Lesson Title: Postcards from the Wetlands
Curriculum Areas:
	Language Arts
	Science
	Social Studies
Grade Levels: K-6

Louisiana Framework:

	ELA-2-E1 Dictating or writing a composition that clearly states or implies a central idea with supporting details in a logical, sequential order (1, 4)
	ELA-2-E4 Using narration, description, exposition, and persuasion to develop compositions (1, 4)
	ELA-2-E6 Writing as a response to text and life experiences (1, 2, 4)
	ELA-5-E4 Using available technology to produce, revise, and publish a variety of works (1, 3, 4)
	SE-E-A3 Identifying ways in which humans have altered their environment, in both positive and negative ways, either for themselves or for other living things (1, 2, 3, 4, 5)
	SE-E-A4 Understanding that the original sources of all material goods are natural resources and that the conserving and recycling of natural resources is a form of stewardship (1, 2, 3, 4, 5)
	SE-E-A5 Understanding that most plant and animal species are threatened or endangered today due to habitat loss or change (1, 2, 4)
	C-1A-E4 Identifying key members of government at the local, state, and national levels and describing their powers and the limits on their powers (1, 3, 5)
	C-1D-E4 Describing the many ways that citizens can participate in and contribute to their communities and to American society (1, 2, 4, 5)

 Technology Strategies:

	K-4 Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools, digital cameras, graphing software) for communication, presentation, and illustration of thoughts, ideas, and stories (e.g., signs, posters, banners, charts, journals, newsletters, and multimedia presentation.) (1, 3, 4)
	K-4 Use technology tools (e.g. publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences. (1, 3)
	5-8 Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities. (1, 3)

Learning Objectives:

The student will:

	learn about the conservation of the wetlands by listening, reading, and writing about them;
	draft, edit, proofread, revise, and publish a persuasive paragraph about the wetlands;
	design a postcard with graphic and text attractively placed.

Materials:

	Technology resources listed below
	Postcard planning guide

Technology Connection:

http://www.nwf.org/nwf/kids/cool/index.html;
http://www.etrc.usl.edu/wetlands/
http://www.wetland.org/mshmarkt.htm;
http:/www.leeric.lsu.edu/erd/ http://www.savelawetlands.org/oldsite/home.asp

	Microsoft Encarta and Virtual Globe
	Web sites:

	AppleWorks postcard template file
	Scan converter to connect computer to television display
	Digital cameras

Lesson Procedures:

	The student learns about the wetlands of Louisiana by visiting a wetland close by or by making virtual field trips to the URLs listed. Take notes and photographs.
	The teacher and students discuss the problems associated with preserving wetlands.
	The teacher introduces letter-writing skills.
	Students discuss reasons for writing, including writing to persuade the reader.
	Students talk about the duties of elected officials and the responsibilities of citizens.
	Students use a storyboard to design a postcard to a Louisiana legislator, citing reasons that the wetlands are endangered and offering solutions to protect them.
	Students share the storyboard with a friend; they revise and edit as needed.
	Students create and publish the postcards using an AppleWorks postcard template and digitized photographs taken on the field trip.

Assessment Procedures: