© 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

32

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/

33

34

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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26.

27.

28.

29.

30.

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

1.

2.

3.

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23.

24.

25.

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

1.

2.

3.

4.

5.

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7.

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30.

31.

32.

33.

34.

35.

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

1.

2.

3.

4.

5.

6.

7.

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9.

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32.

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34.

35.

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

1.

2.

3.

4.

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7.

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30.

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