Everyday Challenges

Overview

Students brainstorm problems in their school and community, then use a simple criteria checklist to choose one problem to investigate and design solutions for in the unit “Innovate or Invent: Year 3–4”.

Learning intentions

• Students will be able to identify everyday problems and describe who is affected and how.
• Students will be able to work in a small group to generate and compare ideas for a single focus problem.
• Students will be able to justify their selected problem using agreed criteria.

Success criteria

• I can list at least 3 everyday problems I notice at school or in the community.
• I can explain the problem clearly (who is affected and what happens).
• I can choose one problem using simple criteria and explain my choice.

Curriculum links (with codes)

• Design and Technologies (Years 3 64): identify and describe needs or problems that could be solved through design processes; generate and compare ideas 6 AC9TDE4P01; AC9TDE4P02
• Digital Technologies (where relevant for documenting/collaboration): define problems with given design criteria and by co-creating user stories; generate and communicate designs 6 AC9TDI4P01; AC9TDI4P03; use trusted digital tools to share content and collaborate (if students use digital tools) 6 AC9TDI4P07
• General capabilities (capability focus): Critical and Creative Thinking (ideas and reasons), Personal and Social Capability (working in teams), Digital Literacy (using simple digital tools for documenting, if available)
• Cross-curriculum priority: Sustainability (consider how problems affect resource use and wellbeing where relevant)

Lesson structure (45 minutes)

1. 3 Welcome and calm start: Quick routine and agenda on the board (Brainstorm → Choose a problem → Share). Students select a “focus buddy” for today (teacher pre-plans groups of 2).
2. 7 Stimulus: problem hunt: Teacher shows 4–6 example photos/prompts (e.g., litter near bins, messy tuckshop queue, lost playground equipment, hard-to-find classroom items, noisy walkway). Students turn-and-talk: “What problem do you notice? Who is affected?”
3. 12 Group brainstorm with supports: In pairs, students create a “Problem Bank” on paper or a shared slide. Each student must contribute at least two ideas. Teacher uses sentence starters: “The problem is…”, “People affected are…”, “It happens when…”.
4. 8 Clarify and refine: Groups choose their top 2 problems, then answer 3 quick questions for each: “Is it a real problem we can observe?”, “Can we describe it clearly?”, “Can we design something to help?” Students may sketch what they see or write a label.
5. 10 Choose using criteria checklist: Teacher introduces a simple 4-item checklist:

• We can clearly describe what happens
• People are affected (at least one group)
• We can observe or test ideas in our school/community
• The problem can be improved with a design (not just “someone should”) Groups circle the best problem and write a one-sentence problem statement.

6. 4 Share-out and feedback: Each pair shares their chosen problem statement with the class. Teacher prompts: “What criteria did you use?” and “What is one thing you might observe next lesson?”
7. 1 Exit ticket (collect evidence quickly): Students place a sticky note at the front with their problem statement words (or read it aloud). Teacher checks for clarity and realism.

Resources

• Photo prompts or printed scenario cards showing everyday problems
• Student work sheets: Problem Bank and Problem Statement template
• Sentence starters and a simple criteria checklist sheet (large font)
• Sticky notes or mini whiteboards for exit tickets
• Pencils, colours, and scrap paper for quick sketches
• Timer (visual) and group helper roles (e.g., Timekeeper, Scribe, Speaker)
• Optional: classroom iPad/Chromebook for documenting (photo upload or a shared slide)

Assessment

• Observe group collaboration: participation, ability to articulate problem details, and respectful teamwork.
• Check problem statement quality: includes “what happens” and “who is affected”.
• Exit ticket review: identifies whether students can select a focus problem using criteria.

Differentiation

• Support (ADHD/Autism): provide a structured template, sentence starters, and visual checklist; pre-assign pairs; allow sketching instead of long writing; use a short timer and frequent movement breaks between steps.
• Support (process): offer “example to copy” first (teacher model of one problem statement), then fade support.
• Extension (for faster finishers): ask students to add one “possible cause” and one “possible improvement” without designing yet.
• EAL: allow bilingual labels or first-language word bank for “people affected” and “what happens”; ensure sentence starters are clearly visible.