The document discusses the importance of teambuilding in educational settings, emphasizing its role in fostering collaboration, trust, and effective communication among students. It outlines various teambuilding activities adapted for fourth-grade science lessons, aimed at enhancing students' understanding of animal classification and habitats through cooperative learning. The activities designed are intended to meet CLIL requirements and are structured to engage students in problem-solving and decision-making while reviewing scientific concepts.

1. TEAMBUILDING
RAFAEL GUZMAN MURILLO

2. “Process of establishing and developing a
greater sense of collaboration and trust
between members.”
COLLABORATION
AND TRUST
ESTABLISIHING
DEVELOPING
“The act of improving and
maximizing a group of such
people who collaborate or work
together to achieve a common
goal.”
TO ACHIEVE
A COMMON
GOAL
IMPROVING
PEOPLE
WHO WORK
TOGETHER
MAXIMIZING
PEOPLE

3. “A large variety of activities that enables the teacher to take the most
of their students in terms of cooperation, communication, trust,
thinking and commitment when they work in groups trying to get a
common goal.”
IN ORDER TO GET A
COMMON
GOAL
COOPERATION COMMUNICATION TRUST THINKING COMMITMENT

4. In my opinion, teambuilding is an essential concept to be taught in the school and
that, by practicing it, allows the children to improve their skills when it comes to
working in a group towards the same objective.
Here are some of the reasons:
1.teaches students how to be comfortable and happy
when working and talking with anyone.
2.definitely improves communication.
3.enables students to better understand each other’s
strength, weaknesses and interests.
4.fosters students to help each other.

5. Moreover, and in connection with the last heading I went through,
I would like to add some more reasons why teambuilding, as a CLIL activity, should be
implemented in schools.
1. Problem solving
It is very important for everyone’s success and it means
having a good process to use when approaching a
problem, so it allows you to solve problems quickly and
effectively instead of getting stuck and doing nothing.
I am not only stating professional but also daily personal
problems, which are, by large, most important for a
person to solve properly.

6. 2. Building trust
I do believe that trust boost our interpersonal skills and help us
improve our personal and social life as we are likely to be
perceived as optimistic, confident and calm.
3. Decision-making
It is the process of choosing between two or more possible
solutions to a problem.
By learning and building good decision skills I believe that
people are likely to be more effective when making an
important choice, either professional or personal, to a
productive life.

7. Teambuilding activities may well meet with all the requirements that an activity
needs to become a CLIL activity. Let’s go through the requirements:
• COMMUNICATION: It is essential for the team to get the
goal that the team mates speak to each other in order
to get the best way to achieve the goal. It is needed to
reach an agreement on the way they are going to solve
the problem.
• CONTENT: It can be adapted depending on the
knowledge we want our students to learn by doing the
activity. The goal will be designed depending on the
subject we are teaching.

8. ◦ COGNITION: Both, high-level and low-level cognition might
be required to solve the task and depending on the
activities we want to design. A wide range of activities
might be designed going from the highest level of
cognition to the lowest level.
• CULTURE: It might be everywhere in the activity. The
language itself refers to the culture of the language we
are using to explain. An specific place where the
activity would be taking place. Also the content might
refer to a certain part of a particular culture.

9. - In school, teambuilding is suitable for any year, it is a
matter of adapting the activities to the grade of the
students that are going to participate.
- As there is a wide range of activities, the teacher may well
use them either at the beginning or in the middle or at the
end of the class.

10. ◦ My lesson plan, rather than focus on just one subject, collects different activities
that may well be used to teach different subjects.
◦ Every activity includes subject area, educational stage and target grade.
◦ Every activity includes all the requirements needed to be a CLIL activity.
◦ All the activities are mainly focused on this moto:
COOPERATION ENRICHES
LEARNING

11. LESSON PLAN BASED ON
TEAMBUILDING

12. Context
◦ This is a Physical Education lesson plan.
◦ It is addressed for fourth graders.
◦ The lesson plan will be taking place in the gym.
◦ This lesson plan is connected to the subject of science.
◦ By doing this lesson plan, we want to teach science through
Physical Education.
◦ It is a way to teach the same topic through different subjects.

