The Team Player

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course: Health Education

• Unit Outline

  
  

  This lesson is designed to be used with case study, “The Team Player.” See CPALMS resource ID# 221166.

• Career Connection

  
  

  This lesson helps young students practice communication skills. Not only with the oral communication done in the classroom, but also in thinking about what good communication is as they discuss the case study. The case study leads them to a problem that can only be solved through some form of communication, either with their peers or the adults in charge, or a combination of the two. It may also get them to discuss examples of good teamwork (or nonexamples).

• Learning Objectives

  
  

  Students will be able to:

  • Identify skills needed to be a team player.
  • Identify possible solutions to a problem.
  • Present their ideas orally as they support their claims with logical reasoning.

• Prior Knowledge

  
  

  Students should be able to engage in civil discourse with peers.

• Guiding Questions

  
  
  • What does it mean to be a team player?
  • Why do we need to practice communicating with others?

• Procedure

  
  
  1. Teacher will begin by writing these words on the board and having a brief discussion citing examples and nonexamples of each:
     • Teamwork
     • Responsibility
     • Communication
  2. Provide students with a copy of the case study, "The Team Player (see CPALMS resource ID#221166). Based on classroom needs, the teacher can have students partner read or independently read the case study, and then the teacher can read it aloud to ensure students have read and heard the situation.
  3. Engage in a class discussion using guiding questions:
     • What is Kim’s dilemma?
     • How can good communication help in this situation?
     • Why is it important to do your part when working as a team?
  4. Give each student a graphic organizer (see attachments). Students are given time to think independently and write a 3-step solution with reasoning on the graphic organizer.
  5. Students pair up with a partner to share and discuss their solutions and reasons. They come to an agreement and write it on their graphic organizers.
  6. Partners join another pair (forming groups of 4) to continue the conversation and hear even more perspectives. The team of 4 considers all viewpoints and works together to decide on a final 3-step solution and writes it on their graphic organizers.

  7. Student teams of 4 engage in role-play to practice the solution they came up with. For students without a character to play, they can introduce the scenario and/or explain why the team decided on that solution.

  8. At the end of the student presentations, the teacher will guide the students in a discussion of the following questions:

     • How does communication play a role in your future?
     • How did seeing and hearing other perspectives help you with your thinking?
     • How can you use what you learned to solve problems in the future?
     • How might working on a team help you in your future?

• Teacher Notes

  
  

  If there are an odd number of students, the partner group in step 5 may have three students, and the final group in step 6 may have five students.