Teamwork Soup
Name: Kelsey Yamane Title: Teamwork Soup
Grade Level: 2
Duration: 60 minutes (may go on to 2nd day depending on how quick students finish game)
Materials:
*Above image "Share Ideas" is not cut out because it was used as an example of how much of the white space was used. I did not include all 5 ingredients because I wanted to avoid students copying.
STANDARD/BENCHMARK
Common Core:
Strand: Reading Literature Topic: Key Ideas and Details
2.RL.3 Describe how characters in a story respond to major events and challenges
Strand: Speaking and Listening Topic: Comprehension and Collaboration
2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
ASSESSMENT TASK
Through playing a game, reading Pumpkin Soup, and discussions, students will be able to list 5 important aspects of teamwork by drawing, coloring, and labeling 5 “ingredients” that would go into “Teamwork Soup”.
*See attached rubric
ACTIVITIES/LESSON SEQUENCE
Intro: 5-10 minutes
T: Today we are going to play a game called Human Concentric Circles. This is how to play:
Game: Human Concentric Circles
Discussion: 5-7 minutes
Gather students to carpet, sitting by their groups.
T: The goal of this game was to work as a team to trade places between the inner and outer circles. Can someone from each group share how they solved the problem? (May call on other members to add/correct).
*If a team did not complete goal, have them share their strategy attempts.
Talk with your team members about some of the things people did or said that helped the group reach the goal.
*If a team did not complete goal, still have them discuss things people said/did that prevented them from giving up or that were positive.
Have teams share and write down what they say on chart paper.
T: By doing all of these things (point to chart paper), you were able to work together as a team to complete the goal. This is called teamwork. Keep this in mind as we read the story Pumpkin Soup.
Story Time: 10 minutes
With students still on carpet read Pumpkin Soup by Helen Cooper. As you read, pause to review conflict, events, conclusion.
Processing: 5-7 minutes
T: Turn and talk to a neighbor about how the characters in this book acted as a team. Did they show good teamwork? What did they do or say?
T: Let’s hear what you think. Call on students to share. Continue to add to chart paper.
T: Now, what if someone does not agree with you or has a different idea than other members of the group? What are some ways to communicate with each other instead of saying things like “No! That’s wrong!” or “But I want to do it THIS way!”. Talk to a different neighbor.
Call on students to share. Continue to add to chart paper.
T: We have created a great list of many things that involve good teamwork. It is important that we always work as a team and do these things (point to list) because as a class, we are here to support one another, help one another, and give our best in the things we do. We are one great big K8 team!
Artwork/Activity: 15-22 minutes
T: Since we know so much about teamwork and read the book Pumpkin Soup, we are going to create our own “Teamwork Soup”. You are going to work in groups of 3. Your first task is to come up with at least 5 important “ingredients” that you would put in your “Teamwork Soup”. These “ingredients” could include general behaviors or things people say. For example, (show Teamwork Soup Recipe worksheet) I think having a positive attitude is an important “ingredient” so I will write ‘positive attitude’ on #1. I also think that saying things like ‘Great idea!‘ are important parts of teamwork. So I will write ‘Great idea!‘ on #2. However, you are working with other people so everyone has to agree on the 5 ingredients that are chosen. You may look at the list we have created or come up with other things as well. When you are finished raise your hand. Any questions?
*Do a thumbs-up/thumbs-down assessment for understanding.
Gather students into groups of 3 by pulling their numbered sticks. Give them a Teamwork Soup Recipe worksheet.
Fast finishers: Once students are finished and are raising their hand, check their list. If their list is good, inform them to draw a picture that will represent each ingredient. Pass out 5 sheets of square paper for them to draw, label, and color each of their ingredients.
As more students finish, announce this task to class.
T: Now that you have your ingredients to make “Teamwork Soup”, I want you to draw a picture that would represent each ingredient. For example, (use example from previous) for positive attitude, I am going to take a sheet of paper and will draw a person looking happy/excited with thumbs up. (do it on board). I will then color it and write “Positive Attitude” above it and cut it out. Once you cut out all of your ingredients AND colored your soup, you may glue it onto your Teamwork Soup.
*Show students example of finished product and leave on board.
Give students 2 then 1 minute warning before cleaning up.
Have students clean up and high-five their teammates. Have them place art pieces on desk (even if not completed) so that a gallery walk can be conducted.
Closing- Gallery Walk: 3 minutes
Have students place their artwork on top of desks (which should be in a circle) and have them walk around to take a look at each group’s artwork. Do a big round of applause at the end for everyone’s artwork (even if not completed).
Connection to GLO(s): Community Contributor, Complex Thinker, Quality Producer, Effective Communicator
Enduring Understanding(s): Being able to work together as a team is important. Teamwork involves many different aspects such as compromise, contributing ideas, communicating, collaborating, sharing responsibilities, encouraging one another, and positive attitudes.
Essential Questions: What is teamwork? What is the importance of teamwork? How can we work together as a team? What are different aspects of teamwork?
Integration with other content areas: Language arts, visual arts
Grade Level: 2
Duration: 60 minutes (may go on to 2nd day depending on how quick students finish game)
Materials:
- chart paper
- markers
- Pumpkin Soup by Helen Cooper
- “Teamwork Soup Recipe” worksheet
- “Teamwork Soup” template
- example “ingredient” drawing
- pencils, markers, crayons
- glue
- paper to draw ingredients
*Above image "Share Ideas" is not cut out because it was used as an example of how much of the white space was used. I did not include all 5 ingredients because I wanted to avoid students copying.