13. Global objective
To review general knowledge on
animals by working in teams,
helping to each other and building
a trustful environment among all the
classmates involved in the group.

14. TUNING IN

15. ◦ SUBJECT AREA: SCIENCE
◦ EDUCATIONAL STAGE: YEAR 4
◦ TARGET GRADE: Students will learn to put animals orderly according to the size.
◦ RESOURCES: Flashcards (owl, rabbit, turtle, hippo, deer, mouse, monkey, kangaroo, frog).
◦ ACTIVITY:
Students will be asked to get in groups of eight or nine.
Everyone will be given a different flashcard with the picture of an animal.
Students will have to be able to line up, one behind the other orderly, from the biggest to the smallest animal or the
other way around.
Students are not allowed to talk.
To make the task harder, they will be asked to get on a bench (without following any order at all) and will have to be
able to be one behind the other orderly without falling off the bench.
ANIMALS’ SIZE

16. ◦ SUBJECT AREA: SCIENCE
◦ EDUCATIONAL STAGE: YEAR 4
◦ TARGET GRADE: Students will learn to describe different parts of the animals.
◦ RESOURCES: A set of pictures of different animals.
◦ ACTIVITY:
Students are asked to get in groups of five, sitting on the ground in a circle.
The teacher will pick one of the students from the group and ask him to walk away from the group for a while.
In the meantime, the group will be shown a picture of an animal by the teacher.
The student will be asked to go back and stand in the circle as the teammates give him clues about the animal that he
needs to guess. (Obviously, It’s forbidden to say the name of the animal)
The student, as soon as he guesses the animal, is asked to classify it. (vertebrate or invertebrate).
When the animal has been guessed, the group will choose the next person to guess.
VERTEBRATES AND INVERTEBRATES

17. FINDING OUT

18. ◦ SUBJECT AREA: SCIENCE
◦ EDUCATIONAL STAGE: YEAR 4
◦ TARGET GRADE: Students will review their prior knowledge on the characteristics of the animals given by
the teacher.
◦ RESOURCES: A set of labels containing names of animals and another set of labels containing their
specific characteristics.
◦ ACTIVITY:
Students are asked to get in groups of four, siting on the floor at one end of the gym.
Every group will be given two different sets of piece of paper, one of them containing the names of animals and the
other one containing specific descriptions of those animals.
Students, working as a group, will have to match every animal to a description and put both labels on the ground side
by side.
Every time they think they gat a match , the whole group needs to run up to the other end of the gym, touch the wall
and go back as fast as possible to keep on matching.
Every teammate needs to be waited to come before they start matching again.
It is important for them to be able to negotiate properly what they will be matching (animal and description).
Teacher needs to make sure that everyone in the group gets involved in the matching activity.
At the end of the activity, the teacher will give them feedback by showing a mural with the animals and their
characteristics.
DESCRIPTIONS

19. SORTING OUT

20. ◦ SUBJECT AREA: SCIENCE
◦ EDUCATIONAL STAGE: YEAR 4
◦ TARGET GRADE: Students will learn to classify animals in herbivorous, carnivorous and omnivorous.
◦ RESOURCES: Pieces of papers containing different name of animals.
◦ ACTIVITY:
The class will be divided in groups of five or six students (five groups will be made).
Every group will be in line.
They will be given fifteen small pieces of paper, containing different animals.
All of the papers must be on the floor facing upside down.
Students, in turns and one by one, will be asked to pick one piece of paper at the time.
Then, the whole group will help to classify the animal picked based on what it eats (herbivorous, omnivorous and carnivorous).
Once they all have decided it, the first person in line will be in charge of going all the way to the end of the gym to place that
animal written on the paper in one of the three hoops laid on the ground and labelled as herbivorous, omnivorous or carnivorous.
As soon as the student drops the paper, the second student in line will pick a new one, repeating the same process.
Game finishes when all the piece of papers have been placed in the hoops.
Teacher will give feedback by putting mistaken labels in their right hoops at the end of the game.
THE FOOD CHAIN

