A collection of fun, creative, and effective teamwork challenges!
When giving a teamwork challenge that also inspires creativity, I find that it's best to give as little instruction as possible and let the students figure out the rest. After giving the challenge, sit back and observe, try to interact as little as possible! Afterwards, give feedback regarding how they communicated with one another and where they could improve their creative thinking. The below challenges include what you set up, what you tell the students, what you can expect them to do, and alternative creative answers to the challenge.
Sorting in Australia
What you set up: Tie a long (50+ feet) string to a tree or post. Be sure to have a pair of scissors or a knife discreetly close by, do not bring attention to it.
What you tell the students: Have all students grab onto the rope in a random order. Tell them that this is a magical rope and as long as they are grabbing it (grabbing, not just touching) they are safe from falling into the sun. The challenge is, they need to get in some sort of order based on name, birthday, or even color of their shirts! For an added challenge, you can say that they need to maintain a social distance of 6 feet from each other (you may need a longer rope!), or you can say they aren't allowed to talk.
What you can expect the students to do: They will likely come to the conclusion that they have to fold the rope in such a way that allows people to pass one another. It's always fun when someone at one end of the rope needs to get to the complete opposite end! I've had students ask if they can hold onto the rope with their teeth or tie their shoes to it. Of course they can, but it doesn't help too much! It is good sign when they try to better understand what "grab" means! Observe how well they listen to one another even when they're far apart.
Alternative solutions: Because this rope is magical, you only need to hold it so that you don't fly into the sun, this means you can't just cut the rope so everyone has their own piece and they can walk around freely! They are also welcome to untie the rope from whatever it is secured to.
Throwing Across the River
What you set up: Get two long (about 6ft) moveable objects, like 2x4s of wood, and draw an arrow on each one perpendicular to one of the long edges; set these up parallel to one another with the arrows facing away from one another. Also get something that can be thrown and a tape measure
What you tell the students: They need to pass an item back and forth across an imaginary river. The long objects represent the river banks and they must be a set distance away (10 feet is too easy, try 15-20+ feet) from one another. Split the students into 2 even groups (it's okay if one side has an extra). One group must stay on the side denoted by one river bank arrow, one group must stay on the side denoted by the other river bank arrow. The river banks represent long imaginary lines that they cannot cross, so they are not allowed to just walk around the river banks. Also, the arrows on the river banks can never be pointed toward one another. Their goal is to pass the item back and forth to a new person on the opposite river bank each time. If the ball ends up stuck in the imaginary river they have to start over again.
What you can expect the students to do: They should first move the river banks to the set distance and verify with the tape measure then get behind their respective banks, they will likely leave the river banks parallel to one another meaning the two groups are separated by the previously defined distance. They will throw the ball back and forth to one another in such a way that makes sure everyone touches the ball once. To be an added challenge you can have some coaches/mentors be alligators in the river blocking the item from being thrown. You can also let them have a full successful volley then increase the distance of the river banks. Since these are robotics students, it is assumed that throwing and catching is not their strong suit.
Alternative solutions: Rolling is a perfectly acceptable alternative to throwing. Also, if they wanted to, they could leave the item in the middle and move the river banks back and fourth (while keeping the set distance between them) until everyone has held/touched the item. Also, the students can set the river banks perpendicular to one another while keeping the closest points of the river bank far enough away from one another, then they can just meet where the imaginary lines intersect and hand the ball to one another.
For this one I split the students into 2 groups, Rookies and Veterans then put the veterans at a "disadvantage" by giving them a few fewer blocks. You're welcome to break them into groups of your choosing or have everyone work together!
What you set up: Get several (20+) building blocks of any size and shape (SkyStone Blocks work really well!). It may be a good idea to have a ladder nearby.
What you tell the students: Give them a set amount of time (5-15 minutes usually works) to make the tallest block tower they can, at the end of time you will measure from the lowest block to the highest block
What you can expect the students to do: See if they take a minute to talk about ideas before immediately jumping in and starting to stack blocks. They will either start by building a sturdy base or just go straight for making an unstable but tall tower. If given enough time, they may realize that they can use a wall or something to stabilize the tower. If their tower is large enough that they can no longer place blocks on top, make sure to step in before things get unsafe. Suggest either using a ladder or lifting the tower and adding blocks to the bottom. If they hit the ceiling, they are more than welcome to relocate to a more open area like outside!
Alternative solutions: The challenge only stated that you would be measuring from the lowest block to the highest block, so each group only needed two blocks. One could be on the ground while the other is taped to the ceiling, or at the top of a stairwell, or thrown on top of the roof! If there were two groups, point out that there was zero incentive to beating the other group, so the groups could have and should have worked together in the spirit of cooperation!
Blind Sorting Algorithm
What you set up: Get a few (5 - 15) blocks or other items that are identical to one another then put tape on the bottom of each item and write a number on the tape. You could just have the numbers be sequential or you could write any numbers including repeats! Mix up the blocks so that they are not in any order and have the side with the tape be face-down This may work best if you have two separate rooms
What you tell the students: The blocks are out of order, and the students must put them in order, but there are rules. Only one student can be in front of/looking at the blocks at a time. While a student is in front of the blocks they may only touch/interact with one block and all blocks must be face down (i.e. whatever face was originally down) by the time the student leaves. All blocks must stay in the designated room/block area. The same student can not go back to look at the blocks again until all students have rotated through the block viewing process. At the end, you will reveal the blocks and see if they are in order! They are more than welcome to communicate with one another including whoever is looking at the blocks.
What you can expect the students to do: The first student will come in, grab a block, look at the number and place it in a second area away from the unsorted blocks, the student will then communicate what block they looked at. The next students will take turn grabbing an unsorted block and placing it where they think it belongs based on what their teammates said previously. This involves a lot of listening and remembering; they may get it right first try, they may not!
