problem solving wheel lesson

Solution Wheel: A Simple Way To Help Kids Solve Problems

Very early in my career, a colleague shared a resource with me that I have found incredibly helpful. It’s called a Solution Wheel . When kids are having a conflict, sometimes they don’t always know what to do. In the moment, they can’t remember things that they can do to help work through a problem. Using a solution wheel is a great resource to help them figure out different ways to solve a problem.

One of the reasons I do like this lesson is because it’s working on solving problems AND you can also make it a crafts project. Yay!!

What you'll need:

Solution Wheel (in the printable)

Arrow (in the printable)

Construction Paper

Have the kids pick a color of construction paper they want to use, then cut out the solution wheel and an arrow.

Glue the arrow to the bottom of the piece of construction paper, having the bottom of the arrow line up with the bottom of the construction paper.

Step Three:

Connect the solution wheel to the construction paper using a metal brad so it can spin.

Now it’s ready to use!

NOTE: Let the kids know this is not a type of wheel that you just spin and try the solution you land on. You turn it until you find a solution you want to try.

When I used it as a lesson, I had several different scenarios that I used to help kids see the solution wheel in action. Here are a couple of examples:

Two kids are arguing over which game to play at recess. What could you do?

You could...

Share and take turns

Talk it out

Make a deal

You are getting frustrated with your little brother’s behavior.

Tell them to stop

I’ve used this in school settings and in social group settings, and kids have responded well to it. I always explain it’s another resource to use when you’re having a hard time working through a problem. In my office at school, I even had a large version of this hanging on my wall. I would always be very clear in stating that this is not going to solve every problem all the time, but it was a good place to start.

You can always make your own wheel with your own solutions. I made a free printable for you to download and use at school or at home. Download it below, along with 5 other great free printables to encourage play.

This post was part of the Blogger 52 Project at The Quinntessential Mommy . Stop by and check out the other posts from 51 other bloggers!

Choice wheel

• Kelso Recommends – The Digital Library

Often, we get emails saying only, “What is the choice wheel?” Or “Where can I get the choice wheel?” What customers are referring to is the Kelso’s Choice Conflict Management Wheel. It is one of the foundational tools of our system.

What exactly is a choice wheel? As the name suggests, it’s a simple wheel that presents children with choices. Nine, to be exact! The Kelso’s Choice Conflict Management Kit is a system for children in grades K-5 to become empowered to solve their own problems. First, the system helps you teach them the difference between a big problem and a little problem. After that, it gives them the tools to resolve conflict on their own. That’s where the choice wheel comes in!

Here it is:

The choices on the choice wheel are simple! Here are a few:

• Tell them to stop

Children of all ages and abilities can easily remember Kelso’s Choices with this handy visual reference. Print it out, copy it, give it to kids to color. The sky is the limit!

Ready to get more ideas of how to use this great tool to reduce tattling once and for all? Get your instant download of our popular Stop Tattling Resource Kit: click here .

If you’re ready to learn more about the complete kit, here’s a short description:

Kelso’s Choice Conflict Management Kit , our flagship program now in its 4th Edition, has been beloved by school counselors and children alike for over 25 years. Helping empower children to make good choices and solve conflict on their own, school administrators and counselors often find that discipline referrals are reduced dramatically when the Kelso system is used.

Get off to a fast and simple start with the Kelso’s Choice Conflict Management Kit , which includes 23 comprehensive lessons, some tailored to children K-3 and others more specifically geared to the evolving sensibilities of 4th and 5th grade students. You get:

• DVD with vignettes putting Kelso’s Choices into action in a way children immediately understand
• Valuable Leader’s Guide with nearly 150 pages of material
• Over a dozen reinforcement activities
• Reproducible masters , including Parent Letter, Staff Letter, Personnel Scripts, and handy Kelso’s Wheels
• Colored Willow Pond Storybook
• Kelso and Lily puppets for acting out scenarios
• 5 piece K-3 poster set
• 5 piece Grade 4-5 poster set

Buy now: click here .

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10 Best Problem-Solving Therapy Worksheets & Activities

Cognitive science tells us that we regularly face not only well-defined problems but, importantly, many that are ill defined (Eysenck & Keane, 2015).

Sometimes, we find ourselves unable to overcome our daily problems or the inevitable (though hopefully infrequent) life traumas we face.

Problem-Solving Therapy aims to reduce the incidence and impact of mental health disorders and improve wellbeing by helping clients face life’s difficulties (Dobson, 2011).

This article introduces Problem-Solving Therapy and offers techniques, activities, and worksheets that mental health professionals can use with clients.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

What is problem-solving therapy, 14 steps for problem-solving therapy, 3 best interventions and techniques, 7 activities and worksheets for your session, fascinating books on the topic, resources from positivepsychology.com, a take-home message.

Problem-Solving Therapy assumes that mental disorders arise in response to ineffective or maladaptive coping. By adopting a more realistic and optimistic view of coping, individuals can understand the role of emotions and develop actions to reduce distress and maintain mental wellbeing (Nezu & Nezu, 2009).

“Problem-solving therapy (PST) is a psychosocial intervention, generally considered to be under a cognitive-behavioral umbrella” (Nezu, Nezu, & D’Zurilla, 2013, p. ix). It aims to encourage the client to cope better with day-to-day problems and traumatic events and reduce their impact on mental and physical wellbeing.

Clinical research, counseling, and health psychology have shown PST to be highly effective in clients of all ages, ranging from children to the elderly, across multiple clinical settings, including schizophrenia, stress, and anxiety disorders (Dobson, 2011).

Can it help with depression?

PST appears particularly helpful in treating clients with depression. A recent analysis of 30 studies found that PST was an effective treatment with a similar degree of success as other successful therapies targeting depression (Cuijpers, Wit, Kleiboer, Karyotaki, & Ebert, 2020).

Other studies confirm the value of PST and its effectiveness at treating depression in multiple age groups and its capacity to combine with other therapies, including drug treatments (Dobson, 2011).

The major concepts

Effective coping varies depending on the situation, and treatment typically focuses on improving the environment and reducing emotional distress (Dobson, 2011).

PST is based on two overlapping models:

Social problem-solving model

This model focuses on solving the problem “as it occurs in the natural social environment,” combined with a general coping strategy and a method of self-control (Dobson, 2011, p. 198).

