Group Dynamics
Cooperation Squares
Objective: Students will demonstrate cooperation skills.
Summary: Students practice cooperation skills by playing a game with a group challenge.
Aim: How can a group work together to achieve a goal successfully?
Standards:
CCSS – W.4, SL.1, SL.2, L.6
SEL – Self-awareness, Social awareness, Relationship skills
Materials: 15-20 pieces of colored 8 ½ x 11 paper
Lesson Vocabulary
cooperate v. the act of operating together for the common good
problem solving v. to explain, resolve, or find a solution to what is difficult to be
understood
Warm-Up: Detective Leader
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Have students stand in a circle.
Tell students that in this exercise there will be one leader at a time and everyone else must
follow exactly what they do.
Demonstrate several movements. Ex: clapping your hands, changing after ten seconds to
waving both arms, changing after another ten seconds to waving just one arm, etc.
Have students copy your movements.
Choose one student to be the detective. Have that student leave the room.
Choose a student to be the leader.
Have the leader start a movement. Instruct the rest of the circle to try to copy it exactly.
Instruct the leader to briefly practice with the group and change the movement every 10
seconds as the rest of the class follows.
Bring the detective back in the room and ask them to stand in the center of the circle.
Have the detective observe the group and try to figure out who the leader is. Give them
three guesses.
Depending on time, continue more rounds of this warm-up.
After each round ask students what they need to do in order to work better as a group.
Explain that these group strategies will strengthen the group and present a better challenge
for the detective.
Discussion Questions:
 In what ways did the group work well together?
 What could we improve next time?
 Why is it important to work together?
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Main Activity: Cooperation Squares
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Divide the class into groups of six to eight participants.
Place four pieces of paper on the floor in close proximity to each group.
Explain that the goal of the activity is for every group member to be touching the pieces of
paper.
Explain that the only rule of the activity is that no one can be touching the floor.
(Demonstrate this with your foot using a piece of the paper).
Note: In order to encourage group problem solving, if a student asks any question, such as,
“Can we move the paper?” simply respond, “There is only one rule: no one can be touching
the floor.”
Have groups begin the activity by trying to achieve the goal by whatever means possible.
Explain that when a group thinks they have achieved the goal, they must call you over to
inspect their “position,” making sure that no one is touching the floor. Tell the groups that
these positions must be held for a quick count of ten.
Once the group achieves the goal, increase the challenge by removing sheets of paper, one
at a time, and have the group try to achieve the same goal.
Be sure to congratulate each group each time they have succeeded.
Continue to increase the challenge for each group, ending the exercise only when it is
apparent that another successful round may not be possible.
Note: The goal of this lesson is for students to problem solve and experience the success of
achieving the goal on their own. Do not offer ideas on how to go about this activity or
prompt students in any way. If the group is stuck, trust the process. The simple response
“There is only one rule: no one can be touching the floor” is an effective way to encourage
group problem solving.
Processing Questions:
 How did you feel?
 What role did you play in your group?
 How did your group work together?
 What were some ways your group tried to solve the problem?
 What happened when your group (or one person) got discouraged?
 Why is cooperation important?
 Why is it important to think outside of the box when you are problem solving?
 How can you apply what you learned about cooperation in real life? Where else can you
cooperate?
Closing: Whip-Around
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What is one thing you learned about what makes a group successful?
Extension Activity
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Describe in writing the purpose and function of a group you are or have been a part of and
write three suggestions about how that group could cooperate more effectively. Ex: “I
belong to a church choir. Our function is to sing every Sunday at our church service. Our
purpose is to inspire the congregation. Our choir could cooperate more effectively if we:
• Listened carefully to each other.
• Help each other learn songs.
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Group Dynamics
Human Barometer
Objective: Students will identify and practice cooperation skills.
Summary: Students use communication skills in a group activity.
Aim: How do you respond to an opinion that you strongly disagree with?
Standards:
CCSS – RI.7, W.1, W.4, SL.1 – SL.4, L.6
SEL – Self-management, Social awareness
Materials: masking tape, newsprint, markers, Example Spectrogram Questions and Human
Barometer Statements, copies of Your P.O.V. Worksheet
Facilitator Note: Spectrogram questions should deal with personal preference or belief. For
both the Spectrogram and the Human Barometer use masking tape as a visual aide. To begin
the exercise, place a piece of masking tape from one end of the room to the other. This may
help the students visualize where they are on the line for each question.
Lesson Vocabulary
barometer n. an instrument for determining the pressure of the atmosphere
opinion n. a belief or judgment held with confidence but not substantiated by
proof
spectrogram n. a graphic representation of a spectrum
persuade v. to cause somebody to adopt a certain position, belief, or course of
action
point of view n. a mental perspective or outlook; your personal way of looking
at the world
Warm-Up: Spectrogram
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Have students stand in the center of the room.
