Problem Identification: Finding the Problem

Students in Year 2 need concrete experiences to turn abstract observations into tangible problems. Active learning through movement, sorting, and discussion helps them develop observation skills and recognize that problems exist all around them in familiar spaces like classrooms and playgrounds.

• Year 2
• Technologies
• 4 activities
• 25 min–40 min

Learning Objectives

1. Identify specific problems or unmet needs within the classroom or school environment.
2. Analyze the root causes of identified problems, distinguishing symptoms from underlying issues.
3. Differentiate between minor inconveniences and significant problems that warrant a designed solution.
4. Justify the selection of a particular problem as worthy of a design solution, considering its impact and feasibility.

Experiential Learning

⏱ 30 min·Pairs

Classroom Safari: Problem Hunt

Lead students on a guided walk around the classroom and school areas. Instruct them to note three issues with sketches or voice recordings, focusing on how they affect daily routines. Regroup to share findings on a class chart.

Prepare & details

Analyze a common classroom challenge to determine its root causes.

Facilitation Tip: During Classroom Safari, model how to move quietly and observe details, such as where supplies are stored or how often the same issues occur.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 25 min·Small Groups

Issue Sort: Inconvenience or Problem?

Prepare cards with common scenarios like tangled cables or lost supplies. Students sort them into minor inconveniences and solvable problems, then discuss reasons in small groups. Display sorts for whole-class review.

Prepare & details

Differentiate between a minor inconvenience and a significant problem requiring a solution.

Facilitation Tip: For Issue Sort, provide sentence starters like 'This is a problem because...' to guide students' language while they categorize items.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 35 min·Pairs

Root Cause Web: Dig Deeper

Select one class-identified problem. Students draw a central issue with branching arrows to causes, adding evidence from observations. Pairs compare webs and refine based on peer feedback.

Prepare & details

Justify why a particular problem is worth solving with a new design.

Facilitation Tip: Use Root Cause Web to prompt students to ask 'why' at least three times before settling on a root cause.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 40 min·Small Groups

Problem Pitch: Why Solve It?

Each group prepares a 1-minute pitch justifying their top problem, using impact on others and feasibility. Present to class, who votes with sticky notes. Tally results to select unit focus.

Prepare & details

Analyze a common classroom challenge to determine its root causes.

Facilitation Tip: In Problem Pitch, encourage students to connect their problem to learning by asking, 'Who does this affect and how?'

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Teaching This Topic

Teachers should start by normalizing problem-finding as part of everyday life, not just dramatic events. Use guided questions to steer students away from blaming people and toward examining systems and environments. Research shows that young students often see problems as fixed events rather than recurring patterns, so repetition and structured reflection help build deeper analysis skills. Avoid rushing to solutions; spend time defining the problem first.

What to Expect

By the end of these activities, students will confidently identify problems in their environment, explain why they matter, and justify whether they require a design solution. They will use evidence from their observations to support their thinking and communicate ideas clearly to peers.

Watch Out for These Misconceptions

Common Misconception

During Issue Sort, watch for students who label every inconvenience as a problem that needs a design solution.

What to Teach Instead

Use the sorting activity to guide students in applying criteria such as frequency, impact on learning, and number of people affected. Provide a checklist with examples like 'Does this happen every day?' and 'Does this bother more than three students?' to help them justify their choices.

Common Misconception

During Root Cause Web, watch for students who stop at surface reasons and don’t push for deeper causes.

What to Teach Instead

Model how to ask 'why' repeatedly by demonstrating with a sample issue, such as messy shelves, and mapping each reason visually. Ask students to add at least three layers to their webs before deciding on the root cause.

Common Misconception

During Problem Pitch, watch for students who focus only on personal preferences rather than shared needs.

What to Teach Instead

Use the pitch activity to require students to present evidence from their observations, such as 'I noticed the glue sticks are always dried out, and this happened five times last week.' Provide sentence frames to support objective language.

Assessment Ideas

Exit Ticket

After Classroom Safari, give each student a card with the prompt: 'Write down one problem you observed in our classroom today. Explain why it is a problem and if it is a minor inconvenience or something bigger that needs a solution.' Collect and review to assess observation and justification skills.

Discussion Prompt

During Issue Sort, gather students in small groups and present them with a scenario: 'Imagine our classroom library is always messy and books are hard to find.' Ask them: 'What is the real problem here? Is it just that books are out of place, or is there another reason? Why is this problem worth fixing?' Listen for evidence of root cause analysis and shared impact.

Quick Check

During Root Cause Web, ask students to point to one thing they think is a problem and briefly explain to you why they chose it. Note their responses to gauge understanding of problem identification and justification.

Extensions & Scaffolding

• Challenge: Ask students to find a problem outside the classroom, such as in the hallway or cafeteria, and bring back evidence to share with the class.
• Scaffolding: Provide picture cards of common classroom items (e.g., pencils, chairs, books) and ask students to sort them into 'needs fixing' or 'okay' piles before deciding on a problem.
• Deeper exploration: Have students interview a classmate about a problem they identified and record the conversation to compare perspectives on the same issue.

Key Vocabulary

Problem	A situation or thing that is difficult to deal with or understand, or that causes trouble or unhappiness.
Need	Something that is necessary or required for a person or thing to function or survive.
Root Cause	The fundamental reason why a problem exists, not just the surface symptom.
Inconvenience	A minor difficulty or annoyance that causes a small amount of trouble.
Solution	A way of solving a problem or dealing with a difficult situation.