The model includes three central concepts:

• Social problem-solving
• The problem
• The solution

The model is a “self-directed cognitive-behavioral process by which an individual, couple, or group attempts to identify or discover effective solutions for specific problems encountered in everyday living” (Dobson, 2011, p. 199).

Relational problem-solving model

The theory of PST is underpinned by a relational problem-solving model, whereby stress is viewed in terms of the relationships between three factors:

• Stressful life events
• Emotional distress and wellbeing
• Problem-solving coping

Therefore, when a significant adverse life event occurs, it may require “sweeping readjustments in a person’s life” (Dobson, 2011, p. 202).

• Enhance positive problem orientation
• Decrease negative orientation
• Foster ability to apply rational problem-solving skills
• Reduce the tendency to avoid problem-solving
• Minimize the tendency to be careless and impulsive

D’Zurilla’s and Nezu’s model includes (modified from Dobson, 2011):

• Initial structuring Establish a positive therapeutic relationship that encourages optimism and explains the PST approach.
• Assessment Formally and informally assess areas of stress in the client’s life and their problem-solving strengths and weaknesses.
• Obstacles to effective problem-solving Explore typically human challenges to problem-solving, such as multitasking and the negative impact of stress. Introduce tools that can help, such as making lists, visualization, and breaking complex problems down.
• Problem orientation – fostering self-efficacy Introduce the importance of a positive problem orientation, adopting tools, such as visualization, to promote self-efficacy.
• Problem orientation – recognizing problems Help clients recognize issues as they occur and use problem checklists to ‘normalize’ the experience.
• Problem orientation – seeing problems as challenges Encourage clients to break free of harmful and restricted ways of thinking while learning how to argue from another point of view.
• Problem orientation – use and control emotions Help clients understand the role of emotions in problem-solving, including using feelings to inform the process and managing disruptive emotions (such as cognitive reframing and relaxation exercises).
• Problem orientation – stop and think Teach clients how to reduce impulsive and avoidance tendencies (visualizing a stop sign or traffic light).
• Problem definition and formulation Encourage an understanding of the nature of problems and set realistic goals and objectives.
• Generation of alternatives Work with clients to help them recognize the wide range of potential solutions to each problem (for example, brainstorming).
• Decision-making Encourage better decision-making through an improved understanding of the consequences of decisions and the value and likelihood of different outcomes.
• Solution implementation and verification Foster the client’s ability to carry out a solution plan, monitor its outcome, evaluate its effectiveness, and use self-reinforcement to increase the chance of success.
• Guided practice Encourage the application of problem-solving skills across multiple domains and future stressful problems.
• Rapid problem-solving Teach clients how to apply problem-solving questions and guidelines quickly in any given situation.

Success in PST depends on the effectiveness of its implementation; using the right approach is crucial (Dobson, 2011).

Problem-solving therapy – Baycrest

The following interventions and techniques are helpful when implementing more effective problem-solving approaches in client’s lives.

First, it is essential to consider if PST is the best approach for the client, based on the problems they present.

Is PPT appropriate?

It is vital to consider whether PST is appropriate for the client’s situation. Therapists new to the approach may require additional guidance (Nezu et al., 2013).

Therapists should consider the following questions before beginning PST with a client (modified from Nezu et al., 2013):

• Has PST proven effective in the past for the problem? For example, research has shown success with depression, generalized anxiety, back pain, Alzheimer’s disease, cancer, and supporting caregivers (Nezu et al., 2013).
• Is PST acceptable to the client?
• Is the individual experiencing a significant mental or physical health problem?

All affirmative answers suggest that PST would be a helpful technique to apply in this instance.

Five problem-solving steps

The following five steps are valuable when working with clients to help them cope with and manage their environment (modified from Dobson, 2011).

Ask the client to consider the following points (forming the acronym ADAPT) when confronted by a problem:

• Attitude Aim to adopt a positive, optimistic attitude to the problem and problem-solving process.
• Define Obtain all required facts and details of potential obstacles to define the problem.
• Alternatives Identify various alternative solutions and actions to overcome the obstacle and achieve the problem-solving goal.
• Predict Predict each alternative’s positive and negative outcomes and choose the one most likely to achieve the goal and maximize the benefits.
• Try out Once selected, try out the solution and monitor its effectiveness while engaging in self-reinforcement.

If the client is not satisfied with their solution, they can return to step ‘A’ and find a more appropriate solution.

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Positive self-statements

When dealing with clients facing negative self-beliefs, it can be helpful for them to use positive self-statements.

Use the following (or add new) self-statements to replace harmful, negative thinking (modified from Dobson, 2011):

• I can solve this problem; I’ve tackled similar ones before.
• I can cope with this.
• I just need to take a breath and relax.
• Once I start, it will be easier.
• It’s okay to look out for myself.
• I can get help if needed.
• Other people feel the same way I do.
• I’ll take one piece of the problem at a time.
• I can keep my fears in check.
• I don’t need to please everyone.

5 Worksheets and workbooks

Problem-solving self-monitoring form.

Answering the questions in the Problem-Solving Self-Monitoring Form provides the therapist with necessary information regarding the client’s overall and specific problem-solving approaches and reactions (Dobson, 2011).

Ask the client to complete the following:

• Describe the problem you are facing.
• What is your goal?
• What have you tried so far to solve the problem?
• What was the outcome?

Reactions to Stress

It can be helpful for the client to recognize their own experiences of stress. Do they react angrily, withdraw, or give up (Dobson, 2011)?

The Reactions to Stress worksheet can be given to the client as homework to capture stressful events and their reactions. By recording how they felt, behaved, and thought, they can recognize repeating patterns.

What Are Your Unique Triggers?

Helping clients capture triggers for their stressful reactions can encourage emotional regulation.

When clients can identify triggers that may lead to a negative response, they can stop the experience or slow down their emotional reaction (Dobson, 2011).

The What Are Your Unique Triggers ? worksheet helps the client identify their triggers (e.g., conflict, relationships, physical environment, etc.).

Problem-Solving worksheet

Imagining an existing or potential problem and working through how to resolve it can be a powerful exercise for the client.

