Identifying Problems Around Us

When students physically spot and describe problems, they move from vague frustrations to clear, actionable issues. Active learning turns everyday observations into sharable language, which is essential for building problem-solving habits in technology design.

• Foundation
• Technologies
• 4 activities
• 20 min–35 min

Learning Objectives

1. Identify at least two problems within the classroom environment that could be addressed with technology.
2. Explain, using simple terms, why a given situation, such as a messy art area, is considered a problem.
3. Analyze the impact of a classroom problem, like not having enough pencils, on peers or the learning environment.

Walk and Talk

⏱ 30 min·Small Groups

Classroom Problem Hunt: Spot and Sketch

Lead students on a 5-minute walk around the classroom to observe issues like blocked pathways or spilled materials. In small groups, they sketch or dictate one problem and note who it affects. Groups present findings on a shared chart for class discussion.

Prepare & details

Identify a problem in the classroom that technology could help solve.

Facilitation Tip: During Classroom Problem Hunt, give each child a clipboard with a simple ‘Problem Spotter’ sheet so they practice framing issues as things that affect people, not just objects.

Setup: Walking path: hallway, outdoor area, or clear loop in classroom

Materials: Discussion prompt cards, Optional: clipboard and notes sheet, Partner rotation plan

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Walk and Talk

⏱ 25 min·Pairs

Home Problem Share: Pair Talks

Pairs discuss one problem from home, such as wet shoes after rain or hard-to-find toys. They explain the impact on family or pets, then swap and retell partner's problem to the group. Record key ideas on sticky notes for a class wall.

Prepare & details

Explain why a particular situation is considered a 'problem'.

Facilitation Tip: During Home Problem Share, sit beside pairs to gently prompt them to compare their examples and agree on whether each issue disrupts play, safety, or sharing.

Setup: Walking path: hallway, outdoor area, or clear loop in classroom

Materials: Discussion prompt cards, Optional: clipboard and notes sheet, Partner rotation plan

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Walk and Talk

⏱ 35 min·Whole Class

Problem Impact Chain: Whole Class Build

Start with a class example like noisy playtime. Students add links to a paper chain showing effects on learning or friends. Discuss if technology, like noise monitors, could help, and why some problems need other fixes.

Prepare & details

Analyze the impact of a problem on people or the environment.

Facilitation Tip: During Problem Impact Chain, model the first link aloud so students see how to connect a problem to a person’s feeling or routine before adding their own ideas.

Setup: Walking path: hallway, outdoor area, or clear loop in classroom

Materials: Discussion prompt cards, Optional: clipboard and notes sheet, Partner rotation plan

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Walk and Talk

⏱ 20 min·Individual

Outdoor Problem Scout: Individual Notes

Students scout the yard individually for problems like puddles or scattered leaves, noting effects with drawings or voice memos. Regroup to categorize and vote on top issues for technology ideas.

Prepare & details

Identify a problem in the classroom that technology could help solve.

Facilitation Tip: During Outdoor Problem Scout, ask students to sketch one problem and write a single sentence about why it matters, ensuring they move beyond ‘I don’t like it’ to functional impacts.

Setup: Walking path: hallway, outdoor area, or clear loop in classroom

Materials: Discussion prompt cards, Optional: clipboard and notes sheet, Partner rotation plan

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Teaching This Topic

Teach this topic by starting with concrete objects and spaces students already know. Avoid abstract definitions; instead, use guided language frames like ‘This is hard because…’ or ‘This makes it difficult to…’ to build shared vocabulary. Research shows young learners develop problem-solving skills faster when they attach language to their sensory experiences, so keep discussions tightly linked to what they see, touch, or experience daily.

What to Expect

Successful learning looks like students confidently naming problems, explaining their effects on people or routines, and showing curiosity about possible solutions. They should talk about issues with peers, teachers, and objects, not just list them.

Watch Out for These Misconceptions

Common Misconception

During Classroom Problem Hunt, watch for students who label any object they dislike as a problem, such as ‘I don’t like the color of the rug.’

What to Teach Instead

Prompt them to compare their example to the class agreed criteria: Does this disrupt play, safety, or sharing? If not, gently redirect by asking, ‘Does this stop you from playing or make someone unsafe?’

Common Misconception

During Home Problem Share, watch for students who insist only big issues like pollution count as problems.

What to Teach Instead

Compare their example to a small issue the class found, like tangled cords. Ask, ‘How does this tangled cord make it hard for your sister to use the charger?’ to reveal the functional impact.

Common Misconception

During Problem Impact Chain, watch for students who assume every problem must be fixed with technology first.

What to Teach Instead

Ask them to add non-tech solutions to the chain, such as ‘We could make a rule to put toys away,’ before offering tech options like a timer.

Assessment Ideas

Quick Check

During Classroom Problem Hunt, circulate with the ‘Problem Spotter’ sheets and ask each student to point to one thing they sketched and explain in one sentence why it is a problem, such as ‘The blocks are all mixed up, it’s hard to find the ones I want.’

Discussion Prompt

After Home Problem Share, present the scenario ‘Imagine our classroom has only one crayon for everyone to share.’ Ask students how this would make them feel and what problems might happen because of this, listening for descriptions of feelings and difficulties.

Exit Ticket

After Outdoor Problem Scout, give each student a drawing of a simple classroom object, such as a messy bookshelf or a broken toy. Ask them to draw or write one word about why this object represents a problem.

Extensions & Scaffolding

• Challenge students who finish early to find a problem that involves both people and objects, then sketch a possible solution using arrows or stick figures.
• Scaffolding: Provide sentence starters on strips, such as ‘The ____ is messy, so it is hard to ____’ to support students who struggle to articulate effects.
• Deeper: Invite students to role-play the problem and its effects with a partner before drawing or writing about it.

Key Vocabulary

Problem	A situation that is difficult or undesirable and needs a solution.
Technology	Tools or devices that help people solve problems or do tasks more easily. This can include simple things like pencils or complex things like computers.
Impact	The effect something has on people, places, or things. For example, a problem can have a negative impact on how happy or comfortable people feel.
Solution	An answer to a problem.