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Introduction
School Name Whispering Pines

Grade Level(s) 10th, 11th,12th
Class Size 7 students
Subject Area(s) Unique Skills
Lesson Plan Title Can you Survive the Challenge!!
Time Frame 1 hour
Learner Profile
There are seven high school students in this class, and their grade levels range from 10th to
12th. There are two students with ASD (Autism Spectrum Disorder), three students with
schizophrenia, and seven students with EBD (Emotional Behavior Disorders). All students are
verbal and can complete tasks with little assistance. Two students may need extra time to
complete written tasks, but they can complete assignments with help and redirection.
Florida Standards and/or Next Generation Sunshine State Standards
CL.B.4.In.2 Implement solutions to problems and evaluate effectiveness.
SE.A.2.In.1 Interact acceptably- with others within the course of social, vocational, and
community living.
WIDA Standards
X WS1: For Social and Instructional purposes within the school setting.
☐ WS2: Information, ideas and concepts necessary for academic success in the content area of
Language Arts.
Mathematics.
Science.
Social Studies.
Learning Outcomes
▪ SWBAT collaborate with team members to establish effective solutions to problems.
Instructional Materials and Technology

▪ Computer
▪ Whiteboard
▪ Projector
▪ Deck of Cards
▪ Challenge Worksheets
▪ Pencils
▪ Paper
▪ Pasta
▪ Marshmallows
▪ Tape
Implementation
Entry Event
*QOTD: “If you were stranded on a deserted island, what would you do to survive? *
- Students will answer the question of the day (QOTD) in their notebook with a response of
at least 2 sentences.
- We will discuss the QOTD and why is it important to develop problem solving skills.
▪ How can problem solving strategies help you to solve situations in a social,
vocational, or community aspect?
▪ Give me an example of a time where you had to solve a problem?
▪ How do you solve problems?

- I will provide students with a brief overview of the activities for the day and review class
expectations.
- Students will watch a brief video (Video 1 ) and have a short discussion on it.
Direct Instruction
- As a class, we will identify and discuss the five steps for problem solving.
▪ I will provide students with a handout that shows the steps to solving a problem.
▪ Students will identify a problem and use the chart to create a solution using the
problem-solving model.
▪ How do you identify a problem? What is the purpose of assessing the problem after
implementing the solution?
- Students will be separated into groups. Each group will receive a deck of cards.
- The goal of this task is for the students to sort the deck of cards without verbally
communicating to their partner within 7 minutes or less.
- After a few minutes of working on the task, I will change the way in which they can sort the
deck.
- The group must find a way to solve their new problem. Each team member must
participate in solving the task.
- After completing the task, we will discuss the activity and the methods they used to solve
their problem.
- We will discuss the importance of teamwork when dealing with problem solving in a variety
of aspects (What role does teamwork play in problem solving?)
Experiential Learning
- Students will be separated into groups to participate in a Class Challenge.
- I will read the instructions for the game and provide each group with challenge card #1 and
a Student Solution Sheet.
- They will have about 20 minutes to complete each challenge card.
- There are four Challenge Cards. Each challenge provides the students with a different
problem and opportunity to cooperate with their partner to determine the solution.
- Some of the challenges require a correct answer, but some of them simply require the
students to work together and create a solution that the team agrees on.
- When a group completes a challenge, they will request a “check”. Depending on the task, I
will check for a correct answer to the problem or I will have the team captain explain the
groups problem-solving process and examine their product.
- Continue until the groups complete all four Challenge Cards.
- The team that completes all four challenge cards and demonstrates acceptable behavior
within their groups wins the challenge.
Closure
- We will discuss The Class Challenge and the strategies they used to create solutions for
their problems
▪ What strategies did you and your partner use to complete each task?
- Students will complete a short problem-solving skills self-assessment.
▪ The self-assessment is a way for students to identify the importance of
problem-solving and ways they can implement those skills in different aspects of
life.
Evaluation and Monitoring

Accommodations and/or Modifications
- Extra time
- Repeated instructions
- Verbal prompts
- Visuals
ELL Strategies (List specific strategies you will use to support ELLs.)
- Use simple, Direct Language
- Flexible grouping
Differentiated Instruction
Below Level Students: I will allow lower leveled students to provide oral responses versus written. I
will incorporate collaborative learning which allows students to learn from their peers and engage
in meaningful conversations. Students can use sentence strips to help with written assignments.
On Level: Lesson plan can be implemented as written.

21st Century Competencies
Critical Thinking: Collaboration: Creativity: Communication:
Students will use Students will work in Students will create a Students will
critical thinking skills small groups to model with their peers communicate with
to solve problems. complete the activity. as the solution to a their teacher and peers
problem. in groups.
Integration of Literacy
Reading: Writing: Oral Language:
Students will read the Students will write in their Students will communicate
problems and directions for the journal and answer the QOTD. with their partners to assist
activities. them in creating solutions for a
variety of problems.
Assessment (Describe how you will assess student attainment of the lesson objectives.)
Formative: Summative:
Through observation and evaluation based With a partner, students will collaborate to repair
on the problem-solving activities. Also, at least 4 problems on a bike. Students will write
through discussions and their examples of their solution and strategies used to solve their
problem-solving scenarios. Students will also problems in 1 paragraph.
have an exit ticket to reflect on the skills
discussed in class.
Extension (Describe how you will re-teach, remediate, and enrich after lesson implementation.)
Re-Teach: Remediate: Enrichment:
I can conduct a hands-on I will read a story based on During class, students can earn
problem-solving activity (the problem-solving. We will bonus “market points” for their
human knot). identify the problem and ability to solve problems in an
create two ways to solve the appropriate manner.
problem.
Reflection
Overall, I believe that this lesson was amazing. The students were engaged and were able to create
solutions to problems. To modify this lesson, I would incorporate technology into the lesson. I
would have students search for a current issue in the world and let the students create a plan that
can lead to a solution.

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Introduction

School Name Whispering Pines

▪ SWBAT collaborate with team members to establish effective solutions to problems.

Instructional Materials and Technology

▪ How do you solve problems?

Evaluation and Monitoring

On Level: Lesson plan can be implemented as written.

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