Pyramid Cup

PYRAMID CUP

Purpose: An Icebreaker to practice effective communication and teamwork to complete the given task.

Skills: Communication, Cooperation, Coordination, Paying attention, Patience, Problem solving, Self-control

Populations:


            Middle/high school students due to the reliance on well-developed motor skills. Younger students may find the activity too difficult and therefore excessively frustrating.

Objective:

            Students will construct a pyramid from Styrofoam cups using only the rubber band and string apparatus.

            Use this time to reinforce any established expectations that are important for players to remember during the game. The challenge becomes that students cannot touch the cups, but may use their voices and the rubber band tool.

            To challenge the students more, one or two team members could be blind folded or students would have to remain silent.

Materials:

•                – 4 pieces of 3ft long string per group of 4 students

•                – 1 rubber band per group of 4 students

•                – 8 – 15 Styrofoam cups per group of 4 students (I would have extra cups handy in the event your students get    ambitious and want to build even higher).

Set up:

            Construct the rubber band apparatus by tying the ends of 4 pieces of 3ft long string to a rubber band. Excess string from the knots should be cut off and knots should be evenly spaced on the rubber band.

Process:


            Divide your group into equal groups. As the teams surround the tables, place the cups on the table, as well as your pre-assembled rubber band with 4 strings tied evenly to it. Have group members each choose 1 string to be in charge of (if there is an extra, a person will have to be in charge of 2).

            Instruct the group members to grab the cups with the open rubber band and stack the cups into a pyramid.  Add additional cups when the group completes the task of making a pyramid.

Rules:

            If the cups fall on the ground- only then can a member use their hands to pick it up and move it onto the table. Cups should otherwise never be used by the participants’ hands and should only be touched by the string/rubber band.

Debrief:

            Allow for the opportunity to help players connect the game to personal experiences, actions, and beliefs. You will want to reinforce any skills or beliefs you are hoping players will carry beyond the game.

Possible Facilitator Questions to Ask:

What happened during this activity?
What was easy or hard about working together? How did your group work together?

Did any specific roles emerge in the group? Was there one player leading or resolving conflict in your group?

Were there conflicts? How did conflicts impact your success? How did you resolve the conflicts that came up?

What peacemaking skills did you use during this game? How can you use these skills outside of the game?

            This activity is more structured and has a limited goal unlike traditional play therapy, however the process identifies several play therapy skills listed by Buser (2007), such as overcoming resistance, communication, competence, attachment formation, and relationship enhancement.  It falls in the school social work model as evidence-based practice and behavior and promoting school climate and culture conducive to student learning.

            I have used this activity as an icebreaker for freshman groups as it helps to develop group cohesion and allow the students to learn about each other. After completing the activity, the group has accomplished a task and worked together to complete a common goal. Observing the students throughout the activity can provide valuable information to the facilitator, such as communication styles and problem-solving skills of the group members.

Reference:

            Buser, J. K. (2007). Chapter 14, Play therapy. In C. L. Thompson, & D.A. Henderson (Eds.), Counseling children, 7thed. (pp. 414-446). Belmont, CA: Wadsworth.

More can be found on www.schoolsocialwork.net