Use the Problem-Solving worksheet to state a problem and goal and consider the obstacles in the way. Then explore options for achieving the goal, along with their pros and cons, to assess the best action plan.

Getting the Facts

Clients can become better equipped to tackle problems and choose the right course of action by recognizing facts versus assumptions and gathering all the necessary information (Dobson, 2011).

Use the Getting the Facts worksheet to answer the following questions clearly and unambiguously:

• Who is involved?
• What did or did not happen, and how did it bother you?
• Where did it happen?
• When did it happen?
• Why did it happen?
• How did you respond?

2 Helpful Group Activities

While therapists can use the worksheets above in group situations, the following two interventions work particularly well with more than one person.

Generating Alternative Solutions and Better Decision-Making

A group setting can provide an ideal opportunity to share a problem and identify potential solutions arising from multiple perspectives.

Use the Generating Alternative Solutions and Better Decision-Making worksheet and ask the client to explain the situation or problem to the group and the obstacles in the way.

Once the approaches are captured and reviewed, the individual can share their decision-making process with the group if they want further feedback.

Visualization

Visualization can be performed with individuals or in a group setting to help clients solve problems in multiple ways, including (Dobson, 2011):

• Clarifying the problem by looking at it from multiple perspectives
• Rehearsing a solution in the mind to improve and get more practice
• Visualizing a ‘safe place’ for relaxation, slowing down, and stress management

Guided imagery is particularly valuable for encouraging the group to take a ‘mental vacation’ and let go of stress.

Ask the group to begin with slow, deep breathing that fills the entire diaphragm. Then ask them to visualize a favorite scene (real or imagined) that makes them feel relaxed, perhaps beside a gently flowing river, a summer meadow, or at the beach.

The more the senses are engaged, the more real the experience. Ask the group to think about what they can hear, see, touch, smell, and even taste.

Encourage them to experience the situation as fully as possible, immersing themselves and enjoying their place of safety.

Such feelings of relaxation may be able to help clients fall asleep, relieve stress, and become more ready to solve problems.

We have included three of our favorite books on the subject of Problem-Solving Therapy below.

1. Problem-Solving Therapy: A Treatment Manual – Arthur Nezu, Christine Maguth Nezu, and Thomas D’Zurilla

This is an incredibly valuable book for anyone wishing to understand the principles and practice behind PST.

Written by the co-developers of PST, the manual provides powerful toolkits to overcome cognitive overload, emotional dysregulation, and the barriers to practical problem-solving.

Find the book on Amazon .

2. Emotion-Centered Problem-Solving Therapy: Treatment Guidelines – Arthur Nezu and Christine Maguth Nezu

Another, more recent, book from the creators of PST, this text includes important advances in neuroscience underpinning the role of emotion in behavioral treatment.

Along with clinical examples, the book also includes crucial toolkits that form part of a stepped model for the application of PST.

3. Handbook of Cognitive-Behavioral Therapies – Keith Dobson and David Dozois

This is the fourth edition of a hugely popular guide to Cognitive-Behavioral Therapies and includes a valuable and insightful section on Problem-Solving Therapy.

This is an important book for students and more experienced therapists wishing to form a high-level and in-depth understanding of the tools and techniques available to Cognitive-Behavioral Therapists.

For even more tools to help strengthen your clients’ problem-solving skills, check out the following free worksheets from our blog.

• Case Formulation Worksheet This worksheet presents a four-step framework to help therapists and their clients come to a shared understanding of the client’s presenting problem.
• Understanding Your Default Problem-Solving Approach This worksheet poses a series of questions helping clients reflect on their typical cognitive, emotional, and behavioral responses to problems.
• Social Problem Solving: Step by Step This worksheet presents a streamlined template to help clients define a problem, generate possible courses of action, and evaluate the effectiveness of an implemented solution.

If you’re looking for more science-based ways to help others enhance their wellbeing, check out this signature collection of 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

17 Top-Rated Positive Psychology Exercises for Practitioners

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While we are born problem-solvers, facing an incredibly diverse set of challenges daily, we sometimes need support.

Problem-Solving Therapy aims to reduce stress and associated mental health disorders and improve wellbeing by improving our ability to cope. PST is valuable in diverse clinical settings, ranging from depression to schizophrenia, with research suggesting it as a highly effective treatment for teaching coping strategies and reducing emotional distress.

Many PST techniques are available to help improve clients’ positive outlook on obstacles while reducing avoidance of problem situations and the tendency to be careless and impulsive.

The PST model typically assesses the client’s strengths, weaknesses, and coping strategies when facing problems before encouraging a healthy experience of and relationship with problem-solving.

Why not use this article to explore the theory behind PST and try out some of our powerful tools and interventions with your clients to help them with their decision-making, coping, and problem-solving?

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

• Cuijpers, P., Wit, L., Kleiboer, A., Karyotaki, E., & Ebert, D. (2020). Problem-solving therapy for adult depression: An updated meta-analysis. European P sychiatry ,  48 (1), 27–37.
• Dobson, K. S. (2011). Handbook of cognitive-behavioral therapies (3rd ed.). Guilford Press.
• Dobson, K. S., & Dozois, D. J. A. (2021). Handbook of cognitive-behavioral therapies  (4th ed.). Guilford Press.
• Eysenck, M. W., & Keane, M. T. (2015). Cognitive psychology: A student’s handbook . Psychology Press.
• Nezu, A. M., & Nezu, C. M. (2009). Problem-solving therapy DVD . Retrieved September 13, 2021, from https://www.apa.org/pubs/videos/4310852
• Nezu, A. M., & Nezu, C. M. (2018). Emotion-centered problem-solving therapy: Treatment guidelines. Springer.
• Nezu, A. M., Nezu, C. M., & D’Zurilla, T. J. (2013). Problem-solving therapy: A treatment manual . Springer.

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71+ Free Social Problem-Solving Scenarios

Do you have kiddos who struggle with their social problem-solving skills? Teach your students the simple process of how to solve a problem along with having them review how well their solution worked or didn’t work.

Why Teach Problem Solving Skills?

Learning to problem solve is an essential skill that is used not only throughout childhood but also into adulthood. Social problem solving is the ability to change or adapt to undesirable situations that arise throughout our day.

On a daily basis, a child will encounter social problems that they will need to solve.

