Ecology

Fifth Grade STEAM Unit

Table of Contents Page #

Parent / Guardian Letter 3

Lesson 1: Biomes 4

Lesson 2: Photosynthesis 6

Lesson 3: The Food Chain 9

Lesson 4: Owl Pellets Lab 12

Lesson 5: Oh Deer 17

Lesson 6: Energy Pyramid 21

Lesson 7: Biome Building Project 24

Lesson 8: The Carbon Cycle 26

Lesson 9: Global Warming 30

Lesson 10: Global Warming Plan of Action 32

Summative Assessment: Biome Travel Brochure 34

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Dear Future Ecologists’ Parents / Guardians,

This month your 5th grader will begin their scientific exploration into the
interactions between organisms and their environment in our Ecology Unit. They
will learn how organisms are dependent upon each other and their environments,
in order to survive and reproduce, through many different subjects that make up
STEAM; science, technology, engineering, art, mathematics, and so much more!

Throughout the unit, the ecologists in training will explore topics such as:
§ Biomes
§ Photosynthesis / The carbon cycle
§ Food chains
§ Energy pyramids
§ Global Warming

As our ecologists in training voyage through the different areas and topics, they
will be meeting the 5th grade Next Generation Science Standards (NGSS), as well as
covering many Math and ELA Common Core Standards. This unit will allow the
students to look at many different subjects in ways they have never before, have a
greater understanding of the world they live in, and be able to apply their new
knowledge and skills to the outside world.

The ecologists in training will be using all of their knowledge over the entire
unit to create a travel brochure to a specific biome! At the end of the Ecology Unit,
students will use their knowledge as well as research skills to complete a brochure
that they will share with their classmates and bring home at the end of the unit for
you to enjoy!

I am excited to serve as your ecologists in training’s exploratory guide and

embark on this exciting adventure! Thank you for your current and future support
in this quest!

Sincerely,

Miss Koopman

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Lesson 1 Name: Biomes
Subject: Science / ELA
Grade Level: 5th

1. Standards (CA Common Core Standards; NGSS/Content Standards)

NGSS Standard: 5-LS2-1, LS2.A
Common Core Standard: RI.5.1
2. Objectives
• Content: The students will learn about the five major categories of
biomes by reading the online article and taking notes.
• Language/Key Vocabulary: biome, desert, aquatic, forest, grassland,
tundra, adaptations, fauna, flora, temperature, vegetation
3. Assessment
• Informal / Formative: Students will complete notes on each of the
individual biomes.
4. Instructional Strategies and Learning Tasks
I. Anticipatory Set
• Motivation: Ask students to describe the surroundings of the school.
Include scaffolding question if necessary: “What is the temperature?
What animals do you see? Are there any plants?”
o Discuss students’ answers.
• Activate Prior Knowledge: Ask students to describe to the
surroundings of their home to the person next to them.
o Discuss students’ answers.
II. Instruction and Modeling
• Project website with the article about each of the biomes onto
smartboard/projector
https://eschooltoday.com/ecosystems/what-is-a-biome.html
• Read through the article once together as a class for the gist.
III. Guided Practice
• Have the students go back and reread the articles on their own for
comprehension.
• Walk around to answer any clarifying questions they may have.

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 IV. Closure (student summary of learning)
• Partner share – have each student explain to their partners what their
favorite biome was that they read about and why.
V. Independent Practice (summative assessment)
• Have students take notes on important facts about each biome.
5. Differentiation Strategies
• Pair lower performing students or students with IEPs with higher
performing students for academic support.
6. Instructional Resources and Materials
• Website with biome article (listed above).

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Lesson 2 Name: Photosynthesis
Subject: Science / ELA
Grade Level: 5th

1. Standards (CA Common Core Standards; NGSS/Content Standards)

NGSS Standard: 5-PS3-1., 5-LS1-1., 5-LS2-1.
Common Core Standard: RI.5.7, RI.5.1, W.5.1.a–d
2. Objectives
• Content: The students will learn about the process of photosynthesis
by accurately completing the worksheet after watching the video.
• Language/Key Vocabulary: photosynthesis, water, carbon dioxide,
oxygen, sugar, chloroplasts, sunlight, glucose
3. Assessment
• Informal / Formative: Students will take notes on the photosynthesis
video.
• Formal / Summative: Students will fill out the photosynthesis
worksheet (attached).
4. Instructional Strategies and Learning Tasks
I. Anticipatory Set
• Motivation: Play video animation showing how the process of
photosynthesis works (start at :59)
https://www.youtube.com/watch?v=yHVhM-pLRXk
• Activate Prior Knowledge: Ask students if they know what plants
need in order for them to grow.
II. Instruction and Modeling
• Play the video once more.
• Tell students to take notes.
• Call on a few students to share important facts they wrote down from
the video.
III. Guided Practice
• Review diagram of photosynthesis (attached at the end of lesson).
• Give students the worksheet (attached).
• Students will read the article at the top of the page on photosynthesis.

