Project Work

🎨 Marine Action PSA Prototype

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

Teams build a rough prototype of their PSA using chart paper, markers, sentence stems, printed image placeholders, or tablet slides if available. The prototype should be understandable to a 3rd grade audience and ready for feedback, not polished. Students use the checklist from day 8 to make sure their draft includes science vocabulary, local water or beach connections, and persuasive language.

Plan day

Day 10

Duration

60 min

Grouping

Small Group

Steps

5 steps

Lesson plan

5 steps · 60 min

#	What teachers do
1	Launch the work by reminding teams that their PSA should help answer how people can protect ocean animals and keep local water and beaches clean. Review the prototype checklist from day 8, model 1 simple rough example, and define key words such as prototype (a first test version), persuasive language (words that convince), and call to action (a clear step people can take). (8 min)
2	Have teams quickly revisit their storyboard and research notes to choose one main message, one local water or beach connection, and 2-3 facts or science words to include. Students assign roles such as writer, illustrator, materials manager, or speaker so everyone helps make shared decisions. (7 min)
3	Teams build their rough PSA prototype using chart paper, markers, sentence stems, printed image placeholders, or tablet slides. Remind students that the goal is clarity, not polish, and that the draft should be understandable to a 3rd grade audience and include persuasive language plus a realistic action citizens can take to reduce marine pollution. (20 min)
4	Pause teams for a checklist stop-and-check. Students use the checklist together to confirm their draft includes science vocabulary, a local connection, a clear audience-friendly message, and a call to action, then make one fast improvement before sharing. (5 min)
5	End with a pair-and-share between teams where students briefly explain their design choices and one part they still want to improve in the next revision round. Invite listeners to notice one glow and one grow they can share next class. (5 min)

Preparation (8 items)

Gather prototype materials for multiple format choices: chart paper, plain paper, clipboards, markers, crayons, sticky notes, glue sticks, scissors, printed image placeholders, and charged tablets if available.
Print or display the day 8 PSA checklist with student-friendly language, including boxes for science vocabulary, local water or beach connection, persuasive words, and call to action.
Prepare sentence stems on table tents or slides such as "Protect our ocean by...," "Our beach needs...," "Did you know...?," and "You can help by...".
Set out each team's storyboard, research notes, and problem statement from the previous activity so students can immediately build from prior work.
Create or select one rough mentor prototype that is intentionally unfinished but includes a fact, an image idea, and a call to action to model expectations for a draft.
Plan team groupings and role cards to support collaboration and shared decision-making, especially for students who need structure during group work.
Pre-teach or post a small word bank with visuals for marine ecosystem, pollution, habitat, litter, protect, and citizen to support varying reading levels and multilingual learners.
Prepare a quick share-out routine for the end of class by identifying partner teams and posting prompts for explanation and reflection.

Student-facing instructions

Today you will turn your team plan into a rough PSA prototype. You will use your storyboard, research notes, checklist, and materials such as chart paper, markers, printed picture placeholders, or tablet slides to build a first draft that teaches others how to protect ocean animals and keep local water and beaches clean. Your task is to make your message clear for a 3rd grade audience by including science vocabulary, at least one local connection, persuasive language, and a call to action. Work with your team to choose roles, make shared decisions, and check your draft before you pair and share with another team.

Success criteria

Your team is successful when you have a rough PSA prototype that: includes one clear main message about protecting marine life or reducing pollution; uses at least 2 accurate science words from your learning; includes at least 1 local water, beach, or community connection; gives at least 1 realistic action citizens can take; uses persuasive language that a 3rd grade audience can understand; shows evidence that all team members helped; and is ready to explain during pair-and-share. You can also say one part your team did well and one part you want to improve next class.

Facilitator notes

Keep the focus on drafting, not decorating. Students may want to spend too long making the prototype look polished, so remind them that this version is for feedback and revision. For students with varying reading levels, provide visual word banks, picture choices, highlighted sentence stems, and the option to dictate ideas to a peer or adult. Encourage teams to divide work but still make key message decisions together so collaboration stays meaningful. Circulate to check for common pitfalls: too many facts, missing call to action, weak local connection, or language that is too complex for the intended audience. If teams stall, prompt with questions like "What do you want people to do?" and "How does this connect to our beaches or water here?" For fast finishers, ask them to add one stronger fact, improve readability, or rehearse how they will explain their choices during the next Glows and Grows revision round.

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