Anything from:

• arguing with another student
• to hurting a friend’s feelings
• to having a difficult conversation
• working with others

Start with Small Problems

Many of the “problems” children encounter are often small problems which the child may be over-reacting to, such as wanting a different coloring crayon or wanting to be first in line, however, these small problems are still very real to the child.

Practicing problem-solving with these small problems can be a great learning opportunity. Children can practice problem-solving with a small problem which can help them learn how to handle bigger problems in the future.

Problem Solving Importance

Social problem-solving skills are critical to a child’s social interactions, personal and professional relationships. A child’s ability to handle change, cope with stress, and handle challenges improves with a child’s ability to successfully solve social problems.

The ultimate goal is that the child will be able to solve social problems all on their own, but until they can independently solve a problem they will need to learn how to communicate and self-advocate to positively solve their problems.  

Steps to Problem Solving

Children can be taught how to problem solve through a guided process of breaking down the problem and using simple steps to solve the problem.

Learning specific steps to problem-solving can allow children to remember how to solve a problem when they become overwhelmed or stressed.

Although learning to solve a problem independently can take some time and practice it is well worth the investment to have a child who can eventually solve most social situations in a positive manner on their own.

What we learnt about solving problems is don't freak out, if one thing doesn't work , try something else out. And work together as a team. #melthammathsweek #MELTHAMPUPILVOICE @problemsolveit pic.twitter.com/iVm1Im4Aue — yr6melthamce (@yr6melthamce) February 4, 2019

Problem Solving Form

Teach your students the 4 steps to becoming a social problem-solver.

• Identify the problem. For instance, start by having your student identify the social problem.
• Create three solutions. Also, have your student come up with three different solutions that they could use to solve the problem that they identified.
• Identify the consequences. Then, identify the consequence for each individual solution.
• Pick the best solution.  Lastly, have your student identify which of their three solutions is the best choice Then have your student put into words why they think that solution is the best solution.

Problem Solving Review Form

After your students go through the social problem-solver have them use the social problem-solving review form.

• What happened.  For instance, after your student tried their solution have them explain what happened next.
• Review the results. Also, have your student identify whether or not their solution got them the results they wanted.
• Use this solution again. Furthermore, have your student identify whether or not they would use this solution again in the future to solve the same or similar problem.
• What would you do differently? Finally, have your student explain what they would do differently if they didn’t get the results they wanted or if they wouldn’t use that solution again in the future.

71+ Social Problem Scenarios + 6 Blank Scenarios

Use the 71 social problem-solving scenarios to have your students get great experience practicing how to solve a social problem.

Also, included are 6 blank scenarios. Then laminate them so you can use them over and over again. Therefore, create social problems that the student experiences and needs help solving.

Wordless Video teaching Problem Solving

Watch this super cute wordless animation with your students and have them discuss the problem they see and how to best solve the problem.

Use this as a fun practice example to get your students started towards learning how to problem-solve.

Demonstrate Through Modeling

Model and discuss empathy.

First and foremost, children need to understand how another person might be feeling in a given situation in order to become a good social problem solver. The student needs to learn how to “stand in someone else’s shoes” for a little bit.

One way you can work on this skill is during the reading time you can focus on how a particular character in the story might be feeling.

Ask questions, such as:

• “How do they feel right now?”
• “How would you feel in that same situation?”
• “Why do you think they feel that way?”

Model Problem-Solving Skills as the Teacher

When you are faced with a problem you can solve the problem by thinking aloud for the students to hear how you solve a problem.

You can state the problem, then come up with possible solutions, then identify the possible consequences to each solution, then pick and explain why a solution is the best option.

For example, you could say, “I was hoping to take the class outside for a stress walk around the track before the reading test, but the problem is that it is raining outside. I could still take you outside, but then you will get wet, or we could walk the halls, but then we’d have to be really quiet because there are other classes learning, or we could just skip the walk and take the reading test, but then you might not do as well on the test. I think based on all of those solutions the best solution will be to walk the hallway, but you guys will have to promise to be quiet so that we don’t disrupt other classes.

Modeling the problem-solving process can be very helpful for the students to watch, observe, and later implement themselves.

Teach Communication

Have students communicate how they are feeling.

Teaching your students to share their emotions in a respectful way can improve their ability to problem-solve.

Have students use an “I” sentence frame, such as, “I feel _____ (insert feeling word) when _____ (identify what made you feel that way).”

For example, “I felt sad when Jackson broke my favorite pencil” or “I was mad when I wasn’t picked to be first in line.”

This way students can communicate how they are feeling using honest and open communication. Teaching students to appropriately communicate their emotions can help solve some social problems from the beginning.

Encourage Independency

Encourage your student to problem solve.

If your student is struggling to problem solve independently encourage them to do so using open-ended questions.

• “How could you fix this problem?”
• “What would be a fair solution?”
• “What would happen if you used that solution?”

Let the Student try to Problem Solve Independently

Give your students the space to try and solve their own problems using the guided strategies. Try not to come running to their rescue for every little problem.

Some problems are small and a great opportunity for the student to learn and practice. If an adult does all of the problem solving for a student then what are they really learning?

Give your students the time and space they need to practice solving small problems on their own. Of course, if it is a bigger or more serious problem then have an adult help guide the problem-solving process.

Tell an Adult

Remind your students that there are still some problems that are too big for them to solve on their own and that it is okay to get help from an adult to solve big problems.

For example, if the student doesn’t feel safe, someone is being hurt physically or emotionally, or if they tried to solve a problem independently but it didn’t work and they need help. Let them know that it’s okay to tell an adult.

Teach How to Disagree and How to Make Up

Discuss how to disagree respectfully.

Remind your student that they won’t always agree with their teacher, friends, classmate, or parents and that’s okay. Even the people we like might have different opinions, interests, and likes than we do.

However, even if we disagree with someone we should still treat them with respect. Treating someone with respect means to not call them names, ignore them, yell or hit them. It means that you do try to create solutions that both parties can agree with and to apologize when we hurt others’ feelings.

Role-Play How to Make Up

Practice in everyday life how to make up after a social problem .

