You will learn
- Identify a problem.
- Define it clearly.
- Separate needs and wants.
- Identify users.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Engineers solve problems.
- A good problem statement names the user and the need.
- Needs differ from wants.
- Understanding users comes first.
Words to know
a person who designs and builds solutions
a short description of what needs solving
the person who will use the solution
something essential the solution must do
1. Discover: The leaking roof
After a storm the classroom roof drips onto the reading corner. “What is the real problem?” asks Ms Adjei. “The books get wet” says Yaw. “We cannot use the corner,” says Esi. The class writes a clear statement together.
Think: Who is affected, and what do they need?
2. Understand: Defining problems
Idea 1: Engineers
An engineer uses science, maths and creativity to design solutions to human problems, from bridges and water pumps to apps and medical tools.
Idea 2: Statement
A good problem statement names the user, the need and why it matters, without describing the solution. Example: “Pupils need a dry place to keep books during rain.”
Idea 3: Needs and wants
A need is essential (keeps books dry); a want is nice to have (a coloured cover). Ask users, observe, and list needs before designing.
3. Worked examples
Example 1 (I show you): Rewrite
Statement.
- User.
- Need.
- No solution.
Answer: Clear problem.
Example 2 (We do it together): Sort
Needs and wants.
- Dry.
- Pretty.
- Safe.
Answer: Classify.
Example 3 (You try): Ask
Users.
Show the steps and answer
- Who?
- Why?
- How?
Answer: Questions.
Did you know?
The first step of the engineering design process is to ask: what is the problem, and who has it?
Why this matters
The best solutions begin by understanding the problem, not by jumping to an answer.
4. Explore: Problem hunt
Walk around school, list five real problems (for example hot classrooms, litter, hard-to-carry water) and write a problem statement for one.
- Walk.
- List problems.
- Choose one.
- Write a statement.
Think about it: what did you notice?
What did you notice? Many problems affect several users in different ways.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- An ___ designs solutions to problems.
- A problem ___ describes what needs solving.
- A ___ is the person who will use the solution.
- A ___ is something essential.
Guided practice
Question 1. Who is an engineer?
Designer.
Question 2. What is a statement?
Short description.
Question 3. Who is the user?
Person using it.
Independent practice
Level 1: Start
- Who is an engineer?
- What is a statement?
- Who is the user?
- A need?
- A want?
Level 2: Grow
- Why users first?
- Why no solution in the statement?
- Why list needs?
Level 3: Stretch
- Hunt problems.
- Write.
- Sort.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Write a problem statement for a real school problem.
Show a sample answer
Include user and need.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Solution, not problem.
Fix: Different.
8. Lesson summary and revision card
- I can identify a problem.
- I can define it clearly.
- I can separate needs and wants.
- I can identify users.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Engineers solve problems.
- A good problem statement names the user and the need.
- Needs differ from wants.
- Understanding users comes first.
11. Next lesson
Next lesson: Design criteria. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define engineer and user. [2 marks]
- Write a problem statement. [3 marks]
- Separate two needs and two wants. [3 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- User [1]; need [1]; no solution [1]
- Needs [1]; wants [1]; reason [1]
- Any [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Who is an engineer?
- What is a statement?
- Who is the user?
- A need?
- A want?
- Why users first?
- Why no solution in the statement?
- Why list needs?
- Hunt problems.
- Write.
Homework
Interview a family member about a daily problem.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Who is an engineer? | Designer. | 1 |
| 2. What is a statement? | Short description. | 1 |
| 3. Who is the user? | Person using it. | 1 |
| 4. A need? | Essential. | 1 |
| 5. A want? | Nice to have. | 1 |
| 6. Why users first? | Fit. | 1 |
| 7. Why no solution in the statement? | Open. | 1 |
| 8. Why list needs? | Focus. | 1 |
| 9. Hunt problems. | List. | 1 |
| 10. Write. | Statement. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Designer.; 2 Short description.; 3 Person using it.; 4 Essential.; 5 Nice to have.. Level 2: 1 Fit.; 2 Open.; 3 Focus.. Level 3: 1 List.; 2 Statement.; 3 Table..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Identify a problem | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Define it clearly | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Separate needs and wants | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Identify users | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “The problem is we need a bigger bin.” Solution, not problem.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Write a clear problem statement.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to define problems like an engineer. You do not need to be an expert to help.
- Spot a problem at home.
- Ask “Who has it?”
- Stay safe.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: identify a problem; define it clearly; separate needs and wants; identify users.
Prerequisite knowledge. Grade 5 ideas: the engineering design process, testing and improving a solution.
Materials. Notebook, pen, clipboard. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Choose walking routes.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Show a leaking roof photo and ask, “What is the problem?”
Explanation (10 min). Teach problem definition.
Guided activity (10 min). Learners hunt.
Independent activity (10 min). Learners write.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Who has the problem? What do they need?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “The problem is we need a bigger bin.” Solution, not problem.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Write a clear problem statement. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 6 Unit 11, topic 1; Next Generation Science Standards, engineering design; Cambridge Lower Secondary Science, thinking and working scientifically; IB Primary Years Programme, how we organise ourselves. These sources informed the lesson.