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2nd Grade Science (Next Generation Science Standards) • K-2 Engineering Design

Defining Simple Problems — Define a simple problem that could be solved by a new or improved object or tool.

Learn how to spot everyday problems and think of tools or objects to fix them!

Explore the lesson 9 min read
A microscope with leaf and experiment flask for elementary science discovery
Inside this lesson 10 sections 5 questions 5 figures

SECTION 1

Why Do People Make New Things?

People have always had problems they needed to fix. A problem is something that makes life hard or tricky. Long ago, people looked around and thought of ways to make things better. They made new tools and objects to help. That is what engineers do!

Long Ago • Sharp Rocks as Tools

People needed to cut food. They found sharp rocks and used them as knives. That was one of the first tools ever!

Many Years Ago • The Wheel

Carrying heavy things was hard. Someone invented the wheel so people could roll heavy loads instead of carrying them.

About 200 Years Ago • The Umbrella Gets Better

People got wet in the rain. Someone improved the umbrella so it could fold up small and fit in a bag.

Today • New Ideas Every Day

People still find problems and think of new or better tools. You can do this too!

Every new tool started with someone noticing a problem. The first step is always the same: What is the problem? That is what we will learn about today!

SECTION 2

What Does It Mean to Define a Problem?

Before you can fix something, you need to say clearly what is wrong. This is called defining a problem. When you define a problem, you tell what is hard, who it is hard for, and why it needs to be fixed. Let's learn the big ideas!

1

Notice the Problem

Look around you. What is hard to do? What does not work well? Finding a problem is the first step!
2

Say It Clearly

Use words to tell exactly what the problem is. For example: 'My crayons always roll off the desk.'
3

Think About Who It Helps

Who has this problem? Is it you? Your classmates? Your family? Knowing who it helps matters.
4

Imagine a Solution

Could a new tool or a better object fix the problem? Think about what you could make or change!
✦

KEY TAKEAWAY

Defining a problem is like being a detective. A detective looks for clues to figure out what happened. You look for clues to figure out what is hard or not working. Once you know the problem, you can start thinking of a way to fix it!

SECTION 3

Seeing How Problems Lead to Solutions

Let's look at a picture that shows how defining a problem works. First you notice something is wrong. Then you say what the problem is. Then you think of a new or better tool to fix it!

From Problem to SolutionStep 1Notice It!Look around.What is hard?Step 2Say It Clearly!Tell exactly whatthe problem is.Step 3Think of a Fix!What new or bettertool could help?ExampleProblem: "My water bottle tips over in my backpack."Who has it: Kids carrying backpacksIdea: A clip that holds the bottle upright inside the bag!
This diagram shows the three steps: Notice the problem, say it clearly, and think of a fix. The yellow box shows a real example.

Look at the three boxes at the top. They go in order like a path. First you notice the problem. Then you use your words to say what is hard. Last, you think about what new or better object could help. The yellow box at the bottom shows what this looks like with a real example!

SECTION 4

How Do We Define a Problem?

Defining a problem is not about math. It is about asking the right questions! Here are four questions that help you define any simple problem.

The Four Big Questions

  1. What is not working? — Think about what is hard or broken.
  2. Who has this problem? — Is it kids, grown-ups, or animals?
  3. When does it happen? — Does it happen at school, at home, or outside?
  4. What kind of tool could help? — Could a new thing or a better thing fix it?
💡

Try This!

Look around your classroom right now. Can you find one thing that is hard to do? Try asking yourself the four big questions about it!

When you answer these questions, you are defining the problem. You are doing what real engineers do! Engineers always start by asking questions before they build anything.

SECTION 5

Different Kinds of Simple Problems

Problems come in different types. Some problems need a brand-new tool. Other problems need a tool that already exists but could be made better. Let's look at both kinds!

Two Kinds of Problem-SolvingMake Something NEW🆕There is no tool for this yet.You need to invent one!Example: No way to carry books→ Invent a backpack!Example: Hands get cold outside→ Invent mittens!Make Something BETTER⬆️A tool already exists, butit could work better.Example: Scissors are hard to use→ Make kid-sized scissors!Example: Pencil breaks a lot→ Make a stronger pencil!
The left side shows problems that need a brand-new tool. The right side shows problems that need a tool to be made better.

Both kinds of problems are important. Sometimes the best idea is to invent something totally new. Other times, you just need to make something that already exists work a little bit better. Engineers do both!

TypeWhat It MeansExample
New ObjectNothing like this exists yetInventing the first umbrella
Improved ObjectSomething exists but doesn't work well enoughMaking an umbrella that folds small

Two ways to solve problems with objects and tools

SECTION 6

Let's Define a Problem Together!

Let's practice defining a problem step by step. Imagine you are at lunch and your sandwich keeps falling apart when you try to eat it. Lettuce, tomato, and cheese slide out everywhere! Let's define this problem like an engineer.

