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Table of Contents (click to move to that section)

Project Overview

Project Deliverables

Summary of the Project Sequence

Preparing the Project Based Learning Unit

Launching the Project with the Class

Scaffolding and Managing the Project

Assessing and Showcasing the Project

Monitoring Progress Throughout the Project

Project Rubric

Resources Cited

Project Overview

Project Title: / Don’t Tread On Me:
Saving the Intertidal Zone of Crystal Cove State Marine Conservation Area
Grade Level: / This PBL unit is designed for 5th grade NGSS standards, but can be adapted for grades K-8.
Driving Question: / How can we spread an awareness about protecting the intertidal habitat and animals living in the Crystal Cove State Marine Conservation Area (SMCA)?
Project Idea: / Design a Public Service Announcement campaign to spread an awareness of how and why the intertidal habitat and animals need to be protected in Crystal Cove State Marine Protected Area. This PSA could be posters, videos, or a social media campaign.
Time Frame / About 4-6 weeks
Key Knowledge and Understanding / This PBL unit is designed for 5th grade, but can be adapted for grades K, 2, 3, 5, and Middle School.
Next Generation Science Standards
5 Matter and Energy in Organisms and Ecosystems (Evidence Statement)
●5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
●LS2.A Interdependent Relationships in Ecosystems
●LS2.B Cycles of Matter and Energy Transfer in Ecosystems
○Science and Engineering Practices: Developing and Using Models
○Crosscutting Concepts: Systems and System Models
5 Earth and Human Activity (Evidence Statement)
●5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
●ESS3.C Human impacts on Earth systems.
○Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information
○Crosscutting Concept: Systems and System Models; Science Addresses Questions About the Natural and Material World
ELA Standards
Reading Standards for Informational Text Grade 5
●1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
●2 Determine two or more main ideas from a text and explain how they are supported by key details; summarize the text
●3 Explain the relationship and interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
●7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
●9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Writing Standards Grade 5
●2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (a-e)
●6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
●7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
●8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
●9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
PBL unit can be adapted to Next Generation Science Standards for other grade levels (links to NGSS Evidence Statements):
Kindergarten
●K Earth and Human Activity: ESS3-1 and ESS3-3
Second Grade
●Biological Evolution: Unity and Diversity 2-LS4-1
Third Grade
●Biological Evolution: Unity and Diversity 3-LS4-3 and 3-LS4-4
Middle School
●Ecosystems: Interactions, Energy, and Dynamics MS-LS2
Success Skills / Critical Thinking, Collaboration, and Problem Solving
Major Products / Students will design a Public Service Announcement (PSA) in the form of posters, videos, or social media campaign to spread an awareness of Crystal Cove State Marine Conservation Areas and the indicator species that live in the area. Students will select one of the species native to the intertidal zone to highlight in their PSA. They will be able to explain the importance of this animal’s survival and its impact on the food web.
Making it Public: / Each PSA will be presented to the ranger at Crystal Cove and other PORTS staff. However, it is up to the teacher to determine how the PSAs will be shared publicly beyond that. It is highly suggested all student-made materials do not use identifying features of students like first and last name, school location, or face. If materials do not use identifying features of specific children, your ability to share your projects beyond your classroom walls are greater. Another suggestion is to host an event where families are invited to come and see the PSAs students generated.
Student Choice: / Students will choose what format to create their PSA. Possibilities:
●Hand drawn informational posters
●Digitally design informational posters
●Infographics created with digital tools
●30-60 second PSA video (could be a stop animation video)
●Other (students may generate another possible idea
In addition students will be able to choose which animal to feature in their PSA.
Video Conference Calls / As part of this PBL unit, you will have the unique opportunity to connect your class with Ranger Francesca at Crystal Cove SMCA in 2 video conference calls. What is so amazing about this opportunity is your students will get to take virtual field trip to Crystal Cove SMCA and develop a partnership with Ranger Francesca. You will need to contact her prior to beginning this unit to set up dates and times for conference calls. In addition, you may want to have a test call with her to be sure you are able to make the video connections.
Ranger Francesca's Contact Information:

