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Cooperation Academic ExtensionsLevel: Lower Elementary (K-2)

Big Ideas: Interdependence: Cooperation & Teamwork

When it comes to learning, experience is usually the best teacher. This is particularly true of social and emotional skills. It is one thing to talk about concepts like interdependence, teamwork, and cooperation; it is something else altogether to have an actual experience of relying on others and helping others.

The activity introduced in Part I of this lesson is just one example of a wide range of experiential activities and games you can use in your classroom to increase cohesion, empathy, and teamwork. You will find a number of links and resources in this extension lesson related to experiential and team-building activities. We find these activities to be one of the most efficacious methods for delivering SEL content and encourage you to explore them with your students. The literature and writing prompts in this extension will promote deeper reflection on the concepts of interdependence, cooperation, and teamwork. Enough talking – try it out!

Student Resources

Picture Books:

• A Bus Called Heaven by Bob Graham (Grades 1 – 3)• Frog and Toad Storybook Treasury by Arnold Lobel (Grades K – 3)• Hey Jack! The Top Team by Sally Rippin (Grades 1 – 2)• Horsefly and Honeybee by Randy Cecil (Grades K – 3)• How Do I Stand in Your Shoes? By Susan DeBell (Grades 1 – 3)• If Everyone Did by Jo Ann Stover (Grades K – 3)• In My Family/En mi familia by Carmen Lomas Garza (Grades 1 – 4)• Mama Provi and the Pot of Rice by Sylvia Rosa-Casanova (Grades K – 3)• My Heart Will Not Sit Down by Mara Rockliff (Grades 1 – 3)

COOPERATION - ACADEMIC EXTENSIONS | GRADES K-2

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• Officer Buckle & Gloria by Peggy Rathmann (Grades K – 3) • Seven Spools of Thread by Angela Shelf Medearis (Grades 2 – 5) • Something Beautiful by Sharon Dennis Wyeth (Grades K – 2) • Stand in My Shoes: Kids Learning About Empathy by Bob Sornson (Grades 1 – 4) • Stone Soup by Jon J. Muth (Grades K – 3) • Swimmy by Leo Lionni (Grades K – 3) • The Biggest Snowman Ever by Steven Kroll (Grades K – 3) • The Invisible Boy by Tracy Ludwig (Grades 1 – 4) • The Little Red Hen by Diane Muldrow (Grades K – 2) • Up the Creek by Nicholas Oldland (Grades K – 3) • What About Moose? By Corey Rosen Schwartz (Grades K – 3) • What If Everybody Did That? By Ellen Javernick (Grades K – 3)

Folktales that Teach Cooperation and Teamwork: • Anansi the Spider: A Tale from the Ashanti by Gerald McDermott (Grades K – 3) • Grandma Lena’s Big Ol’ Turnip by Denia Lewis Hester • The Four Friends: A Bhutanese Folktale by Renee LeVerrier • The Lion and the Three Bulls by Carl Sumner • Ten Small Tales: Stories from Around the World by Celia Barker Lottridge º The Great Big Enormous Rock º The One-Turnip Garden

Informational Text:

• A Basket of Bangles: How a Business Begins by Ginger Howard (Grades 1 – 4) • Teamwork Isn’t My Thing, and I Don’t Like to Share! By Julia Cook (Grades 1 – 5) • Teamwork Isn’t My Thing, and I Don’t Like to Share!: Activity Guide for Teachers by Julia Cook

Learning Links:

• 104 Activities That Build: Self-Esteem, Teamwork, Communication, Anger Management, Self-Discovery, Coping Skills (Book) by Alanna Jones • 147 Practical Tips for Using Experiential Learning (Book) by William M. Timpson, Jeffrey M. Foley, Nathalie Kess, and Alina M. Waite • Springboard: Quick Creative Activities to Launch Learning (Book) by Mary Beth Campbell, Carolyn Hill, and Micah Jacobson • Teaching Children Empathy, The Social Emotion: Lessons, Activities and Reproducible • Team Challenges: 170+ Group Activities to Build Cooperation, Communication, and Creativity (Book) by Kris Bordessa

COOPERATION - ACADEMIC EXTENSIONS | GRADES K-2

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Writing Tasks

• Use pictures and words to explain why you think it is important to cooperate with others. Draw or write about cooperation, tell your opinion, and a reason for your opinion after the word because.

• Write an opinion piece about what makes someone a great teammate or partner. Make sure to write a beginning, middle, and end, include your opinion, and include at least 2 reasons for your opinion using the words and or because to state your reasons.

• Would you rather work alone or on a team? Write a compare/contrast essay stating your opinion. Then give at least 2 reasons for your opinion, writing a few sentences for each reason, and connecting your opinion to the reasons. Make sure that your ending reminds readers of your opinion about whether you would prefer to work alone or on a team.

