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Lesson 3 - Pen Challenge Team Problem Solving

Collaborative Problem-Solving Through Adventure Challenges

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Year 4

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Outdoor Adventurous Activities

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45 min

Big Question

How can we use teamwork and creative thinking to overcome physical challenges that seem impossible?

Learning Objectives

To develop effective teamwork and communication skills through collaborative problem solving
To understand the characteristics and roles of effective team members
To apply strategic thinking and tactical awareness to overcome physical challenges

Key Outcomes

Students will successfully work together as a team to complete the pen challenge using collaborative strategies
Students will understand and demonstrate the attributes that make an effective team member
Students will develop resilience and problem-solving skills when facing challenging tasks

Equipment & Resources Required

Dish Cones

1 per team (5-6 total)

Must be able to stand upright when placed

Alternative: Small plastic bottles, toilet roll tubes

Cones

20-30

Used to mark successful attempts and boundaries

Alternative: Bean bags, small markers

Measuring Tapes

6 lengths of 3 metres

To mark the starting line for each team

Alternative: Chalk lines, painted lines

Score Sheets

1 per team

To track points and attempts for each team

Alternative: Whiteboard and marker

Blindfolds

Clean and safe for students to wear

Alternative: Bandanas, fabric strips

Key Vocabulary

Collaboration

Working together effectively towards a shared goal

Strategy

A plan or method for achieving something successfully

Lever

Using your body as a tool to extend reach, like a seesaw

Tactical thinking

Making smart decisions about how to position people and use resources

Support

Helping teammates both physically and emotionally during challenges

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of teamwork and cooperation
Experience working in small groups on physical tasks
Knowledge of following rules and instructions safely

Current Skills

Advanced teamwork and communication strategies
Problem-solving and tactical thinking
Leadership and responsibility within group settings
Understanding of lever principles and body positioning

Next Steps

Applying teamwork skills to more complex outdoor adventure challenges
Leading teams independently in problem-solving activities
Creating and adapting rules for team challenges

Milestone Indicators

Teams can complete the basic pen challenge successfully

Students can explain what makes their team effective

Groups show improvement in distance over multiple attempts

Team members support each other through difficulties

Key Teaching Points

Emphasise that effective teamwork requires both talking AND listening from all team members
Focus on the process of problem-solving, not just the end result or distance achieved
Teach safe support techniques explicitly before allowing lever attempts
Celebrate improvement and effort rather than just winning or longest distances
Connect the physical challenge to real-life teamwork situations students understand
Use questioning to develop tactical thinking rather than giving direct solutions
Model positive communication and conflict resolution when teams face difficulties

Common Misconceptions

Teams think one person should do everything rather than working collaboratively
Students believe physical strength is more important than strategy and technique
Teams assume the tallest or strongest person should always place the pen
Students think competition means winning at any cost rather than personal improvement
Teams believe they need equipment to solve the challenge effectively
Students assume teamwork means everyone doing the same thing rather than taking different roles

SEN Adaptations

ADHD

Clear boundaries and expectations, frequent change of activity, specific roles within teams, movement breaks between sections

dyspraxia

Extra time for coordination activities, simplified lever techniques, additional support for spatial awareness, larger equipment if needed

autism spectrum

Provide clear structure and routine, visual schedule of lesson activities, quiet break space available, predictable team formations

visual impairment

Use bright coloured equipment, clear verbal descriptions of spatial arrangements, tactile markers for starting lines, buddy system for guidance

hearing impairment

Visual demonstration of all instructions, written rule cards available, use hand signals for communication, ensure face-to-face communication

physical disability

Adapt lever techniques for wheelchair users, modify distance requirements, allow seated participation in support roles, ensure accessible team positions

Cross-Curricular Links

English

Communication and speaking skills, vocabulary development (strategy, collaboration, lever), active listening, expressing ideas clearly

Maths

Measuring distances, calculating point scores, understanding lever principles and angles, comparing and ordering results

Science

Forces and motion, lever systems, physics of balance and support, cause and effect relationships

PSHE

Teamwork and collaboration, communication skills, resilience and perseverance, leadership qualities, managing emotions under pressure

Teacher Guidance

Positioning

Central position for demonstrations, then circulate actively between teams during activities, maintain visibility of all groups

Observation Focus

Watch for effective communication strategies, safe physical support techniques, inclusive team behaviour, and problem-solving development

Intervention Points

Step in if teams are struggling with collaboration, safety rules are being compromised, or students are becoming frustrated or excluded

Demonstration Notes

Model enthusiasm for problem-solving, show safe support techniques clearly, demonstrate active listening during team discussions

Verbal Cues

•'What strategy is your team trying?'
•'How are you supporting your teammate?'
•'Remember to place, not throw the pen!'
•'What did you learn from that attempt?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area, minimum 15m x 20m, clear of obstacles and hazards

Surface Check

Level, non-slip surface free from debris, adequate space between team areas

Equipment Safety

Safety Checks

•Check marker pens have secure lids and are non-toxic
•Ensure cones have no sharp edges or cracks
•Verify ropes/tape are secure and not frayed
•Test blindfolds are clean and comfortable if using extension

Risk Management

Key Risks

•Falls when students attempt lever techniques
•Collisions between teams working in close proximity
•Overexertion during competitive activities
•Emotional upset from team conflicts or failure

Risk Mitigation

•Clear boundaries established between team areas
•Specific teaching of safe support techniques for leverage
•Continuous monitoring of physical support attempts
•Emphasis on beating own scores rather than competing against others
•Regular checks on emotional wellbeing during competitive phase

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all teams simultaneously
•Move actively between teams during practice and competition
•Monitor team dynamics for inclusion and positive interaction
•Watch specifically for safe physical support during lever attempts

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, ensure other students are safe and supervised