Students will launch the marine conservation project by observing how pollution affects ocean animals, habitats, and people, then gather empathy evidence through local examples, media, and conversation. They will record observations, questions, and audience-centered insights that will prepare them to define a focused PSA problem in the next phase.

Students will use evidence from their launch observations, texts, videos, and local marine examples to define a focused marine pollution problem worth solving. They will sort patterns, consider who is affected, draft a clear problem statement, and improve it through a structured peer feedback and revision cycle.

Students will brainstorm many marine conservation PSA ideas, use evidence and audience needs to choose promising directions, and revise concept sketches through peer feedback before moving into drafting.

Students will turn their marine pollution research and problem statements into first-draft PSA prototypes by studying mentor examples, planning for a real audience, creating a rough team campaign, and revising after structured peer feedback.

Students will test their marine conservation PSA drafts with classmates and a community-connected audience, gather evidence about what viewers understand and care about, and use that feedback to improve their message, visuals, and call to action.

Students will use structured critique to improve their marine conservation PSAs by naming strengths, identifying needed changes, and revising with evidence, audience needs, and peer feedback in mind before moving into final reflection and polishing.

Students will present their marine conservation PSA campaigns to an authentic audience, gather evidence of impact from community responses, and document how their ideas changed through feedback, revision, and public sharing. They will use speaking, listening, drawing, and simple written reflection to notice what they learned about marine ecosystems, persuasive communication, and helping people care for local water and beaches.