Biome Travel Brochure

Teacher’s Name: Durden, Simmons, Weese Subject/Course: Life Science

Lesson Title: Biome Travel Brochure Grade Level: 7

Approximate Time Frame: Students will have approximately 8 to 10 days. At the conclusion of the
project work days, students will present their completed brochure to the class.

Stage 1 – Desired Results

Competency/Objectives: Students will find, utilize, and synthesize information to create a biome travel
brochure in which they will employ the writing process to persuade potential travelers to visit their assigned
biome.

Standards to be addressed:

Standards for the 21st Century Learner

1. Inquire, think critically, and gain knowledge
3. Share knowledge and participate ethically and productively as members of our democratic
society.

GPS:
S7L4. Students will examine the dependence of organisms on one another and their environments.
e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest,
savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e.
freshwater, estuaries, and marine).

Established Goals:
Understandings
Students will understand
that...
1. Being able to write effectively is an important life skill.
2. Research skills like the ability to find, utilize, and synthesize information
are necessary skills in many career or job fields.
3. Authors have a particular purpose for writing and often employ various
styles and strategies dependent on that purpose.
4. Environmental factors determine the types of plants and animals that live in
a particular area.
5. People’s culture, values, and habits are largely determined by where they
live.

Essential Questions: Overarching Questions

1. Why is understanding the intent or purpose of an author an important life
skill?
2. How is knowing how to use information to create various written products
related to success in life?
3. How is knowing how to complete a research project related to success in
life?
4. Why is it important to be able to evaluate information for reliability and
accuracy?
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 5. What does reliable information look like?
6. Why does it matter if I cite a source of information in a research project?

Topical Questions
1. What is the author’s purpose for writing a particular piece?
2. Why is it important to use steps like the DISCOVER method to complete a
research project?
3. Why is a website ending in .edu more reliable than a website ending in
.com?
4. Why are an author’s credentials important when considering the reliability
of information?
5. How can you be certain that the information you have found is actually true
and not just someone’s opinion?
6. When is it appropriate to gather information from sources other than the
Internet or a book?

Students will know… 1. How to use the writing process to create a persuasive report.
2. How to evaluate an author’s purpose.
3. How to evaluate a website for validity and accuracy.
4. How to cite sources appropriately.

Students will be able 1. Use technology to gather information.

to… 2. Use technology to design and create their brochure.

Brief Summary of the Unit:

Students will take prior knowledge from previous life science lessons about biomes to develop a biome travel
brochure. The biome travel brochure will include the defining and unique characteristics of the biome to
persuade potential travelers to visit the biome. Students will employ the writing process along with technology
skills to create the brochure.

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Stage 2 – Assessment Evidence
Performance Task:
Performance Task Statement: Research an assigned biome, use the writing process, and use technology to
create a biome travel brochure.
Students will understand…
Students will be able to
do…
G.R.A.S.P.S.
Here is where you will develop a scenario for the activity/project.
This section is for you to develop a guide for the students on what to do.
Goal(s): Your goal is to use the research process in order to gather information and artifacts for a
(Scenario for
Assignment/Project)
Role:
(Student’s role)
Audience:
(Who will see this
information? It can be the
teacher only.)
Situation:
(How – individually,
partners, groups – the goal
will be accomplished.)
Performance:
(What will the student do?)
Standards:
(The criteria for success and
how it will be assessed.)
Design a travel brochure for an assigned biome
1. Concepts learned in creating the brochure will apply to real world
situations.
1. Use technology to design and create their travel brochure.
2. Use persuasive writing to convince travelers to visit their assigned
biome.
3. Choose the most reliable resources from which to gather information.
travel brochure.
You will play the role of a travel agent in which you will collect and organize
information and artifacts for a new travel brochure. You will be in competition with
other travel agents for prospective travel clients.
Your audience will be fellow travel agents and potential travel clients (your classmates
and teacher).
In these tough economic times, travel and vacation sales are just terrible. In order for
your travel agency to stay in business, it is imperative that you sell at least 6 vacation
packages this month. Your boss has asked you to design a travel brochure to help drum
up some new business. She wants to attract as many new travel clients as possible. Your
challenge is to design a travel brochure that will make people want to visit your
assigned biome. You will use the research process to gather information and artifacts
that can be used in your travel brochure. You will analyze and synthesize the
information that you gather to communicate to your fellow travel agents and prospective
clients that your biome has the most to offer in terms of a vacation appeal.
You will create an illustrated tri-fold travel brochure to report your research findings.
This brochure should include not just facts and information about your biome but also
your own ideas, opinions, and arguments about why this biome would be the best to
vacation in. Remember you are trying to sell a vacation package. It is your job to
convince your audience that your biome would be the best place for them to spend their
money. In addition your travel brochure should include actual attractions that
vacationers could visit. These attractions could include national parks, landmarks, or
historical sites.
Use the rubric criteria to develop your travel brochure. Your travel brochure needs to
include at least 3 illustrations. One of these illustrations should be a representation of
your biome’s landscape. It must include analysis and synthesis of the unique
characteristics of your biome that clearly communicates to travelers what they can
expect as they travel the biome. You should include practical information for the
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 traveler such as the following:
• Expected temperatures and rainfall in different seasons
• Native plants and animals
• Ecological, historical, and cultural points of interest
• Native foods
• Adaptations to the biome by the local people, and use of local materials in
crafts
You must have at least 5 separate resources that include one hard copy from the school
media center such as an encyclopedia or book and one online database such as those
found on Galileo. You must include a separate bibliography in which you properly cite
your sources using APA format. Your travel brochure should not have any spelling or
grammatical errors. Remember you are trying to sell a vacation. Don’t just state facts.
Make the facts part of your sales pitch.