Students are really having to stretch their brains today. It's @NSPCC #NumberDay and @problemsolveit are challenging Y9 and 10 to solve the escape room boxes. It's not as easy as it looks! The promise of a few sweet treats for the winners seems to be helping though! pic.twitter.com/AxRRJnJIv2 — CongletonHS (@CongletonHS) February 2, 2018

Be sure to get your free social problem solver today below! I hope you and your students love this freebie.

Have your students use task card scenarios to help them identify how they and others might feel in different social scenarios. Be sure to discuss the problem, identify possible solutions, identify the consequences of those possible solutions, and then based on those consequences pick the best solution.

Make social problem-solving a game by telling the students that they are social detectives and that it is their job to use what they know about social rules to help them identify the possible and best solutions.

Start practicing today with 71+ free social problem social task cards! Do your students need more practice?

Be sure to check out my other freebie for 31 wordless animated videos to teach problem-solving and so much more.

Make Problem Solving Easier with this Freebie!

Download yours today to get started.

Get More Problem Solving Time Saving Materials

Next, be sure to check out the following time-saving materials to continue to teach your students how to solve their social problems in addition to this freebie.

Weekly Social Pragmatics Homework

• Weekly problem-solving.   Send home a  weekly homework page  that includes a problem-solving scenario plus an idiom and a conversational practice scenario.

Restorative Justice Problem Solving Flip Book

• Restorative justice graphic visual.  Use this graphic visual to help your student  restore a social relationship  after a social problem.

Self-Advocating Role-Play Scenarios

• Self-advocating in high school.  Teach your high schoolers the process to  self-advocate  for what they need.

5th-12th Grade Life Skills Problem Solving

• Life skills problem-solving.  In addition, this  life skills differentiated bundle  includes a problem-solving lesson plan.

I recommend you read Problem Solving Wheel: Help Kids Solve Their Own Problems , 61+ Free Fillable SLP Planner Pages 2020-2021 , 430+ Free Multisyllabic Words List Activity Bundle , or 432+ Free IEP Goal Bank to Save You Time posts because they include freebies as well and who doesn’t want more freebies!

Got questions? Leave a comment. Let’s chat!

Monday 30th of January 2023

Hello! I have entered my name and email twice (yesterday & today) to receive to 71+ Free Social Problem-Solving Senarios, but I have not received anything yet. Not even an email back to mine in order to subcribe. Thanks for your help! Tracy

Melissa Berg

Tuesday 31st of January 2023

Hi Tracy, Thanks so much for reaching out! Sorry about that. We went ahead and sent you an email with the PDF attached. Wishing you all my best, Melissa

Problem Solving Skills

Tuesday 30th of August 2022

I truly love your site. Excellent colors, theme and writing. Thanks for sharing.

Laura Ricca

Monday 11th of April 2022

Tuesday 12th of April 2022

Hi Laura, I'm glad you found this resource helpful. Melissa

Modified Mental Health and Suicide Prevention - Speech Therapy Store

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[…] 71+ FREE SOCIAL PROBLEM-SOLVING SCENARIOS […]

Problem Solving Wheel: Help Kids Solve Their Own Problems - Speech Therapy Store

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[…] 71+ Free Social Problem Solving Task Cards Scenarios […]

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Using the Problem Solving Wheel

This using the problem solving wheel lesson plan also includes:.

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Pupils solve problems about air quality. In this air quality lesson, students receive a scenario from the problem wheel and find solutions to the air quality problem. Pupils write a paragraph summarizing what they learned.

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Wheel of Choice: A Problem-Solving Program E-Book Download (PDF File)

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The program includes: 14 lesson plans to teach children the skills for using the Wheel of Choice. A colorful wheel of choice that can be blown up as a large poster for homes and classrooms. A master wheel of choice that can be copied in black and white for each child to color as they learn each of the 14 lessons. Two blank slices on the wheel so you can create other solutions. Why Lessons Plans for the Wheel of Choice? For many years, since Positive Discipline in the Classroom was first published, many teachers have used and loved having the Wheel of Choice in their classrooms—without lesson plans. After all, don’t all students know how to do something as simple as count to 10 to calm down, or to share and take turns? At some level they do, and the Wheel of Choice has been effective. However, the teachers who helped create these lesson plans found that the effectiveness of the Wheel of Choice was greatly increased when students were involved in activities that helped them practice the skills involved in the Wheel of Choice solutions. Their students gained a deeper understanding of the choices. The Wheel of Choice has caught on in homes, as well. The effectiveness will be increased at home when parents take time to teach the skills necessary for using the Wheel of Choice. This is just one way that parents and teachers can work together to teach problem-skills. Class meetings in classrooms and family meetings in homes is another, as is “focusing on solutions” in any form. The lessons include activities that involve children in learning the skills to use the Wheel of Choice, and then coloring in each slice to create their personal Wheel of Choice. All of the choices on the Wheel of Choice are life skills that will serve children for the rest of their lives to help them improve and enjoy their relationships with others. They are worth learning at a deeper level and practicing on a daily basis. Sustaining the Skills Teachers would never consider teaching reading skills just once. Parents know that children need constant training to learn social skills. We suggest you find creative ways to teach these lessons over and over. Consider some of the following:  

• A few weeks after teaching the lessons, assign students to take turns teaching the lessons to each other. Children at home can do the same.
• Allow older students to teach younger students. In homes, consider inviting another family to you home and let your children teach a lesson.
• Invite students and children to keep a journal of their results when they use the wheel of choice. When something doesn’t work, they can be invited to put the problem on the family or class meeting agenda and brainstorm for solutions.

We hope you and your children enjoy participating in these lessons and the greater peace you will experience in your homes and classrooms due to valuable social and life skills learned and practiced on the daily basis through the Wheel of Choice

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Wheel of Choice

They kids are loving these lessons! We are working through one a day at circle and we half way done. Parents are excited as the kids are telling them what they are learning and have asked for a special copy to use at home. I foresee this lesson sequence becoming a staple in my classroom for many years to come!

IT's such a great surprise to know that there are many specific ways to get to know the tool of wheel of choice. I have not comlete it so far, will write more when it is done.Thank you so much for all the wisdom PD contribute.

Love the concept!

