Lesson Plan
Course Title: Principles of Manufacturing
Session Title: Teamwork in Manufacturing
Performance Objective:
After completing this lesson, the students will be able to describe the importance of teamwork, team roles,
leadership and team performance and perform on a team by completing a team assignment to the satisfaction
of the teacher.
Specific Objectives:
The students will be able to:
 Describe what makes a good team
 Describe basic qualities of a leader
 Describe how to measure and reward team performance
 Perform on a team by completing the team assignment
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.
Principles of Manufacturing:

130.322(c)(1)(A)(B)(C)(D)(H)(I)
…describe how teams function;
…use teamwork to solve problems;
…distinguish team roles such as team leaders and team members;
…identify characteristics of good leaders;
…describe how teams measure results; and
…develop a method to reward team performance.
Interdisciplinary Correlations:
Career Preparation I:

127.13(c)(6)(A)(B)
…identify and practice effective interpersonal and team-building skills with coworkers, managers, and
customers;
…develop effective leadership skills through participation in activities such as career and technical
student organizations.
English Language Arts and Reading, English I:

110.31(b)(26) - Listening and Speaking/Teamwork.
Students work productively with others in teams. Students will continue to apply earlier standards with
Copyright © Texas Education Agency, 2012. All rights reserved
1
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.
United States History Studies:

113.32(c)(19)(A)
…describe qualities of effective leadership;