The Messy Sandwich Problem

  1. 1

    Step 1 — Notice the Problem

    Look at what is happening. Your sandwich falls apart when you pick it up. The food inside slides out. This is messy and hard to eat.
    Something is not working!
  2. 2

    Step 2 — Say It Clearly

    Use words to describe the problem: "When I pick up my sandwich, the fillings slide out and make a mess. It is hard to eat without dropping food."
    Problem defined: Sandwich fillings slide out.
  3. 3

    Step 3 — Think About Who Has This Problem

    Lots of kids at school have this problem! Anyone who eats a sandwich might have food slide out.
    Kids who eat sandwiches at lunch.
  4. 4

    Step 4 — Think of a Tool or Object

    What could help? Maybe a special clip that holds the sandwich together! Or maybe a wrap that goes around the outside to keep everything inside. These are ideas for a new or improved object.
    Idea: A sandwich holder clip or wrap!

Great job! You just defined a problem like a real engineer. You noticed the problem, said it clearly, thought about who has it, and came up with an idea for a new tool.

SECTION 7

What Makes a Good Problem to Solve?

Not all problems are the same. Some problems are good for kids to work on. Other problems are too big or too tricky. Let's compare!

Good Problems for KidsToo-Big Problems
Simple and easy to understandVery complicated with many parts
Happens in your daily lifeHappens far away or in the future
Could be fixed with a small tool or objectNeeds a giant machine or lots of money
You can explain it in one sentenceHard to explain even in a paragraph

Good problems vs. too-big problems

✦

KEY TAKEAWAY

Think of it like building with blocks. A good problem is like building a small tower you can finish. A too-big problem is like trying to build a whole castle by yourself. Start small, and you can do amazing things!

SECTION 8

From Defining to Designing!

Defining a problem is just the first part of engineering design. After you define the problem, there are more exciting steps! Engineers go on to design, build, and test their ideas. But it all starts with a well-defined problem.

What We Learned TodayWhat Comes Next
Notice a problemBrainstorm many ideas to fix it
Say the problem clearlyPick the best idea
Think about who needs helpBuild a model or drawing
Imagine a new or better toolTest it and make it even better

Defining problems is the first step in a bigger process

As you grow as a young engineer, you will learn to draw your ideas, build them with real materials, and test if they work. But remember: the best engineers always start by defining the problem first!

SECTION 9

Practice Problems

Now it is your turn! Try these five problems. Think about what the problem is, who has it, and what tool or object could help.

Question 1: CONCEPTUAL

What does it mean to 'define a problem'? Tell what the word 'define' means in your own words.
Show answer
To define a problem means to say clearly what is wrong or what is hard. You use your words to explain exactly what the problem is. It is like telling a friend what happened so they understand. When you define a problem, you also think about who has the problem and why it matters.

Question 2: BASIC

Mia's pet hamster keeps knocking over its water dish. Define this problem by answering: What is the problem? Who has it?
Show answer
The problem is that the hamster's water dish tips over too easily. When it spills, the hamster has no water to drink and the cage gets wet. Mia and her hamster both have this problem. Mia has to keep refilling the dish, and the hamster does not always have water. A heavier dish or one that clips onto the cage could help!

Question 3: INTERMEDIATE

Your class has a bin of crayons, but they are all mixed up. It takes a long time to find the color you want. Define the problem and think of a new or improved object that could help.
Show answer
The problem is that all the crayons are mixed together in one big bin. Kids waste time digging through the bin to find the right color. Everyone in the class has this problem. A good solution could be a crayon holder with separate sections for each color. You could also improve the bin by adding dividers inside it so the colors stay sorted.

Question 4: APPLIED

On rainy days, kids track wet and muddy shoes into the classroom. The floor gets slippery and dirty. Define this problem and suggest a new or improved object to solve it.
Show answer
The problem is that wet, muddy shoes make the classroom floor slippery and dirty on rainy days. This is a problem for all the students and the teacher because someone could slip and fall. The floor also has to be cleaned a lot. A solution could be a special boot-scraping mat right outside the door that cleans the bottom of shoes before kids walk in. You could also improve a regular doormat by adding bumpy ridges that scrub off more mud.

Question 5: CRITICAL THINKING

Think of a problem you have noticed at home or at school. Define it using all four questions: What is not working? Who has this problem? When does it happen? What new or improved tool could help? Write your answers.
Show answer
Answers will be different for every student. A good answer should name one specific problem, like 'My backpack is too heavy and hurts my shoulders.' It should say who has the problem, like 'Kids who carry lots of books.' It should say when it happens, like 'Every day walking to and from school.' And it should suggest a new or improved tool, like 'A backpack with wheels or one with extra-padded straps.' The key is to be clear and specific about the problem before jumping to a solution!

SUMMARY

Let's Review What We Learned!

Summary

Today we learned that defining a problem means saying clearly what is wrong or hard. We use four big questions to help us: What is not working? Who has the problem? When does it happen? And what new or improved tool could help? We saw that problems can need a brand-new tool or a tool that is made better.

We practiced defining problems like real engineers. We learned that good problems for us to work on are simple, happen in everyday life, and can be fixed with a small object or tool. Remember: the first step to solving any problem is to define it clearly. You are already thinking like an engineer!

Varsity Tutors • 2nd Grade Science • Defining Simple Problems