Cooperation - 3
- In what situations is cooperation important?
- What makes demonstrating cooperation difficult?
- When is it easy to demonstrate cooperation?
- What life skills does someone need to possess to cooperate with others?
Discuss with students what cooperation is and why it is important. Review the discussion point questions.
Possible activities to review the discussion points or use your own:
Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.
- T (Think): Teacher begins by asking a specific question using the discussion topics.
- P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
- S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.
SEL Categories Activity:
- Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
- Once time is up, ask each student to share a word or thought from their list.
- Other students must cross that word or thought off their list.
- Continue the process until all words or thoughts have been listed.
- Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
- Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
- Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.
Ask students to define cooperation. Record their ideas on the board or chart paper. Ask them to share what kinds of situations would be good to practice or demonstrate cooperation.
- Chart paper or interactive board
- Pencil for each group
Record these ideas on the board or chart paper. If time allows, ask students to share their experiences of when cooperation was used in a situation and when it wasn't.
Allow students to work with a partner or in small groups to complete Student Activity Sheet A. Discuss their answers when all students have finished.
Review the key points from Activity 1 with the students. Describe a situation (from school, community, or home) to the students and ask them to think about how the people in the situation could cooperate. A few samples are listed below to choose from or create your own.
- Sample situation to show cooperation
- Student Activity Sheet B - 1 Per Group
- Pencil for each group
Discuss what skills need to be used when cooperating. Be sure to discuss some of the following: active listening, taking turns, dividing up the work load or tasks to be completed, accepting ideas or suggestions from others, etc.
Allow students to work with a partner or in small groups to complete Student Activity Sheet B. Discuss their answers when all students have finished.
- Peter has to shovel the snow from the sidewalk in front of his house. His friend Dave wants him to stop and come build a snow fort with him instead.
- Mom has asked Ann and Ben to clean up the living room. Ann wants to watch the new show on TV instead.
Directions: How could cooperation be shown in these situations?
Review the key points from Activities 1 and 2 with the students. Share a personal story with students about a situation you encountered when cooperation was difficult. Discuss with students how cooperating can be difficult but can also have positive results.
- Student Activity Sheet C - 1 per student
- Pencil for each student
Allow students time to complete Student Activity Sheet C. Ask for volunteers to share their answers when all students have finished.
Script Prompt: Develop a script and create an animation that includes two characters in a setting related to the problem. Use the script prompt provided below or create your own and include:
- Chart paper or interactive board
- Script sheet and pencil or word processor for each group
The dialogue between the characters must include:
- Appropriate as well as inappropriate demonstration of cooperation.
Methods for completing this activity include (choose one or a few, depending on your students’ levels and abilities):
Script Writing Practice: Teacher-led discussion of script creation. As a group, write both an appropriate and inappropriate version of the script. In small groups or individually, have the students independently create scripts that demonstrate the script prompt. Use the script sheet to create students' scripts.
Independent Script Recording: Pair students together to complete two scripts using the same script prompt detailed above. Direct each student to take turns being character one and character two.
Animation Creation: Have students record their scripts using the SiLAS software. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.
Lesson Extension: Incorporate ELA standards by discussing both spoken and written grammar rules (dialogue punctuation, correct verb tense, sentence structure, character, setting, problem, solution). Consider using both the final animation and written script as an ELA grade/assignment.
Review the key points from previous activities and discussions with the students. Allow students time to complete the Student Topic Checkout. Discuss their answers when all students have finished.
- Student Topic Checkout - 1 per student
- A pencil for each student
Directions: Answer the question below.