L3+Bubier,+Rebecca

[[image:file:///C:%5CDOCUME%7E1%5CEXCEL%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_image001.gif width="470" height="55" align="left" caption="Text Box: UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCAION, HEALTH AND REHABILITATION"]] ** LESSON PLAN FORMAT **
 * __Teacher’s Name__:** Rebecca Bubier **__Date of Lesson__:** Three
 * __Grade Level__:** 8 **__Topic__:** Earth cycles and Earth spheres

Student will understand that the different spheres of Earth and the importance that each of them plays in the cycles that make up Earth's connected system. || Student will analyze Earth's spheres: lithosphere, hydrosphere, biosphere, atmosphere and how they work together. || Student will be able to do test their knowledge of how earth cycles work in conjunction to earth's spheres and the changing climate. || //Maine// //Learning Results//// : // //Science and Technology E. The Living Environment D2 Earth Grades 6-8 B. Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-terms changes to the earth. b. Describe Earth Systems- biosphere, atmosphere, hydrosphere and lithosphere - and cycles and interactions within them (including water moving among and between them, rocks forming and transforming, and weather formation).//
 * =** Objectives ** : = ||
 * =** Maine **** Learning Results Alignment ** = ||
 * Rationale:** This lesson will be the connection between Earth systems and the spheres of the Earth. It was taken directly from the text of the Learning Result. ||
 * = Assessment = ||

Students will be evaluated their ability to communicate to the other students about their sphere. Students will then complete a web quest. This web quest consists of ways that earth’s systems interact with changing climate and teaching the public about climate change. Their product will be a brochure and then a digital way for them to share the same information. This can be in the form of a blog, wiki, or website. They may do it as they please. http://www.questgarden.com/18/34/1/060312232502/process.htm || __Technology__ - students will be using computers to draw and create a digital, savable image of the Earth's spheres. __English__ - students will be teaching and speaking to each other about their sphere and the corresponding Earth cycle. __Art__ - students will be using computers to create a picture of what the Earth's spheres look like. || Jigsaw - they will be learning as a group and then teaching their information to the group. They will all take turns teaching their sphere to the group and the corresponding cycles. The groups will be chosen by color of clothing. I will see how I can manage it and choose the colors based on what people are wearing. The last group that they are with for the jigsaw activity will be the group that they work on the web quest with. Groups should be four groups of five people. || __Linguistic__ - students will be writing and reading while creating their graphic organizer and copying information from the board and the picture on the board. __Logical - mathematical__ - students will be categorizing the spheres in location to the Earth's crust and core. __Spatial intelligence__ - Students will be working with a picture on the board and then they will create a visually educational way to teach people about climate change. __Bodily-kinesthetic__ - Students will be using the computer to create a brochure and moving around during the jigsaw activities that are part of the web quest. __Musical__ - Students will be allowed to have headphones while they are working on their brochure. __Intrapersonal__ - Students will be working independently on their separate goals (in web quest) __Interpersonal__ - Students will be working in groups and then sharing their picture with the class after they are complete. __Naturalist__ - Students will be able to use technology to create physical representation of the spheres that occur in the natural world. Also for climate change purposes. || • Type II technology is being used as a way to access information to teach to each other. Students will be using their laptops to teach themselves about Earth spheres in order to convey that information to their classmates during the jigsaw activity. They will also be using type II technology to complete the web quest and thus, have a digital representation of their brochure. || This lesson will take place in at least two 160 minute classes. Laptops (assuming that they have one (middle school) or I will need to sign up with the computer lab for this class to be in there this period pen/pencil paper previous notes and handouts about cycles (told to bring to class for this lesson)
 * Formative** (Assessment for Learning)
 * Pre-assessment using graphic organizer, we will have a discussion and they will be broken up into groups. Each group will have one 'sphere', atmosphere, biosphere, hydrosphere and lithosphere. They will have to talk about the sphere, how they are going to teach the class about it, and what cycle their sphere connects or affects the most. They will then split up into different groups and teach everyone about their sphere. ||
 * Summative** (Assessment of Learning)
 * Summative** (Assessment of Learning)
 * =** Integration ** = ||
 * =** Groupings ** = ||
 * = Differentiated Instruction = ||
 * Strategies** (MI)
 * Strategies** (MI)
 * Modifications/Accommodations**
 * **//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**
 * If a student is absent, he or she will have to complete hop into a group and be one of the not-taken roles in the web quest. They will have to meet with me to have a discussion about the connection between the spheres and the Earth cycles that we have been studying.
 * For gifted students, or students that have prior knowledge of how they could create a better product for convincing the public to inform themselves about climate change. Students should be seeking to create better websites and maybe ask them to promote these, print them and pass them out. ||
 * Extensions**
 * Extensions**
 * Extensions**
 * = Materials, Resources and Technology = ||

