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Problem Solving Skills for Middle School

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Michael Warren (Counselor)

Tier 1
For Schools

Lesson Plan

Problem Solving Lesson Plan

Enhance critical thinking and problem-solving skills through engaging activities and games.

Problem-solving skills are essential for academic success and real-life situations, helping students think critically and make informed decisions.

Audience

Middle School Students

Time

10 minutes

Approach

Engage students with activities and a game.

Materials

Whiteboard and Markers, Printed Puzzle Sheets, and Timer

Prep

Prepare Materials

5 minutes

  • Gather whiteboard and markers for the class.
  • Print enough puzzle sheets for each student.
  • Ensure a timer is available for the game.
  • Review the puzzle solutions to guide students effectively.

Step 1

Introduction to Problem Solving

2 minutes

  • Briefly explain the importance of problem-solving skills.
  • Discuss how these skills apply to both academic and real-life situations.

Step 2

Quick Puzzle Activity

3 minutes

  • Distribute printed puzzle sheets to each student.
  • Instruct students to solve as many puzzles as they can in 3 minutes.
  • Encourage them to think critically and use different strategies.

Step 3

Problem-Solving Game

5 minutes

  • Organize students into small groups.
  • Explain the rules of the game: each group must solve a series of challenges within a set time.
  • Use the timer to keep track of the time.
  • Encourage teamwork and communication among group members.
  • Conclude by discussing different strategies used and their effectiveness.
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Activity

Quick Puzzle Activity

Objective

Enhance students' problem-solving skills through engaging and time-bound puzzle-solving exercises.

Materials Needed

  • Printed Puzzle Sheets (one per student)
  • Timer

Instructions

  1. Introduction (1 minute)

    • Briefly explain the importance of problem-solving skills in both academic and real-life contexts.
    • Highlight how quick thinking and strategy can help solve problems efficiently.

  2. Puzzle Activity (3 minutes)

    • Distribute the printed puzzle sheets to each student.
    • Set the timer for 3 minutes.
    • Instruct students to solve as many puzzles as they can within the time limit.
    • Encourage them to think critically and try different strategies.

  3. Discussion (2 minutes)

    • Once the time is up, ask students to share how many puzzles they solved.
    • Discuss the strategies they used and which ones were most effective.
    • Highlight the importance of adaptability and creative thinking in problem-solving.

Follow-Up Questions

  • What strategies did you find most helpful in solving the puzzles?
  • How did you manage your time during the activity?
  • Can you think of a real-life situation where similar problem-solving skills might be useful?

Reflection

  • Encourage students to reflect on their problem-solving process and identify areas for improvement.

Puzzle Sheet Example

  1. Puzzle 1: Solve the following riddle: "I speak without a mouth and hear without ears. I have no body, but I come alive with wind. What am I?"



  2. Puzzle 2: Complete the sequence: 2, 4, 8, 16, ...



  3. Puzzle 3: What number do you get when you multiply all of the numbers on a telephone's number pad?



  4. Puzzle 4: Rearrange the letters to form a word: "LEPA".



  5. Puzzle 5: If you have three apples and you take away two, how many do you have?



This activity is designed to be quick and engaging, providing students with an opportunity to practice and enhance their problem-solving skills in a fun and interactive way.

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Game

Problem-Solving Challenge Game

Objective

Enhance students' problem-solving skills through a collaborative and competitive game that encourages teamwork and strategic thinking.

Materials Needed

  • Whiteboard and Markers
  • Timer
  • Printed Challenge Cards (one set per group)

Game Setup

  1. Introduction (1 minute)

    • Briefly explain the importance of teamwork and communication in problem-solving.
    • Highlight how working together can lead to more effective solutions.

  2. Group Formation (1 minute)

    • Divide the class into small groups of 4-5 students.
    • Ensure each group has a set of printed challenge cards.

  3. Game Instructions (1 minute)

    • Explain that each group will have 5 minutes to solve as many challenges as possible.
    • Each challenge card contains a different problem that requires creative thinking and collaboration.
    • Groups should discuss and agree on a solution before moving to the next challenge.
    • Use the timer to keep track of the time.

  4. Challenge Solving (5 minutes)

    • Start the timer and let the groups begin solving their challenges.
    • Encourage them to communicate effectively and think outside the box.

  5. Debrief and Discussion (2 minutes)

    • Once the time is up, gather the class together.
    • Ask each group to share one challenge they found particularly interesting and how they solved it.
    • Discuss the different strategies used and their effectiveness.

Example Challenge Cards

  1. Challenge 1: "You are in a room with three light switches. Each switch controls one of three light bulbs in the next room. You can only enter the room with the bulbs once. How do you determine which switch controls which bulb?"

