Activity Overview
Problem solving is the ability to identify and solve problems using appropriate skills in a systematic manner. There are five main steps to take when working on solving a problem: Identify the problem, brainstorm solutions, analyze each possible solution, choose and try a solution, and evaluate the outcome. Problem solving is an ongoing process that should be taught at a young age.
For this activity, the teacher will read Stuck by Oliver Jeffers aloud, while asking questions and engaging students in the story. After a class discussion about the book, students will create a cell illustrating and describing what Floyd could’ve done to get his kite out of the tree, instead of throwing several things into the tree and getting them stuck as well!
Other Picture Books for Teaching Problem Solving
- What Do You Do With a Problem? by Kobi Yamada
- Going Places by Peter and Paul Reynolds
- Papa’s Mechanical Fish by Candace Fleming
- Solutions for Cold Feet (and Other Little Problems) by Carrie Sookocheff
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a cell that illustrates and describes a different way that Floyd could have solved his problem.
Student Instructions
- Click “Start Assignment”.
- Create an illustration that represents your alternate solution using appropriate scenes, characters, and items.
- Write a short description of the scene in the space below the illustration.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
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