Science · Grade 9

Active learning ideas

Defining Problems and Research

Active learning sticks because students must practice the messy work of defining problems before they can solve them. When students interview peers as stakeholders or sort needs from wants, they move beyond abstract definitions to real human impacts and trade-offs. These hands-on steps make the engineering design process feel purposeful and personal, which builds lasting understanding.

• Ontario Curriculum Expectations
• HS-ETS1-1

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Problem-Based Learning
• 30 min · Pairs

Pairs: Stakeholder Interview Practice

Pairs role-play as engineers and community members facing a problem like playground accessibility. One student asks targeted questions about needs and constraints; the other responds as the user. Switch roles after 10 minutes, then pairs draft a joint problem statement.

Explain how to effectively define a problem in engineering, considering user needs and constraints.

Facilitation Tip

For the Stakeholder Interview Practice, model how to ask open-ended questions that reveal unspoken frustrations, like ‘What slows you down most when you use this space?’

What to look for

Present students with a scenario, such as 'Designing a more efficient way to carry textbooks.' Ask them to write one sentence identifying a key user need and one sentence listing a potential constraint.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 02

• Problem-Based Learning
• 45 min · Small Groups

Small Groups: Research Quest Cards

Distribute cards with questions on a design challenge, such as wheelchair ramps. Groups hunt for answers in textbooks, online databases, and class notes over 20 minutes. Regroup to share findings and identify research gaps.

Analyze the importance of thorough background research before beginning a design project.

Facilitation Tip

For the Research Quest Cards, provide one intentionally biased source and one peer-reviewed study so students practice evaluating credibility side by side.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are designing a new smartphone app. How would you differentiate between a 'need' for the user and a 'want' that could be added later?' Encourage students to provide specific examples.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 03

• Problem-Based Learning
• 25 min · Whole Class

Whole Class: Need vs Want Sort

Project a list of 20 features for a school bike shelter. Class votes via thumbs up/down on needs versus wants. Discuss results, then vote on a refined problem statement incorporating top priorities.

Differentiate between a need and a want in the context of problem definition.

Facilitation Tip

For the Need vs Want Sort, circulate and ask groups to explain their categories aloud so misconceptions about priorities surface quickly.

What to look for

Provide students with a short article describing a technological failure. Ask them to write two sentences summarizing the core problem and one sentence explaining what kind of background research might have prevented the issue.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 04

• Problem-Based Learning
• 20 min · Individual

Individual: Problem Statement Revision

Students write initial problem statements for a given scenario. Circulate to provide feedback, then revise based on a checklist of user needs and constraints. Share one improvement with the class.

Explain how to effectively define a problem in engineering, considering user needs and constraints.

What to look for

Present students with a scenario, such as 'Designing a more efficient way to carry textbooks.' Ask them to write one sentence identifying a key user need and one sentence listing a potential constraint.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teachers find that students grasp constraints best when they experience the tension themselves, which is why role-play and sorting activities work better than lectures. Avoid rushing to solutions; instead, linger on the problem-definition phase until students can articulate why one constraint matters more than another. Research shows that students revise problem statements more effectively when they first hear lived experiences from stakeholders, not just textbook cases.

Successful learning looks like students using precise language to separate core needs from secondary wants, citing evidence from interviews or research to justify their choices. They should confidently state constraints and revise problem statements to reflect user priorities, not just technical wishes. Collaboration should reveal how context changes what counts as a solution.

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Watch Out for These Misconceptions

• During the Stakeholder Interview Practice, watch for students asking only yes-or-no questions or focusing on technical features instead of user frustrations.

  Use the interview cards to prompt students to ask ‘How does this problem affect your daily routine?’ or ‘What have you tried that didn’t work?’ to shift attention to human impacts.

• During the Research Quest Cards activity, watch for students accepting the first source they find as the most relevant.

  Have students compare their cards in pairs and justify why one source is stronger based on author credentials or data quality before presenting to the class.

• During the Need vs Want Sort, watch for students grouping items based on personal preference rather than user priorities.

  Provide a scenario for each item, such as ‘A school garden must feed 50 students daily with a $500 budget,’ to anchor sorting in clear constraints.

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Methods used in this brief

• Problem-Based Learning