Unit Plan 30 (Grade 3 Counselor): Problem-Solving Practice Stations

Focus: Give students repeated practice applying conflict-resolution steps through realistic Grade 3 practice stations. Stations may include role-play cards, solution sorting, group-decision challenges, and assertive communication scripts. Students practice sizing the problem, calming down, naming choices, choosing a safe solution, and reflecting on whether the solution worked.

Grade Level: 3

Subject Area: School Counseling (Problem-Solving • Conflict Resolution • Assertive Communication)

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

I. Introduction

This Grade 3 counseling lesson gives students structured practice using the problem-solving and conflict-resolution skills they have learned throughout the year. Students review how to size a problem, pause, calm down, name the problem, consider choices, choose a safe solution, try it, and reflect on the result. The counselor emphasizes that strong problem-solvers do not just know the steps; they practice using them in real situations.

Students rotate through practice stations based on common Grade 3 conflicts, such as disagreements during recess, unfair group roles, interrupting, teasing, materials conflicts, exclusion, line problems, or repeated peer issues. At each station, students decide whether the problem is small, medium, or big, choose respectful words or actions, and explain when adult help may be needed. The goal is for students to build confidence using safe, respectful problem-solving choices before conflicts happen.

Essential Questions

• How can students decide whether a problem is small, medium, or big?
• What steps help students solve problems safely and respectfully?
• How can assertive words, compromise, turn-taking, walking away, or adult help support conflict resolution?
• Why is it important to reflect on whether a solution worked?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify common school problems and determine whether they are small, medium, or big.
2. Apply problem-solving steps: pause, calm down, name the problem, consider choices, choose a safe solution, try it, and reflect.
3. Use respectful conflict-resolution strategies, including assertive communication, compromise, turn-taking, walking away, or adult help.
4. Practice choosing safe solutions through stations, role-play cards, sorting tasks, and group-decision challenges.
5. Explain when adult help is needed because a problem is unsafe, repeated, hurtful, or too big to handle alone.
6. (Optional Session) Strengthen problem-solving fluency through additional stations and reflection practice.

Standards Alignment — Grade 3 (ASCA-based Custom)

• C:S4.3a — Identify Problems and Their Size
  • Recognize common school problems and decide whether they are small, medium, or big problems requiring different levels of support.
  • Example: A student identifies losing a pencil as a small problem, repeated teasing as a bigger problem, and someone getting hurt as a problem needing adult help right away.
• C:S4.3b — Use Problem-Solving Steps
  • Use steps such as pause, calm down, name the problem, consider choices, choose a safe solution, try it, and reflect on the result.
  • Example: A student says, “The problem is we both want to lead the game. We could take turns or vote.”
• C:S4.3c — Resolve Conflicts Safely and Respectfully
  • Use respectful words, compromise, turn-taking, assertive communication, walking away, or adult help to resolve conflict without unsafe or hurtful behavior.
  • Example: A student says, “Please stop calling me that. I do not like it,” and gets adult help if the behavior continues.

Success Criteria — Student Language

• I can decide if a problem is small, medium, or big.
• I can pause and calm down before solving a conflict.
• I can name the problem clearly.
• I can think of more than one choice.
• I can choose a safe and respectful solution.
• I can reflect on whether the solution worked or whether I need more help.