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 • Walk around to answer any clarifying questions they may have.
IV. Closure (student summary of learning)
• On a sheet of paper, have each student write down three things they
learned about photosynthesis, either from the video, the article, or
both.
V. Independent Practice (summative assessment)
• Have students complete the bottom half of the worksheet.
5. Differentiation Strategies
• Showing the video as a visual representation of photosynthesis
multiple times allows those who struggle with processing and/or the
English language the opportunity for repetition of important
information.
6. Instructional Resources and Materials
• Photosynthesis Video (listed above).
• Photosynthesis Diagram (attached).
• Photosynthesis Worksheet (attached).

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Lesson 3 Name: Food Chain
Subject: Science
Grade Level: 5th

1. Standards (CA Common Core Standards; NGSS/Content Standards)

NGSS Standard: 5-PS3-1., 5-LS2-1., 5-LS1-1, PS3.D, LS1.C, LS2.A, LS2.B
2. Objectives
• Content: Students will learn about the energy that passes through
organisms by drawing an accurate food chain of their choice.
• Language/Key Vocabulary: food chain, producer, consumer, primary,
secondary, tertiary
3. Assessment
• Formal / Summative: Students will fill out the food chain worksheet
(attached).
4. Instructional Strategies and Learning Tasks
I. Anticipatory Set
• Motivation: Ask students what vegetation and animals they have seen
around campus.
o Discuss students’ responses.
o Write down a few plants and animals on the board.
• Activate Prior Knowledge: Ask a few students to come up to the
board and match the animals to the plants that they eat.
o Arrange correct answers into food chain formation.
II. Instruction and Modeling
• Based on the plants and animals that were suggested by the students,
explain the parts of the food chain and what their role is (sun,
producer, consumer).

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 III. Guided Practice
• Give students the worksheet (attached at end of lesson plan).
• Assign each student in the group a role:
o Organizer
o Drawer
o Labeler
o Presenter
• Read the directions together as a class.
• Students will write the definitions of consumer and producer on their
papers to assist them during the assignment.
• Walk around to answer any clarifying questions they may have.
IV. Closure (student summary of learning)
• Have the students write an exit slip explaining what the sun’s role in a
food chain is.
V. Independent Practice (summative assessment)
• Have the students complete the food chain worksheet with their group
and present their food chain to the class.
5. Differentiation Strategies
• Once they have created their food chain from the worksheet and are
waiting for the other groups to finish, the higher performing students
can create their own food chain by drawing the sun, at least one
producer, and two consumers on blank sheets of printer paper, and
arranging them in the correct order.
• Group work provides struggling students and students with IEPs extra
support from their peers.
6. Instructional Resources and Materials
• Food Chain Worksheet (attached)
• Blank sheets of printer paper
• Scissors

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Food Chain Worksheet

Draw out your group's food chain below. Begin with the sun. Label each organism
either a producer or a consumer.

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Lesson 4 Name: Owl Pellet Lab
Subject: Science / Math / ELA
Grade Level: 5th

1. Standards (CA Common Core Standards; NGSS/Content Standards)

NGSS Standard: 5-LS2-1., LS2.A
Common Core Standard: MP.2, MP.4, RI.5.7, W.5.1.a–d
2. Objectives
• Content: The students will be able to identify animals that owls eat and
what ecosystem they belong to by dissecting owl pellets, matching up
the bones that they find, and filling out the accompanying worksheet.
• Language/Key Vocabulary: owl, pellet, skull, jaw, scapula, limb, rib,
vertebrae, shrew, mole, bird, rodent
3. Assessment
• Informal / Formative: Students will dissect owl pellets and
differentiate between the different types of bones they find.
• Formal / Summative: Students will fill out the lab worksheet and graph
(attached).
4. Instructional Strategies and Learning Tasks
I. Anticipatory Set
• Motivation: Ask students if they eat the bones when they eat meat
and why / why not.
o Discuss students’ answers.
• Activate Prior Knowledge: Ask students if they have ever seen an owl
in person before. Then, ask if they know what animals owls eat.
II. Instruction and Modeling
• Show the students what the pellets look like.
• Tell the students the instructions for the lab.
• Explain the worksheets.
• Model the behaviors that are expected and how the lab should be
conducted.

