© 2019 Kids for Positive Change LLC All Rights Reserved.
Created by: Camille Licate
www.KidsforPositiveChange.com
© 2019 Kids for Positive Change LLC
Think Tank Team Manual
Endangered Species
THINK TANK TEAM
MANUAL
TABLE OF CONTENTS:
2 -------------Table of Contents
3 -------------About this Manual
4 -------------Teacher Preparation
5 -------------Student Think Tank Team Overview
6 -------------Sustainabil i ty Project Framework
7 -------------Suggested Timeline for Think Tank Team Meetings
7 -------------Sustainabil i ty Project Topic Choices
8 -------------Student-Produced Video Guideline for Teachers
9-17 ---------Think Tank Team Guidelines for Teachers
18-29 --------Think Tank Team Meeting Sheets for Students
30 ------------Resources: Links to informative art icles and videos
31 ------------Sample of Poster and Informative Flyers
32 ------------Think Tank Team Book using Student Treasures
33 ------------Worksheet: Endangered Species
34 ------------Worksheet: Endangered Species
35-39---------Endangered Species Lists
40-46 --------Common Core Standards al igned with Project
47-48---------Next Generation Science Standards al igned with Project
49-50---------Blank for Notes
© 2019 Kids for Positive Change LLC 2
ABOUT THIS MANUAL
Kids for Positive Change Think Tank TeamManual is *****
© 2019 Kids for Positive Change LLC 3
This companion manual to the Kids for Positive Change interactive classroom program
helps educators teach their students to work together, in Think Tank Teams, and
research problems impacting the environment and formulate positive solutions.
Think Tank Teams develop sustainability projects, based on their research and positive
solutions, to share with peers, the school community and communities at large.
The Kids for Positive Change Think Tank Team Manual Includes:Think Tank Team Overview
Sustainability Project Framework
Think Tank Team Guidelines for Teachers
Think Tank Team Meeting Sheets for Students
Resources
Worksheets
The manual is designed to be highly adaptable, allowing educators to choose how
much time to allot for Think Tank Team Meetings and Project implementation.
Teachers can follow the suggested timeline, on page 7, or create a different timeline
better suited to the classroom schedule.
The manual offers several options for Think Tank Team Sustainability Projects.
Teachers can assign one project to Think Tank Teams or allow each
Think Tank Team to choose a project(s).
"The function of education is to teach one to think
intensively and to think critically. Intelligence plus
character - that is the goal of true education."
Martin Luther King, Jr.
TEACHER
PREPARATION
SUPPLIES NEEDED:
Laptop, iPad, Chromebook or PC Computer (1 per student)
Lined Loose Leaf Notebook Paper (10 sheets per student)
Writing instrument (pen or pencil - one per student)
2-pocket Folder (1 per student)
Notecards 5 x 8 (5 per student)
Poster board: 22” x 28” (1 per Think Tank Team)
Art Supplies: markers, colored pencils, crayons (per Think Tank Team)
Filming/Editing Equipment (camera, microphone, tripod) - optional
© 2019 Kids for Positive Change LLC
-------- Student Think Tank Team Overview
-------- Sustainability Project Framework
-------- Suggested Timeline for Think Tank Team Meetings
-------- Sustainability Project Topic Choices
-------- Student-Produced Video Guidelines
-------- Think Tank Team Guidelines for Teachers
-------- Think Tank Team Meeting Sheets for Students
1. Create Think Tank Teams (4-6 students per team)
2. Optional: Assign Students a Main Role in Their Team (page 5)
3. Assign Sustainability Project or Allow Students to Choose Sustainability Project (page 5)
4. Assign Project Topic or Allow Students to Choose Project Topic (page 7)
5. Print Think Tank Team Meeting Sheets for Students (1 set per Team)
6. Share Informative Articles and Videos with Think Tank Teams (page 30)
DIRECTIVES:
4
Review
To Do
STUDENT THINK TANK TEAM OVERVIEW
STUDENT THINK TANK TEAMS:
Select an endangered species and environmental problem impacting
the chosen endangered species
Research facts about the endangered species
Investigate problem
Cite evidence of the problem
Research and Formulate solutions
Formulate step by step positive action plan
Share knowledge with class and school community about problems
impacting endangered species and solutions by creating:
Videos
Oral report or slideshow presentations
Flyers, articles and book
© 2019 Kids for Positive Change LLC
Think Tank Teams, comprised of 4-6 students per team, research
specific environmental problems and formulate positive solutions.
Think Tank Teams focus on endangered species. Teams choose 1-3
endangered species to research.
Think Tank Teams develop sustainability projects, based on their
research and positive solutions, to share with peers, school
community and communities at large.
5
Fact-Checker - Verifies facts are correct
Photographer/Filmographer - Films and photographs Team progress
Techie - Documents information on computer, creates slideshow
Artist/Designer - Creates graphics, logos and pictures for Team documents
Writer/Editor - Writes and edits content for oral presentations, flyers, articles and books
Speaker - Voice of the Team
Organizer - Arranges Team meetings, roll call, organizes all documents
SUGGESTION:
Assign students a main role in their team with the option of alternating roles.
Sustainability Projects
SUSTAINABILITY PROJECT FRAMEWORK
BASED ON RESEARCH, TEAMS CREATE SUSTAINABILITY PROJECTS
Videos
Oral report or slideshow presentations
Flyers, articles and books
© 2019 Kids for Positive Change LLC 6
Sustainability Projects
Students use
Think Tank Team Meeting Sheets
to record information.
