Deliverable

🐠 Ocean Action Learning Museum

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

Students create a one-page Notice and Reflect page for their research notebook that includes a drawing or photo label of their PSA, one problem statement, two learned facts, one way pollution affects animals or people, and one promise for protecting local water. They take part in a short gallery walk to view classmates’ pages, then complete a teacher-scored exit share about how their design used evidence and responded to real people. This serves as the final individual documentation of learning from the project.

Plan day

Day 20

Duration

40 min

Grouping

Individual

Steps

5 steps

Lesson plan

5 steps · 40 min

#	What teachers do
1	Open the activity by reminding students of the essential questions and showing a model Notice and Reflect page. Review the parts they must include: a drawing or photo label of their PSA, one pollution problem statement, two learned facts, one effect on animals or people, and one promise to protect local water; briefly define evidence as facts or examples that show why an idea is true. (5 min)
2	Students gather their PSA, notebook, and reflection page organizer, then complete their one-page Notice and Reflect page independently. Encourage them to use sentence starters and word banks to explain how their PSA message connects to real people, local water, beaches, and marine life. (15 min)
3	Students meet with a partner for a quick pair and share to read their pages aloud and give one Glow and one Grow connected to clarity, facts, or call to action. Partners also help each other check whether the page shows how feedback from earlier critique shaped the final design. (8 min)
4	Students make one small revision to strengthen their reflection page, then post it for a short gallery walk. During the walk, students quietly observe classmates’ pages and notice different pollution problems, facts, and promises for action, using a simple prompt such as 'I noticed...' or 'I learned...'. (7 min)
5	Close with a teacher-scored exit share in which each student orally explains how their PSA used evidence and responded to a real audience such as families, community members, or marine conservation partners. Collect reflection pages as final individual documentation of learning from the project. (10 min)

Preparation (8 items)

Prepare a Notice and Reflect one-page template with spaces for: PSA drawing/photo label, one problem statement, two learned facts, one effect on animals or people, one promise, and one sentence about how feedback changed the work.
Create or display a simple model page that matches the required parts and uses grade-appropriate examples about marine pollution, ocean animals, and local water protection.
Gather student PSAs, notebooks, pencils, crayons or colored pencils, glue or tape for photos if used, clipboards or hard writing surfaces, and any printed sentence starters or vocabulary cards.
Post sentence starters such as 'My PSA teaches...', 'One problem is...', 'I learned that...', 'This affects...', 'My promise is...', and 'I changed my work because...'.
Prepare a word bank with brief definitions for key terms such as pollution, ecosystem, evidence, audience, persuade, and call to action.
Set up gallery walk spaces around the room with enough separation for easy movement and plan a route so students can rotate smoothly.
Prepare a simple teacher checklist or rubric for the exit share that looks for facts, problem identification, impact on animals or people, call to action, and connection to a real audience.
Plan supports for varying reading levels, including picture supports, oral rehearsal time, partner reading options, and the choice to draw and label instead of writing long sentences.

Student-facing instructions

You will create one final Notice and Reflect page to show what you learned from your marine conservation PSA. Use your PSA, notebook, and the reflection page to add these parts: a drawing or photo label of your PSA, one pollution problem, two facts you learned, one way pollution affects animals or people, one promise you will make to protect local water, and one note about how feedback helped you improve your work. Then you will share with a partner, listen to one Glow and one Grow, make one revision, and join a gallery walk to look closely at classmates’ pages. At the end, you will do a short exit share to explain how your PSA used evidence, or facts and examples, and how it was made for real people in the community.

Success criteria

Your page is complete when it includes all required parts: a drawing or photo label of your PSA, one clear pollution problem statement, two accurate facts, one effect on animals or people, one realistic promise to protect local water, and one sentence about how feedback changed your work. You can explain your PSA in a short exit share using at least one fact and one call to action, and you participate in the pair share and gallery walk respectfully. You know you are successful if a classmate or teacher can understand your message, your evidence, and the action you want people to take.

Facilitator notes

Keep the pace brisk so students have enough time for both reflection and the exit share. Since this is final documentation, remind students that neatness matters less than clear thinking, accurate facts, and a complete response to the real-world problem. For students with emerging writing skills, allow dictated responses, labeled drawings, or oral rehearsal before writing; for multilingual learners, pair visuals with vocabulary and let them practice with a partner before sharing aloud. Common pitfalls include writing facts that are too vague, forgetting the promise, or describing the PSA without naming the audience; redirect with the posted sentence starters and a quick checklist. During the gallery walk, model how to observe quietly and notice ideas rather than judge them. Use the exit share to capture individual understanding of marine ecosystems, pollution impacts, persuasive communication, and community action connected to families, local community members, and project partners.

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