Team Tower Challenge

Group of students working together (Anna Samoylova, Unsplash)

Group of students working together (Anna Samoylova, Unsplash)
How does this align with my curriculum?
Students will explore what it means to be a member of a team and highlight the skills and qualities that make one a good team member.
Overview
Activities | Timing | Student Grouping | Description |
---|---|---|---|
Minds-On: What makes a good team member? | 15-20 minutes | Large group | Students discuss and identify the characteristics of good team members. |
Action: Cup Stacking Challenge | 15-20 minutes | Small group | Students work as a team to solve a problem and practice listening, communication and teamwork skills. |
Consolidation: Group and Individual Reflection | 15-20 minutes | Small groups and Individual | Students reflect on the activity they completed and their actions in the teamwork challenge activity. |
Materials and Preparation
Teaching and Learning Activities
This icon indicates potential assessment opportunities.
Minds-On: What makes a good team member? [15 - 20 min.]
Instructions | Teaching Tips |
---|---|
Write the question “What makes a person a good team member?” on the board or on a large chart paper. Use a learning strategy, such as a Think-Pair-Share to structure and support student discussion. After pairs have discussed, have partners share their thoughts with the class. As students share their ideas, record the brainstormed list of words, qualities and descriptors of good team members. |
LanguagePut the recorded ideas in an accessible location. DiscussionsDiscussion prompts can include:
|
Provide students with a copy of Being Part of the Team reproducible [Google doc] [Word doc] [PDF] and have them complete Part 1. |
LanguageStudents can refer to the recorded ideas or add words of their own to their reproducibles. Alternatively, have students record the three words that best describe them as team members as an audio or video recording. |
Action: The Team Tower Challenge [30 - 40 min.]
Instructions | Teaching Tips |
---|---|
Explain that in this activity the class is going to be using teamwork skills to overcome a challenge. There are four parts to the challenge and each team member will take turns leading the team. Each team will have the following supplies:
|
SafetyUse non-latex elastic bands. |
There are four levels of difficulty in this challenge. Level 1 Challenge Students start with the cups right side up. They create a tower by stacking the cups within each other upside down. Each team member can use only one finger to help move the cups into position. Image - Text VersionShown is a black and white diagram of cups in a row, and in a stack. Level 2 Challenge Students start with the cups upside down. They create a pyramid in which the cups are upside down. Team members cannot touch cups with their hands. They also can use only the supplies provided. Image - Text VersionShown is a black and white diagram of cups in a row, and in a pyramid-shaped stack. Level 3 Challenge Students start with the cups right side up. They create a pyramid in which the cups are right side up. Team members cannot touch cups with their hands. They also can use only the supplies provided. Image - Text VersionShown is a black and white diagram of cups in a row, and in a stack. Level 4 Challenge Students start with the cups upside down. Their goal is to build the tallest cup tower possible. Image - Text VersionShown is a black and white diagram of cups in a row, and a question mark. The challenges are also outlined on the Team Tower Challenge Activity Card reproducible [Google doc] [Word doc] [PDF]. When questions are answered and expectations reviewed, have one member of each group come get their supplies. |
IdeaShow students what the finished product will look like for each of the levels. IdeaIf time is a factor, create the cup-stacking-tool for students in advance. IdeaThis video provides ideas for ways to differentiate this activity. Students with motor skill challenges could give instructions to a partner. They could also do all of the challenges using hands or other adaptive devices. IdeaRemind students that this is not a race and it doesn’t matter what they complete. The goal is to exhibit good teamwork skills. IdeaBefore students begin, review what can be used/not used in this challenge. Review the behavioural expectations (i.e., noise levels, use of elastic bands, etc.). |
During the challenge, have students explore the forces that are acting on each of the pyramids/towers they are building. Provide students with a copy of Forces on Cup Towers reproducible [Google doc] [Word doc] [PDF], Have students make sketches of each of the four structures they built. They will then use one colour of marker or pencil crayon to draw arrows indicating the direction and location of internal forces and another colour to draw arrows for external forces. Below is a student sample; Image - Text VersionShown is a colour photograph of a drawing of six cups and the forces acting on them. |
DiscussionsDiscussion prompts could include:
IdeaStudents who need help with writing could be provided with cut outs of arrows with labels. They could move them around and then glue them on the drawing. If done online, these could be provided for students digitally. |
Consolidation: Group and Individual Reflection [20 - 30 min.]
Instructions | Teaching Tips |
---|---|
Debrief the activity as a class. |
DiscussionsDiscussion prompts can include:
|
Refine and clarify the original brainstorm list of the characteristics of a good team member. Have students refer back to their Being Part of the Team Exit Slip reproducible [Google doc] [Word doc] [PDF] and, individually, answer Part 2, in which they describe how they could be better team members based on what happened during the activity. |
DiscussionsDiscussion prompts could include:
|
Have students brainstorm examples of careers or workplaces in which a team approach is used. Students could list the types of teamwork skills individuals in these careers or workplaces would need. |
Idea
ConnectionsThere are many real life careers and workplaces where people work in teams. Sometimes teams are longstanding and at other times they change depending on the problem and the skills needed. Some examples include: a team of engineers, technicians and skilled trades workers building a bridge; doctors, nurses, and other medical professionals in an operating room; the different skilled trades required to build a house; computer programmers creating a new piece of software. |
Background Information for Teachers
The importance of teamwork in the STEM workplace
Let’s Talk Science appreciates the contributions of Tanya Clift, Gillian Petrini, Natalie McIlmoyle, Bonnie Alexander, and Sandra Harfoush in the development of this lesson plan.