Key criteria to reflect Performance Rubric for completed brochure.

Tasks:

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 Biome Travel Brochure
Teacher Name: __________________________________________
Student Name: ________________________________________
CATEGORY 4 3
Writing - Each section in the
Organization brochure has a clear
beginning, middle, and
end.
Graphics/ All three required graphics
Pictures are present. Graphics go
well with the text and they
enhance the appeal of the
biome or support the
explanations about why the
biome would be a great
place to visit. There is a
good mix of text and
graphics.
Content - All facts in the brochure
Accuracy & are accurate and all
Depth information is relevant to
the biomes biotic and
abiotic factors. Information
clearly demonstrates the
student’s knowledge of the
biome.
Attractiveness & The brochure has
Organization exceptionally attractive
formatting and well-
organized information.
Attention Grabber The cover of the brochure
has a strong hook or
attention grabber that is
connected to the assigned
biome. This could be a
strong statement, a relevant
quotation, statistic, a
2 1
Almost all sections of Most sections of the Less than half of
the brochure have a brochure have a the sections of the
clear beginning, clear beginning, brochure have a
middle and end. middle and end. clear beginning,
middle and end.
One of the required Two of the required All three required
graphics is missing. graphics are graphics are
Graphics go well with missing. Graphics missing. Graphics
the text, but there are go well with the do not go with the
so many that they text, but there are accompanying text
distract from the text too few and they do or appear to be
or only a few provide not support the randomly chosen.
support for the explanations about
explanations about why the biome
why the biome would would be a great
be a great place to place to visit.
visit.
99-90% of the facts in 89-80% of the facts Fewer than 80% of
the brochure are in the brochure are the facts in the
accurate or not all of accurate or not all brochure are
the information is of the information is accurate. The
relevant to the biomes relevant to the information is not
biotic and abiotic biomes biotic and relevant to the
factors. Information abiotic factors. biomes biotic and
demonstrates the Information does abiotic factors.
student’s knowledge of not demonstrate the Information does
the biome. student’s not demonstrate
knowledge of the the student’s
biome. knowledge of the
biome.
The brochure has The brochure has The brochure's
attractive formatting well-organized formatting and
and well-organized information. organization of
information. material are
confusing to the
reader.
The cover has a hook The cover has an The cover is not
or attention grabber interesting interesting AND is
that is connected to the introduction but the not relevant to the
assigned biome, but it connection to the assigned biome.
is weak, rambling or assigned biome is
inappropriate for the not clear.
audience.
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 compelling graphic, or
question addressed to the
reader.

Evidence and Includes the 5 or more Includes at least 4 Includes at least 3 Includes at least 2
Examples pieces of evidence (facts, pieces of evidence pieces of evidence pieces of evidence
statistics, examples about (facts, statistics, (facts, statistics, (facts, statistics,
plants, animals, climate, examples about plants, examples about examples about
culture, adaptations, etc.) animals, climate, plants, animals, plants, animals,
that are specific, relevant culture, adaptations, climate, culture, climate, culture,
and provide clear etc.) that are specific, adaptations, etc.) adaptations, etc.)
explanations that show relevant and provide that are specific, that are specific,
why assigned biome would clear explanations that relevant and provide relevant and
be the best place to visit. show why assigned clear explanations provide clear
biome would be the that show why explanations that
best place to visit. assigned biome show why
would be the best assigned biome
place to visit. would be the best
place to visit.
Citations All 5 required citations are Most of the required Some of the None of the
in the proper format. There citations are in the required citations required citations
are no errors. proper format. There are in the proper are in the proper
are only three or fewer format. There are 4 format. There are
errors. to 6 errors. more than 6 errors.

