by yourself, doesn't hurt anyone, can be fixed quickly, short-term upset). Give examples: can't find your pencil, spilled a drink, forgot a snack.
- Discuss the characteristics of Big Problems (e.g., need help from an adult, affects safety, can hurt others, long-term upset or consequences). Give examples: someone is hurting you, a pet is lost, feeling very sick.
- Facilitate a brief discussion: "Why is it important to know the difference between a big problem and a little problem?"
Step 3
Problem Sort Activity
10 minutes
- Distribute the Problem Sort Worksheet.
- Show Big vs. Little Problems Slide Deck Slide 4.
- Explain the activity: "You're going to be problem detectives! Read each problem and decide if it's a 'Big Problem' or a 'Little Problem'. Then, write down how you would solve it or who you would ask for help."
- Circulate and offer individual support, especially for students with IEPs, to help them understand each scenario and brainstorm appropriate solutions. Encourage them to think about who they can ask for help for big problems.
Step 4
Share and Reflect
5 minutes
- Invite a few students to share one problem from their worksheet and how they categorized it, along with their solution.
- Show Big vs. Little Problems Slide Deck Slide 5.
- Conclude by reinforcing: "Great job, problem detectives! Remember, for little problems, you often have the power to solve them yourself. For big problems, it's super important to ask a trusted adult for help. You've got this!"
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Slide Deck
Big vs. Little Problems: What to Do?
Sometimes problems feel HUGE, and sometimes they're just a tiny bump in the road.
Today, we'll learn how to tell the difference and find the best way to solve them!
Welcome students and introduce the concept of problems and how we react to them. Explain that knowing the difference between big and little problems is a helpful skill.
What's a Problem?
A problem is a challenge or something that makes us feel upset or stuck.
Everyone has problems! It's okay to have them.
What matters is how we handle them!
Ask students to share what they think a 'problem' is. Guide them towards the idea that problems are challenges we face.
Little Problems (Small Bumps)
Little Problems:
- You can usually solve them yourself.
- They don't hurt anyone.
- They make you a little upset, but it passes quickly.
Examples: Can't find your favorite marker, spilled a tiny bit of water, a friend said something that bothered you (but not really mean).
Discuss characteristics of little problems: you can solve them, they don't hurt anyone, they pass quickly. Provide examples like forgetting a pencil or a small disagreement.
Big Problems (Huge Mountains!)
Big Problems:
- You need help from an adult to solve them.
- They affect your safety or someone else's.
- They make you feel very scared, sad, or upset for a long time.
Examples: Someone is hurting you, a pet is lost, you feel very sick and need to see a doctor.
Discuss characteristics of big problems: you need adult help, they involve safety, they affect others seriously. Provide examples like being hurt or feeling very sick.
Problem Detectives!
Time to be a problem detective!
On your Problem Sort Worksheet:
- Read each problem carefully.
- Decide: Is it a Big Problem or a Little Problem?
- Write down how you would solve it or who you would ask for help!
Introduce the Problem Sort Worksheet activity. Give clear instructions for students to categorize the problems and think of solutions or who to ask for help.
You've Got This!
Remember:
- You can solve little problems yourself!
- For big problems, always ask a trusted adult for help!
Knowing the difference is a superpower!
Conclude the lesson by reinforcing the importance of knowing problem size and seeking help for big problems. Encourage students to use these skills daily.
Worksheet
Problem Sort Worksheet: Big vs. Little Problems
Instructions: Read each situation below. Decide if it is a Big Problem or a Little Problem. Then, write down how you would solve it or who you would ask for help.
1. You can't find your favorite pencil.
Is it a Big or Little Problem?
How would you solve it or who would you ask for help?
2. Your friend accidentally bumps you and your papers fall on the floor.
Is it a Big or Little Problem?
How would you solve it or who would you ask for help?
3. Someone is saying mean things to you every day and making you feel unsafe.
Is it a Big or Little Problem?
How would you solve it or who would you ask for help?
4. You forgot your homework at home.
Is it a Big or Little Problem?
How would you solve it or who would you ask for help?
5. You feel very sick and have a high fever.
Is it a Big or Little Problem?
How would you solve it or who would you ask for help?
6. You want to play a game, but your friends want to play something else.
Is it a Big or Little Problem?
How would you solve it or who would you ask for help?
Answer Key
Problem Sort Answer Key
This answer key provides example responses for the Problem Sort Worksheet. Students' answers may vary greatly depending on their individual experiences and problem-solving skills. Encourage diverse and personal strategies.