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 III. Guided Practice
• Pass out the pellets to each partner pair along with the worksheets and
necessary materials.
• Allow them to begin dissecting the pellet with their partner.
• Walk around to answer any clarifying questions they may have.
IV. Closure (student summary of learning)
• Ask students to name the animals they found in their pellets.
o Discuss answers.
V. Independent Practice (summative assessment)
• Have students complete the data sheet once the pellet is taken apart
fully.
• Students will use the bone chart to complete the “What did you EAT”
page.
5. Differentiation Strategies
• Group work provides struggling students and students with IEPs extra
support from their peers.
6. Instructional Resources and Materials
• Bone Chart
• Data and Drawing Worksheets (attached)
• Owl pellets
• Paper towels
• Gloves
• Tweezers
• Skewer sticks
• Black paper

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14
 Owl Pellet Dissection Data Sheet

STOP! Before dissecting your pellet record the following data:

1. What is the size of your pellet in inches? Length ______ Width ______

2. What is the general color of your pellet? ____________

Now, dissect your pellet and record the following data:

Record the number of skulls: ____ Rodent

• ____ Shrew
• ____ Mole
• ____ Bird
• ____ Other Total

4. Record the number of other bones:

____ Ribs ____ Jaws ____ Pelvis ____ Scapula

____ Humerus ____ Vertebrae ____ Other

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16
Lesson 5 Name: Oh Deer
Subject: Science / Movement
Grade Level: 5th

1. Standards (CA Common Core Standards; NGSS/Content Standards)

NGSS Standard: 5-PS3-1., 5-LS2-1., LS2.A
2. Objectives
• Content: The students will learn about competition for resources and
the predator-prey relationship by emulating deer searching for
resources and wolves eating their prey and successfully completing the
Feed the Dingo game.
• Language/Key Vocabulary: predator, prey, resources
3. Assessment
• Informal / Formative: Some students will realistically act as deer in
search for resources, while others will be wolves in search for deer to
eat.
• Formal / Summative: Students will accurately fill out the worksheet
(attached).
4. Instructional Strategies and Learning Tasks
I. Anticipatory Set
• Motivation: Ask students to make a KWL chart about predators and
prey.
• Activate Prior Knowledge: Ask students to make a KWL chart about
predators and prey. Ask students what animals live in the forest and
which animals eat the animals that they suggested.
o List the animals on the board and match them up (predator-
prey).
II. Instruction and Modeling
• Assign students who are deer, resources, and wolves.
• Explain the rules and expectations.
• Model what a round of the activity should look using 3 students (1
resource, 1 wolf, and 1 deer)

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 III. Guided Practice
• Scatter a mix of students across the area of your choice (i.e. classroom,
field, playground, etc.).
• Assist in getting them started.
• Monitor for safety and to ensure they are participating in the activity
appropriately.
IV. Closure (student summary of learning)
• The students will write a one paragraph summary of the activity and
what they learned.
V. Independent Practice (summative assessment)
• Have students play the Feed the Dingo game
https://www.pbslearningmedia.org/resource/plum14.sci.life.feeddingo/f
eed-the-dingo-an-ecosystem-game/
• Have students record how they did on a sheet of paper.
5. Differentiation Strategies
• Multiple visual components provided to reinforce the prey and
predator relationship and cater to ELLs needs.
6. Instructional Resources and Materials
• Oh Deer Worksheet (attached)
• Feed the Dingo Game (listed above)

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•

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Lesson 6 Name: Energy Pyramid
Subject: Science / Math
Grade Level: 5th

1. Standards (CA Common Core Standards; NGSS/Content Standards)

NGSS Standard: 5-PS3-1., 5-LS1-1., 5-LS2-1.
Common Core Standard: 5.OA..B.3., 5.NBT.A.1, 5.NBT.A.2,
2. Objectives
• Content: The students will be able to calculate the 10% rule (the
amount of energy lost, and energy gained as they travel through the
trophic levels) by accurately completing the worksheet and creating
their own version of the energy pyramid.
• Language/Key Vocabulary: consumers, producers, heat, energy,
transfer, primary, secondary, tertiary, quaternary, trophic level,
10% rule
3. Assessment
• Formal / Summative: Students will accurately calculate the amount of
heat lost per trophic level on the worksheet (attached).
4. Instructional Strategies and Learning Tasks
I. Anticipatory Set
• Motivation: Play video explaining how energy flows through an
ecosystem (start at :23)
https://www.youtube.com/watch?v=De_53QflEXQ
• Activate Prior Knowledge: Ask students to remember back to the
lesson on food chains. Have them pair share with a partner what
possible food chains could be the subjects of the energy pyramid.
o Discuss answers.
II. Instruction and Modeling
• Using one of the food chains that were suggested by the students, fill
out the blank energy pyramid.
o Label the members of the food chain inside each section of the
triangle with the attached units of energy per division (from
bottom to top):

