Lesson Plan
Facilitator Guide Problem-Solving Like a Scientist
Students will apply the 5-step model (Stop–Name–Brainstorm–Choose–Review) to generate three solutions to a scenario, evaluate them against criteria, and select a win–win option they can explain.
Structured problem-solving builds critical thinking, forethought about consequences, and basic negotiation skills—helping students resolve real-life conflicts positively.
Audience
4th Grade
Time
45 minutes
Approach
Hands-on exploration using a simple 5-step framework and collaborative tasks.
Prep
Teacher Preparation
10 minutes
- Review Facilitator Guide Problem-Solving Like a Scientist
- Print and assemble enough Option Matrix and Review Log for each group
- Prepare to display 5-Step Model Visuals (projector or chart)
- Gather materials and space for the Solution Sort Relay
- Familiarize yourself with the Problem-Solving Performance Rubric for assessment
Step 1
Establish Norms and Activation
5 minutes
- Remind students of respectful listening and clear communication
- Introduce the importance of pausing to think before reacting (Stop)
- Link to regulation and teamwork expectations
- Differentiation: Provide sentence stems ("I notice…", "I wonder…") for ELL learners
Step 2
Introduce the 5-Step Model
10 minutes
- Display 5-Step Model Visuals
- Think aloud through a familiar classroom scenario (e.g., choosing a game)
- Highlight each step: Stop, Name, Brainstorm, Choose, Review
- Ask students to contribute examples of each
- Adaptation: Offer one-on-one modeling for students needing extra support
Step 3
Small-Group Matrix Work
15 minutes
- Divide students into groups of 3–4
- Distribute Option Matrix and Review Log
- Assign each group a scenario (e.g., two friends want the same book)
- Students:
• Stop and Name the problem
• Brainstorm three possible solutions
• Use matrix columns to Evaluate against criteria (fairness, safety, fun)
• Choose the best win–win option - Circulate to guide thinking and refer to rubric language
- Differentiation: Pair advanced groups to generate extra criteria
Step 4
Solution Sort Relay
10 minutes
- Set up two bins labeled “Win–Win” and “Not Win–Win” at one end of the room
- Place scenario or solution cards at the start line
- Students race in teams to pick a card, discuss quickly, and sort it correctly
- Debrief: How sorting required evaluating consequences and fairness
- Assessment: Observe teamwork and use of model vocabulary
Step 5
Share and Reflect
5 minutes
- Invite groups to share their chosen solution and reasoning
- Use Problem-Solving Performance Rubric language to highlight strengths and growth areas
- Conduct a quick self-assessment: “Which step was hardest? What would you try differently next time?”
- Tie back to real-life situations where they can apply this model
Slide Deck
Problem-Solving Like a Scientist
Today we’ll learn a 5-step problem-solving model to find fair, win-win solutions.
Welcome students and introduce our session. Explain that scientists use steps to solve problems and we’ll learn how to “Solve It Like a Scientist.”
5-Step Problem-Solving Model
- Stop: Pause and calm down
- Name: Identify the problem
- Brainstorm: Think of possible solutions
- Choose: Pick the best win-win option
- Review: Check and adjust
Read each step aloud. Ask: “Which step sounds easiest? Hardest?” Connect to times they paused to think before acting.
Step 1: Stop
[🚦 Stop Sign Icon]
• Pause before reacting
• Take a deep breath to calm your mind
Emphasize emotional regulation: deep breaths, count to five. Relate to times they felt upset and paused.
Step 2: Name
[💬 Speech Bubble Icon]
• Say what’s happening
• Focus on the facts, not feelings
Model naming the problem by describing facts, not blaming. E.g., “I notice my friend took the red crayon.”
Step 3: Brainstorm
[💡 Light Bulb Icon]
• Generate as many ideas as you can
• No idea is a bad idea
Encourage all ideas, even silly ones. Remind students there are no bad ideas in brainstorming.
Step 4: Choose
[✔️ Check Mark Icon]
• Evaluate ideas using criteria
• Pick a win-win solution
Discuss criteria like fairness, safety, and fun. Show how to rate options against these.
Step 5: Review
[🔍 Magnifying Glass Icon]
• Check if your solution worked
• What could you do differently next time?
Highlight the value of checking outcomes. Encourage them to think: “Did it work? What next?”
Think-Aloud: Choosing a Game
Scenario: Sam and Maya both want the game controller.
Stop: They pause and breathe.
Name: “We both want a turn with the controller.”
Brainstorm: Take turns, play together, swap games.
Choose: They decide on 5-minute turns.
Review: They talk about how it felt and adjust if needed.
Read through the think-aloud slowly, pausing at each step to show the process. Ask: “Why did they choose that idea?”
Your Turn!
Scenario: Two classmates both want the same art supplies.
• Step 1: How will you Stop and calm down?
• Step 2: What words will you use to Name the problem?
Think-pair-share: Write your answers and discuss.
Explain that students will practice Steps 1 & 2 first. Then they’ll share with a partner. Walk around to support.
Worksheet
Option Matrix
Complete the table by describing three solutions and evaluating each using the criteria of fairness, safety, and fun.
| Option | Description | Fairness (1–5) | Safety (1–5) | Fun (1–5) |
|---|---|---|---|---|
| 1 | ||||
| 2 | ||||
| 3 |
Review Log
- Which solution did your group choose and why?