1. You can't find your favorite pencil.
Is it a Big or Little Problem? Little Problem
How would you solve it or who would you ask for help?
- Look around my desk or backpack.
- Ask a classmate if I can borrow one.
- Ask the teacher for a spare pencil.
2. Your friend accidentally bumps you and your papers fall on the floor.
Is it a Big or Little Problem? Little Problem
How would you solve it or who would you ask for help?
- Say, "It's okay!" and pick up my papers.
- Ask my friend to help me pick them up.
- Take a deep breath if I feel frustrated.
3. Someone is saying mean things to you every day and making you feel unsafe.
Is it a Big or Little Problem? Big Problem
How would you solve it or who would you ask for help?
- Tell a trusted adult immediately (teacher, parent, counselor).
- Walk away from the person.
- Practice telling the person, "Stop." then telling an adult.
4. You forgot your homework at home.
Is it a Big or Little Problem? Little Problem
How would you solve it or who would you ask for help?
- Tell the teacher what happened.
- Ask if I can complete it during recess or at home tonight.
- Try to remember it next time by putting it in my backpack right away.
5. You feel very sick and have a high fever.
Is it a Big or Little Problem? Big Problem
How would you solve it or who would you ask for help?
- Tell a trusted adult right away (teacher, nurse, parent).
- Go to the nurse's office.
- Ask my parent to take me to the doctor.
6. You want to play a game, but your friends want to play something else.
Is it a Big or Little Problem? Little Problem
How would you solve it or who would you ask for help?
- Suggest we take turns choosing games.
- Join their game and try to have fun.
- Find another activity or friend to play with.
Lesson Plan
Bounce Back Better!
Students will learn to identify challenges and use resilient thinking strategies to overcome them, understanding that mistakes are opportunities for growth.
This lesson helps students develop coping mechanisms and a positive outlook, essential for navigating academic and social challenges, especially for those with IEPs who may face unique learning experiences. It fosters self-advocacy and emotional regulation.
Audience
3rd Grade Students (with IEPs)
Time
30 minutes
Approach
Interactive discussion, visual aids, and a collaborative activity to practice resilient thinking.
Materials
Whiteboard or Projector, Markers/Pens, Bounce Back Better! Slide Deck, Resilience Shields Worksheet, and Resilience Shields Answer Key
Prep
Prepare Materials
10 minutes
- Review the Bounce Back Better! Lesson Plan and all generated materials, making adjustments as needed for your specific students.
- Ensure whiteboard or projector is ready for displaying the Bounce Back Better! Slide Deck.
- Print enough copies of the Resilience Shields Worksheet for each student.
- Have markers or pens available for students.
Step 1
Introduction: What Does 'Bounce Back' Mean?
5 minutes
- Greet students and introduce the lesson: "Today, we're going to talk about something super important called 'resilience' – it's like having a superpower that helps you 'bounce back' when things get tough!"
- Show Bounce Back Better! Slide Deck Slide 1-2.
- Ask: "What does it mean to 'bounce back'? Can you think of a time when you had to 'bounce back' from something tricky?" (Allow a few student responses).
- Explain: "Bouncing back means that when something difficult happens, you don't stay down for long. You find a way to get back up, learn from it, and keep going!"
Step 2
Exploring Challenges and Mindsets
10 minutes
- Show Bounce Back Better! Slide Deck Slide 3-4.
- Discuss common challenges 3rd graders might face (e.g., a difficult math problem, forgetting homework, a disagreement with a friend, feeling frustrated with a task).
- Introduce the concept of a 'resilient mindset' vs. a 'stuck mindset'.
- Stuck Mindset: "I can't do it." "It's too hard." "I give up."
- Resilient Mindset: "I can try a different way." "I can ask for help." "I can practice and get better."
- Facilitate a brief discussion: "Which mindset helps you 'bounce back' better? Why?"
Step 3
Resilience Shields Activity
10 minutes
- Distribute the Resilience Shields Worksheet.
- Show Bounce Back Better! Slide Deck Slide 5.
- Explain the activity: "Just like superheroes have shields to protect them, we can build our own 'resilience shields' with strategies that help us bounce back!"
- Guide students to draw or write one challenge they might face in the center of their shield.
- Then, guide them to draw or write three different ways they can 'bounce back' from that challenge in the sections of the shield. (Provide examples: 'ask for help,' 'take a deep breath,' 'try again,' 'think positively').