What teacher will need: Graphic organizer of Earth's Spheres drawn picture of Earth's spheres (roughly drawn, to allow for creative creation when working with the computers) Whiteboard Four different colored dry erase markers extra copies of the notes in case any students can find them or need another copy markers and art supplies for brochures LCD projector / screen computer || The lesson is an original lesson created by Becca Bubier. I have used these websites
 * == Sources for Lesson Plan and Research == ||

http://www.cotf.edu/ete/ESS/ESSmain.html http://binky.thinkquest.nl/~ll125/images/struct.jpg http://www.gma.org/ESSEA/9-12/introduction/spheres.asp http://www.uwm.edu/People/ehlinger/IMAGES/RCC.jpg http://youtube.com/watch?v=Kc-Kwz83O3w http://www.essl.ucar.edu/LAR/2007/strategic-priorities/sp2/images/sp2_tiimes_6i.jpg http://www.mnforsustain.org/images/water_climate_study_cycle_5.1.jpg http://www.questgarden.com/18/34/1/060312232502/process.htm both designed to help teachers teach Earth Science at the Secondary level. ||
 * = Maine Standards for Initial Teacher Certification and Rationale = ||
 * __Standard 3__** - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:** Students will be challenged to think for themselves and make connections between things that we are working on (spheres to earth cycles, they will have the opportunity to talk about these and teach them to their classmates. There will be a comfortable environment for students to ask questions and to learn about what everyone thinks about which cycle best connected to their sphere. They will be learning about how all things in earth's system is interactive and it is a different approach to science then most teachers.
 * Rationale:** Students will be challenged to think for themselves and make connections between things that we are working on (spheres to earth cycles, they will have the opportunity to talk about these and teach them to their classmates. There will be a comfortable environment for students to ask questions and to learn about what everyone thinks about which cycle best connected to their sphere. They will be learning about how all things in earth's system is interactive and it is a different approach to science then most teachers.


 * __Beach ball__**: students will be able to choose which cycle and which sphere best fits; they will have plenty of choices as to how they make their brochure. They will have the opportunity to create a digital representation of this and thus, share it with the world. How they do that is the choice of the group.
 * __Clipboard__**: Students will have a very set schedule with how much time they will have to discuss their sphere and then how much time they have to teach it. They will have a graphic organizer and questions on the board that will allow them to organize their information and cover it in an organized manner. When discussion is over, they will be on the computers working on their digital artwork in any way that they choose.
 * __Microscope:__** students will be researching about different topics regarding global warming and climate change. They will be going in depth about the climate crisis and earth spheres. These are important to big picture ideas and higher level learning because it is real life and also because there are so many things that connect to earth spheres.
 * __Puppy__**: students will have the opportunity to sit in groups, on the floor, bean bags, or in groups with desks, where ever they feel the most comfortable. I will be walking around to answer questions and to encourage all students to be thinking deeper into the connections. ||
 * __Standard 4__** - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** I used one of the facets of understanding to meet this standard. I think it is effective to having a progression of thinking through out a unit and appeal to different levels of thinking and connection to students.

