The Power of Teamwork Assessment

Learning Resource Type

Learning Activity

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.

Phase

After/Explain/Elaborate
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.

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.

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.
ELA21.3.R3
ELA21.3.R4
ELA21.4.R3
ELA21.4.R6

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

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.

 

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.

Learning Activity (Before)

The Power of Teamwork

Total Duration

16 to 30 Minutes

Learning Activity (During)

Pipeline Challenge

Learning Activity (After)

The Power of Teamwork Assessment

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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