Learning Activity

The Power of Teamwork Assessment

Subject Area

Digital Literacy and Computer Science
English Language Arts

Grade(s)

3, 4

Overview

This culminating activity will assess students' ability to describe the importance of their role as a team member. Students will reference real-world scenarios from their lives, to illustrate and explain how vital teamwork is in the community. Students will use a digital tool to develop an informational writing product.

This learning activity was created as a result of the Girls Engaged in Math and Science (GEMS) Resource Development Project, in partnership with Dothan City Schools.

Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.13

Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Unpacked Content

UP:DLCS18.3.13

Vocabulary

  • key ideas
  • informs
  • persuades
  • entertains
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
  • artifact

Knowledge

Students know:
  • that digital tools are available that enable them to inform others.
  • that digital tools are available that enable them to persuade others.
  • that digital tools are available that enable them to entertain others.
  • how to locate directions or tutorials for working in digitial tools.
  • that communication has a specific purpose and audience.
  • that collaboration in digital tools can occur 24/7 in various locations.

Skills

Students are able to:
  • design communications using various digital tools that informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • explain the purpose of an artifact they create.
  • collaborate with peers in an online environment.

Understanding

Students understand that:
  • various digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • all communication has a purpose.
Digital Literacy and Computer Science (2018) Grade(s): 4

DLCS18.4.12

Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

Unpacked Content

UP:DLCS18.4.12

Vocabulary

  • digital tools
  • communicate
  • key ideas
  • informs
  • persuades

Knowledge

Students know:
  • digital tools are available that enable them to inform others.
  • digital tools are available that enable them to persuade others.

Skills

Students are able to:
  • use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade.

Understanding

Students understand that:
  • digital tools can be used to communicate by informing and/or persuade others.
English Language Arts (2021) Grade(s): 3

ELA21.3.R3

Expand background knowledge and build vocabulary through discussion, reading, and writing.

Unpacked Content

UP:ELA21.3.R3

Vocabulary

  • Background knowledge
  • Vocabulary
  • Discussion

Knowledge

Students know:
  • Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary.

Skills

Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.

Understanding

Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts (2021) Grade(s): 3

ELA21.3.R4

Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.

Unpacked Content

UP:ELA21.3.R4

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
  • Research
  • Individually
  • Collaboratively

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
  • Digital and electronic tools can be used for research or for writing tasks.
  • Digital and electronic tools can be independently or with others.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021) Grade(s): 4

ELA21.4.R3

Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

Unpacked Content

UP:ELA21.4.R3

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
  • Research
  • Individually
  • Collaboratively

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
  • Digital and electronic tools can be used for research or for writing tasks.
  • Digital and electronic tools can be independently or with others.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021) Grade(s): 4

ELA21.4.R6

Assess the formality of occasions in order to speak or write using appropriate language and tone.

Unpacked Content

UP:ELA21.4.R6

Vocabulary

  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone

Knowledge

Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.

Skills

Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.

Understanding

Students understand that:
  • Different situations require different types of languages and tones.

Phase

After/Explain/Elaborate
Learning Objectives

Learning Objectives

The learner will write an informational paragraph that communicates key ideas about teamwork utilizing a digital tool.

Activity Details

Students are to work independently throughout the creation of their project.

The students will use the digital tool selected by the teacher to respond to the following writing prompt:

  1. The teacher will instruct students to think of a team they are a part of. (Ex. Sports team, choir, church group, science team, etc.) 
  2. Instruct students to pick one team they are a part of and describe their role in that team.
  3. Students will then write a short paragraph describing their role in that team and how they are beneficial to the group by utilizing the basic features of the selected digital tool.
  4. Finally, students can use crayons or colored pencils to illustrate a picture of their team. Alternatively, the students can utilize the features of the selected digital tool to create graphics to illustrate their writing.
  5. The students will submit their final writing piece to the teacher, and students can present their writing to classmates if desired.
  6. After students have submitted their work, the teacher can lead a class discussion using the following questions:
  1. Can you explain your unique contribution to the team?
  2. What is a new role you would like to take in this team?
  3. What steps would need to be taken to accomplish this new role?

 

Assessment Strategies

Assessment Strategies

The teacher will evaluate each student’s finished writing product to determine if the student effectively communicated key ideas related to the writing prompt, utilizing the features of the selected digital tool. 

The teacher will check for the following criteria:

  • The student effectively communicated key ideas about their experience working in a team.
  • The student provided information about their role in a team.
  • The student used the basic features of the selected digital tool (note: this will vary depending on the digital tool selected by the teacher). 

 

Acceleration

Students can create a “TEAMWORK” acrostic poem using synonyms to describe what they have learned about the importance of working together.

 

Intervention

Students struggling to complete the assignment can pair with a peer or teacher. 

The teacher could provide sentence starters for each portion of the prompt, such as:

I am part of the _______ team.

My role on the team is ___________. As part of this role, I ___________. My contributions are important to the team because _______________.

Variation Tips

GEMS-U Strategy:

This activity will provide girls with the opportunity to answer higher-order questions and express their perspectives. Girls will create a personally relevant final project. The writing will be an opportunity for girls to reflect on their characteristics as it relates to teamwork.

 

Approximate Duration

Total Duration

16 to 30 Minutes

Related Learning Activities

Learning Activity (Before)

The Power of Teamwork

Learning Activity (During)

Pipeline Challenge

Learning Activity (After)

The Power of Teamwork Assessment

Background and Preparation

Background / Preparation

Students should be able to write complete sentences to form a small paragraph. The teacher should decide which digital tool the students will use to create their product (such as Google Docs, Microsoft Word, Google Slides, PowerPoint, etc.). The teacher will decide how they would prefer the students to illustrate their writing. Either using the chosen digital tools features or using crayons/colored pencils.

Materials and Resources

Materials and Resources

Digital Materials:

  • Digital devices
  • Word processing or presentation software/application (such as Google Docs, Microsoft Word, Google Slides, PowerPoint, etc.)
  • Printer (optional)

Materials:

  • Crayons/markers (optional)

Approved Date

Owner (Author)

aubriemc
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