Slideshow Presentation 8-10 slidesIncludes:
Endangered Species Facts
Pictures of Endangered Species
Problems Impacting Species
Positive Solutions and Ideas
Plan of Action
Video2-5 minutes
Includes:
Introduction, Beginning, Middle, End
Endangered Species Facts
Problems Impacting Species
Positive Solutions and Ideas
Plan of Action
Student and Staff Interviews
Pictures and B-Roll footage
Refer to pages 8, 26 & 27 for details
Oral Report6-12 Notecards
Includes:
Endangered Species Facts
Problems Impacting Species
Positive Solutions and Ideas
Plan of Action
Team Poster
Informative FlyerIncludes:
Endangered Species Facts
Problems Impacting Species
Positive Solutions and Ideas
Plan of Action
Student Drawings
Pictures
True or False Quiz
ArticleIncludes:
Endangered Species Facts
Problems Impacting Species
Positive Solutions and Ideas
Plan of Action
Student Opinions
Personal Narrative
Student Drawings
Pictures
BookIncludes:
Endangered Species Facts
Problems Impacting Species
Positive Solutions and Ideas
Plan of Action
Personal Story
Student Drawings
Pictures
SUGGESTED TIMELINE FOR THINK TANK TEAM MEETINGS
PROBLEMS IMPACTING ENDANGERED SPECIES : SUSTAINABILITY PROJECT TOPIC
CHOICES
Plastic Bags, Plastic Straws, Plastic Bottles, Six-pack Soda Rings
Plastic and Styrofoam Cups, Containers, Food Wrap, Utensils
Fishing nets and hooks, Microplastics, Cigarettes, Balloons
Toxic Pesticides (Focus on Roundup and Neonics)
Loss of Nutritious Food Sources
Toxic Runoff from pesticides, industry, confined animal feeding operations (CAFOs)
Deforestation and Forest Degradation (animal agriculture and illegal logging)
Habitat Loss
Window Strikes, House Cats, Rodenticide (mainly birds)
Invasive Species
Illegal Pet Trade
Poaching
Shark Finning
Bycatch due to longline fishing and overfishing
Human Encroachment on Habitat (infrastructure/highways)
Tar and Oil Spills © 2019 Kids for Positive Change LLC 7
1st Meeting: 45 minutes 2nd Meeting: 45 minutesTeams choose or are assigned an endangered species.
Teams create team name and team logo.
Teams vote on project name.
Teams research and document facts about
endangered species.
3rd Meeting: 45 minutes
Teams research and document facts about
environmental problems impacting their
endangered species.
4th Meeting: 45 minutesTeams research and document facts about how the
environmental problems impacting species, impact
humans. Focus on water, air, food, and soil quality.
5th Meeting: 45 minutesTeams research and document solutions
to environmental problems impacting endangered species.
Teams develop solutions using their bright ideas!
6th Meeting: 45 minutesTeams develop a Plan of Action to save and
protect endangered species, using the solutions
they've researched and developed.
7th Meeting: 45 minutesTeams create Team Poster and Informative Flyer
for Sustainability Project.
8th Meeting: 45 minutesTeams choose* to write oral reports, articles,
books and/or create slideshow presentations for
Sustainability Project.
Teams edit video. *Alt: Teacher can assign
9th Meeting: 45 minutes
Teams write oral reports, articles, books and
create slideshow presentations for
Sustainability Project. Teams edit video.
10th Meeting: 45 minutes
Teams complete and deliver oral reports, articles,
books and/or slideshow presentations for
Sustainability Project. Teams debut videos.
Note About Student-Produced
Videos
Complete video
guidelines on page 8.
STUDENT-PRODUCED VIDEO GUIDELINES
Students can:
~ Film during each Think Tank Team meeting to document Team progress
~ Conduct interviews with fellow Think Tank Team members, students and staff
Think Tank Teams share their knowledge with friends, family and their school community with
fun and informative Kids for Positive Change videos!
Video Length: 2 to 5 minutes
Video Content
Students use: ~ Documented Research, ideas and plan of action from Meeting Sheets 1-7 ~ Student drawings and photographs ~ Photographs from creative common zero websites: www.pexels.com and www.unspash.com
Include
8© 2019 Kids for Positive Change LLC
Editing Options:
www.KidsforPositiveChange.com
to watch sample videos
Team Logo
Introduction*Beginning
Middle
End
Photos / Artwork
B-Roll Footage (pictures and videos)
Kids for Positive Change Logo
Credits and Acknowledgements
Students can edit video
Secure Professional Editor
Supplies Needed:Camera, iPad or iPhone
Tripod
Microphone
Editing Equipment or App
Student Video Checklist
Script Template
on
Page 26 & 27
*NOTE: Kids for Positive Change Host, Camille Licate, can provide
the Introduction to each video.
NOTE: Teams need to decide if they will produce a
video by the 1st or 2nd Think Tank Team Meeting.
Visit
9
1st Meeting: 45 minutes
THINK TANK TEAM
GUIDELINES
FOR
TEACHERS
Teams choose or are assigned an endangered species.
Teams create team name and team logo.
Teams vote on project name.
Objective
Schedule
Day: _______________
Time: _______________
Supplies Needed
Have Students Answer the Following Questions:
1.) Why is this project important?
2.) What difference do I want to make with this project?
1st Meeting Sheet (Printed. One Meeting Sheet per Team)Species Lists (one per Team)
Writing instrument (pen or pencil - one per student)Art Supplies: markers, colored pencils, crayons (per Team)
Paper Voting Ballots (1 per student)Ballot Jar (1 jar per team)
Suggested Writing Assignment
Suggested Timeline
5 minutes: Students get acquainted with their team members.
5 minutes:Teams share their favorite animal or favorite part
of the KPC presentation. Teams discuss personal
importance of project.
What difference do they want to make with this
project?
5 minutes: Pass out Species Lists (one list per Team)Teams choose or are assigned an endangered
species.
