Problem-Solving Challenge

Name: ________________________

Instructions: Read the scenario below. Work with your group to follow the problem-solving steps we discussed. Write your answers in the spaces provided.

Scenario:

Your school is planning its annual field day, but there's a problem! The budget for equipment this year is much smaller than usual, and many of the old sports balls and games are worn out. The field day is only two weeks away, and students are worried it won't be as fun.

Step 1: Identify the Problem

In your own words, what is the main problem your school is facing with Field Day?

Step 2: Brainstorm Solutions

Think of at least 3-5 different ways your school could solve this problem. Don't worry if an idea seems silly at first – write down everything!

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Step 3: Evaluate Solutions

Choose your top 2-3 solutions from Step 2. For each chosen solution, list at least one

Problem-Solving Challenge Answer Key

Scenario: Your school is planning its annual field day, but there's a problem! The budget for equipment this year is much smaller than usual, and many of the old sports balls and games are worn out. The field day is only two weeks away, and students are worried it won't be as fun.

Step 1: Identify the Problem

Question: In your own words, what is the main problem your school is facing with Field Day?

Thought Process: The core issue is the lack of new equipment due to a reduced budget, impacting the fun and quality of Field Day. Students should articulate this clearly.

Possible Answer: The school has a limited budget for Field Day equipment, and the existing equipment is old and worn out, which might make Field Day less enjoyable for students.

Step 2: Brainstorm Solutions

Question: Think of at least 3-5 different ways your school could solve this problem. Don't worry if an idea seems silly at first – write down everything!

Thought Process: Encourage creative and diverse ideas. Students should think broadly about fundraising, reusing, borrowing, or creating new activities that don't require much equipment.

Possible Answers:

1. Fundraising: Organize a quick fundraiser (e.g., bake sale, car wash) to get more money for new equipment.
2. Borrow Equipment: Ask other local schools, community centers, or parents if they have equipment the school could borrow.
3. DIY Games: Create new games or activities that require little to no special equipment (e.g., relay races, sack races with pillowcases, water balloon toss).
4. Repair Old Equipment: See if any of the worn-out equipment can be cheaply repaired or repurposed.
5. Student Volunteers: Get students to help organize and run games, reducing the need for complex setups.
6. Sponsor Donations: Reach out to local businesses for donations of equipment or funds.

Step 3: Evaluate Solutions

Question: Choose your top 2-3 solutions from Step 2. For each chosen solution, list at least one "Pro" (positive aspect) and one "Con" (negative aspect).

Thought Process: Students should demonstrate critical thinking by weighing the advantages and disadvantages of their chosen solutions. Considerations might include time, cost, effort, and effectiveness.

Example Evaluation (using Fundraising and DIY Games):

• Solution 1: Organize a quick fundraiser

  • Pro: Could raise money to buy exactly what is needed, and students could feel a sense of ownership.
  • Con: Requires a lot of effort and time in a short period (2 weeks); might not raise enough money.

• Solution 2: Create new DIY games

  • Pro: Very low cost, encourages creativity, and uses existing resources. Could be unique and memorable.
  • Con: Might not appeal to all students; could require significant planning and material gathering (cardboard, old clothes, etc.) to make games.

Step 4: Decide & Act

Question: Based on your evaluation, which solution (or combination of solutions) do you think is the best course of action for the school? Explain why.

Thought Process: Students should justify their choice based on their pros and cons. They should consider feasibility within the two-week timeframe and the goal of making Field Day fun.

Possible Answer: I think a combination of creating new DIY games and borrowing equipment would be the best. DIY games are low-cost and quick to set up, ensuring there are plenty of activities. Borrowing equipment from another school or community center could fill in any gaps for popular sports like soccer or basketball without needing to buy new items, which would save money and time. Trying to do a big fundraiser in just two weeks might be too difficult.

Step 5: Reflect

Question: What did you learn from this problem-solving exercise? How might you use these steps in your own life?

Thought Process: Students should reflect on the process itself and how it applies beyond the scenario. They should recognize the value of structured thinking.

Possible Answer: I learned that it's important to really think about the problem before jumping to a solution. Brainstorming lots of ideas helps you find creative solutions, and evaluating them helps you choose the best one. I can use these steps when I have a disagreement with a friend, or when I'm trying to figure out how to manage my time better for homework.

Cool Down: Reflect and Connect

Name: ________________________

Instructions: Take a few minutes to reflect on today's lesson. Answer the questions below.

