TEAM ATB ACTIVITY GUIDE
How big is a kid’s world? And how involved in it is he or she? The concepts in this
unit help kids to think about where and how they fit into the larger society—with
their family and friends, community, and world—and how they affect their world.
The activities help them begin to understand their power as individuals, how they
can make a difference, and that it is important that they participate in society.
Kids will realize that they can use their influence to positively impact their community.
• Review Life Tree progress, if applicable
• Redeem Team ATB Bucks and post ATB Badges
• Watch video(s)
• Do JUMPSTARTER
• Do EXPLORE IT! or IN_DEPTH Activity
• Discuss quote or profile
Watch any of the videos below or watch the featured videos (This Is My Neighborhood
and/or Abuelo Park) and explore the key concepts with kids. Ask: Are there
things you would like to change in your neighborhood? What are they? What are some
ways you could make those changes?
· I Am the Government (participatory democracy): In colonial days
Ben and his pals Tom and George put together a little document called the Declaration
of Independence that calls for people to have a voice in their own government.
· Abuelo Park (community impact): Abrielle turns an empty lot into
a beautiful park—making a difference in the whole community and launching a career
as a landscape architect.
· Our Scene (ability to influence/lead): Zoe, a computer whiz, leads
a team of talented kids in the creation of an amazing new web site.
Videos are on the ATB DVD included with this guide and online at allterrainbrain.org.
QUOTE
“If you don’t like the way the world is, you change it. You have an obligation to
change it. You just do it one step at a time.”
—Marian Wright Edelman, founder of Children’s Defense Fund (CDF provides a voice
for children who cannot vote or speak for themselves.)
Ask: Do you agree with Ms. Edelman that you have an obligation to change the world?
Have you ever worked to change something you didn’t like about a situation? Did
you work alone or with other kids? Did you succeed in affecting change?
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Concept:
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ability to influence/lead
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Time:
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10-15 minutes (depending on the size of group)
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Materials:
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wand, baton, any stick-like item, dance music and music player, clock or timer
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Goal:
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to experience and think about what it means to be a leader
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Learning to lead is an essential skill for young entrepreneurs. Some kids are natural
leaders and others have to be shown that they have what it takes to be a leader.
In this activity, all kids in the group get a chance to be the leader.
Ask the kids to form a line behind you. Explain that for about 1 minute, while they
have the Wand of Motion, everyone must copy their dance movements and “follow the
leader.” After that, they pass the Wand and then it’s the next person’s turn to
be the leader. Reassure the new leaders that they don’t have to change the dance
if they don’t want to—but then again, they might create something interesting!
Start the music and begin by demonstrating with an easy dance step or funny walk.
After a minute or so, pass the Wand to the kid behind you, who will become the next
leader. Help kids keep the Wand moving with a phrase (“Let the next leader lead!”)
or a sound (hand clap, drumbeat, or whistle). Kids may be intimidated at first but
many are empowered by the feeling of having the entire group follow them. It may
take a few turns before kids loosen up and make more complicated movements. Offer
another round if kids are interested.
Afterwards, congratulate everyone on being a great leader! Ask: Did you like leading
the group? What did you like about it? Can you give an example of something you
have done that suggests leadership? Remind kids that everyone is a leader
in some aspect of life, and that it is an important skill for entrepreneurs to cultivate.
Every kid who was a leader earns 1 Team ATB Buck.
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Concepts:
| community impact, ability to influence/lead
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Time:
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10 minutes
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Materials:
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none
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Goal:
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to consider ways to give back to the community
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In this quick exchange, kids consider ways that they might give back to their community
if they suddenly came into or created newfound wealth. Entrepreneurs frequently
give back through charitable giving when they have the means to do so.
As dramatically as you can, tell kids that their small business was just purchased
by a big corporation and—guess what!—each of them were just paid $10 million! After
the cheering quiets down, ask them to think for a minute about how they want to
spend their fortune. Encourage kids to call out their answers.
Help kids to reflect on their answers. Did they choose to buy something for themselves
or for someone else? It’s natural to want to do something nice for yourself or your
family first. Did any kids choose to help causes or people they don’t know?
Ask the group: How could you use your money to help your community or the world?
What could you provide that would have a lasting impact? Encourage a variety
of responses—there are no wrong answers. If they’re stuck, ask kids if they can
think of any community buildings or outdoor spaces that have been named after people,
such as Carnegie Hall, or successful people who have used their money to give back
to the community, such as Oprah Winfrey (started a school for girls in South Africa)
or Steven Spielberg (created a Jewish film and video archive). Provide some thought-provoking
options that keep on benefiting the community (fund a scholarship, build a playground,
add a wing to a hospital, and so on).
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Concepts:
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systems thinking, community impact
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Time:
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30 minutes
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Materials:
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writing materials
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Goal:
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to understand how parts work together to make a system
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In this activity, kids take a system that they know well—their school environment—and
examine the parts that make it work.