20 minutes: Teams Choose and Create:
--Team Name
--Team Logo
Teams Complete 1st Meeting Sheet
10 minutes:Teams Vote on project name
© 2019 Kids for Positive Change LLC
Notes Standards
Definition of Logo: Sign or symbol that identifies acompany or a brand. An example of a logo is the green circlewith a mermaid in the center that stands for Starbucks. -yourdictionary.com
10
2nd Meeting: 45 minutes
THINK TANK TEAM
GUIDELINES
FOR
TEACHERS
Teams research and document facts about
endangered species.
Objective
Schedule
Day: _______________
Time: _______________
Supplies Needed2nd Meeting Sheet (Printed. One Meeting Sheet per Team)
Writing instrument (pen or pencil - one per student)Laptop, Chromebook or PC Computer (1 per student)
Lined Loose Leaf Notebook Paper (10 sheets per student)2-pocket Folder (1 per student)
Filming/Editing Equipment (camera, microphone, tripod)
Endangered Species Research Facts Include:
Suggested Timeline
WRITE the FOLLOWING ON YOUR BOARD Species Facts: What are some of your species Unique Adaptations? REVIEW: Definition of Adaptation: “To change inorder to increase the chances of surviving in a specificenvironment.” - Oceans, Nat Geo Kids, p. 60 1.) List your species Unique Features. 2.) What are your species Unique Skills?3.) How does your species contribute to a HealthyEcosystem?4.) Where does your species live? (Continent, Country, State, Body of Water) 5 minutes: Team members “check-in” with their teams. Hasanyone read or seen anything related to the project? 25-30 minutes:Teams research, discuss, share and document factsabout their endangered species. Team members uselined loose leaf notebook paper to documentresearch. 5-10 minutes: Teams Complete 2nd Meeting Sheet
© 2019 Kids for Positive Change LLC
Notes Standards
Resources for Student Research : See page 30
Unique adaptations
Unique features and skills
How the species contributes to a healthy ecosystem
Where does the species live?
(Continent, Country, State, Body of water)
11
3rd Meeting: 45 minutes
THINK TANK TEAM
GUIDELINES
FOR
TEACHERS
Teams research and document facts about
environmental problems impacting their
endangered species.
Objective
Schedule
Day: _______________
Time: _______________
Supplies Needed3rd Meeting Sheet (Printed. One Meeting Sheet per Team)
Writing instrument (pen or pencil - one per student)Laptop, Chromebook or PC (1 per student)
Lined Loose Leaf Notebook Paper (10 sheets per student)2-pocket Folder (1 per student)
Video Filming/Editing Equipment (camera, microphone, tripod)
Research
Suggested Timeline
WRITE the FOLLOWING ON YOUR BOARD Problems Impacting Species: (Cause & Effect) What are some Problems Impacting Your Species? Who or What is causing these problems? How do these problems effect your species? Name the cascading effect that can occur if yourspecies becomes extinct? REVIEW: Cascading Effect: “Taking a species out ofthe food chain can negatively impact other species,including humans.” 5 minutes: Team members “check-in” with their teams. Hasanyone read or seen anything related to the project? 25-30 minutes:Teams research, discuss, share and document factsabout environmental problems impactingendangered species. Team members use linedloose leaf notebook paper to document research. 5-10 minutes: Teams Complete 3rd Meeting Sheet
© 2019 Kids for Positive Change LLC
Notes Standards
Resources for Student Research : See page 31
Teams research and document problems impacting
species. What is causing these problems and how is it
effecting species?
OPTIONALStudent-Produced Video:Students in each Think Tank Team, film their Teamworking together. Students can conduct shortinterviews with members of their Team about howenvironmental problems areimpacting endangered species.
12
4th Meeting: 45 minutes
THINK TANK TEAM
GUIDELINES
FOR
TEACHERS
Teams research and document facts about how
the environmental problems impacting species,
impact humans.
Focus on water, air, food, and soil quality.
Objective
Schedule
Day: _______________
Time: _______________
Supplies Needed4th Meeting Sheet (Printed. One Meeting Sheet per Team)
Writing instrument (pen or pencil - one per student)Laptop, Chromebook or PC (1 per student)
Lined Loose Leaf Notebook Paper (10 sheets per student)2-pocket Folder (1 per student)
Video Filming/Editing Equipment (camera, microphone, tripod)
Research
Suggested TimelineWRITE the FOLLOWING ON YOUR BOARD
List environmental problems impacting your species
that can also impact humans.
How are humans effected by:
water, food, air, and soil quality?
5 minutes: Team members “check-in” with their teams. Has
anyone read or seen anything related to the project?
25-30 minutes:Teams research, discuss, share and document how
the environmental problems impacting species,
impact humans with a focus on water, food, air and
soil quality. Team members use lined loose leaf
notebook paper to document research.
5-10 minutes: Teams Complete 4th Meeting Sheet
© 2019 Kids for Positive Change LLC
Notes Standards
Resources for Student Research : See page 31
How can single use plastics harm humans (food, soil and water)?
How can deforestation harm humans?
How can pesticides harm water and food quality?
How can pollution harm water and air quality?
How can long-line trawling and overfishing harm humans?
OPTIONALStudent-Produced Video:Students in each Think Tank Team, film theirTeam working together. Students can conductshort interviews with members of their Teamabout how environmental problems areimpacting endangered species and how the sameproblems impact humans.
13
5th Meeting: 45 minutes
THINK TANK TEAM
GUIDELINES
FOR
TEACHERS
Teams research and document solutions
to environmental problems impacting
endangered species. Teams develop solutions
using their bright ideas!