21. ◦ SUBJECT AREA: SCIENCE
◦ EDUCATIONAL STAGE: YEAR 4
◦ TARGET GRADE: Students will be able to remember the different habitats where animals live.
◦ RESOURCES: list of animals (living in different habitats).
◦ ACTIVITY:
In groups of five and every group standing close to one of the ends of the gym.
Students will be given a set of fifteen labels containing pictures of animals.
They will be asked to analyse and classify them depending on the habitat where they live (land, air or water).
As soon as they have decided where every animal lives, they will have to carry every picture on one of the students’
head as they all go running making a circle and holding hands. If by any reason the picture falls off the head, the whole
group will need to start over.
They need to go up to the other end of the gym, where they will find three different hoops (each one labelled with the
three options “land, air and water”) to place every picture.
Game finishes when all the labels have been put into the hoops.
Then, the teacher will give them feedback by putting mistaken labels in the right hoops.
THE HABITATS

22. REFLECTION

23. ◦ SUBJECT AREA: SCIENCE
◦ EDUCATIONAL STAGE: YEAR 4
◦ TARGET GRADE: Students will review what they went through the session.
◦ RESOURCES: A list of animals, pencil, cello tape and paper.
◦ ACTIVITY:
Students will be asked to get in groups of four at one end of the gym. Every group will be given a pencil.
The teacher will be starting the activity by reading aloud twenty animals. He will wait thirty seconds each time he reads
the name of an animal.
Based on the contents that students have learnt so far, they will classify animals in three different groups, the first one
refers to what they eat (herbivore, omnivore or carnivore), the second one refers to what they are made of (vertebrates
or invertebrates), and the third one refers to where they live (air, land or water).
As soon as the groups hear the name of the animal, they will discuss working as a team where it needs to be written.
After deciding it, students, taking in turns one by one, will be running up to the other end of the gym to write the animal
on a paper containing the three different groups and that will be hung on the wall.
Students need to notice that they are given just thirty seconds to do the whole process before the teacher reads out the
next animal.
Game finishes as soon as the teacher finishes reading out the animals .
Feedback will be given by going through the animals along with all the students, crossing out the animals written in a
wrong group and writing them back in the right one.
TRY TO REMEMBER

24. Teambuilding: THE FOUR C’s
CONTENT COGNITION COMMUNICATION CULTURE
ANIMALS’ SIZE
DESCRIPTIONS
VERTEBRATES
AND
INVERTEBRATES
THE FOOD
CHAIN
THE HABITATS
TRY TO
REMEMBER

25. HOTS AND LOTS
HOTS
LOTS
TRY TO REMEMBER
THE FOOD CHAIN
THE HABITATS
VERTEBRATES AND INVERTEBRATES
DESCRPTIONS
ANIMALS’ SIZE

26. REFERENCES
◦ Stok, Glenn (2016) “Do we need Language to think?” https://owlcation.com/humanities/thinking-thoughts-
without-language
◦ Google play (2017) https://play.google.com/store/apps/details?id=gr.blogspot.feasyapps.animalsforkids
◦ Really-Learn-English copyright 2010-2017 http://www.really-learn-english.com/types-of-sentences-in-english.html
◦ Graphic resources copyright 2010-2017 http://www.freepik.com/free-photos-vectors/lupa
◦ Rock Primary School http://www.princerock.co.uk/team-building/
◦ Vision school of art http://www.artclass.ie/wp-content/uploads/2013/07/a5e96e4ffc-teambuilding1-1.jpg
◦ Peta kids(2014) http://www.petakids.com/wp-content/uploads/2014/07/bear.png
◦ Apple (2017) “Kids learn words” http://a3.mzstatic.com/us/r30/Purple6/v4/55/1e/44/551e44a3-7f45-c4cd-f259-
684e6e9e7ffb/screen480x480.jpeg
◦ English for kids (2017) https://english-for-kids.wikispaces.com/file/view/Flashcard3.jpg/243338409/Flashcard3.jpg
◦ Compilation Learn animals name and sound for kids https://i.ytimg.com/vi/vmluGRuGNas/maxresdefault.jpg