Learning Context/ Introduction
Mission Possible is a cooperative problem solving activity for students in grades 4-6. During physical education class, groups of students are challenged to complete five various problem-solving activities and, by solving each problem, ultimately steal a valuable jug of jewels. Mission Possible is contained within the local physical education curriculum as part of the program’s cooperative and problem-solving activities.
In order to be successful in completing this lesson, students should be able to work cooperatively within a group situation. Skills that will be utilized throughout the lesson will be communication/listening skills, collaborating and negotiating skills, decision-making skills, and problem solving skills.
Duration
Planning
Mission Possible is an arrangement of five previously used Project Adventure type activities that were organized into the theme of a jewel heist. The actual planning time for the lesson was one half hour.
Implementation
The physical set-up for the gymnasium was completed in fifteen minutes. Immediately upon entering the gym, students are arranged into groups of 8-10 students. The explanation and demonstration portion of the lesson takes approximately 5 minutes and includes directions on what is to be accomplished within the theme of the jewel heist. The activity/participation portion is about 30 minutes long with groups having about 6 minutes at each area.
Assessment
After each group has had a chance at each station, each group will have a brief discussion on group success and will select a secretary to document the discussion on the group form. Each member will fill out an individual evaluation, which will then be turned in at the end of class. The final minutes are used in a full class discussion to talk about the experience and the skills needed to be successful.
Instructional/Environment Modifications
Students of all abilities are able to successfully participate and contribute in the five various activities because this particular lesson requires students to use problem solving and cooperation skills as well as physical skills to accomplish the various tasks. Students within the class may need modifications to the lesson due to educational or physical disabilities. Some of the areas such as the ship shape challenge (smaller groups can use a drawn circle instead of a raised object like a tire to prevent falling) and lava pit (use lower piece of equipment such as a 2x4 or a simple line marked on the floor) may have to be modified for individuals with certain physical disabilities for the activity to be safe. Other modifications or strategies that may be used, to allow all populations of students to be actively involved, include: repeating directions, allowing more time to complete each challenge or providing a spotter (the teacher) for physically challenged students.
Procedure
Students will be divided into five small groups at the beginning of class prior to the explanation of the lesson. These groups may either be student selected or teacher appointed.
The Mission Possible activity is introduced as a series of activities where the students must work together to solve five problems to successfully steal the biggest jug of jewels in the world. Their task is to break out of Alcatraz Prison (Area 1), jump aboard a boat and cross the bay in one trip (Area 2), get through traffic in a car waiting for them at the shore (Area 3), cross the lava pit guarding the mansion (Area 4), and lift the largest jug of jewels in the world out of the electronically charged room (Area 5). Upon a successful completion of all the tasks, the group will have completed the biggest jewel heist in history. Each problem-solving station is explained to the students.
Area 1: Partner Knots (Handcuffs) Challenge: Students are paired off and each student has a set of handcuffs (ropes) that is crossed over his/her partner. Students must break free from their partners without taking the rope off of their wrists or untying the rope from their wrist.
Area 2: Ship Shape Challenge: All the students in the group must stand on the boat (tire) without any body part touching the floor either in or out of the tire. Groups that are successful may use a smaller surface area such as an indoor base for a greater challenge.
Area 3: Traffic Jam Challenge: Team members must get across a line of polyspots representing a traffic jam. The group is divided and must start at opposite ends of the area. To be successful, the groups must exchange positions in the line following a set of rules and regulations concerning traffic movement. Some students may act as traffic officials to assist in proper moves on the polyspots.
Area 4: Lava Pit Challenge: Using a low balance beam, team members must cross over the lava pit surrounding the mansion. The group is divided and must start at opposite ends of the balance beam. To be successful, the two groups must exchange positions on the balance beam.
Area 5: Jewel Heist Challenge: The group must use a 35-40 foot long rope to lift a jug of jewels from a restricted area. The rope is tied in a continuous circle and the restricted area is a circle with a diameter of approximately 15 feet. The group may not enter the circle; and, all members must keep their hands in contact with the rope at all times. The jug must be lifted, not slid, across the floor. The floor is electronically charged and the alarms would sound if the jug is slid.
Once the stations have been explained, students will begin to work together to solve the problems. During this time, the teachers will circulate to monitor this activity. The teachers will not solve the problems for the students but will encourage ideas that may work and motivate the students to think of alternate methods when solutions fail. The teachers will also monitor the contributions of all students in solving the problem. Students will be rotated from station to station throughout the class to allow them to work on all the problems. At the conclusion of the class, the teachers will have groups that were successful at each area demonstrate their efforts.
The following is a list of special materials that are needed to teach this lesson:
Materials represent the needs for five groups with ten students in each group.
Handcuff Challenge
20 segments of rope approximately 3 feet in length. A slipknot is tied at each end of the rope for the student's hands.
Ship Shape Challenge
1 car tire
1 indoor base
Traffic Jam Challenge
12 polyspots
Lava Pit Challenge
1 low balance beam
Mats to cover feet of the beam
Jewel Heist Challenge
1 rope 35-40 feet long tied into a circle
1 water bottle used in water cooler with pennies lining the bottle bottom for weight
1 circle on the floor approximately 15 feet in diameter
1 hula hoop
Resources
The activities selected for this theme lesson were compiled from a variety of resources. Some of the challenges are modifications of activities provided in the following publications and books. Books were purchased from Project Adventure, Inc. Hamilton, MA 01936.
- Cowtails and Cobras
- Silver Bullets
- The Great Activities Newspaper
Assessment Plan
The students participating in the lesson are assessed using two methods. The students are first assessed in the group setting considering the group’s attempts, successes, and failures in completing the five tasks. The group evaluation form relates directly to assessing Standard #2 concentrating on the second performance indicator.
The students are also assessed on their individual performance within the group. The individual assessment form concentrates its assessment on the first two performance indicators listed under both Standard #1 and #2. The techniques used in the evaluation were observation and group discussion. The tools for the assessment are enclosed.
The purpose of the evaluation is twofold. The assessment will allow the teacher to evaluate individual performance and progress. This assessment will serve as a measure of the gap between what students are supposed to learn and what actually has been learned. This assessment will also allow the instructors to locate the students in reference to the learning standards and the goals of the physical education program. In addition to individual assessment, the evaluation of the lesson will be an instrument to provide feedback on the physical education program. The evaluation will allow the teachers to determine whether it is necessary to include additional problem-solving creative activities within the physical education program.
Assessment - Group WorkAssessment - Individual Work
Student Work
Examples of students working at each station were captured on a video (not available at this time).
Authors
Mark Krysczak and Michelle Widdel, Perry Central School District
Reflection
This cooperative problem-solving lesson is an excellent activity to develop and refine communication/listening skills, collaborating and negotiating skills, decision-making skills, and problem-solving skills. The design and the execution of the lesson allows students of varying abilities to participate and succeed with a minimum amount of adaptations to the lesson. The lesson is active and challenges the students to work together to accomplish the tasks given. We have only implemented this lesson in the last two years so there may be other ways to assess in a more efficient practical manner.
The lesson could be further developed to emphasize Standard #4: Language for Social Interaction in the English Language Arts instructional area. In developing this standard, an emphasis would be placed on the communication processes used among group members in solving the problems presented in the lesson.