- Circulate and offer individual support, especially for students with IEPs, to help them identify strategies relevant to their needs. Encourage them to share their ideas.
Step 4
Share and Reflect
5 minutes
- Invite a few students to share their 'Resilience Shields' with the class, highlighting one challenge and one strategy they chose.
- Show Bounce Back Better! Slide Deck Slide 6.
- Conclude by reinforcing the main message: "Remember, everyone faces tough stuff sometimes, but we all have the power to 'Bounce Back Better!' by using our resilient mindset and strategies. Keep practicing your resilience superpower!"
Slide Deck
Bounce Back Better!
Your Superpower for Life's Challenges!
Ever felt like you just couldn't do something?
Today, we'll learn how to bounce back stronger!
Welcome students and introduce the exciting topic of resilience. Explain that this lesson will help them understand how to handle tough situations.
What Does "Bounce Back" Mean?
Imagine a ball hitting a wall... it doesn't stay stuck, right?
It bounces back!
We can do that too when things are tricky at school or with friends.
Ask students what they think "bounce back" means. Guide them towards the idea of recovering from difficulty. Provide simple examples like falling off a bike and getting back on.
Challenges & Mindsets
Life throws challenges our way:
- A really hard math problem
- Forgetting your homework
- Having a disagreement with a friend
How we think about challenges matters!
Introduce the idea of challenges. Brainstorm a few common 3rd-grade challenges. Then, explain the two mindsets using simple, relatable language.
Stuck vs. Resilient
Stuck Mindset 😟
- "I can't do it!"
- "It's too hard, I give up."
- Feels like a dead end.
Resilient Mindset 😄
- "I can try a different way."
- "I can ask for help."
- "I can practice and get better!"
- Finds a path forward.
Elaborate on the two mindsets. Use clear contrasts. Emphasize that a 'resilient mindset' helps them grow.
Build Your Resilience Shield!
Just like superheroes need shields, we need strategies to bounce back!
On your Resilience Shields Worksheet:
- Center: Write or draw ONE challenge you might face.
- Sections: Write or draw THREE ways you can bounce back from that challenge!
Introduce the Resilience Shields Activity. Explain that each student will create their own shield with strategies. Provide clear instructions for filling out the worksheet.
You've Got This!
Remember, everyone faces tough moments, but you all have the superpower to Bounce Back Better!
Keep practicing your resilient mindset!
Conclude the lesson by reinforcing the main message about resilience being a superpower. Encourage them to use their shields and practice their new skills.
Worksheet
My Resilience Shield!
Just like superheroes use shields to protect themselves, we can build our own "Resilience Shields" with strategies that help us bounce back when things get tough!
Instructions:
- In the middle circle of your shield, write or draw ONE challenge you might face (e.g., a hard math problem, feeling frustrated, a disagreement with a friend).
- In each of the three sections of your shield, write or draw ONE way you can bounce back from that challenge. Think of different strategies!
My Resilience Shield
My Challenge:
How I Will Bounce Back!:
Answer Key
Resilience Shields Answer Key
This answer key provides example responses for the Resilience Shields Worksheet. Students' answers may vary greatly depending on their individual experiences and challenges. Encourage diverse and personal strategies.
Example Challenge: A Difficult Math Problem
How I Will Bounce Back (Example Strategies):
- Ask for help: "I can raise my hand and ask the teacher for a hint, or ask a classmate to explain it differently."
- Take a break: "I can take a few deep breaths, look away for a moment, and then come back to the problem with a fresh mind."
- Try a different strategy: "Instead of just staring at it, I can try drawing a picture, using manipulatives, or breaking the problem into smaller steps."
Example Challenge: Feeling Frustrated with a Drawing
How I Will Bounce Back (Example Strategies):
- Talk about it: "I can tell my teacher or a trusted adult how I'm feeling and why I'm frustrated."
- Practice: "I can keep practicing, knowing that I'll get better with time. It's okay if it's not perfect right away."
- Look for inspiration: "I can look at other drawings for ideas, or try a different kind of drawing to relax."
Example Challenge: Disagreement with a Friend
How I Will Bounce Back (Example Strategies):
- Use "I" statements: "I can say, 'I feel sad when...' or 'I feel confused because...'
- Listen to my friend: "I can really listen to what my friend is saying and try to understand their side of the story."
- Compromise: "We can try to find a solution that works for both of us, even if it means we both give a little."