W   =

During the lesson students examine conflict resolution skills as it relates to working in a team environment. Students participate in small group discussions and exercises and are graded according to the rubric provided.

 H   =

Students are asked to draw upon and share their personal experiences as it relates to working in a team environment such as sports and/or group projects.

 E   =

Students are required to complete the conflict resolution worksheet as a group.

 R   =

Students are asked to reflect, rethink and suggest possible alternatives to the scenarios presented to the class as a whole.

 E   =

Students participate in small group discussions, creating an action plan, assign duties to the action plan with team members names, and by doing so, gain insight into conflict resolution within the groups.

 T   =

Students vote for the best design within the small groups.  Students experience the beginnings of compromise and any other of the 6 conflict resolution skills presented earlier in the unit lessons.

 O   =

Students follow the assignments and activities to create a product.  in doing so, all 6 conflict resolution skills are used.

Strategy

Outline

Resources/Equipment

Performance Standard 1

Students will employ appropriate conflict resolution skills while working in a team to solve a problem (analyze, design, manufacture and test) to attain at least an 80% on the assessment rubric.

Motivational Set

Have a class discussion on why the use of renewable resources is becoming more important every day.

Related Academic Skills: 3.1.12E

Introduction

Write down on the board all the different types of renewable resources the students can think of.

Discussion

Focus in on windmills and have the students list all those items they feel are necessary for an efficient windmill.

Explain to the class that they will be working within a group during this activity. Explain that as they look toward their future careers, they need to understand that they will often need to work as part of a team. Have the group share some thoughts on jobs that would require one to work in a team on a given problem. Write these jobs on the board.

Write down the following conflict resolution skills on the board:

• constructive criticism
• group dynamics
• leadership
• mediation
• negotiation
• problem solving.

Discuss each and conduct a class brainstorming activity to identify how each of these skills is used to make the listed teams work well together.

Assignment

Divide the class into “teams” of 3. Review with the students the Conflict Resolution worksheet. Have the students work on the worksheet as a group. Go over the worksheet as a class to make sure interpretation of the skills is correct.

Advise the class that while they are working in their teams you will be evaluating and taking notes on each student’s ability to resolve group conflict and work together as a team member. Note to them that they will be graded on not only their ability to solve the problem but also on how they work in their team.

Related SCANS/Soft Skills: Interpersonal A,D,E

Resource #1

Assignment

Pass out “Design Loop – Windmill Design” handout and go over with the class. Handout the “Teamwork Grading Rubric” and go over the expectations. Divide students into the same teams of 3 as in the preceding activity. Have one student be the group leader, one student should be the recorder of the discussion and one student should be drawing sketches. Have each team brainstorm 3 possible solutions to the windmill problem. Have all three ideas demonstrated with a detailed sketch.

Related Academic Skills: 3.2.12D; 10.4.12F

Related SCANS/Soft Skills: Interpersonal A

Resource #2

Resource #3

Activity (Design)

Have the students continue working in their team. They should vote on the best design and the team members may find it necessary to negotiate with the others to work their own ideas into the design. Have the team work on drawing the design using the available computer drafting program. One of the members should be drawing, one person should be working on measuring the known items (motors, pulleys, sprockets, etc.) and the third member should be recording why the sizes, shapes and materials were used for each of the parts.

Related Academic Skills: 3.6.12B; 3.7.12B; 10.4.12E

Related SCANS/Soft Skills: System C; Technology A

Equipment #1

Activity (Manufacture)

Have the students work in their groups to manufacture their design. While working, each of the three members will have a duty. One will be in charge of the order in which pieces will be made, one will be the safety officer and one will be in charge of keeping track of the groups clean up duties.

Related Academic Skills: 3.6.12C; 3.7.10A

Related SCANS/Soft Skills: Technology A

Equipment #2

Evaluation

Have the students hook up a voltmeter to the motor leads while the windmill is set up in front of the power fan. While the fan is running have group member #1 record the highest voltage created. Have group member #2 weigh the windmill in grams. Have group member #3 determine the voltage to weight factor by dividing voltage created by the weight of the windmill in grams. Review with each group how their success in completing the problem compared to the scores they received in their teamwork and conflict resolution skills.

Related Academic Skills: 3.7.10B; 2.1.11A

Related SCANS/Soft Skills: Technology B

Resource #3

Equipment #3

Equipment #4