Name: Katie Johns

Date: 11/20/15
Lesson Details
Lesson Title
Favorite Animal Pamphlet

Content Area
Reading/science

Grade Level
4

UBD Stage I: Identify Desired Results

Lesson Objectives
Students will be able to:
1) use information they found online and put it into their own work
2) expand their knowledge of a certain animal

Standards
PA Standards
CC.1.2.4.C explain events, procedures, ideas, or concepts in a text including what happened and why, based on specific information
in a text
ISTE Standards
#3 students apply digital tools to gather, evaluate, and use information

Enduring Understandings
Learning about an animal and putting the information into original work.

Essential Questions
What does the animal eat?
Where is the animal from?
What is the animals species?

UBD Stage II: Determine Acceptable Evidence

Assessment Tasks
Formal: pamphlet see rubric
Informal: presentation present their pamphlet and what they learned about their animal

Rubric/Scoring Criteria

CATEGORY

Attractiveness&Organization

Thebrochurehasexceptionally Thebrochurehasattractive
Thebrochurehaswell
attractiveformattingandwell formattingandwellorganized organizedinformation.
organizedinformation.
information.

Thebrochure\'sformattingand
organizationofmaterialare
confusingtothereader.

Spelling&Proofreading

Nospellingerrorsremainafter Nomorethan1spellingerror Nomorethan3spellingerrors Severalspellingerrorsinthe

onepersonotherthanthetypist remainsafteronepersonother remainafteronepersonother brochure.
readsandcorrectsthebrochure. thanthetypistreadsand
thanthetypistreadsand
correctsthebrochure.
correctsthebrochure.

Graphics/Pictures

Graphicsgowellwiththetext Graphicsgowellwiththetext, Graphicsgowellwiththetext, Graphicsdonotgowiththe

andatleast3pictures.
butthereare2orless.
butthereare1orless.
accompanyingtextorappearto
berandomlychosen.

Sources

Carefulandaccuraterecords
arekepttodocumentthesource
of95100%ofthefactsand
graphicsinthebrochure.

Carefulandaccuraterecords
arekepttodocumentthe
sourceof9485%ofthefacts
andgraphicsinthebrochure.

Carefulandaccuraterecords Sourcesarenotdocumented
arekepttodocumentthe
accuratelyorarenotkepton
sourceof8475%ofthefacts manyfactsandgraphics.
andgraphicsinthebrochure.

KnowledgeGained

Allstudentsinthegroupcan
accuratelyanswerallquestions
relatedtofactsinthebrochure
andtotechnicalprocessesused
tocreatethebrochure.

Allstudentsinthegroupcan
accuratelyanswermost
questionsrelatedtofactsinthe
brochureandtotechnical
processesusedtocreatethe
brochure.

Moststudentsinthegroupcan
accuratelyanswermost
questionsrelatedtofactsinthe
brochureandtotechnical
processesusedtocreatethe
brochure.

Severalstudentsinthegroup
appeartohavelittleknowledge
aboutthefactsortechnical
processesusedinthebrochure.

UBD Stage III: Plan Learning Experiences and Instruction

Materials and Resources
1)
computer/iPad
2)
internet
3)
paper for printing

Procedures and Content

1)

.
T: explain the assignment and how they are making a brochure for their favorite animal
S:

2)

T: it has to have a title and a by line, at least 3 pictures, at least two sources with the links to the websites and pictures on
the back of the pamphlet
S: students get to work on iPads or computers and use Publisher to create their brochures

3) Students present their pamphlets

If Time Activities
If there is time left in class after class after presentations we could just have a class discussion about the animals they chose.