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 § Grass – 1,000 units of energy
§ Rabbits – 100 units of energy
§ Foxes – 10 units of energy
§ Bears – 1 units of energy
§ Humans – .1 units of energy
o Demonstrate that as they go up the pyramid, they take the
units of energy and divide it by 10 to find how much energy was
transferred.
o Label their corresponding trophic levels on the left-hand side
of the triangle (from bottom to top):
• Producers
• Primary consumers
• Secondary consumers
• Tertiary consumers
• Quaternary consumers
III. Guided Practice
• Give the students the blank worksheet.
• Go over the directions and leave the sample pyramid on the overhead
projector for them to refer to if necessary.
• Walk around to answer any clarifying questions they may have.
IV. Closure (student summary of learning)
• On an exit slip, have each student describe the math behind the 10%
rule and explain it in their own words, based on the worksheet that they
filled out.
V. Independent Practice (summative assessment)
• Have students come up with an alternate version of the energy
pyramid that still follows the food chain and the 10% rule; however,
with different units of energy and food chains.
5. Differentiation Strategies
• Repetition of the same pyramid with different components provided
reinforcement of energy transfer and the 10% rule, in order to help
ingrain the concept into the students’ heads who typically struggle
with numbers before having to fill a blank pyramid out on their own.

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6. Instructional Resources and Materials
• Energy Pyramid Worksheet (attached)
• Energy Flow in Ecosystem Video (listed above)

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Lesson 7 Name: Biome Building Project
Subject: Science / Art
Grade Level: 5th
Duration: 1 week

Standards:
NGSS Standard: 5-PS3-1., 5-LS1-1., 5-LS2-1.
21st Century Skills: Critical thinking and Creativity are necessary for creating a
biome from scratch with the information learned in the unit and limited materials.
Collaboration and Communication through the fact that this is a group project,
they must all work together cohesively and effectively.
Objectives:
The students will demonstrate what they have learned about ecology by creating a
specific and accurate biome around the animal of their choosing.
Materials:
• 1 shoebox for each pair of students
• Paint in assorted colors
• Construction paper in assorted colors
• Scissors
• Glue
• Markers
• Paintbrushes
• Colored pencils
• Toothpicks
• Styrofoam balls
• Additional materials requested by the groups
Driving Question: What does the biome surrounding your favorite animal look like?
Project Summary:
Students will create a biome that their favorite animal belongs in. They need
to first identify the animal that will be at the center of their project. Then, they will
create the landscape, flora / fauna, predator and prey, etc. that accurately
corresponds to their animal. At the end of the week, the pairs will present their
biomes to the class.

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Differentiation Strategies:
Group work provides struggling students and students with IEPs extra
support from their peers.
Assessments:
Informal / Formative: Students will participate in daily progress checks to make
sure they are on track and have all the materials they need in order to complete the
project.
Formal / Summative: An accurate depiction of a biome that corresponds to the
animal of their choosing.

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Lesson 8 Name: The Carbon Cycle
Subject: Science
Grade Level: 5th

1. Standards (CA Common Core Standards; NGSS/Content Standards)

NGSS Standard: 5-PS3-1., 5-LS1-1., 5-LS2-1.
Common Core Standard:
2. Objectives
• Content: The students will understand the Carbon Cycle and the role it
plays in warming up the planet by completing the Carbon Cycle
worksheet.
• Language/Key Vocabulary: carbon dioxide, sunlight, photosynthesis,
respiration, fossil fuels, emissions, ocean uptake.
3. Assessment
• Formal / Summative: Students will accurately place the elements of
the Carbon Cycle, in order, on the worksheet (attached).
4. Instructional Strategies and Learning Tasks
I. Anticipatory Set
• Motivation: Play the Carbon Cycle Song explaining the process of the
carbon cycle (start at :29)
https://www.youtube.com/watch?v=Q0-Vj4CQrJ8
• Activate Prior Knowledge: Ask the students to pair share with a
partner if they have heard the word “carbon” before? And if so, where
have they heard it or in what context?
o Discuss answers.
II. Instruction and Modeling
• Teach the carbon cycle by projecting the diagram on the overhead
projector and explaining each component individually (attached at
the end of the lesson).
III. Guided Practice
• Play the Carbon Cycle Song one more time for the students to review
the terms they just learned from the diagram and for them to get