Inform the class that one side of the room represents YES, the other side of the room
represents NO, and the center of the room represents MAYBE.
Explain to the class that there is no talking or commenting during the exercise and that the
students should answer each question by moving to the YES, NO, or MAYBE area in the
room.
Using the Example Spectrogram Questions sheet, ask ten to fifteen questions alternating
between low-risk and high-risk questions. Feel free to come up with your own questions.
After each question, ask the students to observe, without comment, where they are in
relationship to their classmates.
Processing Questions:
 What happened in the exercise for you?
 How did it feel to answer the questions without speaking?
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 Was there ever a moment when you were standing alone? How did it feel?
 Was there any question that you had an especially strong reaction to? Why?
 Was there any time when you were surprised by who was near you? Why?
Segue: Inform the students that you are going to ask one more question and they are to answer
in a similar way as they did during the Spectrogram activity.
Main Activity: Human Barometer
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Explain that now the YES end of the room is AGREE, the NO end of the room is DISAGREE,
and the middle of the room is MAYBE/UNSURE.
Present the class with a statement from the Human Barometer Statements sheet or a
statement that you have created specifically for the group.
Ask students to respond non-verbally to the statement by moving to AGREE, DISAGREE, or
MAYBE/UNSURE.
Distribute a piece of newsprint and marker to each group.
Instruct each group to discuss the statement and prepare a presentation of their position
for the other groups.
Have each group choose a spokesperson to present the group’s position.
Remind the class that when the spokesperson is presenting it is important that the other
groups listen respectfully and not respond until it is their turn.
After each group has presented its response to the statement, ask if anyone has been
persuaded by the other group’s arguments. If so, have them move to that new position.
Option: Give the groups a few minutes to prepare another response to present to the other
groups. Have each spokesperson present their case again, and if any of the students are
persuaded, they can move to the new position.
Processing Questions:
 How do you feel right now?
 Do you feel that others listened to you? If not, what got in the way?
 How did it feel to give your opinion by “putting yourself on the line?”
 How did you deal with people disagreeing with your position?
 Did you move from one position on the line to another position? Why?
 Where, in the world outside the classroom, do you have the opportunity to express your
opinions?
 Why is it important in those situations to articulate your thoughts?
 Why is it important to listen to the other side of an issue and be open to changing your mind?
 Where else in your life can you incorporate what you’ve learned today?
Closing: I Appreciate
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Have each group say one positive thing about the other groups’ positions that they
appreciated. Ex: “I appreciated the sincerity with which you presented your ideas.”
Extension Activity
Have students complete the Your P.O.V. worksheet.
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Name: _________________________
Example Spectrogram Questions
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Do you like pizza?
Do you like Chinese food?
Is your favorite subject English?
Is your favorite subject math?
Do you like to exercise?
Do you like being in a leadership position?
Do you like public speaking?
Do you believe that the police are basically good people doing their jobs?
Do you watch more than ten hours of television a week?
Do you like to work?
Do you believe that women and men can do the same jobs equally well?
Do you like talking about your feelings?
Do you believe that talking about feelings helps you to feel better about them?
Do you think that all people are created equal?
Do you like people over the age of 70?
Do you like babies?
Is it easy to stand up for yourself in the face of adversity?
Do you like the color of this room?
Do you like turtleneck sweaters?
Do you believe that a woman will be president of the United States?
Do you believe that kindness makes you weak?
Do you like money?
Do you believe that you should receive an allowance?
Do you believe that teens should work for their money?
Do you believe that doctors should be free to everyone?
Do you like to shop?
Do you like riding public transportation?
Do you like LeBron James?
Do you like Toni Morrison?
Do you admire Martin Luther King Jr.?
Do you admire Franklin Delano Roosevelt?
Do you respect the Principal?
Do you like the Principal?
Do you believe that the (insert your home team name here) is the best (choose sport:)
basketball/baseball/football team ever?
Do you believe that children should take care of their parents in their old age?
Do you believe that babies are fun?
Do you like Saturday morning cartoons?
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Name: _________________________
Human Barometer Statements
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School uniforms should be mandatory for students.
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Teachers should have a dress code.
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Boys and girls should attend separate schools.
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Life is hard.
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School is necessary for success.
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Athletes should have to be role models.
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In general, I believe the police act fairly.
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Teachers should have to pass a state test in the subjects they teach.
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Condoms should not be distributed by the school administration.
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Students should be allowed to pray in class.
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The police should be allowed to search your locker without a search warrant.
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Rap music is too negative.