Total Score: ________________________

Teacher Comments:

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Stage 3: Learning Plan, Experiences, and Instruction:

Learning Activities: Consider the WHERETO elements

The Teacher will…
W Introduce the project by telling students that there goal is to use the research process in order to gather
Where are we information and artifacts for a travel brochure.
going? What
is expected?
H Say, “In these tough economic times, travel and vacation sales are just terrible. In order for your travel
How will we agency to stay in business, it is imperative that you sell at least 6 vacation packages this month. Your
hook boss has asked you to design a travel brochure to help drum up some new business. She wants to
(Introduce this attract as many new travel clients as possible. Your challenge is to design a travel brochure that will
to) the make people want to visit your assigned biome. You will use the research process to gather
students? information and artifacts that can be used in your travel brochure. You will analyze and synthesize the
information that you gather to communicate to your fellow travel agents and prospective clients that
your biome has the most to offer in terms of a vacation appeal. “

E Provide students with the rubric that will be used to evaluate their work and an example of what their
How will we finished product should look like.
equip students
for expected
performances?
R Provide students with the opportunity to evaluate their own work as well as work done by their peers.
How will we Students will also receive feedback from the teacher before they submit their final work. Students will
rethink or also receive their author’s purpose quiz and website evaluation worksheet back after it has been
revise? evaluated by the teacher.

E Students will complete the self evaluation rubric.

How will
students self-
evaluate and
reflect their
learning?
T Students will be provided with various resources from which to obtain information suitable to their
How will we needs. Students will also receive direct, hands on assistance from paraprofessionals and the media
tailor learning specialist when appropriate. At the discretion of the classroom teacher, the rubric may be modified to
to varied accommodate the needs of diverse learners. This may include requiring fewer resources or fewer
needs, explanations and graphics.
interests, and
learning
styles?
O Day 1: The classroom teacher will introduce the project to the students by reviewing and explaining
How will we the G.R.A.S.P.S. as written above. The teacher will explain that the students will be working with the
organize the media specialist on various concepts throughout the project. The teacher will provide the students with
sequence of examples of finished products for review and discussion. The teacher will assign students their
learning? individual biomes.

Day 2: The media specialist will conduct a lesson on evaluating an author’s purpose. The following
website will be utilized to provide students with an overview about various purposes for writing:
http://www.fcatexplorer.com/media/parent/tiplister/flash/tip210a.swf . After reviewing the
website, the media specialist will lead a discussion about which type of purpose should be
utilized for completing their biome travel brochure. Students should agree that persuasive
writing would be best. After the class discussion students will practice evaluating an author’s
purpose at the following website: http://www.studyzone.org/testprep/ela4/h/authorpur.cfm .
When students have finished, the media specialist will provide students with the rubric that
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will be used to evaluate their finished product. She will explain that they will be creating a
persuasive report to attract potential travelers. To provide students with practice, the media
specialist will ask students to work in pairs to write a paragraph about why a specific piece of
candy is better than others. Each group will be given a different type of candy. They will be
asked to include evidence, reasons, facts, opinions, etc. to make the best argument. Each
group will read their paragraph out loud. The other groups will evaluate their paragraph using
the rubric from:
http://www.saskschools.ca/curr_content/elab10/unit1/inequality/lesson5/persuasiverubric.html

Day 3: The media specialist will review author’s purpose with students. After review, students will be
introduced to evaluating websites. At the conclusion of today’s lesson students will be able to evaluate
various types of websites. In order to accomplish this, the media specialist will give a handout to
students from the following website: http://www.chabotcollege.edu/Library/abby/evaluating.html. She
will explain that they may refer to this worksheet during their research to evaluate any website. She
will then display various websites on the LCD projector and lead a class discussion using the given
criteria to evaluate the websites. The media specialist will then display the following website:
http://zapatopi.net/treeoctopus/ which is a fake website to allow students to use the criteria to
determine if it is a trustworthy site. Other fake websites can be found at:
http://www.philb.com/fakesites.htm . After class discussion, students will be given a URL address so
that they can use the worksheet to evaluate the site. The media specialist will collect the completed
worksheets to check for understanding. At the conclusion of class students will be provided with the
following website: http://www.library.cornell.edu/olinuris/ref/research/webcrit.html .The media
specialist will explain that they may use this website in any research process.