Student will be able to do test their knowledge of how earth cycles work in conjunction to earth's spheres and the changing climate. ||
 * __Standard 5__** - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** I used the theory of multiple intelligences to meet students' needs
 * Rationale:** I used the theory of multiple intelligences to meet students' needs

__Linguistic__ - students will be writing and reading while creating their graphic organizer and copying information from the board and the picture on the board. __Logical - mathematical__ - students will be categorizing the spheres in location to the Earth's crust and core. __Spatial intelligence__ - Students will be working with a picture on the board and then will create a visually educational way to teach people about climate change. __Bodily-kinesthetic__ - Students will be using the computer to create a brochure and moving around during the jigsaw activities that are part of the web quest. __Musical__ - Students will be allowed to have headphones while they are working on their brochure. __Intrapersonal__ - Students will be working independently on their separate goals (in web quest) __Interpersonal__ - Students will be working in groups and then sharing their picture with the class after they are complete. __Naturalist__ - Students will be able to use technology to create physical representation of the spheres that occur in the natural world. Also for climate change purposes. ||
 * __Standard 8__** - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** I was able to use a pre-assessment by using a graphic organizer. I will be able to see what students know about spheres and Earth cycles. Students will be able to use their product on the quiz. The quiz will be about both earth cycles and earth spheres and then how they are connected. Students will receive quick feedback on their pictures so that they will have a chance to fix them before their quiz. ||
 * Rationale:** I was able to use a pre-assessment by using a graphic organizer. I will be able to see what students know about spheres and Earth cycles. Students will be able to use their product on the quiz. The quiz will be about both earth cycles and earth spheres and then how they are connected. Students will receive quick feedback on their pictures so that they will have a chance to fix them before their quiz. ||

Desks will be in groups of four or their will be four tables all seats will be facing the white board and be able to see the Projector.
 * = Teaching and Learning Sequence = ||

• Graphic organizer • Resource distribution • Jigsaw • Web quest!

Students will understand that all Earth’s spheres are related to one another and to Earth cycles. The idea is that they see that things in nature are affected by other things. When you pollute a river, it not only affects the water in the river, but everything that lives in it, around it and even the air that can travel all over the world. The students need to learn their impact on the environment and the Earth. Students in middle school are very concerned with themselves and I think it is important for them to understand that they are not just one person. They can affect a lot of things by the choices that they make. This can range from conserving energy to voting and to their effect on the earth’s cycles and spheres to where they go to college, etc. I am not just teaching a lesson on Earth’s spheres but really impact on the world and the importance of their place in society and making good decisions about how they treat the Earth. After completing their picture and graphic organizer, I expect that students will be able to describe Earth Systems- biosphere, atmosphere, hydrosphere and lithosphere - and cycles and interactions within them (including water moving among and between them, rocks forming and transforming, and weather formation). I am going to hook my students by showing them a video about all of earth spheres and the interconnectedness of earth as a whole.
 * What, Where, Why, Hook, Tailor: Intrapersonal, Naturalist, Linguistic, Spatial and Logical – Mathematical.**