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Metal detectors should be used in schools.
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Police officers should be on duty on the school grounds.
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Violence on television and in music leads to violence in real life.
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Name: _________________________
Your P.O.V
We disagreed with the other group(s) on the following question:
Two reasons that my group had a different point of view are:
Reason One:
Reason Two:
What is a Human Barometer question that you would like the class to be asked?
Why?
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Group Dynamics
Machines
Objective: Students will identify the benefits of collaboration.
Summary: Students practice group cooperation skills by creating imaginary machines.
Aim: Why is it important to collaborate?
Standards:
CCSS – RI.7, W.4, SL.1, SL.2, SL.4, L.6
SEL – Self-awareness, Social awareness
Materials: copies of the Machine Checklist, copies of the Work With Me worksheet
Lesson Vocabulary
collaboration v. to work together with another person or group in order to solve
a problem or achieve a goal
Warm-up # 1: Can I Have A Seat?
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Instruct the class to sit in a circle with one chair fewer than the number of students.
Pick one student as the leader and have them stand in the center of the circle.
Explain that the leader’s objective is to take an empty chair, and if they succeed then the
person left without a seat is the new leader.
Tell students that the leader will walk up to any student and say “Can I have a seat?”
Explain that the student spoken to should answer “Try next door” and point to the person
directly to the right or left.
Explain that the leader should then go to the student who was pointed to and say again
“Can I have a seat?”
Tell students that again the student pointed to should respond “Try next door” and point
to the person directly to the right or left.
Tell students that at any time, any one person in the group may change seats with another
student in the group by signaling with eye contact, gesture or movement.
Explain that if the leader spots students switching seats, he/she should try to sit down in
one of the empty seats before the other students.
Tell the students that there is no talking other than the scripted lines between the leader
and the neighbor, and that there is no pushing or shoving or the exercise will be stopped.
Encourage the leader to keep the game lively by finding different ways to say “Can I have a
seat?” Ex: angry, pleading, humorous, etc.
Discussion Questions:
 How did you collaborate?
 How was collaboration beneficial in this exercise?
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Main Activity: Machines
Part One: Preparation
 Ask one student to come up to the front of the room and lift the teacher’s desk (or any very
heavy object) off the ground.
 Before the student attempts or rejects the task, ask the student if it would be easier if they
worked with four friends to complete the task.
 Now explain to the class that in the next exercise the degree of collaboration will be more
challenging than in the warm-up.
 Explain to the class that in groups they will become machines by pretending to be the
working parts. Ex: if the students want to create a typewriter, one can be the carriage while
two hold him horizontal and move back and forth. Several students can be keys that move
up and down, one can be the return lever, etc.
 Brainstorm with the class several types of machines. These may be machines that exist or
they may be imaginary. Ex: a hair washing machine, a banana-peeling machine, a laughter
producing machine, a shoe repair machine, a bottling assembly line machine, or a tire
repair machine.
Part Two: Demonstration
 Divide the class into groups of five or six.
 Give each group a copy of the Machine Checklist.
 Instruct the groups to choose one member from their group to complete the Machine
Checklist as the group works on their machine.
 Give the groups time to create machines.
 When students are ready, or after a specific time limit, have each group perform their
machines for the rest of the class.
 Before they act out each machine, ask the group if they completed all the tasks on the
Machine Checklist.
 After each performance, have the class try to guess the name of the machine.
Processing Questions (Process each group separately):
 What happened in your group?
 What feelings came up for you working in your group?
 What role did you play in your group?
 How did your group cooperate in order to create your machine?
 Why is working together important in the world?
 How can you use what you learned in your life?
Discussion Question:
 What are some of the benefits of working effectively in a group? (Write the list on the
board.)
Note: The following are some examples of benefits of working in a group:
 The more the merrier
 Many individual talents are used
 Exceeding individual expectations
 Shared responsibility
 Support
 Inspiration
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Increased resources
Productivity
Closing: Whip-Around
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Why is it important to collaborate?
Extension Activity
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Have students think of a project or activity that they have done that involved working with
other people. Ask them to write about this activity on the Work With Me worksheet.
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Name: _________________________
Machine Checklist
Directions:
1) Decide what kind of a machine your group will create. Ex: a hair washing machine, a
laughter producing machine, a fruit picking and processing machine, a shoe repair
machine, etc.
2) One representative from your group should go through the checklist to be sure you
have completed all of the requirements.
3) Let the teacher or trainer know when you are ready to share with the class.
Check each box when the task or element is complete:
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Every person in your group is participating in the function of the machine.
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Your machine has at least three moving parts.
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Your machine has at least three sounds.
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Your group has practiced your machine before performing it in front of the class.
