Let's "Bridge" Teams and Tools

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Objective

SWBAT link teams and the tools they use together into a Bridge Map and read off the map, stating the relating factor.

Big Idea

Together we are better!

Prepare the Learner

10 minutes

Students listen to the song Teamworkone time all the way through.  I then play the song again, stopping it in chunks and have students repeat that chunk of the song to help them learn it.  I have the words on a chart near the SmartBoard to help both me and the kids with the words! 

Hula hoop whole group

 

I use this song because it does a great job of reviewing all of the aspects of a team that we will discuss throughout this unit!  

Interact with text/concept

45 minutes

Interact

Team Time! Bridge Map

I like the students to make connections between teamwork events and tools needed for that teamwork to take place.  It helps them to understand that teamwork is working together to get a job done and understanding the tools involved helps the kids remember what the ‘work’ is. 

 

I say: Today we will be looking at pictures of teamwork.  We are also going to be looking at pictures to determine what that team needs and uses to use teamwork to get a job done.


We look at each picture and identify the ‘teamwork’ event and the tools.  I do this so that students know what each picture represents.  This allows them to make informed decisions rather than random guesses.

 

I then pass out the Bridge Map page.  Depending on how many pictures you want your students to glue, you can use just page 1 or both pages to extend the Bridge Map, using page 2, to allow for more relating factors.

 

I say: Watch me as I put glue onto the GLUE boxes and glue the second piece of the bridge map.  I put two dots of glue onto each of the GLUE boxes and place the second map on top.  I now have one long bridge map.  Now you glue yours just like I did.


Modeling allows students to see expectations, but it also helps me to see who can follow directions.  Some can follow the oral directions by this time of year, but most of my students need the visual support.  I am also interested in those who cannot complete the project even with the support of modeling and having a sample to look at.  It gives me a glimpse into their fine motor skills and auditory processing and helps me gather evidence to decide whether or not they might need support outside of the classroom.

 

After students have glued their Bridge Map, they get the pictures and cut those.  I say: Cut your ‘team’ pictures and put them in a pile on your desk.  Cut your ‘tools’ pictures and put them in another pile on your desk.  As students are cutting I monitor and assist where necessary.

 

When students have their pictures cut, I draw their attention to the document camera and say: Boys and girls, what ‘tool’ picture is this?  I hold up any ‘tool’ picture.  The order that we glue these doesn’t matter, I just want everyone to do the first few with me. 

 

I say: Glue the picture of the soccer ball in the first bottom box.  Do you see the line on top of the box where we glued the soccer ball?  On top of that line we want to put the team that uses the soccer ball.  What team uses a soccer ball? (soccer players)  Let’s glue the soccer players on top of the soccer ball.  Students glue and I monitor.

 

I go back to the document camera and say: Let’s read this map.  We read this map from the bottom up.  The line between the pictures says “is to.”  Let’s start my turn, your turn.  I say: A soccer ball (students repeat)  is to (students repeat)  a soccer team (students repeat).

 

I say: Touch the little arrow next to those pictures and say “as.”  Students chant ‘as.’ 

 

I say: Now we need to glue two more pictures that go together.  What should we glue next?  I take student suggestions and we glue two more pictures in the same fashion. 

 

I say: Now let’s read this set of four pictures on our bridge map.  My turn, your turn.  Ready?  Soccer ball is to soccer team (students repeat) as (students repeat) a sled is to dog sledding. (students repeat)

 

I release responsibility to the groups.  I say: Work with a partner to glue the rest of your pictures.  Remember, the tool goes on the bottom and the teamwork event goes on top of the tool the team uses. 


As students are working together I assist and monitor where necessary using guided inquiry to help kids problem solve.  For example, I might say: What tool (thing) do you want to think about?  I let the student choose one of the pictures, for example, the basketball.  I say: Ok, let’s glue that on the bottom of our bridge map.  You glue it now in a bottom square.  (give students time to glue) 

 

I prompt: Ok, now what team do you see using the basketball to accomplish a goal or get a job done? (students hold up basketball game) Good.  Glue that on top of the basketball.  Now try to do one by yourselves.  If I see students placing relationships incorrectly on the map, I try to redirect through questions like: How dothese two go together?  or  Can you explain your thinking to me with these two pictures?


As student groups are finishing, I draw their attention back to the document camera to remind themhow to read the bridge map.

 

Extend Understanding

30 minutes

I say: Ok, boys and girls.  Let’s practice reading one more time our first four pictures that we glued.   My turn, your turn.  Ready?  Soccer ball is to soccer team (students repeat) as (students repeat) a sled is to dog sledding. (students repeat)

 

I continue:  Now turn and read that part of the bridge map again to partner and I am going to walk around and listen.  I assist and monitor where necessary.

 

I say: Now I want you to pick your own four pictures and read your own choices to a partner.  You can pick any four that you want, but you have to use our bridge map words “is to” and “as.”  Any questions?


As students are reading, I am monitoring and assisting where necessary.  After about 2 minutes, I ask for volunteers to bring their bridge maps up to the document camera and read their pictures to the whole class. 


I do this for two reasons.  I want my students to hear good modeling from their peers.  It also allows me to offer gentle corrective feedback that more than one student might need.  Because I have 30 students in my class, it is hard to always get to everyone, so this allows me to address some common mistakes or misunderstandings.