26
 familiar with the order of the terms before filling out the worksheet
on their own.
• As a class, discuss what was learned from watching the video the
second time around.
IV. Closure (student summary of learning)
• On a half sheet of paper, have each student write a surprising fact that
they learned about carbon.
V. Independent Practice (summative assessment)
• Have students fill out the blank Carbon Cycle worksheet.
5. Differentiation Strategies
• ELL students will be given a word bank that they can use on the cycle
worksheet to assist them in filling it out whilst still allowing them the
opportunity to fill it out on their own.
6. Instructional Resources and Materials
• The Carbon Cycle Song (listed above)
• The Carbon Cycle diagram (attached)
• The Carbon Cycle Worksheet (attached)

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Lesson 9 Name: Global Warming
Subject: Science / ELA
Grade Level: 5th
1. Standards (CA Common Core Standards; NGSS/Content Standards)
NGSS Standard: 5-PS3-1., 5-LS1-1., 5-LS2-1.
Common Core Standard: RI.5.7, RI.5.1, W.5.1.a–d
2. Objectives
• Content: The students will learn what global warming is and the effects
that global warming has on the planet by reading an online article.
• Language/Key Vocabulary: carbon dioxide, methane, nitrous oxide,
global warming, climate change, greenhouse gas, temperature,
atmosphere, electricity, fossil fuels
3. Assessment
• Informal / Formative: Students will take notes in the margins of the
main ideas of each section.
• Formal / Summative: Students will present their findings of each
section to the class.
4. Instructional Strategies and Learning Tasks
I. Anticipatory Set
• Motivation: Start a whole-class discussion reviewing what they
learned about the Carbon Cycle in the previous lesson.
o Write important takeaways on the board.
• Activate Prior Knowledge: Place students in groups of 3 or 4 and
have them talk about what they know / or have heard about global
warming and climate change.
o Discuss answers.
II. Instruction and Modeling
• Project the article “Climate Basics for Kids” on the overhead and pass
out their individual copies.
https://www.c2es.org/content/climate-basics-for-kids/
• Read the overview aloud as a class and explain what they will be
reading about.

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 III. Guided Practice
• In their table groups, have them read the article.
o Students will discuss the main ideas after they read each section
and will make note of them in the margins.
• Walk around to answer any clarifying questions the students may have.
IV. Closure (student summary of learning)
• Have students discuss with their table about any surprising facts that
they learned about global warming and climate change.
V. Independent Practice (summative assessment)
• Each table group will be assigned one topic from the article and
present the main takeaways of that section to the class.
5. Differentiation Strategies
• By splitting the class up into groups for this lesson, ELLs and struggling
learners will be able to work together with their classmates and feel
supported by them. There will be at least one strong reader in the
group that will be able to assist anyone who needs help.
6. Instructional Resources and Materials
• Climate Change Article (listed above)

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Lesson 10 Name: Global Warming Plan of Action
Subject: Science / Changemaking
Grade Level: 5th

1. Standards (CA Common Core Standards; NGSS/Content Standards)

NGSS Standard: 5-PS3-1., 5-LS1-1., 5-LS2-1.
2. Objectives
• Content: The students will learn their contribution to global warming
through the use of the carbon footprint calculator and will come up
with different modalities to reduce their carbon footprint by creating a
plan of action to reduce their carbon footprint.
• Language/Key Vocabulary: carbon, human impact, recycling, energy
efficiency, ozone layer
3. Assessment
• Informal / Formative: Students will discover their carbon footprint.
• Formal / Summative: Students will create a plan of action to reduce
their carbon footprint.
4. Instructional Strategies and Learning Tasks
I. Anticipatory Set
• Motivation: Play the kids and climate change video about what kids
can do about climate change
https://www.youtube.com/watch?v=PslL9WC-2cQ
• Activate Prior Knowledge: Start a whole-class discussion with the
guiding question: What information have we learned about climate
change that could help us find solutions to this problem?
o Discuss answers.
II. Instruction and Modeling
• Model the carbon footprint calculation by doing your own in front of
class for the students to see
http://carbonfootprint.c2es.org
III. Guided Practice
• Give students electronic devices to calculate their own carbon
footprint.