- How well did the solution work? Describe what happened when you tried it.
- What could you do differently next time to make this solution more fair, safe, or fun?
- What step of the problem-solving model was hardest for you and why?
- How will you use this model in a real-life situation?
Game
Solution Sort Relay
Overview:
In this active relay game, student teams practice quickly evaluating solutions using the 5-step model criteria (fairness, safety, fun) by sorting cards into “Win–Win” or “Not Win–Win” bins. This reinforces decision-making speed, teamwork, and use of model vocabulary.
Materials Needed
- A set of Scenario & Solution Cards (see below)
- Two bins or boxes labeled Win–Win and Not Win–Win
- Cones or tape to mark a start line and a sorting station
- Timer or stopwatch
Scenario & Solution Cards:
• Each card shows either (a) a brief problem scenario or (b) one solution generated in earlier activities.
• Prepare 20–30 cards total, mixing clear win–win ideas (e.g., “Take 5-minute turns”) with ideas that aren’t win–win (e.g., “Just grab the controller”).
Setup
- Place the sorting bins (Win–Win / Not Win–Win) at the far end of the room.
- Lay the Scenario & Solution Cards face down on a table or line at the start area.
- Divide students into 4–6 teams (3–4 students each) and have them line up behind the start line.
Roles Within Each Team
- Runner: Picks up a card and runs to the bin area.
- Sorter(s): Quickly discuss which bin the card belongs to, using criteria words (fairness, safety, fun).
- Timer/Checker: Verifies placement and gives a thumbs-up/thumbs-down before the Runner returns.
(Teams rotate roles after each card so everyone practices.)
How to Play
- On “Go,” each team’s Runner grabs the top card from the start pile.
- Runner brings the card to Sorter(s) at the bins.
- Team uses a 30-second countdown to decide: Is this a win–win solution or not?
- Sorter(s) place the card in the chosen bin. Timer/Checker signals when done.
- Runner returns to tag the next teammate; play continues until all cards are sorted or time is up (5–7 minutes).
Scoring (optional): 1 point for each correctly sorted card. The team with the most points wins.
Debrief Questions
After the relay, gather students and discuss:
- Which solution cards were hardest to sort? Why?
- How did your team use the criteria of fairness, safety, and fun when deciding?
- Did any “Not Win–Win” ideas spark a mini-win–win compromise? What was it?
- How did working quickly affect your decision-making? What would you do differently next time?
This game encourages quick thinking, teamwork, and application of the Stop–Name–Brainstorm–Choose–Review model in a fun, active format.
Rubric
Problem-Solving Performance Rubric {#problem-solving-performance-rubric}
Use this rubric to assess each student’s application of the Stop–Name–Brainstorm–Choose–Review model and their teamwork/communication skills. Circle or highlight the descriptor that best matches observed performance.
| Criteria | 4 – Exceeds (Exemplary) | 3 – Meets (Proficient) | 2 – Approaching (Developing) | 1 – Beginning (Emerging) |
|---|---|---|---|---|
| Stop Pausing & calming | Immediately pauses when conflict arises, uses calming strategies independently, and encourages peers to pause. | Pauses before reacting most of the time and uses a calming strategy with few reminders. | Pauses sometimes but needs teacher prompts; calming strategy inconsistent. | Reacts quickly without pausing; shows frustration or impulsivity. |
| Name Identifying problem | Clearly states the problem in factual language, includes multiple perspectives, and avoids blame language. | Accurately states the core problem using facts, not feelings. | Partially identifies the problem or includes opinions/blame. | Vague or incorrect description of the problem; blames others. |
| Brainstorm Idea generation | Generates many creative, on-topic solutions, builds on peer ideas, and invites others to contribute. | Independently produces at least three relevant solutions. | With support, offers one or two solutions; may need prompting to stay on topic. | Struggles to generate ideas even with help; ideas may be off topic. |
| Choose Evaluating & selecting | Applies fairness, safety, and fun criteria thoroughly, explains why the chosen solution is win–win, and anticipates consequences. | Uses the three criteria to compare options and clearly explains choice. | Uses one or two criteria and gives a basic rationale. | Selects a solution arbitrarily with little or no rationale. |
| Review Reflecting & adjusting | Thoughtfully reflects on outcomes, identifies specific improvements, and takes responsibility for next steps. | Reflects on how well the solution worked and suggests one improvement. | Offers a simple reflection or needs prompts to suggest an improvement. | Provides no meaningful reflection or suggestions for change. |
| Communication & Teamwork | Actively listens, speaks respectfully, builds on peers’ ideas, and helps the team stay focused and positive. | Listens and contributes ideas respectfully; collaborates effectively. | Participates when called on; occasional interruptions or off-task comments. | Rarely contributes; may interrupt or ignore peers; teamwork is minimal. |
How to Use:
- Teachers observe students during small-group work and the Solution Sort Relay.
- For each criterion, select the level that best describes student performance.
- Provide targeted feedback using the rubric language to guide goal-setting and growth.
Aligns with the lesson’s learning objective of using the 5-step model to generate, evaluate, and select win–win solutions while practicing respectful communication and teamwork.