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Your group has chosen a name for your machine.
Our Machine is called:
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Name: _________________________
Work With Me
Think of one project or activity that you have done that involved working with other
people.
What was the project?
List the tasks or jobs that were needed for the project to succeed.
How did cooperation and teamwork benefit the overall result of the project?
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Group Dynamics
Labels
Objective: Students will recognize how stereotypes influence their perception of others.
Summary: Using role-play, students experience how it feels to be stereotyped or labeled.
Aim: How do stereotypes affect your school and personal environment?
Standards:
CCSS – RI.7, W.4, SL.1, SL.2, SL.4, L.6
SEL – Self-awareness, Relationship skills
Materials: newsprint, markers, prepared written labels from the Label Suggestions sheet,
containing at least one label for each student in the class (labels can be repeated)
Facilitator Note: Two previously successful methods for making labels have been using
adhesive name tag labels that you will stick on the students’ backs, or making “headbands,” by
cutting two long, thin strips from an 8 ½ x 11 piece of paper and stapling them together. Be
sure to prepare some blank labels in case you want to add students’ suggestions during the
class.
Lesson Vocabulary
stereotype n. a conventional and oversimplified conception, opinion, or image
label n. a brief description or judgment of a person or object
v. to assign judgment on a person or object
role-play v. to assume or act out a particular role or character
Warm-Up #1: “High 5”
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Ask students to walk around the center of the room without talking.
Explain that when you call out a form of greeting, students should turn to the person
closest to them and perform that type of greeting. Let them know that from then on,
whenever they hear that specific form of greeting, students must find the same partner and
perform that greeting.
Explain to students that they should find a different partner for each new type of greeting
that you call out.
Call out “Find a partner and shake hands with them. Remember who you shook hands
with.”
Note: Every student needs a partner. In the case of an odd number, a student should
partner with you.
Ask students to walk around again.
Call out “Find a new partner and give them a high five. Remember who your high five
partner is.”
Tell students “Now find your hand shake partner again and shake hands.”
Begin calling out other greetings and ask students to find people to partner with, such as:
 Bow
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 Rub elbows
 Wink
Repeat the commands randomly. Ex: “Shake hands, touch elbows, wink, shake hands, high
5.” Be sure that students move around the room connecting with each of their partners.
Speed up your greetings as students get the hang of it to create a fun frenzy.
Continue this for a few moments. To end the warm-up give the command “high 5, high 5,
high 5!”
Main Activity: Labels
Part One: Stereotype Web
 Write the word “stereotype” in large letters on the board or newsprint and put a circle
around it.
 Ask students if they know what a stereotype is. Ask them what words come to mind when
they think of “stereotype.” As students call out answers, create a web by writing their
answers around the word stereotype. If students are having trouble coming up with
answers, suggest that a stereotype is like a label you put on someone.
 Tell students that you will come back to this discussion in a while, but first they are going
to play a game called “Labels.”
Part Two: Labels
 Have students stand in a circle.
 Explain that a label will be placed on each student’s back (or around their head, depending
on the type of label you prepared).
 Tell the students that they are not to look at their label.
 Tell the students that they are going to do a role-play. “You are at a party. You must
interact and converse with people based on what their label says, without actually saying
the word on the label.”
 Be sure to let the students know that this role-play is pretend, and that the way they
interact with each other during the role-play ends when the role-play does.
 Tell the students that the goal is to figure out what is written on their own label based on
their interactions with others.
 Begin the role-play by saying “One, two, three...action!”
 Have students go around the room talking and socializing with as many people as possible.
 Continue the role-play until you think that many students can identify their labels.
 Call “Freeze!” Ask the students who think they have a positive label to move to one side of
the room and those who think they have a negative label to move to another side of the
room. Explain that students that are not sure should stand in the middle.
 Ask students if anyone wants to guess what their label is and why they think so. Once
students have guessed, have everyone look at their labels.
 Ask students to return to their seats for processing and discussion.
 Note: This lesson can bring up unpleasant feelings for some students, so be sensitive. Do
not pass judgment on how the students perceive the labels. Allow flexibility for students to
make their own decisions and conclusions. Once the role play is concluded, be sure to
stress that the way they treated their fellow classmates also concluded with the role play.
Processing Questions:
 What happened during the party?
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 How did it feel to be treated according to your label? Why?
 How did you decide to treat someone based on their label? How did that make you feel?
 What conclusions did you make about someone because of their label?
Part Three: Stereotype Discussion
 Ask students if they want to add anything to the stereotype web they began before the
game.
 Next, ask students if they can think of examples of stereotypes that are present in their
school.
 Then ask them if they can think of examples of stereotypes that are present in society in
general. Ex: Blondes are dumb, politicians are liars.
