Identifying Problems

Active learning works for identifying problems because young children need to move, talk, and touch to build concrete understanding of abstract concepts like 'problem' and 'solution.' When students physically search for issues in their classroom or act out daily dilemmas, they connect their experiences to the engineering process in a meaningful way.

• 1st Grade
• Science
• 4 activities
• 20 min–35 min

Learning Objectives

1. Identify specific problems in familiar classroom or home scenarios.
2. Differentiate between a problem and a symptom of a problem in a given situation.
3. Explain how asking targeted questions helps to clarify a problem statement.
4. Analyze a simple scenario to determine a need for an engineering solution.

Inquiry Circle

⏱ 35 min·Small Groups

Small Group Hunt: Classroom Problems

Divide students into small groups and give each a checklist for observing issues like wobbly chairs or dim lights. Groups ask three questions per item and select one problem to define clearly. Present findings to the class for voting on the best problem statement.

Prepare & details

Analyze a situation to identify a specific problem.

Facilitation Tip: During Small Group Hunt, move between groups to model asking 'Why?' or 'How could we find out?' to push students beyond surface observations.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Inquiry Circle

⏱ 25 min·Pairs

Pairs Role-Play: Daily Dilemmas

Pairs draw scenario cards, such as a leaky cup or tangled shoelaces. One student describes symptoms while the other asks questions to identify the problem; switch roles after five minutes. Groups share refined problem statements on chart paper.

Prepare & details

Differentiate between a problem and a symptom of a problem.

Facilitation Tip: In Pairs Role-Play, provide sentence starters like 'I notice...' or 'I wonder if...' to support students in articulating problems clearly.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Inquiry Circle

⏱ 30 min·Whole Class

Whole Class Analyze: Picture Problems

Display photos of situations like a flooded sandbox or broken swing. Lead a class discussion with question stems to pinpoint the main problem versus symptoms. Record ideas on a shared board and refine as a group.

Prepare & details

Explain how asking questions helps to define a problem clearly.

Facilitation Tip: For Whole Class Analyze, use think-alouds to demonstrate how you distinguish symptoms from core issues before asking students to try it themselves.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Inquiry Circle

⏱ 20 min·Individual

Individual Journal: Problem Spotter

Students sketch a personal problem from home or school, list two symptoms, and write three questions to define it. Pair up to share and improve statements before whole-class showcase.

Prepare & details

Analyze a situation to identify a specific problem.

Facilitation Tip: During Individual Journal: Problem Spotter, circulate to check for students labeling problems versus symptoms with specific details from their observations.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Teaching This Topic

Start with concrete, familiar scenarios because first graders think concretely. Avoid rushing to solutions; instead, model how to pause and ask questions that uncover the real issue. Research shows that young children often confuse symptoms with problems, so guide them to layer observations through repeated practice with the same type of problem.

What to Expect

Successful learning looks like students shifting from naming symptoms to pinpointing root causes during activities. They should ask targeted questions and use evidence from their observations to explain what the actual problem is, not just what they see happening.

Watch Out for These Misconceptions

Common Misconception

During Small Group Hunt, watch for students naming symptoms like 'the block tower fell' instead of identifying the cause, such as 'the blocks were too slippery.'

What to Teach Instead

Provide question cards with prompts like 'What made the blocks fall?' or 'How could we test if the surface is too slippery?' to guide students toward root causes.

Common Misconception

During Pairs Role-Play, students may think problems are limited to big machines or inventions, missing everyday scenarios like lunchboxes spilling.

What to Teach Instead

Offer role-play scenarios that include both technical and everyday problems, such as 'Your backpack zipper keeps breaking' or 'The slide gets too hot in the sun,' and ask pairs to act out the problem before identifying it.

Common Misconception

During Whole Class Analyze, students may believe asking questions wastes time and rush to solutions without defining problems clearly.

What to Teach Instead

Use a think-aloud to model how questions like 'Why does the door slam?' lead to better solutions than assuming the problem is 'the door is loud.' Have students practice refining their questions in groups before sharing.

Assessment Ideas

Quick Check

After Whole Class Analyze, present a new picture scenario, such as a child struggling to open a jar. Ask students to point to the problem and write one question that would help them understand it better, then collect responses to assess their ability to distinguish problems from symptoms.

Exit Ticket

After Individual Journal: Problem Spotter, give each student a scenario card like 'A student’s pencil keeps rolling off their desk.' Ask them to write one sentence identifying the problem and one sentence explaining a symptom, then review their responses for accuracy before they leave.

Discussion Prompt

During Small Group Hunt, gather students and present a scenario such as 'The classroom door slams shut loudly every time someone enters.' Ask: 'What is the problem here?' Guide them to differentiate between the loud slam (symptom) and the door closing too quickly (problem). Listen for students who ask questions to uncover the cause, such as 'Is the hinge loose?'

Extensions & Scaffolding

• Challenge students to find three problems in the classroom and write or draw each with a question that could help solve it.
• For students who struggle, provide picture cards with labeled symptoms and ask them to circle the core problem in a small group before sharing with the class.
• Deeper exploration: Have students interview a classmate about a problem they notice in the schoolyard or on the playground, then present their findings to the class.

Key Vocabulary

Problem	A situation or thing that is difficult to deal with or needs a solution.
Symptom	A sign or indication that something is wrong or not working correctly, often a part of a larger problem.
Question	A sentence or phrase used to ask for information or to find out about something.
Observe	To watch something carefully to learn about it.
Solution	An answer to a problem or a way to fix something that is wrong.