I love the concept of teaching children these strategies. However, I thought instead of teaching these lessons to my kids with a wheel, I wanted to teach these lessons as though they were tools for their "tool box". So I bought a set of "tool" stickers and made them their own tool box to help them understand that they can always go to their tool box for the help they need with these situations.

Online Learning

Positive Discipline offers online learning options for parents, teachers, and parent educators. Learn in the comfort of your own home and at your own pace. You have unlimited access to our online streaming programs, so you can watch and re-watch the videos as often as you like.

FREE K-12 standards-aligned STEM

curriculum for educators everywhere!

Find more at TeachEngineering.org .

• TeachEngineering
• Let's Move It!

Lesson Let's Move It!

Grade Level: 4 (3-5)

Time Required: 45 minutes

Lesson Dependency: None

Subject Areas: Geometry, Physical Science, Problem Solving, Reasoning and Proof, Science and Technology

NGSS Performance Expectations:

• Print lesson and its associated curriculum

Curriculum in this Unit Units serve as guides to a particular content or subject area. Nested under units are lessons (in purple) and hands-on activities (in blue). Note that not all lessons and activities will exist under a unit, and instead may exist as "standalone" curriculum.

• Stack It Up!
• Choosing a Pyramid Site
• Solid Rock to Building Block
• Wheeling It In!
• Watch It Slide!
• Pulley'ing Your Own Weight
• Modern Day Pyramids

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Engineering connection, learning objectives, worksheets and attachments, more curriculum like this, pre-req knowledge, introduction/motivation, associated activities, lesson closure, vocabulary/definitions, additional multimedia support, user comments & tips.

The simple machines explored in this lesson — wheel and axle, and lever — are relevant to modern-day, real-world methods of material transportation. Just as ancient engineers used simple machines in the transportation of stone for pyramid building, today's construction engineers continue to use simple machines to gain mechanical advantage in the transport of large and heavy materials. Think of all the big trucks that are used to transport materials. Some of these trucks have lifts — like garbage trucks — that work like levers to unload materials. Ancient and modern day engineers use the concept of balanced and unbalanced forces to move large and heavy materials.

After this lesson, students should be able to:

• Explain the evolution and re-engineered uses of the wheel and axle.
• Explain the evolution and re-engineered uses of a lever.
• Understand how a wheel can be described as a lever.
• Understand the many ways that engineers use the wheel and axle, and lever (as well as other simple machines) on a daily basis.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science, international technology and engineering educators association - technology.

View aligned curriculum

Do you agree with this alignment? Thanks for your feedback!

General knowledge of pyramids and geometric angles. Familiarity with the six simple machines introduced in Lesson 1 of this unit.

Have any of you seen images of the pyramids in Egypt or Mesoamerica ? Most of you should be raising your hand, because through our imagination we have all visited the pyramids. Historians estimate that it took ancient engineers 20 years to build some of the great pyramids. What do you think were some of the most difficult things people had to do in order to build them? (Possible answer: Move the huge stones, weighing up to 9,000-kilograms [~10-tons], and put them in position.) Can you imagine how strong you would have to be to move those stones? Or was there an easier way than using your hands to move them?

To build the Egyptian pyramids, engineers had to develop methods of transporting rock a great distance , perhaps hundreds of kilometers! Often, these stones also had to be transported across rivers. Have any of you ever tried crossing a river or creek with a fast-moving water? Maybe some of you have been tubing before? Do you remember anything about the speed at which the water pulled you? To build the Mesoamerican pyramids, the stone blocks were much smaller. Do you think they used the same methods for stone transportation that the Egyptians used? Mesoamerican engineers had no need for transporting stone a long distance because they used nearby stone.

It is incredible! While the Egyptian and Mesoamerican cultures existed millennia apart, and we believe there was no formal communication between them, both built incredible structures that have survived to this day. Each stone was cut with such accuracy, delicacy and artistry, that the pyramids are visited in wonder by millions of people each year! In fact, the Great Pyramids in Egypt, are considered to be one of the seven wonders of the world. Today, we are going to learn about the very clever ways that engineers of those times devised to transport heavy stones to their pyramid construction sites.

Optional introductory activity : Using images embedded in the attached Wheeling It In! Presentation (PowerPoint), print out many illustrations, hand them out, and ask students to classify them as "wheel and axle" or "lever."

Lesson Background and Concepts for Teachers

Use the attached Wheeling It In! PowerPoint presentation as a helpful classroom tool. (Show the PowerPoint presentation, or print out the slides to use with an overhead projector. The presentation is animated to promote an inquiry-based style; each click reveals a new point about each machine; have students suggest characteristics and examples before you reveal them.)

A lever is a simple machine that provides a mechanical advantage when used. Specifically, it is a bar pivoted on a fixed point (called the fulcrum) that is used to lift an object by applying force to one end. The idea, usually, is that you apply force to one end of a bar, in order to lift the other end. In Figure 1, force would be applied on the right side of the lever, while an object sitting on the left side would exert a resistance on the bar.

Although the type of lever in Figure 1 is the one most commonly referenced (fulcrum between force and resistance), there are two other types of levers. One, such as a bottle opener, has the fulcrum on one end of the bar and the resistance is between the fulcrum and the force. The second, such as a broom (see Figure 2), has the fulcrum on one end, and the force is between the resistance and the fulcrum.

It is believed by many historians that ancient engineers used levers extensively to lift or hoist large blocks and stones into place. As the ancient Greek historian Herodotus wrote:

"After laying the stones for the base, they raised the remaining stones to their places by means of machines formed of short wooden planks. The first machine raised them from the ground to the top of the first step. On this there was another machine, which received the stone upon its arrival, and conveyed it to the second step, whence a third machine advanced it still higher." Source: World Mysteries, Mystic Places, Construction of the Great Pyramid: www.world-mysteries.com/mpl_2_1.htm#Machines

In this manner, ancient engineers were able to methodically iterate "hoists" that lifted the heavy stone with a relatively small force.

(Herodotus, the "father of history," [425-485 BC] is an ancient Greek historian whose accounts, chiefly concerning the wars between the Greeks and Persians, are the earliest known examples of narrative historical writing.)

Show students an excellent animation at a Polish website about transportation methods that do not use a wheel and axle: www.swbochnacki.com (click on Site Map, then click on Transport within Pyramid's Benches). The animation shows use of levers and inclined planes to move objects up the steps of a pyramid.