 If they have difficulty with this, ask them if they can think of examples of stereotypes that
are present on television and in movies.
 Then ask students if they can think of examples of stereotypes that are present in their
community in particular. Ex: NYPD is corrupt.
 Ask the following questions, and allow the students to guide a discussion.
 Do you think there is a difference between a stereotype and a label? If so, what is the
difference?
 How can a seemingly positive label sometimes feel negative?
 Do you think all labels are unfair? Why or why not?
 What are the groups or cliques in your school?
 Do any of you feel like you belong to any of these groups? Is it a choice or not? How does
it feel?
 Have you ever labeled someone? How did it feel?
 Have you ever been labeled by someone? How did it feel?
 Why do you think we label people?
 Why is how we treat each other important?
 Why is how people treat us important?
 How can you reach out to someone who is an outsider?
 What can your school do to help people be more aware of how they treat each other?
 Based on our activities today, how would you define the word “stereotype”?
Closing Activity: What’s Good About You
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Going around the circle, have each person say one positive thing (a compliment) to the
person to their right
Extension Activity
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Have students write about the following: Describe a time when you felt like an outsider in
a group, or describe a time when you made someone else feel like an outsider in a group.
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Name: _________________________
Labels Suggestions
Behaviors
“Types”
Make Fun of Me
Interrupt Me
Ignore Me
Criticize Me
Flirt With Me
Be Scared of Me
Agree With Me
Treat Me Like A Child
Treat Me Like I’m Dangerous
Ask Me For Advice
Yell At Me
Laugh At Me
Avoid Me
Compliment Me
Geek
Jock/Baller
Hero
Star Athlete
Bully
Gossip
Nerd
Princess
Stud
Goth
Druggie
Brain
Prep
Teacher’s Pet
Class Clown
Loser
Snob
Beauty Queen
Hick/Redneck
Slut / Chicken Head
Rich
Poor
Player
“The Man”
Thug
Diva
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Group Dynamics
Diversity Pursuit
Objective: Students will define and identify the benefits of diversity.
Summary: Students play a game that illustrates their differences and create definitions for
diversity.
Aim: What are the benefits of diversity?
Standards:
CCSS – RI.7, W.4, W.7, SL.1, Sl.2, SL.4, L.6
SEL – Social awareness
Materials: newsprint, markers, copies of Diversity Pursuit sheets, a ball of yarn, and an
example of an acronym on newsprint such as:
F
R
I
E
N
D
S
fun
reliable
interested in listening
effort
needs communication
dependable
safety
Lesson Vocabulary
diversity n. a state of much variation and variety
acronym n. a word formed from the initial letters of a series of words
benefit n. something that aids or promotes well-being
pursuit n. the act of searching for something
Warm-Up: One Thing You May Not Know About Me
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Have students stand in a circle.
Ask each student to say their name and complete the statement: “One thing you may not
know about me is…”
Model the statement first: One thing you may not know about me is I come from a big
family or I have visited another country, etc.
Main Activity: Diversity Pursuit
Part One: D.I.V.E.R.S.I.T.Y. Acronym
 Divide students into three groups.
 Tell the students that they will be working together in their group to create an acronym for
the word “Diversity.”
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Explain to the students that an acronym is a word formed using the first letters of other
words.
Show the acronym example to the class.
Hand out one large piece of newsprint and markers for each group.
Have the students think about the word diversity. Explain to the students that they will
create an acronym that describes the word “diversity” by using each letter of the word
similarly to the F.R.I.E.N.D.S. acronym.
After they have completed the acronym, have each group present theirs to the class.
Discussion Questions:
 What does diversity mean to you?
 What is diversity?
Part Two: Diversity Pursuit
 Have students remain seated at their desks.
 Explain to the students that they are going to play a game that is similar to Bingo. Tell
them that this game is called “Diversity Pursuit.”
 Hand out Diversity Pursuit cards. Explain that the object of this game is to fill up the
pursuit card with other students’ names.
 Explain to the students that they will be walking around looking for a classmate for whom
the statement in the box on the card is true. Ex: If the box says, “Has more than three
sisters,” then each student will walk around the room and look for another student who
has more than three sisters to sign that box.
 Explain that students are only allowed to write down their own name, and that they
cannot sign for another student.
 Tell the students that they may sign each student’s card only once. (If you have a small
class you may decide to have students sign more than one box.)
 Tell each student that they are allowed to sign one of their own boxes, if it is true for them
(similar to a FREE SPACE).
 Tell them that a student can call out “Diversity” when they have found classmates to fill
out the entire card.
 When a student calls out “Diversity,” invite the student to the front of the room to have
their card checked and instruct the other students to keep playing.
