Unit Plan 13 (Grade 1 Counselor): Small Problems and Big Problems

Focus: Teach students to identify common school problems and decide whether they can try a solution first or need adult help right away. Small problems might include losing a pencil, waiting for a turn, disagreeing about a game, or feeling left out. Big problems might include someone being hurt, unsafe behavior, repeated bullying, or feeling very scared. Students sort scenarios and practice choosing an appropriate response.

Grade Level: 1

Subject Area: School Counseling (Problem-Solving • Help-Seeking • Trusted Adults)

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

I. Introduction

This Grade 1 counseling lesson helps students understand that not all problems need the same response. Some problems are small enough for students to try a safe strategy first, such as asking politely, waiting, sharing, looking again, or using calm words. Other problems are too big, unsafe, hurtful, scary, or repeated, and students should get help from a trusted adult right away.

The counselor uses picture cards, puppet examples, or school scenario sorting to help students compare small problems and big problems. Students practice naming the problem, deciding whether to try a solution or ask an adult, and using clear help-seeking words. The goal is for students to build confidence choosing the right response for common school situations.

Essential Questions

• What is a small problem?
• What is a big problem?
• When can students try a solution first?
• When should students ask a trusted adult for help right away?
• What words can students use when they need help?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify common small school problems, such as losing a material, waiting for a turn, disagreeing about a game, or feeling left out.
2. Identify big problems that need adult help, such as someone being hurt, unsafe behavior, repeated bullying, or feeling very scared.
3. Sort school scenarios into “try a strategy first” and “ask an adult for help” categories.
4. Name trusted adults at school who can help with different kinds of problems.
5. Practice clear words for asking for help when a problem feels too big to handle alone.
6. Explain that choosing the right response helps students stay safe, respectful, and ready to learn.
7. (Optional Session) Apply small-problem and big-problem thinking through role-play, sorting, picture scenarios, or trusted adult matching.

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:S6.1a — Identify Trusted Adults and Helping Roles
  • Name trusted adults at school and explain when to ask them for help.
  • Example: A student identifies the teacher, counselor, nurse, principal, or playground supervisor as adults who can help.
• C:S2.1c — Know When and How to Ask for Help
  • Recognize when a feeling or problem is too big to handle alone and identify a trusted adult who can help.
  • Example: A student says, “If I feel really scared on the playground, I can tell the teacher on duty.”

Success Criteria — Student Language

• I can name a small school problem.
• I can name a big problem that needs adult help.
• I can decide if I should try a strategy or ask for help.
• I can name trusted adults at school.
• I can use clear words when I need help.