Team building activities cultivate a classroom community in which students work together to achieve common goals and learn to accept others ideas. Over the course of this unit, we will be using a variety of technology tools and team constructing projects to foster this type of community of students.
Before beginning this unit, you will need to download the SeeSaw App and create your SeeSaw class.
Some of the other technologies and materials needed include: a Smartboard, a laptop, student iPads, the SeeSaw app, the teamwork vocabulary word bank, the mill printable, paper, string, glue, wheat seeds (or small manipulatives), red and black paint, and paper plates.
Task 1
Once your students have created their short “jingle” about teamwork, one student will record/video his or her partner/s singing the jingle and upload it to SeeSaw. Partners may switch roles if they finish early! Task 2
During unit 7, students will listen to the story Swimmy, by Leo Lionni. In this story, different fish work together to make the shape of a larger fish, which will prevent them from being eaten by ocean predators. After reading this story, students will have the opportunity to work together with a team to create a large fish using their individual fingerprints.
To begin this activity, the teacher will break the class into teams of 4 or 5 at their tables. One piece of paper, one paper plate with dollops of red and black paint, and the task card will be set in the middle of each table. The teacher will explain to students the objective of the lesson, which is to create a large fish using small individual fingerprints. If your students are unable to read the task card at this point in the year, the teacher may explain the directions explicitly. The directions include: choosing the “Swimmy” for the team, dipping fingers in the paint (black for “Swimmy”, red for the rest of the team), and taking turns pressing fingers on the paper to create a large fish.
Once students have created their fish, the “Swimmy” teammate will take a photo of their finished product and upload it to your SeeSaw class. Students may comment on other teams photos with praise.
Task 3
Before diving deeper into the lesson, it is important that you have a good understanding of what an unplugged activity is! Unplugged activities engage students in learning that activates computer science and computational thinking without using any actual technology. For more information about the benefits of using unplugged activities in your classroom and for sample unplugged lessons, visit the Unplugged Getting Started Guide!
To begin this activity, the teacher will break the class into teams of 4 or 5 at their tables. One piece of string, tape, seeds (any small manipulative will work), one piece of paper, the mill printable, and the task card will be set in the middle of each table. The teacher will explain to students the objective of the lesson, which is to work together as a team to create a machine that will carry the seeds from one end of the table to the other (the mill). If your students are unable to read the task card at this point in the year, the teacher may explain the directions explicitly. The directions include: come up with ideas, use the materials to build your machine, test your machine, talk about problems and fix your machine, then carry the seeds to the mill. Once all teams have successfully completed the task, the teacher can close the activity by having one student from each team stand up and share their team’s machine. While sharing, the student should show the class their machine, discuss any problems they had/how they fixed the problems, how they felt when they accomplished their goal of carrying the seeds to the mill.
Teamwork is a skill that is built upon over a long period of time with continued practice. Although, your students will not have mastered the ability to work well with others in a team setting, our hope is that your students have grown in their ability to achieve common goals and listen to others ideas in a safe, encouraging environment.
Standards
ELA K.RI.7.1, K.C1.5 CS K.DL.1.2 AuthorsKaitlyn Ryhal
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