Lesson Plan
Course Title: Construction Management
Session Title: Teamwork
Lesson Duration: 45-50 minutes
Performance Objective: Students should be able to identify the hierarchical roles within a
team, and describe the responsibilities of each team member. Students should also be able to
discern between various types of leadership styles and how to cooperate in order to maximize
productivity. Students are to be accountable for their own actions and contributions to the team.
Specific Objectives:
 Cooperation over competition
 Identify responsibilities of each team member
 Delegation versus volunteering strategies
 Identify different styles of team leadership
 Individual accountability
 Self Assessment
Preparation
TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any
changes/alterations to the activities may result in the elimination of any or all of the TEKS listed.
§130.49 Construction Management (c) (31) (A-C, E, G, H) The student describes the
importance of teamwork, leadership, integrity, honesty, work habits, and organizational skills.
The student is expected to describe how teams function, use teamwork to solve problems,
distinguish between the roles of team leaders and team members, identify employers'
expectations and appropriate work habits, use time-management techniques to develop and
maintain work schedules and meet deadlines, and complete work according to established
criteria.
Interdisciplinary Correlations:
§ 110.31 English Language Arts and Reading, English I (b) (26) Listening and
Speaking/Teamwork. Students work productively with others in teams. Students will continue to
apply earlier standards with greater complexity. Students are expected to participate
productively in teams, building on the ideas of others, contributing relevant information,
developing a plan for consensus-building and setting ground rules for decision-making.
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Occupational Correlations:
(Refer to the O-Net website for further information: http://www.onetonline.org)
11-9021.00 - Construction Managers: Plan, direct, or coordinate, usually through subordinate
supervisory personnel, activities concerned with the construction and maintenance of structures,
facilities, and systems. Participate in the conceptual development of a construction project and
oversee its organization, scheduling, budgeting, and implementation.
Tasks:
Tasks involved with this occupation include but are not limited to conferring with personnel and
clients, delegating duties, and overseeing workers hired to perform specific jobs.
Skills:
Skills required to function in this occupation include but are not limited to managing personnel
resources, coordinating and monitoring.
Knowledge:
Knowledge required to perform well in this occupation includes but is not limited to the topics of
personnel and human resources, customer and personal service, and administration and
management.
For more information about this occupation, please refer to the website:
http://www.onetonline.org/link/summary/11-9021.00
47-3012.00 – Carpenter Helpers: Help carpenters by performing duties requiring less skill.
Duties include using, supplying or holding materials or tools, and cleaning work area and
equipment.
Tasks:
Tasks involved with this occupation include but are not limited to positioning lumber for
fastening and installation, cleaning work areas, and cutting materials to specific dimensions.
Skills:
Skills required to function in this occupation include active listening, critical thinking, and
coordination.
Knowledge:
Knowledge required to perform well in this occupation includes the topic of building and
construction principles.
For more information about this occupation, please refer to the website:
http://www.onetonline.org/link/summary/47-3012.00
47-2152.01 - Pipe Fitters and Steamfitters: Lay out, assemble, install, or maintain pipe
systems, pipe supports, or related hydraulic or pneumatic equipment for steam, hot water,
heating, cooling, lubricating, sprinkling, or industrial production or processing systems.
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Tasks:
Tasks involved with this occupation include but are not limited to measuring and marking pipes
for cutting and threading, assembling equipment according to specifications, and removing or
replacing worn components.
Skills:
Skills required to function in this occupation include but are not limited to coordination, time
management, and active listening.
Knowledge:
Knowledge required to perform well in this occupation includes the topics of building and
construction, administration and management, and education and training.
For more information about this occupation, please refer to the website:
http://www.onetonline.org/link/summary/47-2152.01
Teacher Preparation:
The teacher should build the paper bridge themselves, as well as review the PowerPoint Slide
along with this lesson document to help them with pacing and sequencing of the lesson.
References:
McCutcheon, Randall, James Schaffer, and Joseph R. Wycoff. Communication Applications.
Lincolnwood, IL: National Textbook, 2001. Print.
"Helping People Take Responsibility - Team Management Skills from MindTools.com." Mind
Tools - Management Training, Leadership Training and Career Training. Web. 10 Feb.
2012. <http://www.mindtools.com/pages/article/taking-responsibility.htm>.
"Leadership Styles - Leadership Training from MindTools.com." Mind Tools - Management
Training, Leadership Training and Career Training. Web. 10 Feb. 2012.
<http://www.mindtools.com/pages/article/newLDR_84.htm>.
"The Leader-Member Exchange Theory - Team Management Training from MindTools.com."
Mind Tools - Management Training, Leadership Training and Career Training. Web. 10
Feb. 2012. <http://www.mindtools.com/pages/article/leader-member-exchange.htm>.
Instructional Aids:
1. Use the PowerPoint presentation that aligns with this lesson. This will be used in the
class during the lesson.
