Unit Plan 13 (Grade 3 Counselor): Small, Medium, and Big Problems

Focus: Teach students to size problems more accurately and match responses to the size of the problem. Small problems may include losing a pencil or waiting for a turn; medium problems may include repeated disagreement or hurt feelings; big problems may include danger, injury, threats, or ongoing peer mistreatment. Students sort scenarios and discuss which problems require adult support right away.

Grade Level: 3

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

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

I. Introduction

This Grade 3 counseling lesson helps students understand that not all problems are the same size. Some problems are small and can often be handled with a strategy, such as waiting, asking politely, using calm words, or trying again. Other problems are medium and may need more problem-solving, support, or a trusted adult if the issue keeps happening.

Students also learn that big problems need adult help right away. Big problems may involve danger, injury, threats, unsafe behavior, ongoing peer mistreatment, or a feeling, worry, peer issue, or safety concern that feels too big to handle alone. The counselor helps students practice matching the response to the problem size so they can stay safe, solve problems respectfully, and ask for help when needed.

Essential Questions

• What is the difference between a small, medium, and big problem?
• How can students choose a response that matches the size of the problem?
• When can students try a strategy first?
• When should students ask a trusted adult for help?
• Which problems need adult support right away?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify common school problems and decide whether they are small, medium, or big.
2. Match small problems with simple strategies such as asking politely, waiting, trying again, or using materials responsibly.
3. Match medium problems with problem-solving steps, respectful words, coping tools, or adult support if the problem continues.
4. Identify big problems that require adult help right away, such as danger, injury, threats, unsafe behavior, or ongoing peer mistreatment.
5. Name trusted adults who can help with safety, strong worries, repeated peer problems, or problems that are too big to handle alone.
6. (Optional Session) Practice problem-size sorting and help-seeking language with new Grade 3 scenarios.

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:S6.3a — Identify Trusted Adults and Appropriate Help-Seeking
  • Name trusted adults at school and explain when to seek help for themselves or others.
  • Example: A student knows to tell a teacher, counselor, nurse, principal, or playground supervisor about unsafe behavior, strong worries, or repeated peer problems.
• C:S2.3c — Recognize When Support Is Needed
  • Identify when a feeling, worry, peer issue, or safety concern is too big to handle alone and choose an appropriate trusted adult for support.
  • Example: A student says, “If someone keeps bothering me after I ask them to stop, I should tell my teacher or counselor.”

Success Criteria — Student Language

• I can decide if a problem is small, medium, or big.
• I can choose a response that matches the problem size.
• I can try a strategy for a small problem.
• I can ask for help when a problem keeps happening or feels too big.
• I can name trusted adults who can help with unsafe, repeated, or serious problems.