Teamwork Titans: Learning to Collaborate
Created byNicole Baldwin
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Teamwork Titans: Learning to Collaborate

Grade 1Other1 days
In this project, first-grade students explore the qualities of good friendship and learn how to collaborate effectively within a group to solve problems. Students engage in activities such as brainstorming friendship qualities, creating visual representations, and role-playing conflict resolution scenarios. The project culminates in students reflecting on their teamwork and identifying areas for improvement.
FriendshipCollaborationProblem-SolvingConflict ResolutionTeamworkGroup Dynamics
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as first graders, be good friends and work together to solve problems in our group?

Essential Questions

Supporting questions that break down major concepts.
  • How can we help our group work well together?
  • What does it mean to be a good friend?
  • How do we solve problems in a group?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify and describe the characteristics of good friendship.
  • Students will demonstrate effective collaboration skills within a group setting.
  • Students will apply problem-solving strategies to resolve conflicts or challenges that arise during group activities.
  • Students will reflect on their own contributions to the group and identify areas for improvement in teamwork skills.

Entry Events

Events that will be used to introduce the project to students

The Case of the Mysterious Letter

Students receive a letter from a fictional character in need of their help. To assist, they must form teams, research the character's problem, and design a solution. This encourages empathy, collaboration, and creative problem-solving.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Friendship Qualities Brainstorm & Illustration

Students brainstorm and list the qualities of a good friend. They then create visual representations of these qualities through drawings or collages.

Steps

Here is some basic scaffolding to help students complete the activity.
1. As a class, brainstorm what makes someone a good friend. Write these ideas on the board.
2. Divide students into small groups, and have each group choose 3-4 qualities to illustrate.
3. Provide art supplies (paper, crayons, markers, scissors, glue, magazines) for students to create their illustrations.
4. Each group presents their illustrations to the class, explaining why they chose those qualities.
5. Compile all the illustrations into a class poster or booklet.

Final Product

What students will submit as the final product of the activityA class-created poster or booklet titled \"Qualities of a Good Friend,\" with illustrations.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to identify and describe the characteristics of good friendship.
Activity 2

Conflict Resolution Role-Play

Students role-play common group conflict scenarios and practice using problem-solving steps to find resolutions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Present a few common group conflict scenarios (e.g., two students want to use the same material, a disagreement on how to proceed with a task).
2. Divide students into small groups and assign each group a scenario.
3. Have each group role-play their scenario, focusing on using problem-solving steps (e.g., identifying the problem, brainstorming solutions, choosing a solution, trying it out).
4. Each group performs their skit for the class.
5. After each skit, facilitate a class discussion on what the group did well, what could have been done differently, and what they learned about conflict resolution.

Final Product

What students will submit as the final product of the activityA series of short skits demonstrating effective conflict resolution strategies, followed by a class discussion on what they learned.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will apply problem-solving strategies to resolve conflicts or challenges that arise during group activities.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Friendship and Collaboration Rubric

Category 1

Friendship Qualities

This category assesses students' understanding and representation of friendship qualities through brainstorming, illustration, and presentation.
Criterion 1

Understanding Friendship Qualities

This criterion assesses the student's ability to identify and describe qualities of good friendship.

Exemplary
4 Points

Demonstrates sophisticated understanding of friendship qualities, providing insightful descriptions and examples.

Proficient
3 Points

Demonstrates thorough understanding of friendship qualities, providing clear descriptions and relevant examples.

Developing
2 Points

Shows emerging understanding of friendship qualities, providing basic descriptions with limited examples.

Beginning
1 Points

Shows initial understanding of friendship qualities, struggling to provide descriptions or examples.

Criterion 2

Visual Representation

This criterion evaluates the creativity and clarity of the visual representations of friendship qualities.

Exemplary
4 Points

Creates exceptional and highly creative visual representations that clearly illustrate the selected friendship qualities.

Proficient
3 Points

Creates clear and creative visual representations that effectively illustrate the selected friendship qualities.

Developing
2 Points

Creates visual representations that show some effort but may lack clarity or creativity in illustrating the friendship qualities.

Beginning
1 Points

Creates visual representations that are incomplete or lack connection to the identified friendship qualities.

Criterion 3

Explanation and Reasoning

This criterion measures the student's ability to clearly explain their group's choices and reasoning during the presentation.

Exemplary
4 Points

Provides a comprehensive and insightful explanation of the group's choices and reasoning, demonstrating advanced communication skills.

Proficient
3 Points

Provides a clear and thorough explanation of the group's choices and reasoning, demonstrating effective communication skills.

Developing
2 Points

Provides a basic explanation of the group's choices and reasoning, but may lack clarity or depth.

Beginning
1 Points

Struggles to explain the group's choices or reasoning, demonstrating limited communication skills.

Category 2

Conflict Resolution Role-Play

This category assesses students' ability to engage in conflict resolution role-play, apply problem-solving strategies, and reflect on their learning.
Criterion 1

Active Participation

This criterion evaluates the student's ability to actively participate in the role-play scenario and contribute to the group's performance.

Exemplary
4 Points

Actively and enthusiastically participates in the role-play, demonstrating leadership and contributing significantly to the group's performance.

Proficient
3 Points

Actively participates in the role-play and contributes effectively to the group's performance.

Developing
2 Points

Participates in the role-play with some engagement, but contribution to the group's performance is limited.

Beginning
1 Points

Shows minimal participation in the role-play and contributes little to the group's performance.

Criterion 2

Problem-Solving Skills

This criterion assesses the student's ability to demonstrate effective problem-solving skills during the role-play.

Exemplary
4 Points

Demonstrates sophisticated problem-solving skills, applying innovative solutions and resolving the conflict effectively.

Proficient
3 Points

Demonstrates effective problem-solving skills, applying appropriate solutions and resolving the conflict successfully.

Developing
2 Points

Shows emerging problem-solving skills, attempting to apply solutions but with limited success in resolving the conflict.

Beginning
1 Points

Struggles to demonstrate problem-solving skills, unable to apply effective solutions to resolve the conflict.

Criterion 3

Reflection and Learning

This criterion measures the student's ability to reflect on the role-play experience and identify what they learned about conflict resolution.

Exemplary
4 Points

Provides a comprehensive and insightful reflection on the role-play experience, demonstrating a deep understanding of conflict resolution strategies.

Proficient
3 Points

Provides a clear and thoughtful reflection on the role-play experience, demonstrating a good understanding of conflict resolution strategies.

Developing
2 Points

Provides a basic reflection on the role-play experience, identifying some aspects of conflict resolution strategies.

Beginning
1 Points

Struggles to reflect on the role-play experience or identify what they learned about conflict resolution.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What is something new you learned about being a good friend and working in a group?

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Question 2

On a scale of 1 to 5, with 1 being 'not very well' and 5 being 'very well,' how well do you think your group worked together?

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Question 3

What was the most challenging part of working with your group, and how did you try to solve it?

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Question 4

What is one thing you did to help your group work better together?

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Question 5

If you could work with your group again, what is one thing you would do differently?

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