2. There is a quiz with a rubric for the end of the class that aligns with this lesson.
3. The students will need to fill in the “Student Self Assessment” form after they finish their
team building project.
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Materials Needed:
1. 2 – 3x5 index cards (per group)
2. 2 – regular sized paper clips (per group)
3. 6 inches of masking tape (per group)
4. 2 books of equal thickness (per group)
5. Paper for printing the student evaluation form and the quiz
Equipment Needed:
1. Projection screen connected to the teacher’s computer, with Internet and PowerPoint
software.
2. Scissors (1 pair per group)
3. Ruler (1 per group)
4. Several dollars worth of quarters (to act as weights to test the bridges.)
Learner Preparation:
Students should already be versed in the following vocabulary and construction terminology:
Span: The distance between two supports of a structure.
Deflection: The movement of a structure or structural member when subjected to a load.
Abutment: A mass, as of masonry, receiving the arch, beam, truss, etc., at each end of a
bridge.
Road Deck: The thickness of materials that make up the structural spanning surface between
the abutments.
Reinforcement: Added strength and support.
Introduction
Introduction (LSI Quadrant I):
SAY: (Open up the PowerPoint slide presentation and queue up the first slide to ready as class
starts.) Teams work together to accomplish a common goal that on their own as individuals they
could not achieve.
ASK: What’s an example of a successful team? (Give students a chance to respond. Lead a
class discussion.)
SHOW: (Refer to the 3 successive images on the first slide in the Presentation.)
SAY: Teams need leaders and followers in order to function.
ASK: Who is the leader in these photos? (Give students a chance to respond. Lead a class
discussion.)
SHOW: (Refer to the images on the first slide in the Presentation.)
SAY: Teams need followers in order to function too- not everyone can be the leader because if
everyone thought they were in charge, the team would never accomplish all their tasks.
ASK: Who are the followers in these photos? (Give students a chance to respond. Lead a class
discussion.)
SAY: We’re going to see what makes a good team, a good leader, and a good follower.
ASK: Who has ever competed on a team sport before? Has anyone ever been the team
captain?
SHOW: (Advance to slide #2 on the PowerPoint Presentation, and begin the lesson.)
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Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Cooperation over Competition
Please refer to Slide
A. Work with each other, not against each
#2 of the PowerPoint
other.
Presentation. Review
B. Agree to Disagree sometimes.
slide with the class.
C. Be constructive, not destructive.
Lead a class
discussion.
II. Identify responsibilities of each team member’s role
A. Know your role.
B. Follow the chain of command.
C. Be great at what you do and contribute as
much as you can.
D. Focus on each others’ strengths, not
weaknesses.
Please refer to Slide
#3 of the PowerPoint
Presentation. Review
slide with the class.
Lead a class
discussion.
III. Delegation versus Volunteering strategies
A. Delegation
B. Volunteering
Please refer to Slide
#4 of the PowerPoint
Presentation. Review
slide with the class.
Lead a class
discussion.
IV. Identify different styles of team leadership
A. Autocratic Leaders
B. Democratic Leaders
C. Laissez-Faire Leaders
Please refer to Slide
#5 of the PowerPoint
Presentation. Review
slide with the class.
Lead a class
discussion.
.
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Verbal
Linguistic
V. Individual accountability
A. Talk through the problem.
B. Check your supplies and resources.
C. Keep the objective in mind at all times.
D. Stay on task.
E. Recognize each other’s contributions.
Please refer to Slide
#6 of the PowerPoint
Presentation. Review
slide with the class.
Lead a class
discussion.
VI. Self Assessment
A. How was your leadership/membership
contribution?
B. Was your team successful?
C. What could you/your teammates done
better?
Please refer to Slides
#7-11 of the
PowerPoint
Presentation. Review
the project
expectations and go
over the procedures
for the group project
team building
assignment.
Afterwards, have the
students complete the
Evaluation Form as
their end of class wrap
up assignment and
their ticket out the
door.
Logical
Mathematica
l
Visual
Spatial
Musical
Rhythmi
c
Bodily
Kinestheti
c
Intrapersonal
Interpersona
l
Naturalis
t
Existentialis
t
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Application
Guided Practice (LSI Quadrant III):
Students follow along with teacher-led class discussion, reviewing the concepts of teamwork
and leadership styles. Teacher introduces the group exercise, and the students participate in
small groups of 3, each playing their role and keeping in mind the ideas presented in the
PowerPoint slides.
Independent Practice (LSI Quadrant III):
Students end the class with a wrap up Evaluation Form, which reinforces their understanding of
the concepts and gets them to consider the process as well as the outcome of the team building
group exercise they completed. They use the Evaluation Form as their ticket out the door at the
end of class.
Summary
Review (LSI Quadrants I and IV):
Question: what does a Leader do?
Answer: They lead a team on a project, and make sure that everyone plays their role and works
together to finish the job.