Objective
Schedule
Day: _______________
Time: _______________
Supplies Needed5th Meeting Sheet (Printed. One Meeting Sheet per Team)
Writing instrument (pen or pencil - one per student)Laptop, Chromebook or PC (1 per student)
Lined Loose Leaf Notebook Paper (10 sheets per student)2-pocket Folder (1 per student)
Video Filming/Editing Equipment (camera, microphone, tripod)
Research and Ideas
Suggested Timeline
WRITE the FOLLOWING ON YOUR BOARD
List solutions to the problems impacting endangeredspecies. What are some of your IDEAS to save and protectendangered species? How can your idea help save and protect endangeredspecies? 5 minutes: Team members “check-in” with their teams. Hasanyone read or seen anything related to the project? 25-30 minutes:Teams research, discuss, share and documentsolutions to problems impacting their endangeredspecies. Teams are encouraged to develop solutionsusing their bright ideas! Team members use linedloose leaf notebook paper to document research. 5-10 minutes: Teams Complete 5th Meeting Sheet
© 2019 Kids for Positive Change LLC
Notes Standards
Resources for Student Research : See page 31
Solutions to problems impacting endangered species. Develop bright ideas to save and protect endangeredspecies.
OPTIONALStudent-Produced Video:Students in each Think Tank Team, film their Teamworking together. Students can conduct shortinterviews with members of their Team about solutionsto problems impacting endangered species.
14
6th Meeting: 45 minutes
THINK TANK TEAM
GUIDELINES
FOR
TEACHERS
Teams develop a Plan of Action to save and
protect endangered species, using the
solutions they've researched and developed.
Objective
Schedule
Day: _______________
Time: _______________
Supplies Needed6th Meeting Sheet (Printed. One Meeting Sheet per Team)
Writing instrument (pen or pencil - one per student)Laptop, Chromebook or PC (1 per student)
Lined Loose Leaf Notebook Paper (10 sheets per student)2-pocket Folder (1 per student)
Video Filming/Editing Equipment (camera, microphone, tripod)
Plan of Action
Suggested Timeline
WRITE the FOLLOWING ON YOUR BOARD
What is your Plan of Action to help save and protect
endangered species?
List 3-5 Steps for your Plan of Action:
What materials do you need? What kind of help do
you need? When and where can you put your plan
into action?
5 minutes: Team members “check-in” with their teams. Has
anyone read or seen anything related to the project?
25-30 minutes:Teams develop a Plan of Action to solve the
endangered species problem. Team members use
lined loose leaf notebook paper to document research.
5-10 minutes: Teams Complete 6th Meeting Sheet
© 2019 Kids for Positive Change LLC
Notes Standards
Write your Plan of Action:
What is your plan?
What do you need?
Who can help you?
When and where can you implement your plan?
OPTIONALStudent-Produced Video:Students in each Think Tank Team, filmtheir Team working together. Students canconduct short interviews with members oftheir Team about their Plan of Action.
15
7th Meeting: 45 minutes
THINK TANK TEAM
GUIDELINES
FOR
TEACHERS
Teams create Team Poster and Informative
Flyer for Sustainability Project.
Objective
Schedule
Day: _______________
Time: _______________
Supplies Needed7th Meeting Sheet (Printed. One Meeting Sheet per Team)
Writing instrument (pen or pencil - one per student)Laptop, Chromebook or PC (1 per student)
Poster board: 22” x 28” (1 per Think Tank Team)Art Supplies: markers, colored pencils, crayons (per Team)
For 3D Poster: plastic items, glue or tapeVideo Filming/Editing Equipment (camera, microphone, tripod)
Poster and Informative Flyer
Suggested Timeline
5 minutes: Team members “check-in” with their teams. Has
anyone read or seen anything related to the
project?
35 minutes:Teams create Team Poster and Informative Flyers
using documented research, bright ideas and
artwork.
Teams compile content and pictures for video.
NOTE: Encourage Teams to be creative!
5 minutes: Teams Complete 7th Meeting Sheet
OPTIONALStudent-Produced Video:Students in each Think Tank Team, film their
Team working together. Students can conduct
short interviews with members of their Team
about Team Posters and Informative Flyers.
© 2019 Kids for Positive Change LLC
Notes Standards
Samples of Poster and Flyers : See page 32For Informative Flyers: Draw of use www.Canva.com
Write Team NameDraw Team LogoWrite Facts about Endangered SpeciesWrite or Draw Problems Impacting Endangered SpeciesWrite of Draw Solutions to ProblemsDraw Endangered Species, Problems and Solutions
For Pictures Use:www.unsplash.com
www.pexels.com
16
8th & 9th Meeting: 45 minutes
THINK TANK TEAM
GUIDELINES
FOR
TEACHERS
Teams choose* to write oral reports, articles,
books and/or create slideshow presentations for
Sustainability Project.
Teams edit video. *Alt: Teacher can assign
Objective
Schedule
Day: _______________
Time: _______________
Supplies Needed8th & 9th Meeting Sheet (Printed. One Meeting Sheet per Team)
Writing instrument (pen or pencil - one per student)Laptop, Chromebook or PC (1 per student)
Art Supplies: markers, colored pencils, crayons (per Team)Lined Loose Leaf Notebook Paper (10 sheets per student)
Notecards (medium or large - 5 per student)Video Filming/Editing Equipment (camera, microphone, tripod)
Sustainability Projects
Suggested Timeline
5 minutes: Team members “check-in” with their teams.
Has anyone read or seen anything related to
the project?
35 minutes:Teams write oral presentation, article, book
and/or create slideshow presentations. Teams
edit video.
5 minutes: Teams Complete 8th & 9th Meeting Sheet
OPTIONALStudent-Produced Video:Teams edit video.