Day 4: The media specialist will review website evaluation with students. After review, the students
will be introduced to how to avoid plagiarism. The media specialist will use the power point and note
taking guide at: http://www.informationliteracy.org/plans/view/414/back/0 to teach students about how
to avoid plagiarism. After students have completes their note taking guide, the teacher will provide
students with the following website: http://avoidingplagiarism.pbworks.com/ . This website was
created to provide students with the tools to properly cite their sources.

Day 5: The media specialist will review website evaluation with students. After review, the media
specialist will provide students with various brochure templates from Microsoft office at
http://office.microsoft.com/en-us/templates/ct101043031033.aspx . She will demonstrate to students
how to cut and paste graphics and text into the brochure using the computer and LCD projector in the
media center. She will remind students that they must properly cite sources that are used in the
brochure. She will also remind students that they are trying to persuade travelers to visit their assigned
biome. As they gather information, they should include evidence, facts, reasons, and opinions about
why people should visit the biome. Students will be then select their template and begin completion of
the project. The media specialist will monitor students as the gather information for their biome travel
brochure. She will provide students with feedback and answer questions as she circulates throughout
the classroom. She will explain to students that by the end of work day 6, they must have a completed
bibliography turned in for evaluation.

Day 6: The media specialist will monitor students as the gather information for their biome travel
brochure. She will provide students with feedback and answer questions as she circulates throughout
the classroom. The media specialist will ask students to partner with a peer to evaluate their completed
bibliography. She will instruct them to review the bibliography using the resources at
http://avoidingplagiarism.pbworks.com/ . She will ask students to make corrections as needed. When
corrections are made, students will turn in their complete bibliography so that the media specialist can
provide feedback.

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 Day 7: Students will be given the self evaluation rubric to evaluate the quality of their own finished
product. Students will evaluate the work of their peers. Students may make revisions as needed.

Day 8: The media specialist will monitor students as the gather information for their biome travel
brochure. She will provide students with feedback and answer questions as she circulates throughout
the classroom.

Day 9: Students will present their work to their teacher and classmates

Information from Stage 2: Other Evidence

Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check:

The media specialist will lead several class discussions in which she will ask directed questions
to check for understanding.
The media specialist will monitor students to assess progress and check for understanding.
Quiz/Test:

AUTHOR'S PURPOSE QUIZ

An author writes for many reasons. An author may give you facts or true information about a
subject. Some authors write fiction stories or stories that are not true. They write these stories to
entertain you. Other authors may write to persuade or to try to get you to do something.

Directions:

READ EACH OF THE FOLLOWING WRITINGS AND DECIDE WHETHER THE

AUTHOR'S PURPOSE IS TO:

• persuade
• inform
• entertain

1. It was a glorious morning in Alabama. The sun was shining through the trees. Alan couldn't
wait to find his fishing pole and call his friend Sam to go fishing. They had a great time on these
early morning fishing trips. They took their dogs with them and the dogs would swim in the lake
while they fished. It was so funny to watch those dogs paddle around the lake.

What is the author's purpose of this writing? ____________________________

2. The Slim-O-Matic will cause you to loose pounds and inches from your body in one month.
This amazing machine helps you to exercise correctly and provides an easy video to show you
the proper way to exercise. Send $75.99 and begin exercising today.

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 What is the author's purpose of this writing? ____________________________

3. The Underground Railroad was a secret organization which helped slaves escape to freedom.
Many slaves were able to escape because of the conductors and station masters. The northern
states were free states and slaves were free once they arrived in the north. Secret codes and
signals were used to identify the conductors and station masters.

What is the author's purpose of this writing? ____________________________

4. Judy Glen's amazing Wrinkle Remover cream will make you look younger in thirty days or
less. This remarkable cream has special ingredients to make your wrinkles disappear. The cost
for a thirty day supply is $ 25.99. Send your check to P.O.Box 00002, Shelton, CA 74836

What is the author's purpose of this writing? ____________________________

5. Thomas was not happy one little bit. His sister, Susan was making honor roll again. His
parents would allow her to do anything she wanted to do. Thomas was not making honor roll this
time and he was not going to be allowed to do all the things he wanted to do. Poor Thomas! He
would just have to study harder and get back on the honor roll.