Materials Needed for a Successful Project / Computer for video conference calls
Computers or mobile devices to access the PORTS curriculum
●PORTS Curriculum: Dive In
●PORTS Curriculum: Crystal Cove SMCA
Project Rubric
Storyboard
PSA Planning Guide
All videos with Ranger Francesca can be found here:
●These videos are for Lesson 2, 5, and 8
●Captioned Version (to caption on Youtube click on CC button)
●Uncaptioned Version
Vocabulary / PBL (Project Based Learning)- is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. (Definition from Buck Institute for Education)
PORTS (Parks Online Resources for Teachers and Students)- a free distance learning program that uses the power of interactive videoconferencing to help K-12 schools teach common core state standards in the context of California State Parks
MPA (Marine Protected Areas)- are protected areas of seas, oceans, estuaries or large lakes. MPAs restrict human activity for a conservation purpose, typically to protect natural or cultural resources.
SMCA (State Marine Conservation Areas)- An MPA designation that may allow some recreational and/or commercial take of marine resources (restrictions vary) (Definition from California Department of Fish and Wildlife)
PSA (Public Service Announcement)- an announcement made (in the form of a flyer, video, poster or other) for the public, usually involving a call to action

Project Deliverables

Final Products
Presentations, Performances, Products, and/or Services / Learning Outcomes
Knowledge, understanding & success skills needed by students to successfully complete products / Checkpoints/Formative Assessments
To check for learning and ensure students are on track / Instructional Strategies for All Learners
Provided by teacher, other staff, experts, includes scaffolds, materials, lessons aligned to learning outcomes and formative assessments
Researched informational poster / I can research in a collaborative group to learn facts to help the class understand our guiding question.
I can share what I learn to the class by creating and presenting an informational presentation using data and images. /
  1. Note-taking of research
  2. Collaborative Poster
  3. Presentation
/ Design a note-taking chart to help students organize their research.
Assign jobs for collaborative group work.
Optional: Poster (digital or paper form) of an intertidal zone / I can research and work collaboratively to describe the habitat of the intertidal zone. /
  1. Note-taking of research
  2. Collaborative Poster
  3. Presentation
/ Digital Version
Assign jobs for collaborative group work.
Design a model of the food web demonstrating the cycling of matter between air, plants, animals, and microbes of the intertidal zone and write a summary explaining how it works. / I can design a model of a food web of the intertidal zone.
I can make modifications to my model as I learn new information.
Models can be designed in any format, however, paper is easy to add or remove items from feedback.
Write a summary of the research. /
  1. First draft will be peer reviewed.
  2. Students will have an opportunity to revise their drafts after video conference with ranger.
  3. Final draft will be integrated into their PSA.
/ Assign jobs for collaborative group work.
Create a Public Service Announcement in the form of a 30 second video, an informational poster, an info-graphic, or a social media campaign. / I can work collaboratively to bring an awareness to the human impact on the intertidal zone at Crystal Cove State Marine Conservation Area. /
  1. Storyboard or poster design draft
  2. Impact on the food web, showcasing one specie’s story of living in the intertidal zone.
/ Provide a storyboard scaffold for PSAs.
Assign jobs for collaborative group work.

Summary of the Project Sequence

This is just a summary of the project sequence. Continue reading this document for detailed instructions for each part of this project based learning unit.

Preparing the Project Based Learning Unit:

  1. Teacher reviews materials and prepares and personalizes the project for successful implementation.

Launching the Project with the Class:

  1. Students watch the video from Ranger Francesca about Crystal Cove State Marine Conservation Area.
  2. Teacher proposes the driving question.
  3. Students deconstruct the driving question into “need to know” questions.
  4. Students watch a video of Francesca introducing the project. Teacher explains project details, students form teams, and learn about Public Service Announcements.

Scaffolding and Managing the Project:

  1. Students begin building knowledge of Marine Protected Areas and State Marine Conservation Areas by using the PORTS curriculum and researching some of the “need to know questions” related to this topic. Student groups create a poster detailing their research.
  2. Students build knowledge about the Crystal Cove State Marine Conservation Area.
  3. Students begin building knowledge of intertidal zone habitats (biotic features, abiotic features).
  4. Students learn about animal species who live in Crystal Cove intertidal zone. Students learn about indicator species using the PORTS curriculum.
  5. Students begin building knowledge of the intertidal zone food web and develop a model and written summary of what the food web may look like considering indicator species.
  6. Present food webs summaries and models to the class and make revisions/additions.
  7. Conference call with Ranger Francesca to discuss food webs and to determine final ideas for Crystal Cove needs for PSAs.
  8. Teacher introduces project rubric. Student groups work together to determine PSA focus, audience, and begin storyboarding/planning.
  9. Groups meet with the teacher to review storyboard, poster design, and/or info-graphic. Teacher provides feedback.
  10. Groups work collaboratively creating their PSA.
  11. Groups meet with peers in a Gallery Walk setting to review each other’s drafts for their PSA. Peers provide feedback.
  12. Groups finalize PSA project and prepare for presentations.