113.32(c)(26)(A)(B)
…use a problem-solving process to identify a problem, gather information, list and consider options,
consider advantages and disadvantages, choose and implement a solution, and evaluate the
effectiveness of the solution;
…use a decision-making process to identify a situation that requires a decision, gather information,
identify options, predict consequences, and take action to implement a decision.
Teacher Preparation:
The teacher should review the Teamwork in Manufacturing PowerPoint presentation and the internet links
and notes. The teacher should review the teamwork activities links in the reference section for other activities
to use with their students. The Georgia Cookbooks are activities for use in Engineering and Technology
classes. The teacher should select a challenge for the team from the two on the Teamwork Activity handout
or any other one on the internet. Collect the materials listed in the activity sheet and assign students into
teams.
References:
1. Teamwork in the Classroom:
a. http://www.ndt-ed.org/TeachingResources/ClassroomTips/Teamwork.htm
2. Team members:
a. http://hubpages.com/hub/Team-Member
b. http://www.referenceforbusiness.com/management/Str-Ti/Teams-and-Teamwork.html
c. http://www.act-ms.co.uk/jobs/manufacturing-team-leader-899.htm
3. Team building activities:
a. http://www.workshopexercises.com/Team_Building_exercises.htm
b. http://wilderdom.com/games/
c. http://www.buildingyourteam.com/tips.html
4. Georgia Cookbooks (group or team activities for Engineering and Technology Education classes):
a. http://www.getea.org/lessons.html
Instructional Aids:
1. Teamwork in Manufacturing PowerPoint presentation
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2
Mate
erials Neede
ed:
1
1. Pencil
2
2. Notebook
3
3. Teamwork Assignme
ents handout
4
4. Materials
s listed in assignment se
elected
Equipment Nee
eded:
1
1. Compute
er
2
2. Data projjector and sc
creen
Learrner Preparration: None
e Required
Intrroduction
Intro
oduction (LS
SI Quadrant I):
ASK
K: Have you
u ever been on
o a team th
hat did not get anything done?
ANSWER
R: Accept all
a reasonab
ble answers.
SAY
Y: The members acted as
a individualls, not players.
ASK
K: Have you
u seen a spo
orts team tha
at had great players, but could not w
win?
ANSWER
R: Accept all
a reasonab
ble answers.
SAY
Y: The playe
ers did not want
w
to share
e the ball or play as a gro
oup.
SAY
Y: A good le
eader can ch
hange the grroup into a te
eam.
ASK
K: What mak
kes a good leader? What make a good team m
member?
ANSWER
R: Let the class
c
explain
n a good lead
der, then a g
good team m
member.
SAY
Y: Today we
e are going to
o see what iti takes to be
e a good tea
am and a good leader.
Show
w: Teamwo
ork in Manuffacturing Pow
werPoint Pre
esentation
Outline
O
Outlline (LSI Qu
uadrant II):
Instrructors can use
u the PowerPoint pres
sentation, slides, handou
uts, and note
e pages in cconjunction w
with the
follow
wing outline.
Outline
O
Notes to Insttructor
MI
I.
In
ntroduction to Teamwork
k
A.
A Title (slide
e 1)
B.
B Teambuild
ding quote (slide
(
2)
C.
C Definition (slide 3)
D.
D Explanatio
on of group work (slide 4
4)
Beg
gin the Team
mwork in
Ma
anufacturing
Pow
werPoint
pre
esentation. H
Have
students make
com
mments on tthe
quo
ote. Ask stu
udents if
the
ey have workked on a
tea
am that ende
ed up as
ag
group instead
d.
II.
Functions and
d Characteristics
A.
A Functions
s (slides 5-6))
B.
B Characterristics (slide 7)
Rea
ad the functions of
a te
eam to the sstudents.
The
e students n
need to
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3
C.
C Developm
ment (slides 8-9)
D.
D Teambuild
ding quote (slide
(
10)
writte the
cha
aracteristics in their
nottes. Use the slides
for stages of te
eam
devvelopment a
and
exp
plain the notes on
the
e presentatio
on. Ask
the
e students what they
thin
nk of the quo
ote from
Mr.. Blanchard.
Members
M
and
d Leadership
p
A.
A Types of members (slide 11)
B.
B Leadership characterristics (slide 12)
C.
C Teambuild
ding quote (slide
(
13)
D.
D Job requirements for a team lead
der
(slides 14
4-18)
Tea
acher discussses the
tea
ams that he/sshe is
on at school, church or
asssociations he
e/she is
am
member of. T
Talk
abo
out memberss and
the
eir responsib
bilities.
The
e students sshould
list the characte
eristics
in ttheir notes. The
students should
d be
give
en the time to
disccuss the quo
ote.
The
e teacher sh
hould
rea
ad the Job
quirements
Req
des 14-18) a
(slid
and
havve the stude
ents
disccuss the imp
portance
of e
each.
.
III.
IV. Team
m performance measurement and re
eward
A. Team results (slide 19)
B. Rewards
R
(slid
de 20)
C. Teamwork qu
uote (slide 21)
D. Resources
R
(s
slides 22-23))
E. Have
H
studentts do assignment of you r
se
election. Th
he groups sh
hould be sma
all at
firrst.
Vie
ew the slidess on
ressults and rew
wards.
Havve the stude
ents
exp
plain their thoughts
on how to mea
asure
and
d reward tea
am
effo
orts.
Afte
er the prese
entation
is o
over have the
students do the
e
sele
ected assign
nment
from
m the Teamw
work
Asssignment ha
andout
or ffrom the refe
erences
(3.)) provided w
with this
lessson.
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4
Verb
bal
Ling
guistic
Logical
Mathe
ematical
Visual
Spattial
Musica
al
Rhythm
mic
Bodily
Kinesthe
etic
Intrapersonal
Interpersonal
Naturalist
Ex
xistentialist
Applicattion
Guid
ded Practice
e (LSI Quad
drant III):
The teacher will lead In the discussion
d
on
o teamwork
k. The stude
ents will have a chance tto explain so
ome of the
team
ms they have
e been on.
Inde
ependent Prractice (LSI Quadrant III):
The student will be able to perform
p
in a team
t
by com
mpleting the team assign
nment.
Summa
ary
Reviiew (LSI Qu
uadrants I and IV):
Have
e each team
m tell how the
ey accomplis
shed the ass
signment. T
The discussio
on should in
nclude what w
worked as
well as what did not work. (Be careful and
a do not le
et students la
ay blame on individual sstudents or ssay hurtful
thing
gs.)
Evaluattion
Inforrmal Assessment (LSI Quadrant III):
The teacher will watch the students whille they work in groups a
attempting to
o solve the assigned problem.
Form
mal Assessment (LSI Quadrant
Q
III, IV):
The teacher will evaluate the
e teams’ solution to the problem. Th
his will be do
one in the fo
orm of a contest. The
h
the assigned weightt or the stron
ngest set on pillars will b
be the winne
er.
tallesst tower to hold
Ex
xtension
Exte
ension/Enric
chment (LS
SI Quadrant IV):
The teambuilding activities can
c be used as a contes
st day. This would allow
w more chances to try diffferent
activvities taken from
f
the inte
ernet teambu
uilding activitties sites. T
The same fun
nctions can be incorpora
ated into
the m
mass produc
ction projects
s in the class.
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5
Strongest Tower
Students use newspaper and masking tape to build the tallest tower that will hold a golf ball.
Divide the class into groups of three people. The teams will have 15 minutes to
design and build the tower. They may test their design during the build time,
and redesign if necessary. The teacher will do the final test after the allotted
time is over.
Materials:
2 sheets of newspaper
12” of masking tape
1 golf ball
Directions:
Each team will have materials given to them. The teams will be given 15
minutes to construct their towers. The golf ball will be placed on the top of the
tower. The highest tower that holds the weight of the ball will be the winner.
Options:
use different balls (ping pong, tennis, baseball or softball)
use different building materials (note cards, notebook paper, spaghetti pipe cleaners)
Pillars of Strength
Student use materials to construct the tallest and strongest supports for a platform.
Material:
3 sheets of paper
12” of masking tape
1 text book per team
Set of textbooks
Directions:
Each team will design three pillars or columns to
hold
up their textbooks.
The teams will be given 15 minutes to design and construct
their pillars. The contest
will be judged by stacking more textbooks on the pillars. The set that holds the most books
wins.
Options:
use note cards, newspaper paper or pieces of poster board
Awards:
The team that wins can be bragged on. The team could receive a snack or treat for
winning. The teacher could bring an assorted bag or small candy for all and a candy bar for
the winners.
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