When students arrive, they will see the picture on the board and the graphic organizer on their tables and they will understand that today we are talking about Earth spheres. I will give them some basic idea of what all of the spheres are and what they do. I will not talk about how they interact with each other or Earth Cycles, because that is the point of the jigsaw activity. They will have the opportunity to brush up on their knowledge of earth cycles. ** Those students will learn as much as they can including what cycle they think is most connected to their specific sphere. Students will then break up. One sphere person per table, they will talk about their individual sphere and teach the rest of their group. If they have any questions they will be sent to the experts on that sphere because to me, that is cooperative learning. I am going to be a facilitator. I will be available if I think misinformation is being passed from group to group. I want students to be involved in their own learning; I do not want to be the one that dictates the information. Students will then complete a web quest that splits them up by roles and has them create a brochure and a digital representation of the same information. The web quest is about climate change. Equip, Tailor: Interpersonal, Intrapersonal, Bodily-Kinesthetic, Spatial, Naturalist and Linguistic.** || Students will be using cooperative learning and graphic organizers. They will have to connect their thinking about spheres to prior knowledge of cycles and try to connect earth systems, to the human body and how everything works as units within units. Student will be able to do test their knowledge of how Earth cycles work in conjunction to Earth spheres. I am simply there as a facilitator, they are going to be doing a lot of the teaching and learning by themselves. Students will initially be grouped by the colors that they are wearing. I will choose colors based on what I see. Students will then be going through the web quest. They will create a brochure and a digital representation of that information to teach the public about climate change. I will be monitoring the work that is occurring. I will let them know if there are any things that they must change before they distribute it, and they will have the opportunity to revise it. If they choose not to revise it, they cannot distribute it or put it on the web. **Explore, Experience, Revise, Rethink, Refine and Tailor: Intrapersonal, Interpersonal, Spatial, Linguistic, Bodily-Kinesthetic, Naturalist.** || Students will self-assess after they take their quiz. If they deem that they do not have enough information on their self-made graphic organizer, for the test, they will have to refine it. In the same way, if they feel like they have just too much information to read through, then they can take some off. Their quiz questions, and test questions will be very similar, there will just be more of them on the test. I will give my students timely feedback by giving them their corrections the day after the picture is turned in, and then they will have two class periods (both lab and another class) after it is given back to them, and before the quiz to revise and refine it. This will connect with the next lesson because they will be continuing the conversation about Earth cycles and Earth spheres. We will elaborate more on the interconnectedness of cycles, spheres, and all things in Earth system. We will talk about energy consumption, pollution and climate change in relation to Earth system. I will introduce their final project. **Evaluate, Tailor: Logical-mathematical, Linguistic, Spatial, Interpersonal, Intrapersonal and Naturalist.** ||

Everything in Earth's system can be placed into one of four major subsystems: land, water, living things, or air. These four subsystems are called "spheres." Specifically, they are the "lithosphere" (land), "hydrosphere" (water), "biosphere" (living things), and "atmosphere" (air). Each of these four spheres can be further divided into sub-spheres. To keep things simple in this module, there will be no distinction among the sub-spheres of any of the four major spheres. The lithosphere contains all of the cold, hard solid land of the planet's crust (surface), the semi-solid land underneath the crust, and the liquid land near the center of the planet. *The surface of the lithosphere is very uneven (see image at right). There are high mountain ranges like the Rockies and Andes (shown in red), huge plains or flat areas like those in Texas, Iowa, and Brazil (shown in green), and deep valleys along the ocean floor (shown in blue).
 * Content Notes **
 * Lithosphere**

The solid, semi-solid, and liquid land of the lithosphere form layers that are physically and chemically different. If someone were to cut through Earth to its center, these layers would be revealed like the layers of an onion (see image above). The outermost layer of the lithosphere consists of loose soil rich in nutrients, oxygen, and silicon. Beneath that layer lies a very thin, solid crust of oxygen and silicon. Next is a thick, semi-solid mantle of oxygen, silicon, iron, and magnesium. Below that is a liquid outer core of nickel and iron. At the center of Earth is a solid inner core of nickel and iron.


 * Note: The word "lithosphere" can take on different meanings depending on the speaker and the audience. For example, many geologists--scientists who study the geologic formations of Earth--reserve the word "lithosphere" to mean only the cold, hard surface of Earth, not the entire inside of the planet. For the purpose of this module, however, there will be no distinction among the various layers of land. The word "lithosphere" will be used in reference to all land in Earth's system.

The hydrosphere contains all the solid, liquid, and gaseous water of the planet. **It ranges from 10 to 20 kilometers in thickness. The hydrosphere extends from Earth's surface downward several kilometers into the lithosphere and upward about 12 kilometers into the atmosphere.
 * Hydrosphere**

A small portion of the water in the hydrosphere is fresh (non-salty). This water flows as precipitation from the atmosphere down to Earth's surface, as rivers and streams along Earth's surface, and as groundwater beneath Earth's surface. Most of Earth's fresh water, however, is frozen.

Ninety-seven percent of Earth's water is salty. The salty water collects in deep valleys along Earth's surface. These large collections of salty water are referred to as oceans. The image above depicts the different temperatures one would find on oceans' surfaces. Water near the poles is very cold (shown in dark purple), while water near the equator is very warm (shown in light blue). The differences in temperature cause water to change physical states. Extremely low temperatures like those found at the poles cause water to freeze into a solid such as a polar icecap, a glacier, or an iceberg. Extremely high temperatures like those found at the equator cause water to evaporate into a gas.