Mechanical Advantage

Simple machines provide an easier way to do work due to a tradeoff between force and distance. This is called mechanical advantage . A lever allows an object to be lifted by exerting minimal downward force.

Wheel and Axle

With the popularity of vehicles today, we can see that the wheel and axle are main components in a very effective mode of transportation. Refer to the open-ended design associated activity Wheeling It In! to challenge students to design their own wheel and axle carts. Whether transporting people on long road trips, hauling cement or gravel, or moving furniture, cars, dump trucks, moving trucks and buses are successful modes of transportation. In fact, virtually all methods of transportation use the wheel and axle in some way. Although these types of vehicles did not exist in the early days of pyramid building, the wheel and axle, a simple machine, did exist.

Many archeologists believe that Egyptian engineers transported stone blocks long distances by placing logs under the stones, with large numbers of people manually pulling on a rope attached to the front end of the stone, and continually adding new logs under the leading edge of the stone as the block was rolled forward (see Figure 3). This transportation method can be thought of as a simple wheel and axle, with the logs serving as rudimentary wheels. This method facilitated the transportation of stone that would otherwise have been much too heavy to move from a rock quarry to a construction site.

Other Transport Methods

Other stone transportation methods included two- to four-wheeled carts. The stone could have been hoisted onto the cart by the same method that is believed to have been used by the Egyptians. However, in the case of Mesoamerican pyramids, where the block size was not as huge, simpler levers could have been used.

If we were to transport large blocks of stone today, we would probably use a dump truck (see Figure 4). Many present day construction materials are transported from a quarry to a foundation site using dump trucks. These trucks employ hydraulic cylinders that lift and tilt the truck bed to release its contents. The bed of the truck is essentially a lever; the fulcrum is created at the point at which the bed tilts. This transportation method demonstrates an effective combination of two simple machines — the wheel and axle, and the lever — to transport large and heavy loads. The wheel and axle allow for long distances to be traveled at a faster pace — providing a mechanical advantage. But, because a wheel is used, many revolutions are needed to travel this distance.

Engineering Design Process

As the students design and build their own version of an ancient transport system, consider introducing them to the engineering design process   — a series of steps that engineering teams use to guide them as they solve problems.

• Ask: Identify the Needs and Constraints: What is the problem? What do I want to do? What are the project requirements? What are the limitations? Who is the customer? What is the goal? 
• Research the Problem:  Gather information and research what others have done. Talk to people from many different backgrounds and specialties to assist with researching what products or solutions already exist, or what technologies might be adaptable to your needs.
• Imagine: Develop Possible Solutions: You work with a team to brainstorm ideas and develop as many solutions as possible. This is the time to encourage wild ideas and defer judgment! Build on the ideas of others! Stay focused on topic, and have one conversation at a time! Remember: good design is all about teamwork!
• Plan: Select a Promising Idea: Revisit the needs, constraints and research from the earlier steps, compare your best ideas, select one solution and make a plan to move forward with it.
• Create: Build a Prototype: Building a prototype makes your ideas real! These early versions of the design solution help your team verify whether the design meets the original challenge objectives. Push yourself for creativity, imagination and excellence in design.
• Test and Evaluate Prototype:  Does it work? Does it solve the need? Communicate the results and get feedback. Analyze and talk about what works, what doesn't and what could be improved.
• Improve: Redesign as Needed:  Discuss how you could improve your solution. Make revisions. Draw new designs. Iterate your design to make your product the best it can be. And now, REPEAT!

Engineers explore all possible options and compare many design ideas. This is called open-ended design because when you start to solve a problem, you don't know what the best solution will be. Engineers use prototypes, or early versions of the design to improve their understanding of the problem, identify missing requirements, evaluate design objectives and product features, and get feedback from others. Engineers select the solution that best uses the available resources and best meets the project's requirements.

Watch this activity on YouTube

Let's discuss the pyramid building processes that may have been employed by engineers from ancient cultures. How might these processes have differed based on the kinds of pyramids they built or where they built them? (Answer: Different methods were used to move smaller rocks than larger rocks; used simple machines like the lever, and wheel and axle.)

How might a wheel and axle, a lever, or a combination of both, facilitate the transportation of materials? (Answer: These simple machines provide a mechanical advantage, which allows for the transportation of objects that would be otherwise too large or heavy for the average person to transport by hand. It also allows for faster and longer distance transportation.)

Conduct summary assessment activities as described in the Assessment section.

In other lessons of this unit, students study each simple machine in more detail and see how each could be used as a tool to build a pyramid or a modern building.

design: (verb) To plan out in systematic, often graphic form. To create for a particular purpose or effect. Design a building. (noun) A well thought-out plan.

distance: A measure of space between two objects.

engineering: Applying scientific and mathematical principles to practical ends such as the design, manufacture and operation of efficient and economical structures, machines, processes and systems.

force: A push or pull on an object.

fulcrum: The point at which a lever pivots.

lever: A simple machine that increases or decreases the force to lift something. Usually a bar pivoted on a fixed point (fulcrum) to which force is applied to do work.

mechanical advantage : An advantage gained by using simple machines to accomplish work with less effort. Making the task easier (which means it requires less force), but may require more time or room to work (more distance, rope, etc.). For example, applying a smaller force over a longer distance to achieve the same effect as applying a large force over a small distance. The ratio of the output force exerted by a machine to the input force applied to it.

mesoamerica: A region extending south and east from central Mexico to include parts of Guatemala, Belize, Honduras and Nicaragua. In pre-Columbian times it was inhabited by diverse civilizations, such as the Mayan and the Olmec.

quarry: A pit from which rock or stone is removed from the ground.

simple machine: A machine with few or no moving parts that is used to make work easier (provides a mechanical advantage). For example, a wedge, wheel and axle, lever, inclined plane, screw, or pulley.

speed: A measure of how fast an object is traveling.

transport: To carry from one place to another; to convey.

weight: A measure of how heavy or light something is. The weight of an object is the mass of the object times the force of gravity pulling on the object.

wheel and axle: A simple machine that reduces the friction of moving by rolling. A wheel is a disk designed to turn around an axle passed through the center of the wheel. An axle is a supporting cylinder on which a wheel or a set of wheels revolves.

wonder: Something that arouses awe, astonishment, surprise or admiration; a marvel.

work: Force on an object multiplied by the distance it moves. W = F x d (force multiplied by distance).