© 2019 Kids for Positive Change LLC
Notes Standards
For Pictures Use: www.unsplash.com
Write Team NameDraw Team LogoUse all documented research and ideas from Team Meeting Sheets to create videos, reports, presentations,articles and booksAdd student drawingsAdd pictures
www.pexels.com
Notecards for Oral ReportGoogle Slides for Slideshow PresentationGoogle document or lined loose leaf paper for ArticleGoogle document or lined loose leaf paper for Book
Materials Needed for Various Projects
17
10th Meeting: 45 minutes
THINK TANK TEAM
GUIDELINES
FOR
TEACHERS
Teams complete and deliver oral
presentations, articles, books and/or slideshow
presentations for Sustainability Project.
Teams debut videos.
Objective
Schedule
Day: _______________
Time: _______________
Supplies Needed10th Meeting Sheet (Printed. One Meeting Sheet per Team)
Writing instrument (pen or pencil - one per student)Laptop, Chromebook or PC (1 per student)
Art Supplies: markers, colored pencils, crayons (per Team)Lined Loose Leaf Notebook Paper (10 sheets per student)
Notecards (medium or large - 5 per student)Video Filming/Editing Equipment (camera, microphone, tripod)
Sustainability Projects
Suggested Timeline
5 minutes: Team members “check-in” with their teams.
Has anyone read or seen anything related to
the project?
35 minutes:Teams complete and deliver oral report,
articles, books and/or slideshow presentations.
Teams debut videos.
5 minutes: Teams Complete 10th Meeting Sheet
OPTIONALStudent-Produced Video:Teams edit and debut videos.
© 2019 Kids for Positive Change LLC
Notes Standards
Write Team NameDraw Team LogoUse all documented research and ideas from Team Meeting Sheets to create videos, reports,presentations, articles and booksAdd student drawingsAdd pictures
Ready Team Posters for PresentationsCopy Team Flyers to Share with School Community
Think Tank Team Student Meeting Sheet: 1st Meeting
18© 2019 Kids for Positive Change LLC
Team Name: ______________________________ Date: ______________________
Team Members:
Team Logo:
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
4. _________________________________________________________
5. _________________________________________________________
6. _________________________________________________________
Project Name: __________________________________________________
Need more room? Use the back!
Think Tank Team Student Meeting Sheet: 2nd Meeting
19© 2019 Kids for Positive Change LLC
Team Name: ______________________________ Date: ______________________
What are some of your species unique adaptations?
Adaptations help species survive.
How does your species contribute to a Healthy Ecosystem?
Write or draw your species unique features and skills
Need more room? Use the back!
Features Skills
Where does your species live? ______________________________________________________________
Think Tank Team Student Meeting Sheet: 3rd Meeting
20© 2019 Kids for Positive Change LLC
Team Name: _______________________________ Date: _____________________
How do these problems effect your species?
Write or draw problems impacting your species?
Who or what is causing these problems?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____
Need more room? Use the back!
Name the cascading effect that can occur if your species becomes extinct?
Cascading Effect: “Taking a species out of the food chain can negatively impact other species,
including humans.”
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
Think Tank Team Student Meeting Sheet: 4th Meeting
21© 2019 Kids for Positive Change LLC
Team Name: ______________________________ Date: _____________________
How can these problems harm air quality?
Write or Draw how problems can effect humans.
List environmental problems impacting your species that
can also impact humans.
Need more room? Use the back!
How can these problems harm water quality and food sources in water?
How can these problems harm food and soil quality?
Think Tank Team Student Meeting Sheet: 5th Meeting
22© 2019 Kids for Positive Change LLC
Team Name: ______________________________ Date: ______________________
Write your bright ideas!
Write or Draw Solutions to problems impacting endangered species.
Write or Draw solutions to the problems impacting endangered species.
True or False:
Replacing plastic bags and bottles with reusable bags and bottles is a sustainable solution : _______
Using eco-friendly products at home, on the lawn and on our bodies helps water quality, protects
bees and butterflies and us: __________
Eating less meat and products with palm oil saves and protects rainforests: _____________
Need more room? Use the back!
What are some of your IDEAS to save
and protect endangered species?
How can your idea help save and
protect endangered species?
Think Tank Team Student Meeting Sheet: 6th Meeting
23© 2019 Kids for Positive Change LLC
Team Name: ______________________________ Date: ______________________
Write your Plan of Action to save and protect endangered species.
Use the solutions you researched and ideas you developed!
Explain your Plan of Action:
Need more room? Use the back!
What do you need?
Who can help you?
When and where can you share your plan?
_________________________________________________________________________________________________________
__________________________________________________________________________________________________________
List 3 to 5 steps you can take to begin your Plan of Action
Think Tank Team Student Meeting Sheet: 7th Meeting
24© 2019 Kids for Positive Change LLC
Team Name: ______________________________ Date: ______________________
Create your Team Poster and Informative Flyers using
information you researched and ideas you developed.
What do you want to write and draw on your poster?
Need more room? Use the back!
What do you want to write and draw on your informative flyer?
Think Tank Team Student Meeting Sheet: 8th Meeting
25© 2019 Kids for Positive Change LLC
Team Name: ______________________________ Date: ______________________
Create Team Projects using Meeting Sheets 1-7
Remember to include:
Team Name
Team Logo
Drawings
Pictures
Need more room? Use the back!
Teams choose one project. Check box next to your choice:
Oral Report with Team Poster
Slideshow Presentation
Article to write and read aloud
Book to write, illustrate and read aloud
Video
What supplies do you need for your project?
Gather supplies you need for your project.
Review your Team Meeting Sheets.
Decide what to include in your report, article, book or slideshow.
Think Tank Team Student Meeting Sheet: 8th Meeting : VIDEO
26© 2019 Kids for Positive Change LLC
Team Name: ______________________________ Date: ______________________
Create your Team Video using information
you researched and developed, interviews and pictures.