Briefly discuss what a system is and how there are systems within systems. Ask kids
to think about their school as a system. How do systems interrelate so that the
school can function? Have volunteers describe different parts of the day (e.g.,
I take the school bus, teachers arrive in cars and on bicycles, we turn on lights
and computers; we need pens and paper to take notes or tests; the janitor cleans
up when we leave, and so on.) Group these elements into systems: plumbing, lights,
transportation, people, local government/school board, machines (public address
system, telephones, copiers), supplies.
Working in small groups, have kids draw a web diagram of as many systems as they
can and how they interact. Have kids pick one of the systems that they think needs
improvement or think of a system that doesn’t exist yet (e.g., wireless computer
access). Would they want to change school hours or days? Hire a gourmet chef for
the cafeteria or turn it into a food court? Have laptops for every kid?
Ask for volunteers to share their ideas. Talk about what the impact of the changed
or new system would be. What would it take to make some of their ideas happen? Kids
may actually want to plan their campaigns.
Take It Further
Get kids up and moving. Have them choose a system (or part of a system) and act
out how it looks, feels, and operates. What is the gym floor feeling when a basketball
game is played? What does a fresh piece of chalk say to itself? What does the clock
in the hallway think? Groups of kids can also figure out ways to physically represent
a system and how they are intertwined.
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Concepts:
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systems thinking, participatory democracy, community impact
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Time:
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30 minutes
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Materials:
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paper and pencils or pens; optional: board or flipchart and markers
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Goal:
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to identify what it takes to set and reach a goal
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Kids describe themselves and their world to an alien who knows nothing at all about
them—in fact, they know nothing about Earth at all. Kids look beyond their immediate
surroundings to see what part they play in a bigger system—their community or world.
Ask kids to imagine that they’ve just gotten a new pen pal from outer space. The
extraterrestrial is coming for a visit and wants to know what life is like on Earth.
Kids need to write a letter, or draw a graphic story or comic strip to send the
alien about their life.
In their letters or drawings, kids should briefly describe themselves, their family,
their house, street, neighborhood, town or city, state, and country. They should
then describe how they spend a typical day:
· Who do they see and interact with?
· What part do they play in their family? With their friends?
· What do they do?
· Where do they go?
(You may want to write this list on the board or on a flipchart for kids to refer
to.) Explain that the more details they include, the more their pen pal will understand
their world.
Give kids 15 or 20 minutes to think about and complete their work. Ask for volunteers
to read their letters and explain their drawings.
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Concepts:
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participatory democracy, ability to influence/lead
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Time:
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20 t0 30 minutes
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Materials:
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board or flipchart and markers
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Goal:
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to learn how to present yourself and your ideas persuasively
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Entrepreneurs use the power of their ideas and their ability to influence people
to create successful new products and services. In the following activity, kids
test their powers of persuasion in choosing a new state cookie.
Preparation: Before doing the activity, check your state’s web site to find out
what your state cookie is. If your state doesn’t have a state cookie, here’s your
chance!
Start by asking the group: Does anyone know what the state cookie is? Does anyone
know that the state has an official cookie? It’s _____________. Why do you think
that particular cookie was selected?
Set up this scenario: You’ve been talking about the official state foods in school
and think the current cookie is now stale and needs to be replaced. Your state just
elected a new governor and you realize now is a good opportunity to make suggestions
for a new state cookie to the Cookie Committee.
Begin by brainstorming different kinds of cookies and why they might be good candidates
for statehood. Suggested cookies must be edible! Is there a brand-new cookie kids
could create to represent things your state is known for? Corn cookies, anyone?
Salmon cookies? Blueberry cookies? Take a vote to find the top three to five cookie
choices. Divide up the group according to how they voted. Then give each group 5
minutes to prepare a 2-minute pitch to the Cookie Committee for their cookie. They
can choose any format for their presentation—rap it, dance it, act it, you name
it. Have the group present their creation.
After the presentations, take a final vote to see if the group can come up with
a favorite cookie.
Take It Further
Consider submitting the group’s cookie suggestion to your state governor’s office!
Kids who write a letter to the governor on their own and bring it in to Team ATB
will earn 2 Team ATB Bucks.
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Concepts:
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all unit concepts
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Time:
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45 to 60 minutes
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Materials:
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copies of the No Vehicles in the Park
Handout, board or flipchart and markers
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Goal:
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to understand how a system works and how to affect change
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Everyone can make a difference in their community—if they know how to use their
voice and know how the system works. In this activity kids have a chance to make
a law that will govern what goes on at a local park. They express their opinions,
think about what impact their law could have on jobs and businesses, and participate
in a town meeting.
1. Briefly discuss the need for rules and laws (safety, protection, health reasons,
etc.). Why are they important? Who makes them? What role does the individual play
in their creation?
2. Distribute the No Vehicles in the Park Handout
and read the scenario together. Have kids answer questions 1–3 on the handout. Discuss
kids’ answers. Help them clarify their positions and try to reach agreement. Write
any agreement, concerns, and recommendations on the flipchart.