    ...





  2. Challenge 2: "A farmer needs to get a fox, a chicken, and a bag of grain across a river. He can only take one at a time in his boat. If left alone, the fox will eat the chicken, and the chicken will eat the grain. How does he do it?"

    ...





  3. Challenge 3: "You have a 3-gallon jug and a 5-gallon jug, and you need to measure out exactly 4 gallons of water. How do you do it?"

    ...





  4. Challenge 4: "Rearrange the letters in 'NEW DOOR' to make one word."

    ...





  5. Challenge 5: "You see a boat filled with people. It has not sunk, but when you look again you don’t see a single person on the boat. Why?"

    ...





Follow-Up Questions

  • What strategies did your group find most effective?
  • How did your group handle disagreements or different ideas?
  • Can you think of a real-life situation where similar teamwork and problem-solving skills might be useful?

Reflection

  • Encourage students to reflect on their group dynamics and identify areas for improvement in communication and collaboration.
lenny
lenny

Activity

Problem Solving Flash Cards

Objective

Help students evaluate their problem-solving approach using the THINK acronym: True, Helpful, Inspiring, Necessary, and Kind.

Materials Needed

  • Printed Flash Cards (one set per student or group)

Instructions

  1. Introduction (1 minute)

    • Explain the THINK acronym and its importance in evaluating problem-solving approaches.
    • Discuss how considering these aspects can lead to more thoughtful and effective solutions.

  2. Flash Card Activity (5 minutes)

    • Distribute the flash cards to each student or group.
    • Instruct students to use the flash cards to evaluate a problem-solving scenario or a recent problem they encountered.
    • Encourage them to think critically about each aspect of THINK.

  3. Discussion (4 minutes)

    • Ask students to share their thoughts on how the THINK approach influenced their problem-solving process.
    • Discuss which aspects were most challenging to consider and why.
    • Highlight the importance of a balanced approach to problem-solving.

Flash Card Scenarios

Flash Card 1: Lost Item

  • Scenario: A friend is upset because they lost their favorite book. How can you use THINK to help them feel better?
    • True: Ensure you understand why the book is important to them.
    • Helpful: Offer to help them look for it or suggest ways to replace it.
    • Inspiring: Encourage them by sharing a story of how you overcame a similar situation.
    • Necessary: Focus on actions that directly address their feelings and the loss.
    • Kind: Be empathetic and supportive in your words and actions.

      ...





Flash Card 2: Academic Struggle

  • Scenario: You notice a classmate struggling with a math problem. How can THINK guide your approach to assisting them?
    • True: Make sure you understand the problem before offering help.
    • Helpful: Provide clear and constructive guidance.
    • Inspiring: Encourage them to keep trying and not give up.
    • Necessary: Focus on the specific problem they are facing.
    • Kind: Be patient and respectful in your assistance.

      ...





Flash Card 3: Cyber-Bullying

  • Scenario: You see a hurtful comment about a classmate online. How can THINK help you decide what to do?
    • True: Verify the facts before reacting.
    • Helpful: Report the comment to a trusted adult or platform moderator.
    • Inspiring: Encourage others to stand up against bullying.
    • Necessary: Focus on actions that can stop the bullying and support the victim.
    • Kind: Reach out to the classmate to offer support and friendship.

      ...





Flash Card 4: Group Project

  • Scenario: Your group is having trouble agreeing on how to complete a project. How can THINK guide your approach?
    • True: Ensure everyone understands the project requirements.
    • Helpful: Suggest a compromise or a new idea that incorporates everyone's input.
    • Inspiring: Motivate the group to work together towards a common goal.
    • Necessary: Focus on the essential tasks needed to complete the project.
    • Kind: Respect everyone's opinions and encourage open communication.

      ...





Flash Card 5: Friendship Conflict

  • Scenario: Two friends are arguing, and you're caught in the middle. How can THINK help you mediate?
    • True: Understand both sides of the argument before intervening.
    • Helpful: Offer solutions that benefit both friends.
    • Inspiring: Encourage them to find common ground and resolve their differences.
    • Necessary: Address the core issue causing the conflict.
    • Kind: Be supportive and neutral, showing empathy to both friends.

      ...





Follow-Up Questions

  • How did the THINK approach change your perspective on problem-solving?
  • Which aspect of THINK do you find most important and why?
  • Can you think of a situation where using THINK could have improved the outcome?

Reflection

  • Encourage students to reflect on how they can incorporate the THINK approach into their daily decision-making and problem-solving processes.
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