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E4 Youth Sample Lesson Plan - Team Building
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E4 Youth Sample Lesson Plan - Team Building

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Games help educators establish a framework for project based inquiry. Every game has rules with winners and losers. Having a unified vision, understanding the rules and knowing how we react when faced …

Games help educators establish a framework for project based inquiry. Every game has rules with winners and losers. Having a unified vision, understanding the rules and knowing how we react when faced with adversity, all play a part in cultivating a great team. As you take your students through these and other Team Building activities, you will see potential leaders emerge. Make note of these students while looking for ways for encourage the more shy students. Help students identify behaviors that both contribute and distract from the current team objective. Lessons learned will play a major role later when students actually execute full fledged projects.

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  • 1.                                                                                                                   Page 1    E4 Youth Sample Lesson Plan: The Game  Unit: Team Building  Length: 90 minutes     Overview:  Games help educators establish a framework for project based inquiry. Every game  has rules with winners and losers. Having a unified vision, understanding the rules and knowing  how we react when faced with adversity, all play a part in cultivating a great team. As you take  your students through these and other Team Building activities, you will see potential leaders  emerge. Make note of these students while looking for ways for encourage the more shy  students. Help students identify behaviors that both contribute and distract from the current team  objective. Lessons learned will play a major role later when students actually execute full fledged  projects.     Explain/Discuss ­  (20­25 minutes) ­  “We are going to be playing some games throughout the  next few weeks together.  These games are meant to be challenging; to push your boundaries a  little bit.  Each game has a purpose and meaning.  We will be learning as we play, so your full  participation and engagement is of the utmost importance.  You may not understand what some  of these games have to do with media, but the connections will become clear over time, as we  move along.  Please do not hesitate to ask questions at any time”.    ● Question:  What is a game?  What games do you play? What does it mean  to be a player?  Why are rules important?  Can we break the rules?  How?  When?  Why/why not?  Have you ever had to break the rules to achieve  something/get something you wanted or needed?  How did this feel?                        What does changing 'the game' mean to you?  ● Whatever 'the game' is, if you are playing, you are in it.  If you're  not playing, you're not in it.  We want you to be in a game that you  might not know much about right now.  Our goal is to introduce you  to 'the game,' and give you some ideas on how to become a  player.  First, we have to learn the rules, master some skills, and  practice.  All the 'games' we play inside this space have a practical  application outside of this space in the 'real world.'  If you  participate, and play with us, you will be on your way to mastery.  ● With each game we play for the next few weeks, there are only a  few simple rules:  ● Always do your best.  ● Be honest with yourself.  Face your fears.  ● Listen to what others are saying/sharing.  ● Have fun.    GAME 1 ­ Bomb and Shield ­ (10­15 minutes)  ● Ask students to walk around the space without talking, or contact.  After a few minutes  ask the students to silently pick someone in the room that will be their own  'defender/shield. ' They continue moving while doing so.  Then, ask everyone to silently  pick an 'enemy/bomb.'  Tell them their goal is to keep the defender between themselves    © 2014 All rights reserved    www.e4youth.org   
  • 2.                                                                                                                   Page 2    and the 'enemy/bomb.'  ● Discuss ­ What did you notice about the movement of the group?  Was it hard to stay  protected in chaos?      GAME 2 ­ Blind Handshake ­ (20 minutes)  ● Ask everyone to find a partner (someone they don’t know already).  Facing their partner,  they shake hands and freeze in that position.  Once frozen, one of the handshakers  closes their eyes.  On ‘GO,’ they release the handshake, and take 5 medium steps back  and freeze.  Then they are asked to find their partner, and re­shake hands with their eyes  closed.  Let the other partner try.  Switch partners.  This is a silent game.  ● Discuss ­ What was hard about it?  Did you open your eyes?  Were you scared?  Why?  Is life like this sometimes?      GAME 3 ­ Minefield ­ (20­30 minutes)  ● Students stand in a circle and toss (non­breakable or sharp) objects into the middle.  Spread the objects out so the whole center is covered.  Pick a student, and have them  close their eyes.  The rest of the group, using their voices, tries to navigate the volunteer  student to a point directly across the circle from where they are currently located.  If the  volunteer touches ANY of the objects, BOOM!  They cannot designate one speaker.  They must fight through the chaos and lead the blind volunteer as a group.  ● Discuss ­ Did you feel higher stakes were involved here?  How did the group dynamics  play out?  To the blind volunteer: how did it feel to navigate without your vision?  Did you  trust the group?    Homework Assignment: Have students each create a blog post about team work. Encourage  them to use multi­media elements such as pictures, video and text to help them more clearly  communicate about their experience.     Follow Up: Pick a few examples of student made blog posts to review in class. Have them read  and/or display their posts. Highlight what makes those posts effective. Did the addition of  multi­media elements help or harm the message of their post? Why? Did the author do a good  job of considering their audience? Why or why not?      © 2014 All rights reserved    www.e4youth.org