What is the author's purpose of this writing? ____________________________

6. Laura Elizabeth Ingalls Wilder was born on February 7, 1867 in Pepin, Wisconsin to Charles
and Caroline Ingalls. She met and married Almanzo James Wilder in 1885. She published many
books based on her travels to the west. Her writing became the basis for the " Little House"
series She died in 1957.

What is the author's purpose of this writing? ____________________________

7. HAMSTERS FOR SALE: Braxton Pet Store, Northwood Mall: We have a large selection of
hamsters for sale this week. They are interesting pets and you will enjoy having one. They are
only $ 17.99 this week. Come and buy yours today!

What is the author's purpose of this writing? ____________________________

8. Calligraphy is a form of handwriting . A special pen must be used. Letters are formed using
up and down strokes. Old documents are usually written in this form. Diplomas , certificates and
other awards are written in calligraphy. It is an interesting form of handwriting.

What is the author's purpose of this writing? ____________________________

9.Katina and her brother, Jess were playing with the water hose outside one day. Jess was hiding
from Katina so she wouldn't squirt him with the water. The back door opened and Katina pointed
the water hose toward the door. It was Mom and she was dripping wet!

What is the author's purpose of this writing? ____________________________

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10. Rosie had the best time making her valentine cards for her classmates. She used red and
white paper, heart stickers, markers and anything else she could find. It was great. Her friends are
planning a valentine party on Feb. 14th at school. The one she made for her best friend is funny.
Funny valentines are nice to get.

The author's purpose of this writing is to __________________

This quiz comes from the following website:

http://www.teach-nology.com/worksheets/language_arts/authors/

Performance Task/Project:

Brochure Rubric

Self and Peer Evaluations

Self & Peer Evaluation

Student Name:
Assigned Biome:

Use the following checklist and rubric to evaluate the quality of your own work.

• Illustrations: Your travel brochure needs to include at least 3 illustrations. One of these
illustrations should be a representation of your biome’s landscape.
• Practical Information: You should include practical information for the traveler such as the
following:
o Expected temperatures and rainfall in different seasons
o Native plants and animals
o Ecological, historical, and cultural points of interest
o Native foods
o Adaptations to the biome by the local people, and use of local materials in crafts
• Sources: You must have at least 5 separate resources that include one hard copy from the school
media center such as an encyclopedia or book and one online database such as those found on
Galileo. You must include a separate bibliography in which you properly cite your sources using
APA format.
• Spelling and Grammar: Your travel brochure should not have any spelling or grammatical
errors.
• Persuasion: Remember you are trying to sell a vacation. Don’t just state facts. Make the facts
part of your sales pitch

Excellent Average Below Average

Illustrations 3 or more relevant 2 illustrations Only 1 illustration is
illustrations are included in the included. Or none of
included in the brochure. Or some the illustrations are
brochure. illustrations are not relevant to the biome.
relevant to the biome.
Practical Information All required Most of the required Many of the required
information is present information is present elements are missing.
in the brochure. in the brochure.
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 Sources All required sources One of the required Many of the required
are present on a sources is missing. sources are missing
separate There are fewer than or there are more than
bibliography. There 3 mistakes. 3 mistakes.
are no mistakes in the
APA format.
Spelling and There are no spelling There are fewer than There are more than 3
Grammar or grammatical 3 spelling or spelling or
errors. grammatical errors. grammatical errors.
Persuasion The arguments The arguments The arguments
presented in the presented in the presented in the
brochure enhance the brochure enhance the brochure do not
biome’s appeal and biome’s appeal but do enhance the appeal of
make you want to visit not necessarily make the biome or make
the biome. you want to visit the you want to visit the
biome. biome.

Self Evaluation:

Answer the following questions:

1. What did you like best about this project?

2. What did you like the least about this project?

3. What would you do differently if you had to do this project again?

4. On a scale from 0 to 100, what grade would you assign your completed brochure? Why?

Peer Evaluation:
Answer the following questions:
1. What part of the brochure did you like best?

2. How could this brochure be improved?

3. On a scale from 0 to 100, what grade would you assign this completed brochure? Why

Other
Complete Website Evaluation Worksheet at:
http://www.chabotcollege.edu/Library/abby/evaluating.html

Completed bibliography for peer review and feedback from the media specialist.

Special Needs:
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Modifications: Accommodations:
Apply IEP recommendations Assign students in groups according to their
ability and IEP

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