Pre-Lesson Assessment

Brainstorming: As a class, have the students engage in open discussion to generate a number of possible ideas about transportation for pyramid design. Remind students that in brainstorming, no idea or suggestion is "silly." All ideas should be respectfully heard. Take an uncritical position, encourage wild ideas and discourage criticism of ideas. Have them raise their hands to respond. Write their ideas on the board. Encourage discussions that involve the use of any simple machines as you ask the students:

• How did ancient engineers build pyramids? What tools did they use?

Post-Introduction Assessment

Question/Answer: Ask the students and discuss as a class:

• For what reason do engineers use a combination of wheel and axle, and levers to transport materials today? (Answer: Using a wheel and axle, or lever system creates a mechanical advantage, making easier the transportation of materials that would otherwise be too large or heavy to transport.)
• Why is the wheel referred to as a type of lever? (Answer: A wheel is a lever that is able to rotate 360 degrees about its focal point [axle].)
• How might you use a wheel and axle, or lever, if you were constructing your own house? (Possible Answers: Use a dump truck to transport materials such as rock, sand and gravel. Use a flat-bed truck to transport materials such as beams, wood and appliances. Use a wheel barrow or dolly to move items around once off the truck.)

Lesson Summary Assessment

Engineering Report: Assign the students to write a short entry in their "ancient time capsule journal" that describes the relevance of the wheel and axle, and the lever in the building of pyramids, and addresses the following issues:

• How might Egyptian and Mesoamerican engineers have used the wheel and axle?
• How might Egyptian and Mesoamerican engineers have used the lever?
• Why was the use of these simple machines so important?
• Draw and label the parts of a wheel and axle.
• Draw and label the parts of a lever.
• List five items with which you are familiar that use either a wheel and axle, or a lever.
• Describe the steps of the engineering design process.

Pass the Buck: Engineering Design- In groups of four, have students brainstorm ideas to define an engineering design problem related to the above lesson (i.e. some sort of transportation problem). What is the need or want of your problem? First, assign one student in the group to be the recorder. Then, have someone toss out an idea. Next, another person in the group provides an idea that builds on the first. Go around the group in this fashion until all students have put in enough ideas to define an engineering design problem. Next, have students define a short list of criteria that the design must meet. For instance, the design must move lift the object 50 feet. Help the students understand what a design criteria is. Lastly, have students come up with a short list of constraints for their problem (e.g.. material constraints such as they only have materials that were available in ancient times; or they only have a budget of one hundred dollars). Help students understand the idea of engineering constraints (materials, time, costs, etc). When they are done, have them share their idea(s) with the class. Encourage the incorporation of any simple machines they have learned about. This can also be a fun exercise as an entire class- especially if students are new to the engineering design process!

Lesson Extension Activities

Take a "field trip" to the playground and have students draw and list objects containing a lever, or wheel and axle (or any other simple machines).

Ancient engineers had to transport large, heavy rock across water. Have students brainstorm ways in which they would transport pyramid stones across water.

Have students play the BBC's Pyramid Challenge online educational game at http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_pyramid_builder.shtml .

Show students a six-minute online video about a Michigan man who is building a Stonehenge replica to show people how its huge blocks could have been placed without modern heavy equipment. See "Building Stonehenge: This Man Can Move Anything" at: https://www.youtube.com/watch?v=lRRDzFROMx0

Students are introduced to the six types of simple machines — the wedge, wheel and axle, lever, inclined plane, screw, and pulley — in the context of the construction of a pyramid, gaining high-level insights into tools that have been used since ancient times and are still in use today.

In this open-ended design activity, students use everyday materials—milk cartons, water bottles, pencils, straws, candy—to build small-scale transportation devices. They incorporate the use of two simple machines—a wheel and axle, and a lever—into their designs.

Students are introduced to three of the six simple machines used by many engineers: lever, pulley, and wheel-and-axle. In general, engineers use the lever to magnify the force applied to an object, the pulley to lift heavy loads over a vertical path, and the wheel-and-axle to magnify the torque appl...

Students apply the mechanical advantages and problem-solving capabilities of six types of simple machines (wedge, wheel and axle, lever, inclined plane, screw, pulley) as they discuss modern structures in the spirit of the engineers and builders of the great pyramids.

Bochnacki, Andrzeh. 2005. O Piramidach Inaczeh. Andrzej Bochnacki (Polish engineer). www.swbochnacki.com. Accessed January 18, 2006. (An excellent animation shows use of levers to move objects up the steps of a pyramid, Click on Site Map, then click on Transport within Pyramid's Benches.)

Construction of the Great Pyramid, Construction Theories. www.World-Mysteries.com. Accessed January 18, 2006. (Includes translated quotations from the ancient Greek historian Herodotus, and an excellent animation of the method of raising pyramid stone blocks, as described by Herodotus.)

Dictionary.com. Lexico Publishing Group, LLC. www.dictionary.com. Accessed January 18, 2006. (Source of some vocabulary definitions, with some adaptation)

Dollinger, André, "An Introduction to the History and Culture of Pharaonic Egypt" and "Building in Stone: The Tools." André Dollinger, Reshafim, Israel. nefertiti.iwebland.com. Accessed January 18, 2006.

Dollinger, André, Building in Stone: The Tools, André Dollinger, Reshafim, Israel. Accessed January 18, 2006.

Loethen, Chris. Pyramids Schmeramids: Why the Pyramids of Egypt and Mesoamerica Do Not Share a Common Source. anth507.tripod.com. Accessed January 18, 2006.

Pyramid Challenge. BBC-History, British Broadcasting Corporation, London, UK. www.bbc.co.uk/history/ancient/egyptians. Accessed January 18, 2006.

Westbroek, Glen. Wheel and Axle. Updated August 7, 2000. Utah State Office of Education. www.usoe.k12.ut.us. (Excellent animation of wheel and axle) Accessed January 18, 2006.

Contributors

Supporting program, acknowledgements.

The contents of these digital library curricula were developed by the Integrated Teaching and Learning Program under National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: October 30, 2020