The biosphere contains all the planet's living things. ***This sphere includes all of the microorganisms, plants, and animals of Earth.
 * Note: Some scientists place frozen water--glaciers, icecaps, and icebergs--in its own sphere called the "cryosphere." For the purpose of this module, however, frozen water will be included as part of the hydrosphere. The word "hydrosphere" will be used in reference to all water in Earth's system.
 * Biosphere**

Within the biosphere, living things form ecological communities based on the physical surroundings of an area. These communities are referred to as **biomes**. Deserts, grasslands, and tropical rainforests are three of the many types of biomes that exist within the biosphere.

It is impossible to detect from space each individual organism within the biosphere. However, biomes can be seen from space. For example, the image above distinguishes between lands covered with plants (shown in shades of green) and those that are not (shown in brown).

The atmosphere contains all the air in Earth's system. ****It extends from less than 1 m below the planet's surface to more than 10,000 km above the planet's surface. The upper portion of the atmosphere protects the organisms of the biosphere from the sun's ultraviolet radiation. It also absorbs and emits heat. When air temperature in the lower portion of this sphere changes, weather occurs. As air in the lower atmosphere is heated or cooled, it moves around the planet. The result can be as simple as a breeze or as complex as a tornado.
 * Note: Some scientists place humans in their own sphere called the "anthrosphere." For the purpose of this module, however, humans will be included as part of the biosphere. The word "biosphere" will be used in reference to all living things in Earth's system.
 * Atmosphere**


 * Note: The atmosphere is made up of many layers that differ in chemical composition and temperature. For the purpose of this module, however, we will not differentiate among the layers of the atmosphere. The word "atmosphere" will be used in reference to all of the layers.

Name:_______________________________________________ Date:____________________


 * Earth Spheres

Biosphere, Atmosphere, Lithosphere and Hydrosphere**



Introduction
Every time you turn on your television, travel in a car or even use your blow-dryer, you are contributing to CLIMATE CHANGE, one of the **HOTTEST** problems facing our planet today. Simply stated, climate change is the heating up of our planet due to something known as the Greenhouse Effect. You've probably even heard about it... but you probably don't understand the huge impact that climate change is having on your country, city, neighborhood and YES, even in your own backyard! Climate change has become such a growing concern that many scientists now believe that climate change may be the #1 THREAT to your future. This Web Quest will help you to understand climate change while learning to appreciate and protect our Earth's atmosphere. == Task you are a member of a team of Climate Change Specialists hired to uncover a looming climate change catastrophe growing in your very own community. Your team must identify the ways that your school and community are contributing to climate change and prepare a brochure that will persuade people in your community to take action on climate change before it becomes too late! ==

Process
=// Phase 1 // = Before you can solve any problem, you need to understand what it is. In this first phase, you will become an expert on climate change from one of the following fields of specialization. At the end of phase 1, you should be prepared to share your expertise with the other members of your team. Phase 1 of this Web Quest has three steps: The research process; the "Specialist Group" Discussion; the team "Roundtable" Discussion.

