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Lesson 2 - Group Problem Solving

Map Skills & Team Solutions

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Year 4

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Outdoor Adventurous Activities

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55 min

Big Question

How can we work together to solve challenging problems under pressure?

Learning Objectives

To work collaboratively in small groups to solve physical challenges
To develop problem-solving skills through creative thinking
To compete effectively whilst maintaining teamwork and communication

Key Outcomes

Students will demonstrate effective teamwork in problem-solving activities
Students will show creative thinking when facing physical challenges
Students will communicate clearly and negotiate solutions within their group

Equipment & Resources Required

Gym Mats

2-3 per group (24 total)

One mat per group at starting line, others available at side

Alternative: Large PE mats, crash mats

Hoops

8-10

Alternative equipment for progression activities

Alternative: Rope circles, chalk circles

Sun Markers

20-30

For creating stepping stones and boundaries

Alternative: Bean bags, small mats

Cones

6-8

To mark starting/finishing lines and 'pot of gold'

Alternative: Skittles, markers

Balls

1 per group (6 total)

For warm-up activity and 'treasure'

Alternative: Bean bags, soft toys

Cards

20 pairs

Laminated cards spread at opposite end of hall

Alternative: Picture matching cards, symbol cards

Key Vocabulary

Strategy

A plan of action designed to achieve a goal

Negotiate

To discuss and reach agreement with others

Persevere

To keep trying even when something is difficult

Collaborate

To work together towards a common goal

Adapt

To change your approach when circumstances change

Skill Progression Pathway

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

Prior Learning

Basic cooperation and turn-taking
Following simple rules and instructions
Working in pairs effectively

Current Skills

Small group collaboration and communication
Problem-solving under time pressure
Strategic thinking and planning

Next Steps

Leading larger group challenges
Complex multi-stage problem solving
Competitive team strategy development

Milestone Indicators

Students suggest solutions without prompting

Groups self-organise roles and responsibilities

Teams adapt strategies based on outcomes

Key Teaching Points

Emphasise process over outcome - celebrate good thinking and teamwork regardless of completion
Use questioning to guide learning rather than providing direct solutions
Maintain safety focus even when competitive pressure increases
Recognise different types of contributions - planning, encouraging, physical skills, leadership
Connect problem-solving strategies to real-life situations and other subjects
Model positive communication and resilience when facing setbacks
Balance individual recognition with team achievements

Common Misconceptions

Thinking that fastest solution is always the best solution
Believing that competition means abandoning teamwork and communication
Assuming that one person should lead and others should just follow
Thinking that failing at first attempt means you can't succeed
Believing that physical ability is more important than strategic thinking
Assuming that there is only one correct way to solve each challenge

SEN Adaptations

ADHD

Shorter activity bursts with movement breaks, clear role definitions within teams, immediate feedback and recognition, fidget tools available during planning

dyspraxia

Extra time for physical movements, simplified equipment choices, buddy support for coordination, focus on planning role rather than physical execution

autism spectrum

Clear visual schedule of activities, quiet planning areas available, predictable team compositions, advance warning of competitive elements

visual impairment

Use brightly coloured equipment, verbal descriptions of spatial layout, buddy system for navigation, tactile boundaries for river area

hearing impairment

Visual demonstrations of all activities, hand signals for instructions, written rule cards available, ensure student can see teacher clearly

physical disability

Adapted crossing methods (wheelchair accessible routes), modified equipment sizes, alternative roles within teams, flexible participation levels

Cross-Curricular Links

English

Discussion and debate, persuasive language, listening skills, giving clear instructions

Maths

Spatial reasoning, measuring distances, calculating optimal routes, angles and direction

Science

Forces and motion, friction and grip, centre of gravity and balance

Geography

Map reading skills, navigation, understanding scale and distance

PSHE

Teamwork, communication, resilience, leadership, managing competition and emotions

Teacher Guidance

Positioning

Move between groups during planning, central position during demonstrations, mobile during activities for maximum observation

Observation Focus

Look for: strategic thinking evidence, inclusive communication, creative problem-solving, persistence during setbacks, adaptation under pressure

Intervention Points

Step in if: safety rules are ignored, teams become stuck without productive discussion, negative dynamics develop, students become frustrated or upset

Demonstration Notes

Demonstrate: Always model positive communication, show problem-solving thinking out loud, emphasise safety in all physical demonstrations, use students as positive examples when appropriate

Verbal Cues

•'What might happen if you tried...?'
•'How is your team working together?'
•'What could you do differently?'
•'Remember to listen to all ideas'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full sports hall or large indoor space, minimum 20m x 15m clear area

Surface Check

Clean, dry, non-slip surface free from obstacles and trip hazards

Equipment Safety

Safety Checks

•Check mats for tears or damage before use
•Ensure hoops and spots are not slippery
•Verify all markers and cones are stable
•Check balls are properly inflated and not cracked

Risk Management

Key Risks

•Falls when moving between equipment
•Collisions during competitive race phase
•Unsafe mat handling and placement
•Overexcitement leading to risky behaviour

Risk Mitigation

•Clear rules about mat handling and movement
•Adequate spacing between team areas
•Consistent enforcement of safety rules
•Teacher positioning for maximum visibility

Supervision & Emergency Procedures

Supervision Points

•Position to observe all teams simultaneously during activities
•Move between groups during planning phases
•Focus on competitive race section for increased risks
•Monitor emotional responses and team dynamics

Emergency Procedures

Stop activity immediately if injury occurs, assess student, apply first aid if qualified, contact emergency services if serious, inform senior staff and parents as required