 Continue the game until each student fills up most of his/her card, or as time allows.
Processing Questions:
 What happened in this activity?
 Was it easy asking people about themselves? Why or why not?
 What did you find out about other students?
 What was the best way for you to find out more information about your classmates?
 What happened to the energy of the group during the game?
 Why do you think we played “Diversity Pursuit?”
Part Three: Diversity Discussion
 Have the students sit in a circle.
 Ask for volunteers to share which boxes they signed for other people and why they signed
them.
 Ask the students the following questions to open up the discussion:
 Why are differences important?
 What are the benefits of diversity?
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 What are some ways you can show that you accept someone’s differences?
 Why is valuing diversity important in leadership?
 How does diversity relate to conflict?
Closing: Human Web
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Have the students stand in a circle.
Pick one student to hold a ball of yarn.
Tell the students to hold the end of the piece of yarn and then hand the ball to someone in
the circle (preferably across the circle) without letting go of the piece in his/her hand.
Ask students to acknowledge similarities and differences between themselves and their
classmates as they toss the yarn to another student. Ex: “Darren is similar to me because
_______” or “Eva and I are different because ________”
Explain that the student who takes the ball should repeat the process of holding a small
section of the yarn and handing the ball to someone else, until each student is holding a
part of the yarn.
Tell them that once everyone has grasped a small piece of the yarn and it has made its way
back to the original student, the web will be complete.
As they hold the web, ask students to share observations about it and the process of
creating it.
Extension Activity
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Have students research one group that is different from them, in ethnicity, gender,
religion, physicality, etc. Ask them to report back on three interesting facts about that
group.
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Name: _________________________
Diversity Pursuit
Has a family
member with a
disability
Has learned about
diversity before
Speaks more
than one
language
Listens to the
same type of
music I do
Celebrates
Kwanzaa
___________
___________
___________
___________
___________
Has more than
one race or
culture in their
family
Has read a book
about a group of
people different
from him/herself
Has assisted
someone with a
disability
Has more than
two sisters
Wears clothing
unique to their
culture
___________
___________
___________
___________
___________
Has a close friend
of the opposite
gender
Has a name with
religious or
cultural
significance
Has ever been
treated differently
because of the way
they look
Likes Italian food
Has traveled to
another country
___________
___________
Has a pen pal in
another country
Went to a
religious school
Was born in
another country
___________
___________
___________
___________
___________
Is an only child
___________
Celebrates
holidays that are
different from
mine
___________
___________
Has experienced
prejudice
Has attended a
professional
football game
Has participated
in a Big Brother or
Big Sister program
Knows sign
language
Does their
homework
___________
___________
___________
___________
___________
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Group Dynamics
1, 2, 3 Video!
Objective: Students will demonstrate cooperation skills.
Summary: Students work together in groups to plan music videos.
Aim: What is cooperation?
Standards:
CCSS – RI.7, W.4, SL.1, SL.2, SL.4, L.6
SEL – Self-awareness, Relationship skills
Materials: Index cards with five or six musical genres written on them (Ex: Hip-hop, Rock and
Roll, Country, Opera, R & B, Jazz, Blues, Show Tunes)
Facilitator note: The students will be creating imaginary videos—you do not need an actual
video camera for this lesson, but if you have access to one you can use it as an option.
Lesson Vocabulary
cooperation v. the act of operating together for the common good
plan v. to have the will and intention to carry out some action; to design the steps necessary to
achieve a goal
Warm-Up: Urban Ball
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Have the students stand in a circle.
Explain to them that they will be working on cooperation skills today, and the only way to
“win” this game is if they work together as a team.
Crumple a piece of paper into a ball, and explain to the class that the object of the game is
for the group to keep the ball in the air 15 times in a row by hitting it with their hand. (You
may want to increase or decrease the goal number depending on proficiency of group.)
Go over the game’s guidelines with the group:
 The group counts together out loud each time the ball is hit. If the ball is missed and
hits the floor, the count starts over.
 A person cannot hit the ball two times in a row. If someone does, the count starts
over.
Main Activity: 1, 2 ,3, Video!
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Have students sit in a circle.
Tell them that they are going to make music videos.
Tell students you want to warm up their voices. Lead the group in a few rounds of Row,
Row, Row Your Boat until everyone seems to have it and feels comfortable with it. The
lyrics are: “Row, row, row your boat, gently down a stream, merrily, merrily, merrily,
merrily, life is but a dream.”
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Note: If there is a student who doesn’t want to sing or is reluctant, it is fine. They can join
in later in other ways as dancers, stage crew, videographers, etc.
Now tell the students that “MTV has a great new idea to remix this song and has asked
Leadership to make a series of music videos using different styles of music.”
