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    Subject: SEL (Social-Emotional Learning)

    Lesson Length: 1 - 2 hours

    Topic: Collaboration, Belonging

    Grade Level: 1, 2, 3

    Standards / Framework:

    Brief Description: Students will illustrate how a group completed a task together.

    Know Before You Start: Students should be able to define the terms teamwork and collaboration, and understand the benefits of working as a team.

    Hook:

    • Ask students:
      • “What does teamwork look like and sound like?”
      • “How can you solve a problem if your team has a disagreement?”

    Activity:

    • Have students discuss what teamwork looks like and sounds like. Record their responses on an anchor chart. 
    • Arrange students into groups of 3 or 4 to participate in a relay race.
    • Explain the directions for the relay race and how the groups will create a comic afterward to show how they completed the race.
    • Have students reflect on how their team cooperated during the relay race and connect their experience back to the terms collected on the anchor chart. 
      • Ask questions such as:
        • Were you able to complete the relay race?
        • What did you learn about your team after the race?
        • What did you learn about yourself as a team player?
        • How did your team communicate with one another?
        • Were there any disagreements that happened? How did you solve the problem so your team could continue with the race?
        • Did you select a leader? Was there anyone who naturally became the leader of your team? What actions did that person take as the leader? 
    • Have students create a comic that showcases how their team completed the relay race together.

    Closure:

    • Have students reflect on which collaboration skills they may be able to improve in themselves.
    • Students will share their comics with the whole class or in small groups.
    • Explain the importance of working together to complete tasks and how it helps you build skills like listening, collaboration, leadership and building trusting relationships with one another.

    Differentiation:

    • Allow students to use the speech-to-text feature.
    • Allow students to work in pairs or groups as needed.
    • Allow students to use the voiceover to read their comics aloud.
    • Allow students to sketch or write about their teamwork experience using the First, Next, Then, and Last sequence organizer to prepare for creating the comic.

    Resources:

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