3. Next have kids focus on jobs and businesses that involve the park. Have them
answer question 4 on the handout. Again, discuss their answers and jot down on the
flipchart any agreement reached, concerns, and recommendations.
4. Set up a town meeting in order to consider whether exceptions should be made
to the law. (Explain that a town meeting is a forum to present ideas to the governing
body, here the Town Council. The town meeting’s goal is to give citizens in the
community an opportunity to voice their questions, concerns, and recommendations.)
Summarize kids’ agreements on the No Vehicles law. Ask for volunteers to share their
suggested rewrites. Discuss and have the group rewrite the law; record their changes
to it. When finished, read the new law to the group. Does it take into consideration
all of their questions and concerns?
5. End with a brief discussion about how laws are written. Ask kids what they think
the benefits are of being part of processes like town meetings and making laws.
Take It Further
If kids think they don’t care about laws, ask them to consider how they would feel
if something they were used to having or doing were suddenly against the law. What
if no one under 18 could have a pet? Or a cell phone? Or play video games? How would
such laws affect the businesses involved?
Kids can further explore the entrepreneurial concepts and earn 3 Team ATB Bucks
by completing a Team ATB Web Challenge online at allterrainbrain.org. Ask them to
click on the Activities page, complete the Hot Off the Presses activity, and report
back at the next meeting. Kids can also earn their Systems Thinking, Democracy,
Community, or Leadership badges by clicking on ATB TV in the upper left corner,
scrolling down to the list of topics, clicking on one of them, and completing all
3 activities. Ask kids to print the Badges found on the upper right corner of the Road Map page, cut out any badges they've earned, and bring them to the next Team ATB meeting so they can add them to their Team ATB Road Map.
Share this real-life story with your group to inspire their entrepreneurial dreams.
Fred DeLuca
Courtesy of SUBWAY Restaurants
When Fred DeLuca was 17, he needed a way to fund his college education. With a suggestion
and $1,000 investment from family friend Dr. Peter Buck, Fred opened his first submarine
sandwich shop in Bridgeport, Connecticut. Today, more than 40 years later, the little
shop originally called “Pete’s Subs” is now known as SUBWAY and has become the world’s
largest submarine sandwich chain with approximately 225,000 employees in 28,000
restaurants in 86 countries. SUBWAY continues to be a fast-growing business that
creates job opportunities for young people, retirees, and people who want to own
their own business and it provides a valuable food service to the community. Because
of DeLuca’s success as an entrepreneur, turning a $1,000 investment into a $10 billion
international company, the SUBWAY organization and its franchisees are able to actively
support community and charity services such as Big Brothers Big Sisters, United
Way, and the American Heart Association, among others.
Reflect on the profile:
Many community and charitable institutions could not exist without the generous
financial help of individual entrepreneurs and other private citizens, corporations,
and organizations. The benefits to the community are obvious. Ask: How do you think
charitable giving benefits an entrepreneur? How does it benefit a corporation?
Web
allterrainbrain.org
Extends the exploration of ATB concepts through fun activities and games, videos,
and young entrepreneur profiles.
kids.gov/
The official kids’ portal for the U.S. government. Contains lots of information,
including how laws are made and citizens’ rights and responsibilities.
The Democracy Project
pbskids.org/democracy/mygovt/
Explains what government is and how it affects kids’ lives everyday.
quintcareers.com/jobs_for_teens.html
Describes jobs kids fifteen and younger can do to not only help their community
but also develop their business skills.
Books
The Kid’s Guide to Service Projects: Over 500 Service Ideas for Young People Who
Want to Make a Difference by Barbara A. Lewis (Free Spirit Publishing, 1995)
Contains hundreds of ideas for projects to help your community.
The Dream Machine by Mark E. Hoog (Growing Fields, 2007)
This rhyming story helps kids to believe in themselves and begin to build their
leadership skills.
The town of Greenville has a big park that is a major recreational center for everyone
who lives there. In order to protect its natural beauty and to minimize noise and
pollution, the following sign has been posted at every park entrance:
NO VEHICLES IN THE PARK
The law seems clear, but then people start asking questions. What about police cars
and fire trucks? What about bicycles and wagons? What about people who work in the
park? Residents can talk about nothing else at the next town meeting and start making
requests for exceptions to the law. They think the original law should be changed.
You are a resident of Greenville and need to participate in the discussion in an
informed way. Address the following questions:
1. What is a definition for “vehicle?”
2. How many different kinds of vehicles can you think of? Is a skateboard a vehicle?
What about a wheelchair?
3. Should any of the vehicles be exceptions to the No Vehicles law? For example,
a babysitter may want to push a baby stroller through the park. What if someone
needs an ambulance?
4. What jobs and businesses depend on the park? Think about what goes on there.
Who mows the lawn? How is trash removed? Is there an ice cream truck? What impact
does the No Vehicles law have on them?
5. Do you think the law should be rewritten? Try rewriting it below.
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