Alternative solutions: While interacting with the blocks, it is perfectly acceptable to move the tape with the number to the top of the block! Or they could grab a marker and write the number on top of the block! This makes everything much easier and the sorting process more reliable. Or they could take pictures with their phone to make it easier to compare notes after they step away from the blocks.
What you set up: You will need an open space, a ball or other throwable item, and a hat, or a bucket, or a trashcan.
What you tell the students: Have everyone stand in a circle, the first rule is that everyone must touch the ball, the second is that the ball must only be thrown/tossed from person to person, the third and most important rule is that you may only touch the ball once per round. After the first round, add the rule that they can no longer pass to the person directly next to them. After the second round add a hat or other inanimate object as a player. After the third round, add the rule that they cannot pass to someone next to the person next to them (i.e nobody can pass to the 2 people on the left or the 2 people on their right). After each round, make it harder by increasing how many people they cannot pass to.
What you can expect the students to do: The first round should go easily, they can simply throw it to the person next to them if they wish. The next round they will likely form some sort of system to ensure that everyone gets the ball once and nobody passes the ball to the person next to them. On the third round where the inanimate object is present they now have to pay more attention to their path so that the ball ends on/in the inanimate object. If you have an even number of participants including the inanimate object this will eventually become "impossible" (for 8 participants the 4th round, for 10 participants the 5th round)
Alternative solutions: The students positions in the circle are not fixed, so if they need to they can switch positions with one another to ensure that everyone catches the ball as required. Also, they can have a coach or mentor join in to make it an odd number!
Doofus Bolt Factory
This challenge can have a lot of parallel drawn to industrial settings so as part of your de-brief feel free to talk about how this might work in an actual factory. Keep a close eye on whether or not every nut and bolt is properly inspected or if they let a few slide in the chaos.
What you set up: You will need several (50 or so) nuts and matching bolts. I used 1/4-20 bolts that were 2" long so they were easy to handle, but 6-32s or M4s are also fine!
What you tell the students: The students are now all employees of Doofus Bolt Factory. The bolts have just been manufactured and they need to be inspected before being shipped out. There are several tasks that must be done to each nut and bolt:
What you can expect the students to do: Maybe they'll plan to make an assembly line or maybe they'll give everyone an equal amount of bolts to fully inspect individually.
Shortcuts/tricks: Hopefully they realize that there is no particular order as long as the nuts and bolts end how they should. They may realize it will be hard to mark on a wet bolt, so it's a bad idea to do the surface test after the water test. Your students may realize that they don't have enough hammers for everyone to have one, so using any metal for the glass test is fine if they ask the boss! They may realize that they can do the disappearing test and the water test at the same time!
What you set up: Every student gets an 8.5"x11" piece of paper. Have scissors, tape, and a stapler nearby but do not draw attention to them. Make two marks on the ground 10-15 feet away on the ground or just use your FTC field!
What you tell the students: Don't initially tell the students this is a teamwork challenge; start by saying this is a challenge. Every student has an 8.5"x11" sheet of paper. They must use the paper to make something continuous that starts behind one mark/field wall and end behind the other mark/field wall. This is not like the Tallest "Tower" challenge where you can tear the paper up and have one piece behind the mark and the other piece behind the other mark; it has to be continuous. They cannot get more paper, they must use the paper given (also, they shouldn't need more paper). If they seem to be leaning toward an individual challenge, let them know there will be bonus points for going further past the second line and for using paper in an efficient manner! No, they can't move the marks/field walls closer together.
What you can expect the students to do: If they do ask if this is a team challenge or an individual challenge, allow them to decide what would be best; what would be the most effective way to get this done? One way to do this is to cut the paper in such a way that it forms one long, continuous ribbon. They may also cut the paper into ribbons and tape/staple the ends together, this is perfectly valid as it is continuous. The students are more than welcome to work as a team and use their papers together to make more ribbons to tape/stable/tie together.
Alternative solutions: The options of making a paper airplane or balling up the paper and throwing it from behind to the other side are also perfectly valid because they are single continuous solutions that start behind one line and end behind the other line!
Parking Spaces Inc
What you set up: Get three lengths of rope/string, 15 feet, 14 feet, and 12 feet long. This activity can be done outside with chalk or inside with tape.
What you tell the students: You are now working for a company that makes parking spaces but is firmly against tape measures and rulers. The only measuring tools they are allowed to use are the three lengths of rope/string of 15 feet, 14 feet, and 12 feet long. They are not allowed to use any other tools or items to help measure. They need to make 7 different sized parking spaces for the following vehicles:
A large truck 15 feet wide
An unlucky truck 13 feet wide
A normal car 10 feet wide
A compact car 8 feet wide
A motorcycle 2 feet wide
An FTC robot 18 inches wide
An FLL robot 6 inches wide
To ensure the customer is happy, this job should be done as quickly as possible and the mentioned vehicles must fit in their parking spaces.
What you can expect the students to do: One way to solve this problem is to fold the ropes and use math. When you fold them in half then you have a 7' 6"rope, a 7' rope, and a 6' rope. If they fold the ropes in thirds then they have a 5' rope, a 4' 8" rope, and a 4' rope. They can use these combinations and their math skills to make all the spaces!
Alternative solutions: Another way to solve this would be to think about what they are making; parking spaces are never the exact width of the vehicle they are fitting! This is a lesson in tolerances and estimations; if they wanted the job done quickly they could simply guess how wide the spaces should be and add a little bit more just to make sure the vehicle fits in.
My students have done enough of these challenges that they immediately went to making every single parking space 15 feet wide. Although this was fast and would fit every vehicle, it doesn't quite meet customer expectations of having different sized parking spaces.