STANDARD/BENCHMARK
Common Core:
Strand: Reading Literature Topic: Key Ideas and Details
2.RL.3 Describe how characters in a story respond to major events and challenges
Strand: Speaking and Listening Topic: Comprehension and Collaboration
2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
ASSESSMENT TASK
Through playing a game, reading Pumpkin Soup, and discussions, students will be able to list 5 important aspects of teamwork by drawing, coloring, and labeling 5 “ingredients” that would go into “Teamwork Soup”.
*See attached rubric
ACTIVITIES/LESSON SEQUENCE
Intro: 5-10 minutes
T: Today we are going to play a game called Human Concentric Circles. This is how to play:
Game: Human Concentric Circles
- Divide class into two groups.
- Within each group...
- Have them form two groups again.
- One group is to form a circle and hold hands. Call this circle group A. Ask the second group to form another circle outside the first one and also hold hands. Call this circle group B.
- The problem is to have the circles exchange places. That is the inner circle should become the outer circle and vice versa.
- However, they have to achieve this without letting go of each others' hands.
- This whole problem solving game takes a few minutes. It highlights the issue of expertise to solve group problems lying in more than one person in the group. It also highlights an important aspect of problem solving.
Discussion: 5-7 minutes
Gather students to carpet, sitting by their groups.
T: The goal of this game was to work as a team to trade places between the inner and outer circles. Can someone from each group share how they solved the problem? (May call on other members to add/correct).
*If a team did not complete goal, have them share their strategy attempts.
Talk with your team members about some of the things people did or said that helped the group reach the goal.
*If a team did not complete goal, still have them discuss things people said/did that prevented them from giving up or that were positive.
Have teams share and write down what they say on chart paper.
T: By doing all of these things (point to chart paper), you were able to work together as a team to complete the goal. This is called teamwork. Keep this in mind as we read the story Pumpkin Soup.
Story Time: 10 minutes
With students still on carpet read Pumpkin Soup by Helen Cooper. As you read, pause to review conflict, events, conclusion.
Processing: 5-7 minutes
T: Turn and talk to a neighbor about how the characters in this book acted as a team. Did they show good teamwork? What did they do or say?
T: Let’s hear what you think. Call on students to share. Continue to add to chart paper.
T: Now, what if someone does not agree with you or has a different idea than other members of the group? What are some ways to communicate with each other instead of saying things like “No! That’s wrong!” or “But I want to do it THIS way!”. Talk to a different neighbor.
Call on students to share. Continue to add to chart paper.
T: We have created a great list of many things that involve good teamwork. It is important that we always work as a team and do these things (point to list) because as a class, we are here to support one another, help one another, and give our best in the things we do. We are one great big K8 team!
Artwork/Activity: 15-22 minutes
T: Since we know so much about teamwork and read the book Pumpkin Soup, we are going to create our own “Teamwork Soup”. You are going to work in groups of 3. Your first task is to come up with at least 5 important “ingredients” that you would put in your “Teamwork Soup”. These “ingredients” could include general behaviors or things people say. For example, (show Teamwork Soup Recipe worksheet) I think having a positive attitude is an important “ingredient” so I will write ‘positive attitude’ on #1. I also think that saying things like ‘Great idea!‘ are important parts of teamwork. So I will write ‘Great idea!‘ on #2. However, you are working with other people so everyone has to agree on the 5 ingredients that are chosen. You may look at the list we have created or come up with other things as well. When you are finished raise your hand. Any questions?
*Do a thumbs-up/thumbs-down assessment for understanding.
Gather students into groups of 3 by pulling their numbered sticks. Give them a Teamwork Soup Recipe worksheet.
Fast finishers: Once students are finished and are raising their hand, check their list. If their list is good, inform them to draw a picture that will represent each ingredient. Pass out 5 sheets of square paper for them to draw, label, and color each of their ingredients.
As more students finish, announce this task to class.
T: Now that you have your ingredients to make “Teamwork Soup”, I want you to draw a picture that would represent each ingredient. For example, (use example from previous) for positive attitude, I am going to take a sheet of paper and will draw a person looking happy/excited with thumbs up. (do it on board). I will then color it and write “Positive Attitude” above it and cut it out. Once you cut out all of your ingredients AND colored your soup, you may glue it onto your Teamwork Soup.
*Show students example of finished product and leave on board.
Give students 2 then 1 minute warning before cleaning up.
Have students clean up and high-five their teammates. Have them place art pieces on desk (even if not completed) so that a gallery walk can be conducted.
Closing- Gallery Walk: 3 minutes
Have students place their artwork on top of desks (which should be in a circle) and have them walk around to take a look at each group’s artwork. Do a big round of applause at the end for everyone’s artwork (even if not completed).
Connection to GLO(s): Community Contributor, Complex Thinker, Quality Producer, Effective Communicator
Enduring Understanding(s): Being able to work together as a team is important. Teamwork involves many different aspects such as compromise, contributing ideas, communicating, collaborating, sharing responsibilities, encouraging one another, and positive attitudes.
Essential Questions: What is teamwork? What is the importance of teamwork? How can we work together as a team? What are different aspects of teamwork?
Integration with other content areas: Language arts, visual arts
Teamwork Soup Recipe | |
File Size: | 85 kb |
File Type: | pages |
Teamwork Soup Reflection | |
File Size: | 37 kb |
File Type: | doc |