.Writing Rubrics and Student Self-Assessment Check-Lists

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COOPERATION - ACADEMIC EXTENSIONS | GRADES K-2

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Teacher Resources

• Quotes for Teachers About Cooperation and Teamwork (Website) • Working with Quotations - A Resource for Teachers3 (PDF) • Teaching Cooperation - Teacher Resources4 (PDF) • 17,000 Classroom Visits Can t Be Wrong: Strategies That Engage Students, Promote Active Learning, and Boost Achievement (Book) John V. Antonetti and James R. Garver • Born to Be Good: The Science of a Meaningful Life (Book) by Dacher Keltner • Kagan’s Cooperative Learning, Classbuilding, and Teambuilding (Books) by Dr. Spencer Kagan & Miguel Kagan • Kagan’s Cooperative Learning Structures: Research & Rationale (Articles) • Open To Outcome: A Practical Guide For Facilitating & Teaching Experiential Reflection (Book) by Micah Jacbson and Mari Ruddy • Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social- Emotional Growth (Book) by Dorothy Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek • Productive Group Work: How to Engage Students, Build Teamwork, and Promote Understanding (Book) by Nancy Frey, Douglas Fisher, and Sandi Everlove • Social Intelligence: The New Science of Human Relationships (Book) by Daniel Goleman • The Power of Play: Learning What Comes Naturally (Book) by David Elkind • Total Participation Techniques: Making Every Student an Active Learner (Book) by Persida Himmele William Himmele

Standards Alignment

Common Core State Standards for English/Language Arts:

R.CCR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing and speaking to support conclusions drawn from the text.R.CCR.2. Determine central ideas of a text and analyze their development; summarize the key supporting details and ideas.R.CCR.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.CCR.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone.

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COOPERATION - ACADEMIC EXTENSIONS | GRADES K-2

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R.CCR.6. Analyze how point of view or purpose shapes the content and style of a text. W.CCR.1. Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and relevant and sufficient evidence. W.CCR.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.SL.CCR.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively.SL.CCR.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.SL.CCR.6. Adapt speech to a variety of contexts and communicate tasks, demonstrating command of formal English when indicated or appropriate. L.CCR.1. Demonstrate the command of the conventions of standard English grammar and usage when writing or speaking.L.CCR.2. Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.CCR.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.CCR.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.CCR.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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Colorado Academic Standards for Comprehensive Health:

K – 3.1a. Demonstrate ways to show respect, consideration, and care for others.1st – 3.1c. Demonstrate effective listening skills.1st- 3.1d. Describe and practice situations that require polite and empathetic responses such as please, thank you, and I’m sorry.1st – 3.1e. Cooperate and share with others.1st – 3.1f. Identify problem-solving strategies, and demonstrate the ability to make choices using those strategies.

COOPERATION - ACADEMIC EXTENSIONS | GRADES K-2

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Colorado Academic Standards for Physical Education:

K – 3.1a. Demonstrate the characteristics of sharing.K – 3.1b. Identify feelings that result from participation in physical activity.K – 3.1c. Participate as a leader and follower.1st – 3.1a. Identify and demonstrate acceptable responses to challenges, successes, and failures.1st – 3.1b. Invite others to use equipment before repeating a turn.1st – 3.1c. Identify and demonstrate the attributes of being an effective partner or group member in physical activity.1st – 3.1d. Help another student share space effectively.1st – 3.2b. Develop rules for an activity, and participate in the activity while following the rules.1st – 3.2c. Follow the rules for simple games.1st – 3.2d. Accept responsibility for one’s behavior in a game situation.2nd – 3.1a. Describe how positive social interaction can make physical activity with others more fun.2nd – 3.1b. Participate in a variety of group settings without distracting behavior.2nd – 3.1c. Encourage others by using verbal and nonverbal communication.

P21 Partnership for 21st Century Learning Student Outcomes:

Learning and Innovation Skills: Creativity and Innovation - Work Creatively with Others • Develop, implement and communicate new ideas to others effectively. • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work. • View failure as an opportunity to learn; understand that creativity and innovation.

Leadership and Innovation Skills: Critical Thinking and Problem Solving – Solve Problems • Solve different kinds of non-familiar problems in both conventional and innovative ways. • Identify and ask significant questions that clarify various points of view and lead to better solutions.

Leadership and Innovation Skills: Communication and Collaboration – Collaborate with Others • Demonstrate ability to work effectively and respectfully with diverse teams. • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.

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COOPERATION - ACADEMIC EXTENSIONS | GRADES K-2

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Life and Career Skills: Social and Cross-Cultural Skills – Interact Effectively with Others • Know when it is appropriate to listen and when to speak. • Conduct themselves in a respectable, professional manner.

Life and Career Skills: Social and Cross-Cultural Skills – Work Effectively in Diverse Teams • Respect cultural differences and work effectively with people from a range of social and cultural backgrounds. • Respond open-mindedly to different ideas and values. • Leverage social and cultural differences to create new ideas and increase both innovation and quality of work

Life and Career Skills: Leadership and Responsibility – Guide and Lead Others • Use interpersonal and problem-solving skills to influence and guide others toward a goal. • Leverage strengths of others to accomplish a common goal. • Inspire others to reach their very best via example and selflessness. • Demonstrate integrity and ethical behavior in using influence and power.

Life and Career Skills: Leadership and Responsibility – Be Responsible to Others • Act responsibly with the interests of the larger community in mind..

REFERENCES

1. Wiggs, M. (2015). Opinion/Argument Writing Checklists/Look Fors for Grades K, 1, 2. Developed for Empowering Education by Educational Performance Consulting, LLC.

2. Wiggs, M. (2015). Opinion/Argument Writing Rubrics for Grades K, 1, 2. Developed for Empowering Education by Educational Performance Consulting, LLC.

3. Polk County Public Schools, FL. (2012). Keys to Character: Working with Quotations. Retrieved February 2, 2016, from https://www.polk-fl.net/staff/resources/documents/keystocharacter/WorkingWithQuotations.pdf

4. Polk County Public Schools, FL. (2011). Cooperation. Retrieved February 2, 2016, from https://www.polk-fl.net/staff/resources/documents/keystocharacter/November2011.pdf

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