Naming the Problem
A 45-minute Kindergarten lesson on asking, looking and gathering information to say what problem needs solving.
Naming the Problem is a free 45-minute Kindergarten to Grade 2 science lesson plan for Common Core standard K-2-ETS1-1 — ask, look and gather information to define a problem worth solving. It is timed across 5 sections, gives the exact wording to use where the wording carries the mathematics, names 3 misconceptions with the teaching move that addresses each, and ends with an exit ticket and a printable worksheet with its answer key.
- Grade:
- Kindergarten to Grade 2
- Length:
- 45 minutes
- Standard:
- K-2-ETS1-1
Kindergarten to Grade 2 · Engineering Design
K-2-ETS1-1
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
Objective
Students will be able to state a problem in the classroom as something that could be solved.
Students are successful when they can
- Says what is going wrong.
- Says who it is a problem for.
- Turns it into a 'how to' question.
What you need
- Two or three real classroom annoyances to look at
- Sentence strips reading 'How to …'
- The printable practice sheet linked at the end of this plan
The lesson
Warm-up — the coats on the floor
5 min- Stand by the pegs where coats fall off and say nothing.
- Ask the class what they can see going wrong.
Teach — from a moan to a problem
12 min- Write 'coats fall off the pegs' on the board.
- Ask who it is a problem for: the person whose coat is on the floor.
- Rewrite it on a strip as 'How to keep a coat on its peg'.
- Say why the rewrite matters: now it asks for something you could build.
- Try one that will not work: 'it is Tuesday'. Ask what you could build for that.
- Say the three moves: look, ask who it affects, write it as how to.
“Could somebody build something for that?”
Investigate — a problem hunt
15 min- Pairs walk round the classroom looking for one thing that goes wrong.
- They ask two people whether it is a problem for them too.
- They write it on a 'How to …' strip.
- Pairs read their strip aloud and the class says whether something could be built.
Independent practice
10 min- Students complete the 'Naming the Problem' page.
- Check the chosen answer is something that could be built for.
Close
3 min- Pin the strips up and keep the best one for the next lesson.
What goes wrong, and why
Each of these is a reasoning error rather than carelessness. The fix addresses the reasoning.
States a wish rather than a problem.
Why: 'I want a bigger classroom' feels like a problem.
Fix: Ask what is going wrong now, and who for.
Jumps straight to a solution.
Why: The idea arrives before the problem is stated.
Fix: Write the how-to first. There may be a better solution than the first one.
Names a problem nobody has.
Why: It is interesting to the pupil.
Fix: Ask two other people. If it is a problem for nobody, find another.
If they are not there yet
- Choose from three problems already found.
- The 'How to' strip pre-written with a gap.
If they finish early
- Find a problem outside the classroom.
- Say how you would know the problem was solved.
- Turn somebody's wish into a real problem.
Exit ticket
Coats keep falling off the pegs. Write that as a problem starting 'How to'.
What to look for: 'How to keep a coat on its peg' or similar. A restated complaint means the how-to move needs another run.
Printable practice for K-2-ETS1-1
Free to print and copy, answer key included. Each sheet can generate a fresh set of problems for a retake.
- Naming the ProblemCircle the best answer.
Questions about Naming the Problem
How long does the Naming the Problem lesson take?
45 minutes, split across 5 timed sections: warm-up 5 min, teach 12 min, investigate 15 min, independent practice 10 min, close 3 min. The minutes are stated per section and add up to the stated length, so the plan can be cut or extended at a section boundary rather than abandoned halfway.
Which standard does Naming the Problem teach?
K-2-ETS1-1 — K-2-ETS1-1, Engineering Design for Kindergarten to Grade 2: “Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.” In plain terms, ask, look and gather information to define a problem worth solving.
What do I need to teach this lesson?
Two or three real classroom annoyances to look at, sentence strips reading 'How to …' and the printable practice sheet linked at the end of this plan. Everything listed is either ordinary classroom equipment or a free printable from this site — there is nothing to buy and nothing to prepare beyond photocopying.
What mistakes should I expect in this lesson?
Three, each a reasoning error rather than carelessness: states a wish rather than a problem; jumps straight to a solution and names a problem nobody has. The plan gives the thinking behind each one and the teaching move that addresses the thinking rather than the symptom.
How do I know whether the lesson worked?
The exit ticket asks: “Coats keep falling off the pegs. Write that as a problem starting 'How to'.” 'How to keep a coat on its peg' or similar. A restated complaint means the how-to move needs another run. That tells you whether the class needs a reteach or a thirty-second conversation before you plan tomorrow.
Is there a worksheet to go with Naming the Problem?
Yes — 1 printable K-2-ETS1-1 worksheet, linked at the end of the plan and free like the rest of the site. Each one comes with an answer key and 25 versions, so the practice after the lesson can be a different paper on every desk.
Is Naming the Problem free to use?
Yes. The plan, its printables and their answer keys are free to read, print and photocopy for your own class, with no account and no email capture. It was last reviewed on 8 September 2026. Please do not resell it or republish it as your own.
Last reviewed 2026-09-08. Aligned to K-2-ETS1-1 of the Next Generation Science Standards.