Divide the class into small groups of four or five and send them off to their “rehearsal
rooms” in different corners of the room. Tell the class that after rehearsal there will be a
performance of the videos. Encourage students to be as creative as possible.
Assign music genres by having each group pick an index card.
Give the groups a set amount of time (10 minutes or so) to make a music video in the genre
(written on their card) using the song Row, Row, Row Your Boat as their script. Let the
students know that they may use personal props for their videos.
When time is up, have the groups come back together and create an audience and a stage
area. Invite each group to share their rendition of Row, Row, Row Your Boat, beginning
each video with, “1, 2, 3, Video!” or “Lights, Camera, Action!”
Encourage the audience to give thunderous applause after each video is performed.
Processing Questions:
 What happened in this activity?
 How did it feel to work together as a group? Was it easy or difficult? Why?
 How did it feel to share your video with the rest of the class?
 Why is cooperation important?
 What are some skills you used in this activity that could be valuable in other areas of your
life?
Discussion Questions:
 From what you learned in this lesson, how would you define cooperation?
Closing: Electricity
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Ask group to stand in a circle holding hands with their eyes closed.
Tell the class that you are going to send a current of electricity around the circle by
squeezing the person’s hand on one side of them, which is then passed on in turn.
Emphasize that the current can be whipped as fast as lightening if the group is
concentrating and cooperating!
Extension Activity

Ask students to write about ways they cooperate with others at home, at school, at work,
and with their friends.
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Group Dynamics
Paper Clip Chain Game
Objectives: Students will practice cooperative problem solving skills.
Summary: Students practice, cooperating, problem-solving and negotiating by solving
problems in groups during fast-paced activities and games.
Aim: How can we solve a problem as a group?
Standards:
CCSS – RI.7, W.4, SL.1, SL.2, SL.4, L.6
SEL – Social awareness
Materials: masking tape, colored cardstock, copies of Paper Clip Chain Directions for each
group, egg timer, five containers of multicolored paper clips as follows:
Container #1: 4 blue, 5 pink, 5 green, 7 black, 3 yellow
Container #2: 7 blue, 6 pink, 8 green, 3 black, 5 yellow
Container #3: 5 blue, 3 pink, 2 green, 5 black, 8 yellow
Container #4: 4 blue, 4 pink, 7 green, 5 black, 5 yellow
Container #5: 5 blue, 7 pink, 3 green, 5 black, 6 yellow
Classroom Set-Up: You will need a long wide corridor of space in the classroom for the warmup and Stepping Stones (Part One of Main activity). In preparation for Stepping Stones place a
line of tape on the floor at one end of the corridor, indicating the start of the “river,” and
another line at the other end indicating the finish.
Lesson Vocabulary
problem n. a source of difficulty, a question raised for consideration or solution
solve v. settle, find the solution to
Warm-Up: Where Do I belong?
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Break students in to two groups.
Tell each group to work together to line up in alphabetical order based on their first name,
without talking, as quickly as possible.
Take students through a few rounds of making different lines, such as height, hair length,
birth date, number of people in their household, minutes it takes them to get to school in
the morning, etc.
Main Activity: Paper Clip Chain Game
Part One: Stepping Stones
 Give each student a piece of colored cardstock.
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Tell the students there is a fast-flowing river down the middle of the classroom. Explain
that it is impossible to walk or swim through it. Tell them that the only way to get across is
by walking on “stepping stones” (the pieces of cardstock in their hands).
Explain that the objective is for the entire group to get successfully across the river, using
only the stones they have.
Explain that a part of someone’s body must always be touching the stepping stone or it gets
swept away by the river.
Tell students that when a stepping stone is placed in the river a foot must step on it
immediately.
Let the students know that if no one is touching a certain stone, it will be swept away in the
current. Explain that even one second without a foot on it is too long.
Note: You are the “fast flowing river.” If you see a stone is without someone touching it,
you should snatch it up immediately.
Have all participating students stand with their cards (stones), behind the starting line.
Allow students two minutes to strategize.
Instruct the group to begin. Monitor the group, taking away stones as necessary.
Stop the activity when the entire group gets across or when they run out of stones. Time
permitting, you can allow an unsuccessful group to try again.
Processing Questions:
 What happened in this activity?
 How did it feel to have a stone taken away? How did it feel to get across/not get across?
 How did your group work together? Was each individual’s opinion respected and heard?
 How can working in a team bring you greater success than if you work alone?
 When in your life do you have to work with others?
Part Two: Paper Clip Chain Game
 Divide students into groups of five or six.
 Give each group a container filled with multicolored paper clips and a set of directions.
