Title of Lesson: Identifiable Problems, Workable Solutions - Based on Stone Soup

Type: Intermediate (Grades 4-7)

Big Idea(s): Communication Competency: Career Education

What students will understand
Leadership represents good planning, goal setting, and
collaboration.

Leadership requires listening to and respecting the ideas of others.

Curricular Competencies: ​What students will DO Concepts & Content:​ What students will KNOW

Students will be able to use the following Students will know the following concepts and
processes: content:

● Demonstrate leadership skills through ● Problem-solving and decision-making

collaborative activities in the school and strategies
community ● Project management
● Use entrepreneurial and innovative ● Goal-setting strategies
thinking to solve problems ● Leadership
● Set realistic short and longer term learning
goals, define a path, and monitor progress
● Make connections between effective work
habits and success

Materials & Technologies Pre-Class Preparation

Students will use the following materials, tools, The teacher will need to make the following
equipment: preparations prior to the class(es):

● Chromebooks ● Decide the minimum and maximum

● Google docs/slides/drive number of students per group
● paper/pencils/pens ● Ensure there is access to chromebooks
for all students, or at least enough for
one/group
● Have a hard copy or a digital copy of
Stone Soup by Jon. J Muth.
●
 Resources & References

● Stone Soup - Jon. J Muth

● Successful Learner Traits self-reflection sheets (optional

https://successfullearners.ca/tools-and-resources/

Lesson (Teacher Action/Student Action)

● Teacher (T): read Stone Soup to the class

● As a whole class, determine what lesson “stone soup” teaches us
● Once the lesson is determined (value of sharing, working together is important, working
towards a common goal….), create a graphic organizer to determine what values were
displayed by the characters.
● Students (S): discuss with neighbours which values they believe are most important when
working with others towards a common goal.
● Have them report out, and circle all the values they list
○ You could use language specific to your school if you are using any specific programs
such as the “successful learner traits”, “the 6 Cedars”, or “the Virtues”.
● (Optional) - have students do a pre-reflection regarding working in a group - which of the
values do they feel are a strength, and which of the values do they think they would have to
consciously work on when collaborating with others.
● Based on grade, level of complexity, and lesson goals, the next sections can be modified or
eliminated, and worked on over a number of days, weeks, or months.

1. Explain that students will be working in groups to identify a problem around the school, and
then working together to find a workable solution to that problem
a. Problem examples: untidy equipment room in the gym; litter on the school grounds;
lack of “green space” on the school property; multiple student conflicts at recess; lack
of extracurricular opportunities (clubs) for students to participate in; no gender neutral
spaces within the school; lack of resources (literacy, technology, math, science, PE).
2. Have students break into groups (pre-determine the minimum and maximum/group), or assign
groups - Their goal is to identify and clearly state a problem they are going to try and tackle.
3. (This could be done on the same day, or over the course of a few work periods)
With their group, students will need to come up with a comprehensive solution to their stated
problem. This should include
a. Step by step plans for solving the problem
b. Clear indications of who is responsible for each stage of the plan
c. Who is responsible for the solution
d. What they will need in order to accomplish their goal
e. Continued monitoring of plans and progress
f. Final culminating presentation to share with peers
 4. Provide additional work times at your discretion, the timeline from here on out can be
adjusted as needed.
Students can begin to create the resources they will need to implement their solution
At this time, the teacher will be: monitoring group progress, meeting with individuals and
groups to assess how things are progressing, support students who may need more in depth
adult intervention to achieve their goals
5. Allow students to implement the necessary changes to solve their problems
6. Create presentations showing the various stages of the project from beginning to end
a. Presentations can be done in a variety of formats
i. Videos, posters, oral reports, digital presentations, etc...
7. Presentation day
a. Presentations could be done just in class, or utilize a common area, and invite other
staff and students to come and participation in a celebration of learning.
8. Have students fill out a final reflection sheet for themselves as individuals, and for their group
as a whole.

Assessment/Evaluation Adaptations/Modifications

● Peer reflections/self assessments ● Students can choose to create plans on

○ See links in resources chromebooks or with pen/paper
● Group reflections (options include): ● Set up sharing areas for students/groups
○ Create a google form using google classroom
○ Students write or type out a ● Provide extra time as needed
reflection ●
○ Use the fillable rubric below have ●
each group member evaluate the
group as a whole
● Fillable rubrics
○ See attached

Extensions/Possible Cross-Curricular Connections

● Focus on a community problem/solution instead of a school one.

● Could connect to some Big Ideas for Physical and Health Education, and Applied Design,
Skills, and Technology for grades 4-7

The following Rubrics are a guideline for creating a meaningful assessment/ self-reflection tool for both
the teacher and the students. There are three different rubrics that can all be used for the same
project.
The “proficient” section has been filled in for each category to provide an example, feel free to adapt
the language, or change things completely as you fill in the other sections.
 Identifiable Problems-Workable Solutions Rubric
Individual - Cooperation and Communication

Communication with Use of the key Contributed

other group members identifiable values meaningfully and
respectfully

Emerging

Developing

Proficient I shared my ideas with my
group in a respectful way.
I listened to others
contributions, and
compromised when necessary.
I discussed my ideas with
confidence, and displayed
compassion when listening to
others. I was enthusiastic
about our project, and looked
for creative solutions to our
problem.
I did my fair share of the work.
I consistently communicated
with my group members, and I
displayed on task behaviours
during each work period.

Extending

Identifiable Problems-Workable Solutions Rubric

Group - Cooperation and Communication

Communication Cooperation Time Management

Emerging

Developing

Proficient All members of our group had
opportunities to share their
ideas and be heard. We
consistently communicated
over the course of the project.
All members of our group All members of our group used
participated in every stage of their class time well and
our project. We adapted our contributed to the final product
plans as needed. in a meaningful way.

Extending

Identifiable Problems-Workable Solutions Rubric

Overall Project (Group or Individual)

Problem/Solution Evidence of Work Final Presentation

Emerging

Developing

Proficient A problem was clearly
identified and stated. The
solution to the problem was
well thought out, and
successfully executed.
There is clear evidence of
strategic planning for all stages
of the project. It is evident that
all group members contributed
to the project at each stage.
The final presentation clearly
states the initial problem, and
provides evidence of a
workable solution. The
presentation includes details
from all steps and stages of the
 project.
The presentation includes well
laid out visuals.

Extending