Team Scavenge

Time Required

30 to 40 minutes, depending on which option is used

Purpose

To provide an activity that can be used to enhance teamwork while accom-plishing session-related goals.

Objective(s)

Through the use of a scavenger hunt, the facilitator will be able to:

• Mentally and physically engage learners; and

• Facilitate interpersonal communication and group dynamics.

Group Size

Ten or more (depending on space available)

Process

Prior to the start of the session, make copies of the Scavenger Hunt List or create one of your own.

Begin the activity by forming equal-sized groups of five to ten learners (see Creatively Forming Groups in the Introduction).

Disperse teams around the room/space available so that there is equal dis-tance between them.

Randomly select team leaders (spokesperson, facilitator, and timekeeper) for each group (see Creatively Selecting Volunteers in the Introduction) and have them position themselves in the center of the room separated by an equal amount of space so that items can be placed before them.

Team leaders will be given lists of items that their teams must find. The leaders must remain in place throughout the activity, monitor time, control the list, and verify accuracy of items obtained, but cannot contribute items themselves.

Tell learners that they will be participating in a team scavenger hunt.

Stress that time and creativity are important.

There will be 20 minutes allowed to find all the items on the list given to team leaders.

To find out what is on the list, one person from each team will visit the leader, obtain the name of one item (team leaders should not disclose more than one item per visit), go back to get the item from group members, then return to place it in front of the team leader.

Once an item has successfully been placed in front of a leader and the per-son who obtained it goes back to his or her team area, then a different team member repeats the process, and so on, until all items have been obtained or time ends.

If an item is not available, the team member who obtained the item name will go back to tell the leader that the team cannot find it and obtain the name of a different item, then return to the group and continue the search process.

All team members should participate in identifying and seeking items.

The team with the most items successfully found will be declared the win-ner and members will receive prizes.

Answer any questions before the activity starts and tell learners that once play begins no further questions will be answered.

Begin play when everyone is ready in their designated team area and leaders have their lists.

Yell “BEGIN” and let the activity start.

Give a 2-minute warning before time is up.

When 20 minutes have elapsed, sound a noisemaker and have everyone stop where they are.

Items that are “in transit” (being carried back to a group leader) can be added to a pile.

Ask: “Did any team find all the items on their list?” (If so, verify they have the correct items and declare any winning team[s]).

Have everyone give a round of applause for their efforts.

Reward the winning team(s) with small prizes (toys or items related to ses-sion content are valuable for reinforcing the sesses-sion content when learners return to their workplace or other environment). You may also want to reward all other participants with small pieces of candy for their efforts, so that there are no losers.

Process Follow-Up

Ask: “How many of you got items from sources other than your team members?”

“How many of you went to other teams for items? If you did not, why not?”

(No one said they could not do so).

Ask: “What lessons learned from this activity can be transferred back to your workplace?”

Possible Answers: The importance of time management when performing tasks; the role of interpersonal communication when working with others (for instance, questioning and listening); working as a team to successfully complete a project or task; the need to think outside the box and try other things can be helpful when completing a task (such as going to other teams to ask for items or setting up subteams to scour the area for an item to save time rather than one person at a time seeking it); and the importance of obtaining all information about a task prior to beginning it.

Option(s)

You can also use this activity as an interim or final review activity in which the list contains key concepts or ideas learned during the session;

In this case, one team member goes to their leader, obtains a concept, goes back to their group for a definition, and then back to the team leader, who writes down the definition. Play continues with each team member repeat-ing the process until a team has all the correct definitions or time expires.

Reward team members of any group that has the most correct concept definitions.

Note

You may want to ask, “Who looked up the concepts in handouts to ensure accurate definitions? If not, why not?” (No one said they could not do so.) Point out that in the workplace it is important to rely on resources for infor-mation in order to be successful.

Props/Tools Needed

• Scavenger Hunt List (one for each team leader);

• Small prizes and candy;

• Noisemaker (train whistle, bell, gong, or music); and

• Stopwatch or watch with a second hand.

Possible Topic Application

Sessions in which team interaction, interpersonal communication, problem solving, and time management are desired outcomes.

Why It Is Brain-Based

Involves learners mentally and physically;

Incorporates fun;

Ties to previous learning (possible scavenger hunts as children or in other environments);

Involves several of Gardner’s multiple intelligences (interpersonal and bodily/

kinesthetic);

Competition is used;

Includes the use of noise and excitement; and Recognizes and rewards behavior.

In document Creative Learning (Page 112-116)