What do you want to include in your video?
Check all that apply:
Need more room? Use the back!
Remember to include:
Team Logo
Team Name
Team Member Names
Credit for pictures
Kids for Positive Change Logo
"Thank you" acknowledgement to anyone that helped you
Facts Problems Solutions
Bright Ideas Plan of Action
Student Interviews
Staff Interviews
Pictures
B-roll footage of
Think Tank Teams
Other
Think Tank Team Student Meeting Sheet: 8th Meeting : SCRIPT
27© 2019 Kids for Positive Change LLC
Team Name: ______________________________ Date: _____________________
Create your Team Video using this script!
Intro: (HOST):Hi! I’m HOST FIRST NAME with Kids for Positive Change showcasing kids taking positive action for
animals, people and the planet!
In today’s episode we are taking positive action for the planet!
In today's episode we are talking about endangered species!
In today's episode we are talking about (say name of specific species)
BEGINNING: Hi! We are the INSERT THINK TANK TEAM NAMEI’m INSERT FIRST NAME
Students say their names to camera
(TOGETHER- Everyone) We are Kids for Positive Change!
MIDDLE: Here are some facts about endangered species. Did you know....
FILL IN FACTSFILL IN PROBLEMS IMPACTING ENDANGERED SPECIES
We care about animals, people and the planet! Here are solutions to the save and protect endangered
species. We can.....
FILL IN SOLUTIONS
FILL IN BRIGHT IDEAS
FILL IN PLAN OF ACTION
We asked INSERT NAME'S OF STUDENTS OR STAFF what:She/he thought about endangered species
She/he can do to save and protect endangered species
END:If we can take positive action for the planet so can you!
We can use reusable products instead of plastic, conserve water, eat less meat, plant a tree and save forests...
Remember, what we do here, matters everywhere, because we are all connected!
Thanks so much for joining us!
See ya later! Bye!
InsertPictures, drawings and b-roll footage
throughout video!
Think Tank Team Student Meeting Sheet: 9th Meeting
28© 2019 Kids for Positive Change LLC
Team Name: ______________________________ Date: ______________________
Create Team Projects using Meeting Sheets 1-7
Use the space below to write, draw and brainstorm ideas for your
Team Projects.
Need more room? Use the back!
Notecards for Oral Report
Google slides for Slideshow Presentation
Google document or lined loose leaf paper for Article
Google document or lined loose leaf paper for Book
Transfer information from Meeting Sheets to:
Think Tank Team Student Meeting Sheet: 10th Meeting
29© 2019 Kids for Positive Change LLC
Team Name: _____________________________ Date: ______________________
Complete Team Projects!
Practice presenting!
Share your knowledge!
Need more room? Use the back!
Teams, schedule a time to present to your class and school community!
Remember to:
Introduce yourself at the beginning of the presentation
("Hi, my name is _____")
Say your Team Name
("We are the ________________ Team!")
Say your Project Name
("Our project is called ____________________")
Make copies of Team flyers to distribute to friends and family!
What do you know about problems impacting endangered species that you didn't know before this project?
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
What did you like or dislike about the Kids for Positive Change Sustainability Project?
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
Please add any additional comments here:
Please answer the following questions:
Resources for Student Research
4th Meeting2nd Meeting 3rd Meeting 5th Meeting
Click Here to Access
Recent & Complete Article and Video List
Cleaning Up the Pacific
Garbage Patch
Seaweed Coffee Cups
Ditch Single Use Plastics
Running List of
Positive Action
Against Plastic Pollution
Plastic Pollution
and Animals
Wildlife and Plastics
Plastic Pollution
and Sea Life
Five Ways Plastic Impacts
Animals on Land
Why is Plastic Harmful
Plastic Primer (advanced)
Plastic Dangers
Plastics & Air Quality
Plastic in Soil
30
Click on Title of Article
to visit website or have students
google key words and phrases
to find articles
Deforestation
and
Forest Degradation
IUCN Red List
Whales
Commercial
Whaling
Marine Mammals
Ocean Animal
Encyclopedia
Butterflies
Toxic Pesticides and Bees
Discovery
Sharks
Ocean Conservancy
Nat Geo Kids
Audubon: Birds
Defenders of Wildlife;
Butterflies
USDA Forest Service:
Bees
World Wildlife
Fund
Orangutans
Palm Oil
Wild Places
Defenders
US Fish & Wildlife
Services
Balloon Pollution in the
Great Lakes
IUCN Red List
Stats/Graphs
Palm Oil and
Deforestation
Illegal Wildlife Trade
Poaching
Elephants
and Other Animals
Illegal Wildlife
Trade
Sustainable Palm
Oil
Palm Oil and
Rainforests
Help the
Amazon
Air Pollution:
Causes and
Impacts
Toxins: Endangered
Species
Pollution: Effects on
Animals
Pollution and
Wildlife
Pollution in
Waterways
Soil
Pollution
Help Endangered Species
10 Things to Help
Endangered Species
Eat Less Meat
Stop Poaching
Stop Wildlife Crime
Sample Poster and Informative Flyer
31
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Think Tank Team Book
Sustainability Project Option:
Think Tank Teams write and illustrate a book and become published authors!
Books can be designed via a hard copy kit or online.
