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Lesson three- Day three- 1 hour

Daily Topic: Louisiana Coastal Wetlands


Science Standards:
Standard 3: G-1C-E1 Physical and Human Systems
GLE: Identify physical processes that change Earths surface and create physical features
suddenly or over time
Objectives:

The learner will learn about Louisiana Coastal Wetlands and its erosional destruction
The learner will gain insight about different animal and plant life that occupy Louisiana
Wetlands
The learner will synthesize information through imaginative writing

Procedures: Students will listen to a presentation from the teacher on the Louisiana Wetlands.
The presentation will be presented on the SmartBoard and will include information about the
description, the definition, the animals, and plant life that occupy Louisianas wetlands. Students
will then create a travel brochure of the Louisiana Wetlands. The teacher will make a short
demonstration on the SmartBoard teaching them how to navigate Microsoft Publisher.

Brochure Directions:
The brochure will be made on Microsoft Publisher
The brochure should include a Title page, general information on the wetlands of
Louisiana
The brochure should include one image of a specific animal mentioned during the lesson
and a brief description of their habit
The brochure must include 3 interesting facts you learned during the lesson or research
The brochure must include pictures and graphics on every page
Students will then print out their brochure

Materials: SmartBoard, Computer, and Printer


Accommodations:
-

Students with special needs will be given extra support from a second teacher and will
not have to be as thorough on the information. They will also be given extra time if they
do not complete it in the time given.
Non-native students will receive extra help from a translator who will translate the
presentation to them. The student will type the brochure in their native language and the
translator will help the teacher grade the activity.
Gifted students will be asked to include more on their brochure such as interesting facts.
They will need to go further in depth and include more factual information.

Evaluation: Students will be given a rubric that they must follow. They will be graded on their
accuracy in information, attractiveness and organization, organization of the writing, their use of
graphics/pictures, and the knowledge of the Louisiana Coastal Wetlands that they gained.

Making A Brochure : Louisiana Coastal Wetlands


Teacher Name: Ms. Berry

CATEGORY

Student Name:

Accuracy in
information

________________________________________
All facts in the brochure 99-90% of the facts in 89-80% of the facts in
are accurate or
the brochure are
the brochure are
relevant.
accurate or relevant.
accurate or relevant.

1
Fewer than 80% of the
facts in the brochure
are accurate or
relevant.

Attractiveness &
Organization

The brochure has


exceptionally attractive
formatting and wellorganized information.

The brochure has


attractive formatting
and well-organized
information.

The brochure has well- The brochure\'s


organized information. formatting and
organization of material
are confusing to the
reader.

Writing Organization

Each section in the


brochure has a clear
beginning, middle, and
end. Included all 3
interesting facts.

Almost all sections of


the brochure have a
clear beginning, middle
and end. Included 2
interesting facts.

Most sections of the


brochure have a clear
beginning, middle and
end. Included one
interesting fact.

Less than half of the


sections of the
brochure have a clear
beginning, middle and
end. Included no
interesting facts.

Graphics/Pictures

Graphics go well with


Graphics go well with
the text with a good mix the text, but there are
of text and graphics.
so many that they
distract from the text.

Graphics go well with


the text, but there are
too few and the
brochure seems \"textheavy\".

Graphics do not go with


the accompanying text
or appear to be
randomly chosen.

Knowledge Gained

Student can accurately


answer all questions
related to facts in the
brochure and to
technical processes
used to create the
brochure.

Students can
accurately answer
most questions related
to facts in the brochure
and to technical
processes used to
create the brochure.

Student appears to
have little knowledge
about the facts or
technical processes
used in the brochure.

Student can accurately


answer most questions
related to facts in the
brochure and to
technical processes
used to create the
brochure.