Unit Plan 13 (Grade 2 Counselor): Small Problems, Medium Problems, and Big Problems
Teach Grade 2 students to size common school problems, try safe strategies, and seek trusted adult help for big or unsafe concerns.
Focus: Help students identify the size of common school problems. Small problems might be losing a pencil or waiting for a turn, while bigger problems might involve someone getting hurt, unsafe behavior, repeated mean behavior, or feeling very scared. Students sort scenarios and decide whether they can try a strategy independently or need adult support.
Grade Level: 2
Subject Area: School Counseling (Problem Size • Help-Seeking • Trusted Adults)
Total Unit Duration: 1–2 weeks, 30 minutes per session
I. Introduction
This Grade 2 counseling lesson helps students understand that problems come in different sizes and need different kinds of responses. Students learn that small problems are common school problems they can often try to solve with a simple strategy, such as using kind words, waiting, taking turns, asking for another pencil, or trying again. Medium problems may need more problem-solving, calm words, or help if the problem does not stop.
Students also learn that big problems need adult help right away. Big problems may involve someone getting hurt, unsafe behavior, repeated mean behavior, feeling very scared, or a problem that feels too big to handle alone. The counselor emphasizes that knowing the size of a problem helps students choose a safe and responsible next step.
Essential Questions
- What is a small problem, medium problem, or big problem?
- What problems can students try to solve with a strategy first?
- What problems need adult help right away?
- Who are trusted adults students can ask for help?
- How can students tell when a feeling, worry, or problem is too big to handle alone?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify common school problems and sort them as small, medium, or big.
- Explain that small problems can often be tried with a strategy first.
- Recognize that bigger problems, unsafe problems, repeated mean behavior, or very scary feelings need adult help.
- Name trusted adults who can help with different types of problems.
- Connect too-big feelings, worries, or problems to adult support.
- Practice choosing a safe next step based on the size of the problem.
- (Optional Session) Apply problem-size thinking through scenario sorting, trusted adult matching, or role-play practice.
Standards Alignment — Grade 2 (ASCA-based Custom)
- C:S4.2a — Identify Problems and Their Size
- Recognize common school problems and tell whether they are small problems students can try to solve or bigger problems that require adult help.
- Example: A student explains that losing a pencil is a small problem, but someone getting hurt is a big problem.
- C:S6.2a — Identify Trusted Adults and When to Seek Help
- Name trusted adults at school and explain when a student should ask for help for themselves or someone else.
- Example: A student identifies the counselor, teacher, nurse, principal, or playground supervisor as adults who can help with different problems.
- C:S2.2c — Know When Feelings Need Adult Support
- Recognize when a feeling, worry, or problem feels too big to handle alone and identify an appropriate trusted adult.
- Example: A student says, “If I keep feeling scared at recess, I can tell my teacher or counselor.”
Success Criteria — Student Language
- I can tell if a problem is small, medium, or big.
- I can try a strategy for some small problems.
- I can ask an adult for help when a problem is big, unsafe, repeated, or too scary.
- I can name trusted adults at school.
- I can choose a safe next step for a problem.