1. What was the most important thing you learned about problem-solving today?
   
   
   
   
   
   
   

2. Can you think of a real-life situation (outside of school) where you could use the problem-solving steps we discussed today?
   
   
   
   
   
   
   

3. On a scale of 1 to 5, how confident do you feel now about tackling a new problem using these strategies? (1 = Not confident at all, 5 = Very confident)
   
   
   
   
   
   
   

Mindset Scenarios: What Would You Do?

Instructions: Read each scenario with your partner. Discuss if the character is showing a fixed mindset or a growth mindset. Then, write down what a growth mindset response would look like for that situation.

Scenario 1: The Tricky Math Problem

Situation: Alex is working on a challenging math problem. After trying it once and getting it wrong, Alex sighs and says, "I'm just not a math person. I'll never get this."

• Is this a fixed or growth mindset?
  
  
  
• How do you know?
  
  
  
• What would a growth mindset response look like for Alex?
  
  
  
  
  
  
  
  
  
  
  

Scenario 2: Learning a New Skill

Situation: Maria is trying to learn how to play a new song on the guitar. She keeps making mistakes. She says, "This is too hard. My fingers just don't move like that. I should just give up."

• Is this a fixed or growth mindset?
  
  
  
• How do you know?
  
  
  
• What would a growth mindset response look like for Maria?
  
  
  
  
  
  
  
  
  
  
  

Scenario 3: Getting Feedback

Situation: David gets a report back on his writing assignment. His teacher has given him some suggestions for improvement. David feels upset and thinks, "My teacher thinks I'm a bad writer. There's no point in even trying to fix it."

• Is this a fixed or growth mindset?
  
  
  
• How do you know?
  
  
  
• What would a growth mindset response look like for David?
  
  
  
  
  
  
  
  
  
  
  

Script: Brain Power Boost!

Session 1: Introducing Our Elastic Brains

Teacher: "Good morning, everyone! Today we're going to start an exciting journey into understanding how our brains work, especially when we're learning new things. To kick us off, I want you to think about this: What's something you found really challenging recently, but you kept trying? Maybe it was a video game, a new sport, or a tough homework problem. Turn and talk to a partner for about 30 seconds, then we'll hear a couple of examples."

(Allow students to share briefly.)

Teacher: "Thanks for sharing! It's great to hear about your persistence. Now, I'm going to read you a fantastic book called 'The Elastic Fantastic Brain Book' (or similar title). As I read, I want you to listen for clues about how our brains learn and grow, especially when things are tough."

(Read the entire 'Elastic Fantastic Brain Book' aloud. Engage students with the illustrations and key concepts as you read. After reading, use Growth Mindset Slides (Slides 1-3) to guide the discussion.)

Teacher: "Wow, what an amazing book! So, what did you learn about our brains? What does it mean for our brains to be 'elastic'?" (Pause for responses. Guide them to the idea that brains can change and grow.) "Exactly! Our brains aren't stuck; they can stretch and get stronger, just like a rubber band or a muscle. How does practicing something hard make our brain stronger?" (Encourage answers that connect effort to brain growth.)

Teacher: "This idea that our abilities can grow is really important. The book talked about how our brains get stronger with practice and effort. Sometimes, when we face challenges, we might hear a little voice in our head that says, 'I can't do it,' or 'I'm not good enough.' This way of thinking is what we call a fixed mindset – it's like believing your intelligence or talents are set in stone. But the book also showed us a different way: a growth mindset, where we believe our abilities can improve with hard work and dedication. We'll explore these more in our next session."

Session 2: Spotting Fixed Mindset & Flipping the Script

Teacher: "Welcome back, brain builders! Last time, we talked about our amazing elastic brains and two ways of thinking: a fixed mindset and a growth mindset. Who can remind us what a 'fixed mindset' sounds like? What about a 'growth mindset'?" (Review a couple of examples from the anchor chart created in Session 1, if applicable, or quickly recap using simple student examples.)

Teacher: "Great job remembering! Today, we're going to become detectives for fixed mindset thinking. We'll practice spotting it, not in people, but in statements and situations. It's important to remember we're looking at ideas, not judging our classmates or ourselves. We all have fixed mindset moments, and that's okay! The goal is to recognize them so we can change them."