// Step 1: The Research Process //
The fields of specialization for this project are: //**Scientist:**// You strive to learn the science behind every problem. Your task is to learn about climate change by researching the Greenhouse Effect, the types of greenhouse gases (and their sources) and how these greenhouse gases contribute to climate change. Be sure to visit the following websites for further information: For additional research, you should explore historical reasons for climate change by learning about the [|Industrial Revolution] and its impact on climate change and greenhouse gases. For even further information about changes and trends in greenhouse gas emissions, check out this [|Statistics Canada] website. //**Climatologist:**// You will report on the current and expected impact of climate change on Saskatchewan and Canada today and in the next century. You will find the [|Climate Change Saskatchewan] website helpful for your information. In addition, be sure to visit the Government of Canada's [|How Will Climate Change Affect Us] WebPages and [|The Environmental Protection Agency] and [|Saskatchewan Environmental Society] websites.
 * [|The Green Lane: Climate Change (Government of Canada)]
 * [|United Stated Environmental Protection Agency Global Warming for Kids]
 * [|David Suzuki Foundation]
 * [|The Pembina Institute]
 * [|CBC News Indepth: Climate Change]
 * [|The Science of Climate Change]
 * //Historian://** As an avid historian, you know that you cannot understand the present or begin to change the future without first understanding the past. Your task is to compare past and present lifestyles and to identify some of the key changes that may be contributing to climate change. You will interview a grandparent, senior citizen or Elder to find out what life was like 50 years ago. You will find the [|Interview Planner] useful to guide you in your interview but you are encouraged to add further questions that may be more relevant to your interview. In addition, you will need to record your activities for a day on the [|Daily Activity Log] to help you in your comparison.
 * //Environmentalist://** Simple stated, environmentalists are the voice of our Earth. You seek harmony between man and nature. You are certain that climate change is a result of the damaging way humans live. Your task is to gather a picture of the climate change issue from the point of view of some of the leading environmentalist organizations. Try to identify the reasons they are fighting for action on climate change and some of the ways they are trying to initiate change. Some websites that may help you in your journey include:
 * [|Greenpeace International] ;
 * [|David Suzuki Foundation] ;
 * [|World Wildlife Fund] ;
 * [|Pembina Institute] ;
 * [|Saskatchewan Environmental Society].
 * //Federal politician://** You will summarize the Government of Canada's position on climate change. You will need to discuss Canada's Clean Air Act and also the Kyoto Protocol, which many of the world's nation are involved. One question you should address in your research is "Is the Government doing enough?" Some websites worth visiting include [|Government of Canada's Clean Air Act], [|The United Nations Framework Convention on Climate Change (UNFCC)] and [|David Suzuki Foundation].

// Step 2: The Specialist Group Discussion //
After your independent research, you will meet with other specialists in your field to compare and discuss your findings. You will want to be sure that you have learned all that you can about climate change as a specialist in your field.

// Step 3: The Roundtable Discussion //
The last step in Phase 1 is to hold a Roundtable Discussion with your team. In a Roundtable Discussion, each member of the team will take turns presenting his or her research. You will need to prepare in advance by writing a summary of your research and thinking of possible questions that might be asked. You are also expected to take an active role in other discussions by asking appropriate questions and offering feedback. See the [|Discussion Rubric] to learn how you will be evaluated on your discussion. **//Phase 2//** You team has now completed your Roundtable discussion and you have gained a better understanding of climate change. You now understand the need to take immediate action on climate change. During Phase 2 of this Web Quest you will try to understand how your school and community are adding to the problem of climate change and develop a list of tips to reduce your community's impact on climate change. There are three steps to this phase:
 * Field Work;
 * Community Membership Survey;
 * Brainstorming Solutions.

FIELD WORK:
The first thing you will need to do is to take a field trip around your school and community. You will need to make careful observations and take note of good and poor climate change practices. You may want to take pictures for use in your brochure in phase 3. Some good practices you might observe include a parent walking their child to school, newly planted trees or a recycling program. On the other hand, you may see a car idling in the school parking lot, lights left on in empty classrooms or overflowing garbage cans. Record your observations in the Activity column of the [|Field Work Summary] worksheet. Note: At this point in the Web Quest, you only need to fill out the "Activity" column. You will come back to this sheet during the Brainstorming process.

THE SURVEY:
To gain an even greater understanding of the habits within your community and school, you will also need to survey people to find out information such as how people arrived at school, the number of passengers in vehicles and the distance travelled. You may also wish to ask about home recycling programs, home energy upgrades or general energy practices in homes. Your team should think of five important questions to include in your survey and should do a minimum sample group of 1 classroom and 5 other adults. For the classroom survey, you will need to get permission from the classroom teacher and schedule a time to conduct your survey. Remember to be respectful of the work environment in other classrooms and to respect the privacy of others.

