Deliverable

🐠 Peer Test of PSA Drafts

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

In teams, students present their draft poster, brochure, story, or video storyboard to peers in a rotating feedback round. Each student gives feedback to 2 peers, receives feedback from peers, and revises notes on a testing sheet using 'Glows and Grows.' Testers respond as real audience members by naming one fact they learned, one confusing part, and whether the call to action made them want to help protect local water or beaches.

Plan day

Day 13

Duration

45 min

Grouping

Small Group

Steps

6 steps

Lesson plan

6 steps · 45 min

#	What teachers do
1	Launch the peer test by reviewing the goal: find out what a real audience learns, what is confusing, and whether the call to action makes people want to help protect local water or beaches. Model one short example of a Glow (something working well) and a Grow (something to improve), and review simple feedback norms such as be kind, be specific, and be helpful. (7 min)
2	Students get materials, move to assigned spots, and complete a quick setup check with their PSA draft and testing sheet. Partners practice the three audience response prompts: one fact I learned, one part that confused me, and whether the call to action made me want to help. (5 min)
3	Round 1: Half the class presents while the other half acts as audience testers. Presenters show their poster, brochure, story, or video storyboard and explain their message; testers listen closely and record Glows and Grows plus the three audience responses on the testing sheet. (10 min)
4	Rotate roles and repeat the peer test with a new partner or group so each student gives feedback to a second peer. Encourage presenters to ask one clarifying question such as 'Which part was confusing?' or 'What action made sense to you?' before writing revision notes. (10 min)
5	Students review the feedback they received and use pair and share to talk through patterns they notice. Each student highlights one strong part of the PSA, one confusing part to fix, and one revision that will make the facts, visuals, or call to action clearer and more persuasive. (7 min)
6	Close with a short reflection and revision plan. Students write or sketch their next step on the testing sheet and share one sentence about how their PSA will better answer the questions of how to protect ocean animals and habitats and how to keep local water and beaches clean. (6 min)

Preparation (7 items)

Prepare a peer testing sheet with space for: one fact I learned, one confusing part, did the call to action make me want to help, one Glow, one Grow, and my next revision step.
Set up rotation pairs or triads ahead of time so each student can present to two peers and receive feedback from at least two classmates.
Create and post feedback sentence starters such as 'I learned...,' 'I was confused by...,' 'A Glow is...,' 'A Grow is...,' and 'Your call to action made me want to... because...'.
Gather student PSA drafts and needed display tools such as clipboards, table space, chart paper, markers, headphones if needed for storyboards with audio plans, and pencils.
Model a brief sample feedback exchange using a simple PSA example about marine pollution so students understand how to respond as audience members.
Plan support for varying reading levels by adding picture icons to the testing sheet, color-coding Glow and Grow sections, and preparing oral response options for students who need them.
Decide movement paths and timing signals for rotations so transitions stay quick and safe within the class period.

Student-facing instructions

You will share your PSA draft with two classmates and act like a real audience member for two classmates. Bring your draft poster, brochure, story, or video storyboard, plus your testing sheet and pencil. When you present, explain your message clearly and show your facts, visuals, and call to action. When you are a tester, your task is to listen carefully and write one fact you learned, one part that was confusing, whether the call to action made you want to help protect local water or beaches, and one Glow and one Grow. After both rounds, you will read your feedback, talk with a partner about patterns you notice, and write or draw one revision you will make next.

Success criteria

You have completed the activity successfully when you: present your PSA draft to 2 peers; give helpful feedback to 2 peers using at least 1 Glow and 1 Grow each time; record audience responses that include 1 fact learned, 1 confusing part, and whether the call to action inspired action; identify at least 1 revision to improve your PSA; and share a short reflection about how your PSA helps people protect ocean animals, habitats, local water, or beaches.

Facilitator notes

Keep the pace brisk so all students complete two feedback rounds within 45 minutes. For 3rd graders, model the difference between vague feedback ('It is good') and specific feedback ('I learned plastic can hurt sea turtles, but I was confused about what I should do at the beach'). Support varying reading levels with picture-supported testing sheets, oral dictation, partner scribes, or allowing students to circle icons for 'clear,' 'confusing,' and 'want to help.' Watch for common pitfalls such as feedback that focuses only on art instead of message, facts that are too general or inaccurate, or call-to-action statements that do not name a clear action citizens can take. Prompt students to focus on marine pollution facts, local water and beach protection, and persuasive communication. If students finish early, ask them to sort feedback into three categories: facts, visuals, and call to action. Use collected testing sheets as formative assessment evidence for who needs support with content accuracy, clarity, or persuasive language before the next activity.

Resources

No resources yet