Deliverable

🗣️ User Sketches and Water Stories

Collaboration Effective Communication Critical Thinking & Problem Solving Content Expertise Reflection Core Content Community Partners Essential Question Critique and Revision Submission Required Grading Required

Using photo cards from local beaches and waterways plus a brief message or quotes from University of Miami WAVES or SeaKeepers of South Florida, pairs identify who is affected by pollution and what those users might need. Students create an empathy sketch page showing one animal, one person, and one place, then pair and share drawings using Glows and Grows. Each student revises the page after feedback from 2 peers and submits one updated empathy note that could inform a future PSA audience and message.

Plan day

Day 2

Duration

45 min

Grouping

Pair

Steps

5 steps

Lesson plan

5 steps · 45 min

#	What teachers do
1	Launch the task by showing 2-3 local beach or waterway photo cards and reading one short quote from University of Miami WAVES or SeaKeepers of South Florida. Ask: 'Who is affected here?' and 'What might they need?' Introduce empathy as understanding how someone or something is affected, and review the goal: sketch one animal, one person, and one place connected to water pollution. (7 min)
2	Place students in pairs to closely study a small set of photo cards and partner quotes. Partners talk about what they notice, name signs of pollution, and use sentence starters to infer needs for an animal, a person, and a place before choosing one of each for their empathy sketch page. (10 min)
3	Students create an empathy sketch page with three labeled sections: animal, person, and place. In each section, students draw what is affected, add 1-2 labels from the photo evidence, and write a short empathy note such as 'This sea turtle needs...' or 'This beach needs...' using a scaffold if needed. (12 min)
4	Students pair and share with a new peer for the first Glows and Grows round. Each student gives one glow, or something that is clear and strong, and one grow, or one idea to make the message clearer or more specific using evidence from the images or quotes. (6 min)
5	Students meet with a second peer for another quick feedback round, then revise their sketch page and rewrite one updated empathy note that could help a future PSA audience and message. Close by inviting 2-3 volunteers to share who they focused on and what change people might need to make to protect animals, waterways, or beaches. (10 min)

Preparation (8 items)

Select and print or display clear photo cards of local beaches, shorelines, storm drains, boats, wildlife, and polluted waterways that show a range of visible impacts.
Prepare 3-5 short, age-appropriate quotes or paraphrased messages from University of Miami WAVES or SeaKeepers of South Florida about marine pollution, wildlife, habitats, or clean water.
Create an empathy sketch page template with three sections labeled 'Animal,' 'Person,' and 'Place,' plus space for labels and one revised empathy note.
Prepare sentence starters such as 'I notice...,' 'This affects...,' 'This ___ needs...,' 'People can help by...,' and 'A change we should make is....'
Gather drawing and writing materials including pencils, crayons or colored pencils, clipboards or hard writing surfaces if needed, and extra copies of the template.
Plan pairs and backup partnerships in advance to support participation, language needs, and mixed reading levels.
Post or rehearse the Glows and Grows feedback routine with one simple example so students know how to give kind, specific feedback.
Identify 2-3 key vocabulary words to preteach with visuals, such as pollution, habitat, and empathy, and prepare picture supports for students who need them.

Student-facing instructions

You will work with a partner to look closely at local water and beach photos and read short messages from marine science partners. Your task is to figure out who is affected by pollution and what they might need. First, you will talk with your partner about what you notice in the images. Then you will make an empathy sketch page showing one animal, one person, and one place. In each part, you will draw, label details you see, and write a short note about what that animal, person, or place needs. After that, you will share your page with two classmates and listen to their Glows and Grows feedback. Finally, you will revise your work and turn in one updated empathy note that could help your class decide on a strong audience and message for a future PSA. You will need photo cards, partner quotes, your empathy sketch page, and drawing/writing tools.

Success criteria

You are successful when you complete an empathy sketch page with one animal, one person, and one place; include labels or details connected to the photo cards or partner quotes; write at least one clear empathy note about a need or problem caused by pollution; receive feedback from two peers using Glows and Grows; and revise your page or note to make your thinking clearer. You can also check your work by asking yourself: Did I show who is affected? Did I explain what they need? Did I use evidence from the pictures or quotes?

Facilitator notes

Keep the pace active and visual since this is an early empathize task. Model one example of turning an observation into an empathy note, such as moving from 'I see trash near the shore' to 'This bird needs clean water and a safe place to find food.' For varying reading levels, read quotes aloud, offer picture-based vocabulary cards, and allow students to dictate ideas before writing. Encourage evidence-based thinking by prompting, 'What in the photo makes you think that?' A common pitfall is that students may write general feelings without linking them to pollution; redirect them to visible details and local impacts on animals, habitats, and people. If students struggle to identify a 'person,' suggest roles like a beach visitor, fisher, lifeguard, scientist, or family member. During feedback, keep Glows and Grows brief and specific so revision time remains protected. Collect revised empathy notes at the end, since they can directly inform the audience and call to action in later PSA products and the community tabling event.

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