Question: What makes a successful team?
Answer: They work together, they recognize each other’s strengths and weaknesses, and they
complete their assigned duties.
Evaluation
Informal Assessment (LSI Quadrant III):
Teacher can actively engage the students in a classroom discussion as the PowerPoint slides
progress through the presentation of the concepts in the lesson of teamwork. The teacher
should also be sharply monitoring the progress of the group team building exercise, being
mindful of who is on task and who is not, and who is following the instructions and the “playing
by the rules”.
Formal Assessment (LSI Quadrant III, IV):
There is a criteria checklist/rubric that goes along with the Evaluation Form that the students
complete at the end of class.
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Extension
Extension/Enrichment (LSI Quadrant IV):
More elaborate projects could be undertaken to promote further understanding of the roles of
team members and leaders. Students could also be given opportunities to portray specific types
of leadership styles. Students could also be given “sabotage assignments”, where their role as a
team member or a leader is secretly to ruin the efforts of the team. (This sort of “role playing
game” works best in classes where students are eager to cooperate in the first place, and
normally they would follow instructions to complete assignments correctly. By having them
secretly playing the role of a dysfunctional team member or leader, they would be acting in a
way that they normally would not so that there could be an opportunity to make the point of how
much confusion and frustration is caused by someone acting out of line. Their fellow teammates
can then identify what the “saboteur” did that hindered the project.)
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Student Evaluation Form
Teamwork
Paper Bridge Building
Your Name: __________________________________________________ Date: ____________________
Your Team’s Name: __________________________________________________ Period #: __________
Circle the correct answer for each of the following questions.
1 What role did YOU play today?
Leader
2 Which is better for a team to function?
Competition
3 Is it more important to be constructive or
Constructive
destructive when working on a team?
4 Should you focus on each others’ strengths or
Strengths
weaknesses?
5 Does volunteering mean you get assigned to do
Yes
something instead of offering to do something?
Follower
Cooperation
Destructive
Weaknesses
No
Match the styles of Leadership on the right to the correct Leadership Style on the left. Write down the
correct letter in the pace provided.
______ Autocratic Leaders
A. Allow team members to provide input during the project.
______ Democratic Leaders
B. Don’t interfere and allow team members to make choices.
______ Laissez-Faire Leaders
C. Make the project decisions without consulting the group.
Did your team successfully complete the bridge building assignment?
YES
NO
How much weight did your bridge hold? ____________________________________________________
What was the hardest part of the bridge building project? Explain in complete sentences.
Was your leader a good leader? Explain in complete sentences, and include the style of leadership they
portrayed.
What did YOU productively contribute to your team? Explain in complete sentences.
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Student Evaluation Form
Teamwork
Paper Bridge Building
Your Name: __________________________________________________ Date: ____________________
Your Team’s Name: __________________________________________________ Period #: __________
Verify the role the student SHOULD have played. 5 points if
Circle the correct answer for each of the following questions.
1 What role did YOU play today?
2 Which is better for a team to function?
3 Is it more important to be constructive or
destructive when working on a team?
4 Should you focus on each others’ strengths or
weaknesses?
5 Does volunteering mean you get assigned to do
something instead of offering to do something?
5 points
for each
correct
answer,
and 0
points for
each
incorrect
answer.
they circled the right role, 0 points if they circled the wrong
role.
Leader
Competition
Follower
Cooperation
Constructive
Destructive
Strengths
Weaknesses
Yes
No
# 2-5: 5
points for
each
correct
answer,
and 0
points for
each
incorrect
answer.
Match the styles of Leadership on the right to the correct Leadership Style on the left. Write down the
correct letter in the pace provided.
___C___ Autocratic Leaders
A. Allow team members to provide input during the project.
___A___ Democratic Leaders
B. Don’t interfere and allow team members to make choices.
___B___ Laissez-Faire Leaders
C. Make the project decisions without consulting the group.
Did your team successfully complete the bridge building assignment?
YES
NO
10 points for correctly noting the amount of weight their
teams’ bridge actually held. 0 points if they didn’t mark it
How much weight did your bridge hold? ____________________________________________________
correctly.
What was the hardest part of the bridge building project? Explain in complete sentences.
Student should have expressed their opinions neatly and clearly and in complete sentences. Grading is
based on effort and thoroughness of response given. 15 points maximum.
Was your leader a good leader? Explain in complete sentences, and include the style of leadership they
portrayed.
Student should have expressed their opinions neatly and clearly and in complete sentences. Student
should also have correctly identified the style of leadership of their team’s leader. Grading is based on
effort and thoroughness of response given. 15 points maximum.
What did YOU productively contribute to your team? Explain in complete sentences.
Student should have expressed their opinions neatly and clearly and in complete sentences. Grading is
based on effort and thoroughness of response given. 15 points maximum.
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Did their
bridge get
completed
successfull
y? If yes, 5
points. If
no, 0
points.