"I'm going to give each of you a Mindset Scenarios Worksheet. You'll work with a partner to read each scenario. For each one, discuss: Is the character showing a fixed or growth mindset? How do you know? Then, think about what a growth mindset response would look like. Let's use our Growth Mindset Slides (Slides 4-5) to help us remember what to look for."

(Distribute worksheets. Monitor groups, offering guidance and clarification. After 8 minutes, bring the class back together.)

Teacher: "Alright, detectives, what did you discover? Let's discuss a couple of these scenarios. (Facilitate a brief class discussion on one or two scenarios, ensuring focus remains on the mindset presented.)

"Now for the fun part: flipping the script! We're going to take some common fixed mindset statements and turn them into powerful growth mindset statements. I'll give your group 2-3 fixed mindset quotes (from Fixed to Growth Turnaround Activity Part 2). Your challenge is to brainstorm a growth mindset response for each. Think about how someone could reframe that thought to show they believe in learning and growing. Remember to be encouraging and creative!"

(Distribute quotes. Allow small groups to work. After 8 minutes, bring them back.)

Teacher: "Fantastic work, everyone! Each group, please share your best turnaround response. We'll add these amazing growth mindset statements to our Growth Mindset Anchor Chart Template for Session 2." (Record responses on the anchor chart. Briefly discuss common themes.)

Session 3: Embracing Challenges & Our Growth Journey

Teacher: "Good morning, resilient learners! Let's take a look at our Growth Mindset Anchor Chart Template. We've collected some fantastic growth mindset turnarounds. Looking at these, what's one thing you could tell yourself when you face a challenge today, or even later this week?" (Allow a few students to share.)

Teacher: "That's a wonderful way to think about it! Today, you'll have a chance to do some personal reflection and practice your growth mindset muscles. I'm going to give you a few new fixed mindset quotes (from Fixed to Growth Turnaround Activity Part 3), and this time, you'll individually write your own growth mindset responses. Think about what you would say to yourself, or to a friend, to encourage a growth mindset."

(Distribute quotes for individual work. After 8 minutes, transition to sharing.)

Teacher: "Now, let's share our powerful responses! Turn to a partner or your small group and share what you wrote. Discuss how these turnarounds can help you not just in school, but also when you're playing sports, learning a hobby, or even dealing with friends and family. Let's use our Growth Mindset Slides (Slides 6-7) to guide our sharing."

(Facilitate sharing and discussion. Encourage students to listen to each other's ideas.)

Teacher: "Incredible thinking, everyone! To wrap up our journey with the elastic fantastic brain, let's add a few of these individual turnaround responses to our Growth Mindset Anchor Chart Template for Session 3. This chart is a reminder that we all have the power to grow and learn!" (Add selected responses to the anchor chart.)

"Finally, I have one last quick task for you: a Mindset Check-In Cool Down. This is an exit ticket to help me see what you've learned and how you're feeling about your own growth mindset. Please complete it independently before you leave today." (Distribute and collect cool down tickets.) "Thank you for being such amazing, growth-minded learners! Keep those brains stretching and growing!"

Fixed to Growth Turnaround Activity

Instructions: For each part, read the fixed mindset quote. Then, brainstorm and write a growth mindset response. Think about how you can reframe the thought to show belief in learning and growing.

Part 1: Introducing Fixed vs. Growth (For Session 1)

Fixed Mindset Statement: "I'm just not good at puzzles. I'll never be able to solve this one."

Growth Mindset Response:

Fixed Mindset Statement: "This drawing is terrible. I should just throw it away, I'm not an artist."

Growth Mindset Response:

Part 2: Small Group Turnarounds (For Session 2)

Fixed Mindset Quote 1: "This homework is too hard. I don't get it, so there's no point in trying anymore."

Growth Mindset Response:

Fixed Mindset Quote 2: "I made a mistake in the game. I'm so bad at this; everyone is better than me."

Growth Mindset Response:

Fixed Mindset Quote 3: "I don't understand the science experiment. I guess I'm just not smart enough for science."

Growth Mindset Response:

Part 3: Individual Reflection (For Session 3)

Fixed Mindset Quote 1: "I got a low score on that quiz. I'm just not good at this subject."

Growth Mindset Response:

Fixed Mindset Quote 2: "My friend can do that so easily. I'll never be as good as them."

Growth Mindset Response:

Fixed Mindset Quote 3: "I tried my best, but it still wasn't perfect. I guess my best isn't good enough."

Growth Mindset Response: