Objectives

Students will:

1. Reflect on their experiences at Theodore Roosevelt Island and about the environment there.

2. Summarize the history of Roosevelt Island and/or some important facts about Teddy.

3. Identify, describe and illustrate at least one example of animal life found on the island.

Method

In partners or invidually, students design and develop a brochure that reflects their knowledge of Roosevelt Island and Theodore Roosevelt, their observations of wildlife on Roosevelt Island and their personal experiences on Roosevelt Island.

Materials

8.5" x 14" paper

Crayons, marking pens, colored pencils, etc.

Magazines and newspapers

Scissors

Glue

Procedures

1. Have students fold one piece of an 8.5" x 14" paper into thirds. Unfold the paper so that it now has six panels, three on each side, as illustrated below.

B

C

D

Front Panel

A

F

E

Back Panel

2. Give the students the following criteria to include on their brochure:

Panel A -- Design the cover of the brochure to include the name of the island, the location and an illustration of any part of the island.

Panel B -- This is the back side of Panel A. Write a summary of the history of Roosevelt Island or a summary of important facts about Theodore Roosevelt.

Panel C -- This is the back side of Panel F. Write a description of your favorite activity on Roosevelt Island and include an illustration.

Panel D -- This is the back side of Panel E. Write a description of at least one example of animal life found on Roosevelt Island and include an illustration.

Panel E -- Write a description of at least one example of plant life found on Roosevelt Island and include an illustration.

Panel F -- Use your creativity and include anything else you would like. Ideas include:

Illustrate and explain highlights of Roosevelt Island

Rules to follow on Roosevelt Island

Additional descriptions of plant and animal life found on Roosevelt Island

Extension

Students can cut out pictures from magazines or newspapers instead of doing the illustrating themselves.

Panels can be reordered.

Teachers can require different criteria to be included.

Using the same objectives and criteria, students can create multimedia programs using a variety of software, such as Microsoft Powerpoint.

Evaluation

The brochure is evaluated on whether or not it includes the given criteria. Time and effort play a large role in its evaluation process.