EXAMPLES OF ACTIVITIES OFFERED TO GROUPS FROM GRADE THREE TO SIX Activity Description General

objectiveSpecific objective

Targeted skills Academic subjects touched

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A lesson from nature

Students read a text on wild gooses comportments. In small groups, students discuss about cooperation strategies used by gooses.

To understand cooperation

Discover the components ofcooperation.

Justify one’s ideas, summarizeideas out loud, respect the comments of others in a discussion, come to an agreement.

Oral expression, reading, writing, biology

1. To go further, it is advantageous to work in team (communication, cheers, confidence, task sharing, etc.)2. Cooperation is natural, even for animals!

The blind men and the elephant

In small groups, each students receive a different piece of puzzle. Without showing it, each one as to describe it to his/her teammates. Together, they have to find out what the complete image represents.

To understand cooperation

Recognize the importance of sharingideas to fully understand a situation.

Justify one’s ideas, respect thecomments of others in a discussion, requestthe right to speak, participate equally.

Oral expression 1. To get understood, it is important to express our ideas properly2. By gathering everyone’s ideas, we can create a complete idea

Everyone has a role

In small groups, students write (by using a collective Graff) and share how they perceive the roles of the student, the teacher and the school and their specific roles in the launching of a project managed by students.

Living better together

Clarify the roles of the student, theteacher and school.

Summarize ideas out loud,participate equally, help others to rememberideas, reformulate.

Oral expression, writing

1. It is important to exchange on the different actions each actor could take to respect their own role. 2. A collective Graff helps exchange ideas to build a more complete idea that represent each team members.

Improvising around conflict

In small groups, students need to present an improvisation to the whole class. They need to act a conflict-resolution strategy to solve the conflict written on the improvisation card they received.

Living better together

Use effective strategiesto resolve conflicts.

Participate equally, encourageothers, invite others to express themselves,come to an agreement.

Oral expression, creativity

1. Different conflict-resolution strategies may be used to solve conflicts at school or at home2. Everyone can choose the strategy that suits the best the circumstances and the type of people involved in the conflict

Discovering the values of cooperation

In small groups, students need to define one of the values of cooperation (democracy, equity, responsability, egality, solidarity, mutual aid, sharing) by using the different tools they have (internet, dictionaries, newspapers, etc.)

Living better together

Create awareness about the valuesof cooperation.

Criticize ideas not people,justify one’s ideas, respect the comments ofothers in a discussion, reach a consensus.

Oral expression, reading, writing

1. Different values of cooperation may be applied in words and actions all day long.2. I team, we can build an idea (definition) more complete than by oneself

Find someone who...

Each student is given a chart on which there is a list of skills, abilities and characteristics. By asking others, each student needs to find one person who possess one of the skills, abilities or characteristics. The gold is to associate a different name to every skills, abilities or characteristics.

Working together

Get to know each other.

Ask questions, wait one’s turn,request the right to speak, help one another.

Oral expression, reading

1. It is not always easy to catch ones attention, but different strategies may be used (word, eye contact, physical contact, body language) 2. Sometimes, people we know petty well may possess skills, abilities or characteristics we don’t know 3. Oneself cannot possess all skills, abilities and characteristics, but an entire group can

Let’s discuss In small groups, students discuss about a text they just read. To do so, they need to use a specific sequence of actions that forces them to listen properly their collegues and resume ideas of others before speaking.

Working together

Learn effective communicationskills and how to have small group discussions

Wait one’s turn, enrich ideas,complete other people’s answers, reformulate,reach a consensus.

Reading, oral expression, listening, ethic

1. Too often, we hear what people say but don’t listen to it properly 2. Ideas brought after a real listening effort are usually richer and of highest quality

I have a clue! Each member of the team is given a sheet containing a certain number ofclues. Each person must share the clues written on his or her sheet in order tofind the solution.

Working together

Experience one component ofcooperation: inter-dependence.

Communicate, complete otherpeople’s answers, reformulate, reach aconsensus.

Reading, oral expression, divers academic subjects (history, maths, biology, etc.)

1. Because oneself cannot know everything, it is worth to work in interdependence2. To work in interdependence, we need to care about the needs of others, express our needs properly and share our ideas efficiently

The dealer game

Each team receive fragments of geometrical forms. One person ensures that fragments are distributed qually among members. The task is to re-assemble the circle through interacting with the other members in a specific way (fragments are never to be taken, only to be given, the game is played in complete silence, no signs can be made to other players, neither give nor accept suggestions from others, never take fragments from another student’s set, do not place a fragment into another’s circle, etc.). The team succeeds when all members have completed their circles.

Taking a step further

Solve a problem using onlynon-verbal communication.

Be sensitive to the needs ofothers, help one another, participate equally.

Maths (angles, geometrical forms)

1. It is important to understand the needs of others2. Often, it is advantageous for oneself to help his neighbourg

The egg challenge

Each team needs to build, with the given material, an egg shield to protect it from a 2m fall. At the end, the shield will be tested.

Living a project

Work in team and integrate the different component of cooperation.

Communicate, respect ones role, work together to reach a commun gold, participate equally, help one another

Oral expression, physics

1. work in team may be a challenge, but gives impressive results 2. Respect ones role in a project is essential for the progress of the project

* Other activities are also available to meet the needs of specific groups. Many of these activities may also be preceded by a TOOBEEZ cooperative game that brings students to move and experiment some components of cooperation.

These activities are supported by the following partners:

EXAMPLES OF ACTIVITIES REALISED WITH TOOBEEX MATERIAL

These activities are supported by the following partners:

Activity All Aboard !Objective The entire group must fit inside the TOOBEEZ

squareTargeted skills Help one another, solidarity, communication,

group cohesion

Activity Hoops Pass ! Objective Pass the TOOBEEZ square around a group as

quickly as possible. Targeted skills Problem solving, creativity, communication,

solidarity, group cohesion

Activity Side Switch !Objective People need to place themselves in alphabetical

order without touching the ground outside the structure.

Targeted skills Problem solving, creativity, communication, solidarity, group cohesion

Activity Helium Stick! Objective Lower the TOOBEEZ stick to the ground

everyone together by touching it only from one finger

Targeted skills Problem solving, communication, synchronism, solidarity, group cohesion