Hula Hoop Teamwork
Because we have been reading the nonfiction book Team Time!, this activity will be a natural fit for the students, as it focuses on teamwork in our daily lives.
This is a team activity that challenges kids to pass a hula hoop around their circle of held hands. They have to keep their hands held and maneuver the hula hoop with their arms, legs and heads to pass it around the circle.
I bring a small group of 3 up to the front of the room, place them in a circle and ask them to hold hands. I say: Boys and girls, do you see how they are holding hands? For this game you HAVE to hold hands the entire time because you are working as a team and using teamwork. You cannot let go of your hands. But you can use any other way you need to try to pass the hula hoop from one person to another. I am going to put the hula hoop in their circle of held hands and see if they can figure out how to get it all the way around. If they are having trouble, think about what suggestions you can give them. Ready?
I then break the circle to put the hula hoop on and let the kids try to pass it around their circle without breaking their hands. I encourage the students and prompt if they are having trouble, but I try to let them work as a team to come up with a plan/solution for passing the hula hoop.
If they are having trouble, I elicit student suggestions for how to pass it around the circle.
I say: Now you are going to try. I am going to put you in groups of 6. I want you to hold hands in a circle. When I see you holding hands in a circle I will bring you your hula hoop and you can start moving it, using teamwork, around your circle.
As groups are working to move their hula hoops, I am monitoring and assisting where necessary.
After about 5 minutes, I call students back to the floor. I ask: Who can tell me something their group did that worked to help move the hula hoop? (students respond) What did you say? What did you do? I use these particular prompts to set the stage for the video and writing we will be doing next.
Here are two other optional activities that I have also had success with!
Families Working Together-1st viewing (unencumbered)
I ask: How do your families work together? Is there anyting that your family does that requires teamwork like the Little Red Hen and her friends did? (we have already read this book in the course of our Teamwork unit). I continue: My son and I work together to take care of our dog. I feed and water her and he walks her. Turn and talk with your elbow partner about how your family works together.
I introduce the video: Now we are going to watch a video about families working together. I want you to listen for all of the ways families work together. What are we listening for? I allow for students to repeat the instructions. We then listen to the video for the first time.
This first viewing is unencumbered. I do not stop the video at all. I let the students watch it in its entirety with a set purpose. This gives the students an opportunity to get the gist of the video. This is especially important for my second language learners, as they process English at a slower rate because they are beginning speakers. Once they have the gist of the video, their anxiety levels are lower for the second viewing, where they will extract details and information from the video.
Families Working Together-2nd viewing (extract information)
This is the viewing where I have students extract information and report it out. This helps me check for understanding and prompt, if necessary.
I say: Boys and girls, for the second viewing I want you to SHOW me that you’ve heard a detail or piece of information about how families work together and use teamwork. Everybody say TEAMWORK. (students echo) Who can tell me what teamwork is? (I take student responses)
I continue: When you hear an example of teamwork, I want you to give me a thumbs up close to your chest like this. (I demonstrate holding my thumb up close to my chest)
We watch the video a second time. At each stopping point I stop and say: I heard an example of teamwork. I also see that (student names who have thumbs up to chest) heard an example(s). Who would like to tell me what the teamwork example(s) was/were? (take student response and list them on a chart paper) I do this to check for understanding. If students are struggling, I rewind the video and have them listen to the example of teamwork again and see if they can extract it.
0:11 Putting away groceries, feeding family pet
0:37 Wipe up a mess, put away toys, clean bathroom, wash car
0:47 Take out trash, set table, yard work
1:45(end) model kits (I stress that watching tv isn’t really teamWORK, it is something they do together, so we don’t add this to our list)
These stopping points are not set in stone. The video does move at a pretty fast pace, so my second language learners can have trouble recalling all of the items. It can vary from group to group. If I find that my students cannot extract all of the pieces of information, I stop the video more frequently to help them out.
Mapping our Information
We are now ready to map our information to prepare for our writing. For this writing task, we will be creating a bubble map that describes what we see/hear/can do with teamwork.
I give each student a bubble map. I have my bubble map on the document camera for the students to see and reference.
I say: Boys and girls, what are some things we SEE with teamwork? (I take student responses and we fill in two bubbles for what we SEE with teamwork)
I say: Boys and girls, what are some things we HEAR with teamwork? (I take student responses and we fill in two bubbles for what we HEAR with teamwork)
I say: Boys and girls, what are some things we CAN do with teamwork? Remember, teamwork helps us to get the job done. When you tell me what we can do with teamwork, think of something that you work together to get done. (I take student responses and we fill in two bubbles for what we CAN do with teamwork)
I save these bubble maps for the next day when students will talk and write off the map.