Student Treasures:
HOW IT WORKS:
https://studentreasures.com/how-it-works/
ONLINE BOOK:
https://studentreasures.com/start-your-classbook/scripsi/
TEACHER RESOURCES:
https://studentreasures.com/teachers-lounge/lesson-plans/
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Species List
35© 2019 Kids for Positive Change LLC
SHARKS
Whale Shark
Great White Shark
Scalloped Hammerhead Shark
Thresher Shark
Short Finned Mako Shark
Basking Shark
Oceanic White Tip Shark
Tiger Shark
Greenland Shark
Bull Shark
Blue Shark
Horn Shark
Goblin Shark
Porbeagle Shark
Dogfish Shark
Lantern Shark
Sixgill Shark
Blacktip Reef Shark
Smoothback Angel Shark
Saw Shark
Daggernose Shark
Sand Tiger Shark
Cookiecutter Shark
Nurse Shark
Ragged Tooth Shark
Dusky Shark
Sawback Angelshark
Ganges Shark
Striped Smooth-hound
Wobbegong
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Species List
36© 2019 Kids for Positive Change LLC
SEA TURTLES & OTHER MARINE LIFE
Green Sea Turtle
Leatherback Sea Turtle
Flatback Sea Turtle
Hawksbill Sea Turtle
Loggerhead Sea Turtle
Olive Ridley Sea Turtle
Kemp’s Ridley Sea Turtle
1.
2.
3.
4.
5.
6.
7.
Vaquita
Sei Whale
Blue Whale
North Atlantic and North Pacific Right Whale
Beluga Whale
Killer Whale (Orca)
Chinstrap Penguin
Emperor Penguin
Sea Otter
Northern and Galápagos Fur Seal
Dolphin
Pelican
American Horseshoe Crab
Sea Snake
Atlantic Puffin
Albatross
Walrus
Polar Bear
Manatee
Marine Iguana
Narwhal
Slender-snouted Crocodile
Dugong
Harp Seal
Arctic Tern
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Species List
37© 2019 Kids for Positive Change LLC
Birds
Yellow Cardinal
Hummingbird
Bunting
Blue Jay
Eurasian Hoopoe
Robin
Sparrow
Flycatchers
Wren
Kingfisher
Rosella
Rainbow Bee-eater
Great Blue Heron
Emperor Penguin
Blue Footed Boobie
Puffin
Bald Eagle
Golden Eagle
Harpy Eagle
Owls
Hawks
Yellow-headed Amazon
Roadrunner
Hyacinth Macaw
Green Wing Macaw
African Grey
Palm Cockatoo
Lorikeet
Frigatebird
Vulture
Piping Plover
Oystercatcher
Red Crossbill
Hornbill
Spoonbill
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36. I’iwi
37. Ibis
38. Regent Honeyeater
39. Toucan
40. Kiwi
41. Kakapo
42. Golden Conure
43. European Turtle Dove
44. Snowy Owl
45. Arctic Tern
Species List
38© 2019 Kids for Positive Change LLC
Mammals, Reptiles and Amphibians
African Elephant
Sumatran Elephant
Orangutan (Bornean and Sumatran)
Black Rhino
Giraffe
Two-toed sloth
Black Bear
Massasauga rattlesnake
Eastern Hellbender
Giant Panda and Red Panda
Koala
Gray Wolf
Red-Eyed Tree Frog
Eyelash Viper
Pink River Dolphin
Tiger
Jaguar
Okapi
African Wild Dog
Arctic Fox
Indian Pangolin
Mountain Gorilla
American Bison
Axolotl
Amur leopard
Red Wolf
Pangolin
Pika
Spider Monkey
Tapir
Snow Leopard
Saola
Lion
Tree Frog
Delicateskin Salamander
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36. Chimpanzee
37. Bonobo
38. Mexican Grey Wolf
39. Wolverine
40. Blunt-nosed leopard lizard
Species List
39© 2019 Kids for Positive Change LLC
Insects & Arachnids
Monarch Butterfly
Karner blue butterfly
Bartram's hairstreak butterfly
Schaus swallowtail
Florida leafwing butterfly
Ladybug
Sapphire Tarantula
Peacock Tarantula
Desertas Wolf Spider
Dung Beetle
Buff-Tailed Bumblebee
Bulldog Ant
Honeypot Ant
Diving Bell Spider
Giraffe Weevil
Rajah Brooke’s Birdwing Butterfly
Blue Morpho Butterfly
Atlas Moth
Comet Moth
Praying Mantis
Cicada
Peacock Spider
Goliath Bird-Eating Tarantula
Miami tiger beetle
Stick Insect
Blackline Hawaiian Damselfly
Firefly
Dead leaf Butterfly
Zayante band-winged grasshopper
Lobster Moth
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36. Neon Cuckoo Bee
37. Tarantula Hawk
38. Carpenter Bee
39. Giant Long-legged Katydid
40. Honey Bee
41. Quino checkerspot Butterfly
42. St. Francis' satyr Butterfly
43. Karner blue Butterfly
44. Bumblebee
45.Hine's Emerald Wing Dragonfly
New York State Standards
RI 4.2: Determine a theme orcentral idea of text and explain
how it is supported by key details;summarize a text.
RI 4.4: Determine the meaning ofwords, phrases, figurative
language, academic, and content-specific words.
RI 4.5: In informational texts,identify the overall structure using
terms such as sequence,comparison, cause/effect, and
problem/solution.
RI 4.6: In informational texts,compare and contrast a primary
and secondary source on thesame event or topic.
RI 4.7: Identify information presentedvisually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, timelines,animations, illustrations), and explainhow the information contributes to an
understanding of the text.
RI 4.9: Recognize genres andmake connections to other texts,ideas, cultural perspectives, eras,personal events, and situations.
Combining 2 Texts
RI 4.10: By the end of the year,read and comprehend informational
texts, including history/socialstudies, science, and technical
texts, in the grade 4-5 textcomplexity and proficiency with
scaffolding as needed at the highd f th
W 4.1: Write anargument to supportclaim(s), using clearreasons and relevant
evidence. Opinion Piece
W 4.2: Writeinformative/explanatory texts to
explore a topic and convey ideasand information relevant to the
subject. Non-Fiction (Informational)
W 4.7: Recall relevant information fromexperiences or gather relevant
information from multiple sources; takenotes and categorize information, and
provide a list of sources.