BRAINSTORMING SOLUTIONS:
Now that you have a good idea of the problems in your community, you will need to think of ways to solve them. Your team should look back at your Field Work Summary and review your Survey results to discuss and "brainstorm" a list of tips to reduce your community's climate change impact. For additional ideas and tips, check out: **//Phase 3//** Now that you have identified the problems and some solutions, you will need to educate others. You will create a brochure to inform people about the dangers of climate change and share the tips you created in Phase 2 to help your school and community become a climate change friendly community. Before you begin your brochure, choose a target audience. This may be parents, teachers or students. Once you have decided on your audience, think of ways to persuade them to follow your tips by creating a brochure that will be appealing, informative and persuasive to your target group. Before you create your brochure, you should look at some sample brochures and review tips and techniques on persuasive writing at [|Jan's Word Brochure], [|Elements of Language] and [|UBC's Writing Centre Workshop]. Then use the [|Creating your Brochure] guidelines to set up your brochure using Microsoft Word or visit some online brochure making tools such as [|My Brochure Maker] and [|The ReadWriteThink Printing Press]. Refer often to the [|Brochure Rubric] to be sure that all the required components are met. It is important that every specialist in your team contributes to the brochure. Be sure to have at least 10 tips that are targeted to your audience. Have fun and remember to keep your target audience in mind as you prepare your brochure.
 * [|Energy Quest]
 * [|Earth Day]
 * [|The United States Environmental Protection Agency]
 * [|Saskatchewan Eco Network]

//**Discussion Rubric**// ||  4    Exceeding  || 3   Meeting  || 2   Beginning to Meet  || 1   Not Yet Meeting  || Organization and Preparation || The presenter showed exceptional advance planning and was well organized. || The presenter was organized and prepared. || The presenter was somewhat prepared and organized but had to stop during the presentation to find or locate information. || The presenter was unprepared and disorganized. It was apparent that little or no advance preparation was completed. || Understanding of Topic || The presenter showed in-depth knowledge of their topic and could answer questions confidently and accurately. Information was well supported. || The presenter showed good understanding and was able to answer most questions. Most of the information was accurate and well supported. || The presenter had some understanding of their topic and could answer some questions. Some facts were inconsistent or inaccurate. Only some facts were well-supported. || The presenter showed poor understanding of the subject and was unable to answer questions. Information was inaccurate and not supported. || Contribution to Discussion || Asked relevant questions, listened attentively and respectfully to the other presenters. Was highly involved in the discussion. || Asked questions and listened carefully. Was involved in the discussion. || Was attentive but not really involved. Did not ask relevant questions. || Was inattentive or disruptive. Did not contribute positively to the discussion. || // Persuasive Brochure on Climate Change // 4  Exceeding || 3   Meeting  || 2   Beginning to Meet  || 1   Not Yet Meeting || Brochure Content || The brochure presents extensive knowledge and accuracy of the issue. Includes at least 10 tips. || Includes enough information to inform the audience. Content is accurate. Contains 10 tips. || Includes some facts and information about the topic and facts. Content is generally accurate. Contains 6-9 tips. || Accurate facts about climate change are not presented. Contains fewer than 5 or less tips. || Group Work || All perspectives of the members of the group were clearly identified in the brochure. || All members of the group contributed to the brochure but some roles were not clear. || Most of the members contributed to the brochure but some perspectives were unclear. || Only a few of the members of the group were represented in the brochure. || Mechanics || No errors in spelling, grammar, punctuation noted. || Fewer than 3 errors were noted. || Fewer than 5 errors were noted. || Greater than 5 errors were found in the brochure. || Aesthetics || Brochure has an attractive and stimulating appearance. Images are appropriate. It captures and holds the attention of the audience. || Brochure is attractive and captures the attention of the audience. Images are appropriate. || Brochure is not very attractive and does not attract the target audience. || Brochure has no sense of design. It is unappealing to its target audience. || Persuasiveness || Brochure is very persuasive. It shows a strong understanding of the target audience and purpose. || Brochure is persuasive and shows understanding of the audience and purpose. || Brochure is somewhat persuasive. The target audience and purpose do not seem evident. || Brochure is not persuasive and shows no understanding of purpose. ||
 * Evaluation**