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 • Some categories may be difficult for students to fill out, walk around to
answer any clarifying questions they may have.
IV. Closure (student summary of learning)
• Start full class discussion about what their carbon footprint was and if
they were surprised by the results.
V. Independent Practice (summative assessment)
• Individually, students will make a list of actions that they and their
families perform that omit harmful gases and chemicals into the ozone
layer.
• They will then create a plan of action to change or reduce at least a few
of their harmful ways.
• Students will be expected to take their lists home and share them with
their families with the hopes that they will implement what they have
taken away from the last few lessons on global warming.
5. Differentiation Strategies
• Modeling the carbon footprint calculation process for the whole class
helps to eliminate confusion for all students because it is a visual
example and all of the words will be said and explained during the
tutorial.
6. Instructional Resources and Materials
• Kids and Climate Change Video (listed above)
• Carbon Footprint Calculator (listed above)

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Summative Assessment: Biome Travel Brochure
Subject: Science / Art / ELA
Grade Level: 5th

1. Standards (CA Common Core Standards; NGSS/Content Standards)

NGSS Standard: 5-PS3-1., 5-LS1-1., 5-LS2-1.
Common Core Standard: RI.5.7, RI.5.1, W.5.1.a–d
2. Objectives
• Content: The students will demonstrate what they have learned from
the Ecology Unit by making a travel brochure to the biome of their
choice.
• Language/Key Vocabulary: biome, ecosystem, desert, aquatic, forest,
grassland, tundra, fauna, flora, temperature, vegetation
3. Assessment
• Formal / Summative: Students will create a travel brochure the
specific biome of their choice.
4. Instructional Strategies and Learning Tasks
I. Anticipatory Set
• Motivation: Ask the students to pair share with a partner what their
favorite biome that they learned about was.
o Discuss students’ responses.
• Activate Prior Knowledge: Ask the students what elements they
would need to know about before planning a trip.
o Make a list of students’ answers on the board.
II. Instruction and Modeling
• Show the class an example of a travel brochure of a biome that you
chose.
o Explain each section that needs to be included in their
brochures:
§ Climate
§ Location
§ Wildlife & Plants
§ Pictures and illustrations

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 III. Guided Practice
• Give students a blank piece of printer paper to plan their ideas.
• Give them the options of looking through the class books, their notes /
worksheets, and technology.
• Walk around to answer any clarifying questions they may have and
assist them in their research.
IV. Closure (student summary of learning)
• Have students keep a notebook with progress check ins after each
time they work on it.
o What they did, what supplies they need, and what they still need
to do.
V. Independent Practice (summative assessment)
• Once they have finished their planning, students will create their own
travel brochure.
5. Differentiation Strategies
• This assessment offers ELLs the opportunity to show what they have
learned through multiple facets, not just through words. They also are
able to refer to their notes, books, and online resources for help with
the assessment. With tradition assessments, they would not be able to
use any outside resources to assist them.
6. Instructional Resources and Materials
• Sample Travel Brochure
• Assorted colors of construction paper
• Glue
• Scissors
• Colored pencils
• Markers
• Access to additional resources (books, internet, notes, worksheets)
• Rubric (attached)

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 Biome Brochure Rubric

4 3 2 1
Organization The brochure has The brochure has The brochure has The brochure’s
excellent appropriate some organized format &
formatting & well- formatting & well- Information with organization of
organized organized random formatting. material are
information. information. confusing to the
reader.

Ideas The brochure The brochure The brochure The brochure

communicates communicates communicates communicates
relevant relevant information irrelevant irrelevant
information appropriately to the information or information &
appropriately & intended audience. communicates communicates
effectively to the inappropriately to inappropriately to
intended audience. the intended the intended
audience. audience.
Conventions All of the writing is Most of the writing is Some of the writing Most of the writing is
done in complete done in complete is done in complete not done in
sentences. sentences. Most of sentences. Some of complete sentences.
Capitalization & the capitalization & the capitalization & Most of the
punctuation are punctuation are punctuation are capitalization &
correct throughout correct throughout correct throughout punctuation are not
the brochure. the brochure. the brochure. correct throughout
the brochure.

Graphics The graphics go well The graphics go well The graphics go well The graphics do not
with the text & with the text but with the text but go with the
there is a good mix there are so many there are too few. accompanying text
of text and graphics. that the distract or appear to be
from the text. randomly chosen.

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