W 4.8: Recall relevant informationfrom experiences or gather
relevant information from printand digital sources; take notesand categorize information and
provide sources.
W 4.9: Draw evidence fromliterary or informational texts tosupport analysis, reflection and
research.
SL 4.1A: Come to discussions prepared,having read or studied required material;
draw on that preparation and otherinformation known about the topic to
explore ideas under discussion.
SL 4.2: Paraphrase portions ofinformation presented in diverseformats (e.g., including visual,
quantitative, and oral).
SL 4.4: Report on a topic or text,tell a story, or recount an
experience with appropriate factsand relevant, descriptive details,
speaking clearly at anunderstandable pace and volume
appropriate for audience
SL 4.5: Include digital mediaand/or visual displays in
presentations to emphasizecentral ideas or themes.
4.LS.1: Construct an argumentthat plants and animals have
internal and external structuresthat function to support survival,
growth, behavior, andreproduction.
4.NBT.2: Read and write multi-digit wholenumbers using base-ten numerals,
number names, and expanded form.Compare two multi-digit numbers basedon meanings of the digits in each place,using >, =, and < symbols to record the
results of comparisons.
Technology: Create a plan and select
collaboration and/orcommunication tools to complete
a given task.
Technology:Produce and publish
information appropriate for atarget audience using digitallearning tools and resources
Visual Arts:
Experiment with art materialsby using them in unexpectedand creative ways to expressideas and convey meaning
Reading, Writing, Speaking/Listening, Life Science, Math, Technology, Visual Arts
40
4140
41
4242
Ohio State Standards
43
RI 4.2: Determine a theme orcentral idea of text and explain
how it is supported by key details;summarize a text.
RI 4.4: Determine the meaning ofwords, phrases, figurative
language, academic, and content-specific words.
RI 4.5: In informational texts,identify the overall structure using
terms such as sequence,comparison, cause/effect, and
problem/solution.
RI 4.6: In informational texts,compare and contrast a primary
and secondary source on thesame event or topic.
RI 4.7: Identify information presentedvisually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, timelines,animations, illustrations), and explainhow the information contributes to an
understanding of the text.
RI 4.9: Recognize genres andmake connections to other texts,ideas, cultural perspectives, eras,personal events, and situations.
Combining 2 Texts
RI 4.10: By the end of the year,read and comprehend informational
texts, including history/socialstudies, science, and technical
texts, in the grade 4-5 textcomplexity and proficiency with
scaffolding as needed at the highd f th
W 4.1: Write anargument to supportclaim(s), using clearreasons and relevant
evidence. Opinion Piece
W 4.2: Writeinformative/explanatory texts to
explore a topic and convey ideasand information relevant to the
subject. Non-Fiction (Informational)
W 4.7: Recall relevant information fromexperiences or gather relevant
information from multiple sources; takenotes and categorize information, and
provide a list of sources.
W 4.8: Recall relevant informationfrom experiences or gather
relevant information from printand digital sources; take notesand categorize information and
provide sources.
W 4.9: Draw evidence fromliterary or informational texts tosupport analysis, reflection and
research.
SL 4.1A: Come to discussions prepared,having read or studied required material;
draw on that preparation and otherinformation known about the topic to
explore ideas under discussion.
SL 4.2: Paraphrase portions ofinformation presented in diverseformats (e.g., including visual,
quantitative, and oral).
SL 4.4: Report on a topic or text,tell a story, or recount an
experience with appropriate factsand relevant, descriptive details,
speaking clearly at anunderstandable pace and volume
appropriate for audience
SL 4.5: Include digital mediaand/or visual displays in
presentations to emphasizecentral ideas or themes.
4.LS.1: Changes in an organism'senvironment are sometimesbeneficial to its survival and
sometimes harmful.
4.ESS.1: Earth's surface has specificcharacteristics and landforms that can beidentified. (70% of Earth is water, which
most of which is oceans;identifylandforms and the processes that form
them)
Technology: Create a plan and select
collaboration and/orcommunication tools to complete
a given task.
Technology:Produce and publish
information appropriate for atarget audience using digitallearning tools and resources
Visual Arts:
Experiment with art materialsby using them in unexpectedand creative ways to expressideas and convey meaning
Reading, Writing, Speaking/Listening, Life/Earth Science, Math,Technology, Visual Arts, ECON, GOV, GEO
Ohio State Standards
44
4.NBT.1: Recognize that in amulti-digit whole number, a digit in
one place represents ten timeswhat it represents in the place to
its right.
4.NBT.2: Read and write multi-digit wholenumbers using base-ten numerals, numbernames, and expanded form. Compare twomulti-digit numbers based on meanings ofthe digits in each place, using >, =, and <
symbols to record the results of comparisons.little bit of body text
ECON 22: Readingtables and charts
GEO 9: Cardinal and IntermediateDirections (relative location)
HISTORY 2: Sources of Information;Vocabulary: Primary and Secondary
Sources
GOV 15: Citizens have rights andresponsibilities to influence theirstate and national government
GOV 16: Civic participation basedon informed and reasoned
decisions.
Reading, Writing, Speaking/Listening, Life/Earth Science, Math,Technology, Visual Arts, ECON, GOV, GEO
4545
4646
Next Generation Science Standards
MS-LS2-4 Ecosystems: Interactions, Energy, and Dynamics
Reference: www.NextGenScience.org
47
Next Generation Science Standards
MS-LS2-5 Ecosystems: Interactions, Energy, and Dynamics
Reference: www.NextGenScience.org
48
49
Notes
50