Assessing and Showcasing the Project:

  1. Groups present their project to a panel including Ranger Francesca (on conference call).
  2. Groups reflect about their work using the project rubric.

Preparing the Project Based Learning Unit

1. Teacher reviews materials, prepares, and personalizes the project for successful implementation.
In order to make this a successful project, you should get acquainted with all the materials included in the project. Feel free to personalize the project for your class’ needs. In addition, get connected with Ranger Francesca well in advance of launching this project so that you can set dates for video conferencing.
Some other things to consider while in the planning phases:
●How much class time do you have to devote to this project?
●What technology support do you need in order to make this a successful experience?
●Which of the resources are the most important for your class to access?
●Are there any other partnerships in the community who may support this project?
●What subjects, topics, or skills might your students need to make this project successful?
●How will student teams be formed?
●Who might be considered to be part of the review panel at the end of the project (other than Ranger Francesca)?

Launching the Project with the Class

2. Students watch the video from Ranger Francesca about Crystal Cove State Marine Protected Area.
Students discuss the video of Ranger Francesca. Students can look up Crystal Cove Marine Protected Area on Google Earth or Google Maps in order to have a better understanding of the area.
Link to Ranger Francesca Video:
●Captioned Version (to caption on Youtube click on CC button)
●Uncaptioned Version
3. Teacher proposes the driving question.
After students have watched the video from Ranger Francesca, share the driving question for the project:
●How can we spread an awareness about protecting the intertidal habitat and animals living in the Crystal Cove State Marine Conservation Area (SMCA)?
4. Students deconstruct the driving question into “need to know” questions.
Guide students to consider what they will “need to know” in order to begin to answer the driving question. Begin by allowing time (about 5 minutes) for students to generate some questions on their own. Then allow students to share their questions with their table group. Each table group will write their best questions down on stickies. Each table group then shares out their “need to know” questions with the class. As the “need to know” questions are generated by each group, the teacher organizes the questions into categories or like questions. Be sure to document these questions on an anchor chart that can be referred to throughout the project.
Although it is recommended students generate the “need to know” questions, here are some examples of questions that may be generated:
●What is a State Marine Conservation Area?
●Why were SMCAs created?
●How have humans impacted the intertidal zone?
●What is an intertidal zone?
●What needs to be protected in an intertidal zone?
●What plants and animals live in an intertidal zone?
●How can we spread an awareness to protect Crystal Cove?
●Are there certain animals that need protecting?
●Why do the plants and animals need protecting?
5. Students watch a video of Ranger Francesca introducing the project. Teacher explains project details, students form teams, and learn about Public Service Announcements.
Explain Project Details:
First, show the video of Francesca introducing the project.
Explain to students Crystal Cove State Marine Protected Area needs their help. They need to help spread an awareness about protecting Crystal Cove. Students will work in groups to complete the following:
●Create an informational poster about the need for MPAs
●Create a poster showing details of an intertidal zone habitat
●Design a model for the food web of an intertidal zone
●Final Product: Create a public service announcement proposing a call to action about protecting Crystal Cove. The PSA may be an informational poster/infographic or a 30 second video.
Students Form Teams and Establish Norms:
As a teacher, you can determine how teams are established. To help ensure successful collaboration, students should develop team norms.
What are Public Service Announcements?
Public service announcements are created to bring an awareness or a call to action about issues. Show an example of a public service announcement in video format and poster format. Discuss the purpose of PSAs and how they are created.
Resources:
●Link to Ranger Francesca Video
○Captioned Version (to caption on Youtube click on CC button)
○Uncaptioned Version
●Example of a PSA video: Active for Life PSA video (Youtube link)
●Example includes video, posters, and audio: Ad Council’s Smokey the Bear campaign (Link to website)
●Article called “How to Create the Perfect Public Service Announcement” by Center for Digital Education