Unit Plan 30 (Grade 1 Counselor): Problem-Solving Practice Stations

Focus: Give students repeated practice applying the problem-solving steps they have learned. Stations may include puppet role-play, picture problem cards, turn-taking games, and “safe solution” sorting. Students practice calming down, naming the problem, thinking of choices, and choosing a respectful solution.

Grade Level: 1

Subject Area: School Counseling (Problem-Solving • Conflict Resolution • Respectful Choices)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

This Grade 1 counseling lesson gives students hands-on practice with the problem-solving skills they have learned throughout the year. Students review that common school problems can happen during play, partner work, centers, recess, games, lunch, line-up, or group activities. They practice naming the problem clearly instead of blaming, grabbing, yelling, or giving up.

The counselor sets up simple practice stations where students rotate through puppet role-play, picture problem cards, turn-taking games, and safe-solution sorting. At each station, students practice the same basic steps: stop, calm down, name the problem, think of choices, choose a safe solution, and try it. The goal is for students to build confidence using respectful words, compromise, turn-taking, walking away, or adult help when problems happen.

Essential Questions

• What are common small problems at school?
• How can students calm down before solving a problem?
• How can students name a problem clearly?
• What safe choices can help solve friend or classroom problems?
• When should students use adult help as part of the solution?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify common school problems, such as disagreements, waiting for a turn, losing a material, wanting the same item, or feeling left out.
2. Use simple problem-solving steps: stop, calm down, name the problem, think of choices, choose a safe solution, and try it.
3. Practice respectful words during peer problem scenarios.
4. Choose safe solutions such as taking turns, sharing, compromising, walking away safely, using calm words, or asking adult help.
5. Explain when a problem can be solved with a small strategy and when adult help is needed.
6. Participate in practice stations using safe bodies, respectful listening, and cooperative behavior.
7. (Optional Session) Apply problem-solving steps through station rotations, puppet coaching, safe-solution sorting, role cards, or partner reflection.

Standards Alignment — Grade 1 (ASCA-based Custom)

• C:S4.1a — Identify Common School Problems
  • Recognize common small problems at school, such as disagreements, waiting for a turn, losing a material, or feeling left out.
  • Example: A student says, “The problem is that we both want the same marker.”
• C:S4.1b — Use Simple Problem-Solving Steps
  • Use basic steps such as stop, calm down, name the problem, think of choices, choose a safe solution, and try it.
  • Example: A student practices saying, “Let’s take turns,” after naming the problem with a partner.
• C:S4.1c — Solve Conflicts Safely and Respectfully
  • Use words, compromise, turn-taking, walking away, or adult help to solve peer problems without hurting others.
  • Example: A student says, “Please stop. I do not like that,” and then asks an adult for help if the problem continues.

Success Criteria — Student Language

• I can name a school problem.
• I can stop and calm down before solving a problem.
• I can use problem-solving steps.
• I can think of safe choices.
• I can use respectful words.
• I can take turns, compromise, walk away safely, or ask an adult for help.