 Explain that each group’s objective is to make one paper clip chain in a sequence of
different colors, as explained in the Paper Clip Chain Directions.
 Note: Do not tell the students, but none of the groups has the correct number of paper
clips in each color that they need to complete the chain. However, among all the groups,
there is enough of each color of paper clips for every group to complete their chain. If the
groups cooperate or negotiate with each other, they will all be able to succeed.
 Explain that the game ends when one person from a group comes to the front wearing the
chain or when time runs out. Give students a time limit of ten minutes.
Processing Questions:
 What happened?
 What strategies did you use to achieve your objective?
 What conflicts come up in a group when you are trying to solve a problem together?
 How did your group work together?
 Why is it important to think outside the box when problem-solving?
Closing: Whip-Around
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Describe a time in your life when you have worked with others to solve a problem.
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Extension Activity
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Ask students to write about ways that they have helped others solve problems.
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Name: _________________________
Paper Clip Chain Directions
 Your group must make a paper clip chain in the following sequence:
First:
Then:
Then:
Then:
Then:
5 blue clips
5 pink clips
5 green clips
5 black clips
5 yellow clips
 There are 25 paper clips of various colors in your container.
 When your group has completed the chain in the sequence above, one
member of the group must place the chain around their neck and come
to the front of the room.
 You have 10 minutes to complete this task.
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Group Dynamics
Detective Leader
Objective: Students will identify and practice cooperation skills.
Summary: Students will identify the benefits and skills of cooperation by participating in
several group activities.
Aim: Why should I cooperate with others?
Standards:
CCSS – RI.7, W.4, SL.1, SL.2, L.6
SEL – Self-awareness, Self-management, Social awareness
Facilitator Note: The activities in this lesson plan are very engaging and can be effective but
need to be followed up with thoughtful, probing processing so that students are not distracted
by the game-playing atmosphere from grasping the skills and concepts being taught.
Lesson Vocabulary
cooperate v. to work together
detective n. someone who looks for clues to solve a problem
Warm-Up #1: Where Do I Belong?
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Tell students that today they will be working on cooperating with each other.
Tell students the activity will be done in silence.
Tell students to line up in alphabetical order. Option: To make the game more difficult,
have students line up in order from Z-A.
Have them line up as quickly as possible. Other lines they could make: height, length of
hair, color of shirts (dark to light or rainbow), birthdate.
Option: Break the class into two groups that compete to line-up the fastest.
Processing Questions:
 What happened?
 How did it feel?
 How did you work with your group members?
Warm-Up #2: Mirror
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Have students count off in twos.
Ask the “ones” and “twos” to make two separate lines facing each other. Each “one”
should have a partner facing him/her in the “two” line.
Tell the partners that “one” is looking in the mirror and “two” is the reflection.
Tell students everything that “one” does should be mirrored exactly by “two.”
Tell “one” to begin by making facial expressions and movements they normally would in
front of the mirror.
After a minute or two have partners switch roles. Now “one” mirrors “two.”
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Option: Play a third round with a few skilled pairs where partners secretly choose who will
be the reflection. After a few moments, ask the class to guess who is the leader and who is
the mirror.
Main Activity: Detective Leader
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Have students stand in a circle.
Tell students that in this exercise there will be one leader at a time and
everyone else must follow exactly what they do.
Demonstrate several movements. Ex: clapping hands, changing after 10 seconds to waving
arms, changing after 10 seconds to waving one arm, etc.
Have students copy your movements.
Choose one student to be the detective. Have that student leave the room.
Choose a student to be the leader.
Have the leader start a movement. Instruct the rest of the circle to try to copy it exactly.
Instruct the leader to briefly practice with the group and change the movement every 10
seconds as the rest of the class follows.
Bring the detective back in the room and ask them to stand in the center of the circle.
Have the detective observe the group. The detective must figure out who the leader is.
Give them three guesses.
Depending on time, continue more rounds of this warm-up.
After each round ask students what they need to do in order to work better as a group.
These group strategies will strengthen the group and present a better challenge for the
detective.
Processing Questions:
 What happened in the activity?
 How did it feel to be detective? Leader? A group member?
 How did we work together? What did you do to cooperate?
 Why is it important to cooperate?
 When do you use cooperation skills in real-life?
Closing: Whip-Around
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How will you cooperate with your classmates in a new way?
Teacher Follow-Up
Cooperative Story
 Tell students they are going to write a cooperative story.
 Have each student write one sentence and pass it on to another student in the class until
each student has written at least one sentence and the story has reached a conclusion.
 The story can be nonsense and should be creative and fun. You may need to help students
by brainstorming the first few sentences or an opening scene together.
 This activity is recommended for groups with strong cooperative and interactive skills.
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