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 OverviewProject Title: Don’t Tread On Me:

Saving the Intertidal Zone of Crystal Cove State Marine Conservation AreaGrade 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 This PBL unit is designed for 5th grade, but can be adapted for grades K, 2, 3, 5, and Middle School.

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Understanding Next Generation Science Standards5 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 StandardsReading 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

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Statements):Kindergarten

● K Earth and Human Activity: ESS3-1 and ESS3-3Second Grade

● Biological Evolution: Unity and Diversity 2-LS4-1 Third Grade

● Biological Evolution: Unity and Diversity 3-LS4-3 and 3-LS4-4Middle 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:Francesca.Henderson@parks.ca.gov

Materials Needed for a Successful Project

Computer for video conference callsComputers or mobile devices to access the PORTS curriculum

● PORTS Curriculum: Dive In ● PORTS Curriculum: Crystal Cove SMCA

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Project RubricStoryboardPSA Planning GuideAll 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 ParksMPA (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

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Project DeliverablesFinal ProductsPresentations, Performances, Products, and/or Services

Learning OutcomesKnowledge, understanding & success skills needed by students to successfully complete products

Checkpoints/Formative AssessmentsTo check for learning and ensure students are on track

Instructional Strategies for All LearnersProvided 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 research2. Collaborative Poster3. 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 research2. Collaborative Poster3. 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.

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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:2. Students watch the video from Ranger Francesca about Crystal Cove State Marine Conservation Area.3. Teacher proposes the driving question.4. Students deconstruct the driving question into “need to know” questions.5. 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:

6. 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.

7. Students build knowledge about the Crystal Cove State Marine Conservation Area.8. Students begin building knowledge of intertidal zone habitats (biotic features, abiotic features).9. Students learn about animal species who live in Crystal Cove intertidal zone. Students learn about indicator species using the PORTS

curriculum.10.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.11.Present food webs summaries and models to the class and make revisions/additions.12.Conference call with Ranger Francesca to discuss food webs and to determine final ideas for Crystal Cove needs for PSAs. 13.Teacher introduces project rubric. Student groups work together to determine PSA focus, audience, and begin storyboarding/planning. 14.Groups meet with the teacher to review storyboard, poster design, and/or info-graphic. Teacher provides feedback.15.Groups work collaboratively creating their PSA.16.Groups meet with peers in a Gallery Walk setting to review each other’s drafts for their PSA. Peers provide feedback.17.Groups finalize PSA project and prepare for presentations.

Assessing and Showcasing the Project:18.Groups present their project to a panel including Ranger Francesca (on conference call).19.Groups reflect about their work using the project rubric.

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Preparing the Project Based Learning Unit1. 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 Class2. 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)?

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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

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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● Article called “All About Public Service Announcements”● Project Rubric ● Storyboard

Scaffolding and Managing the Project6. Students begin building knowledge of Marine Protected Areas and State Marine Conservation Areas by using the PORTS curriculum.For this lesson, students will need access to a computer or mobile device (that allows Flash) in order to access PORTS curriculum. If you don’t have enough computers or mobile devices for groups to access, you may lead this whole group.

Remind students of the driving question and the “need to know” questions they developed as a class. During this session, students will develop knowledge about why Marine Protected Areas (MPAs) and State Marine Conservation Areas (SMCAs) were created.

Project Deliverable:Students will work in teams to access the PORTS curriculum called MPA Introduction “Dive In” and create a collaborative poster detailing what they learn. When students have finished, groups will share their research and poster with the class.Collaborative Posters should include:

● Poster Title● Problems the marine areas faced● Solutions that were made● An image or picture that represents MPAs● Summary statement of the “Collecting Baseline Data” section● A quote from the lesson about something that surprised you

Resources:

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● Link to the PORTS curriculum called MPA Introduction “Dive In”● California Department of Fish and Wildlife ● CA MPA Poster ● Map of MPAs in Southern California ● PDF Guide to Southern California Marine Protected Areas (123 pages)

7. Students build knowledge about the Crystal Cove State Marine Conservation Area.For this lesson, students will need access to a computer or mobile device (that allows Flash) in order to access PORTS curriculum. If you don’t have enough computers or mobile devices for groups to access, you may lead this whole group.Students will be learning specifically about Crystal Cove SMCA by accessing the PORTS curriculum Section 1 called “Crystal Cove SMCA: Conservation Efforts on Land and Underwater.” Students will work in their collaborative groups to complete Section 1 and take notes using a notes chart.

Class Discussion:Why do we need State Marine Conservation Areas like Crystal Cove?Why was Crystal Cove chosen to be an SMCA/MPA?

Resources:● Crystal Cove SMCA PORTS Curriculum Section 1: “Crystal Cove SMCA: Conservation Efforts on Land and Underwater.” ● CA Dept of Fish and Wildlife page about Crystal Cove ● Department of Fish and Game Crystal Cove overview pamphlet PDF

8. Students begin building knowledge of intertidal zone habitats (biotic features, abiotic features).First, show the video of Ranger Francesca sharing the intertidal zone at Crystal Cove.Students need to develop an understanding of the intertidal zone habitats. Students should be able to determine biotic and abiotic features of the intertidal zone. There are several resources you can access to help students gather information and you may have access to your school’s science curriculum as well.

Focus questions:What abiotic factors can impact the intertidal zone?What biotic factors can impact the intertidal zone?What are human impacts of the intertidal zone?What makes this habitat an amazing place to live?What makes this habitat a difficult place to live?

Resources:● Link to Ranger Francesca Video

○ Captioned Version (to caption on Youtube click on CC button)

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○ Uncaptioned Version ● Intertidal Zones: Under H2O (PBS Studios) (Youtube link)● Video about habitats called “Home Sweet Habitat” (Youtube link)● The Tidal Pool Ecosystem PORTS unit.

○ Lesson 1: Just what is a tide pool?○ Lesson 2: Living in a tide pool is no day at the beach

● Tide Pools: A Rocky Life at the Edge of the Sea (eBook from scripts.edu.org)

9. Students learn about animal species who live in Crystal Cove intertidal zone. Students learn about indicator species using the PORTS curriculum.

For this lesson, students will need access to a computer or mobile device (that allows Flash) in order to access PORTS curriculum. If you don’t have enough computers or mobile devices for groups to access, you may lead this whole group.

Students will need to describe life in the intertidal zones including the various species who live there and the adaptations they have to survive this harsh habitat. In addition, students will learn about indicator species in the Crystal Cove SMCA: California Spiny Lobster and Black Abalone. There are several resources you can access to help students gather information and you may have access to your school’s science curriculum as well. As a scaffold, provide students a note-taking chart to help them with their comprehension while researching.

Possible Project Deliverable:Have groups design a Poster (digital or paper form) of an intertidal zone. Share with the class. Be sure to include examples of plants and animals who live in the intertidal zone and abiotic features. More research may be needed using the web as a resource.

Resources:● PORTS Curriculum Section 2 and 3 ● Crystal Cove State Park Tide Pool Gallery

10. 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.NGSS standards ask students to understand the interdependent relationships in ecosystems and to have students design a model describing the movement of matter among plants, animals, decomposers, and the environment. For this part of the project students will work collaboratively in their groups to develop a model demonstrating the food web of the black abalone or the spiny lobster in the Crystal Cove State Marine Conservation Area. They should use all the information they have gathered so far to design a draft of their food web.

Project Deliverable:Collaboratively create a draft of a model of the food web including the black abalone or spiny lobster. Students should be able to describe the interdependent relationships of these species with the intertidal zone.

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Resources:● YouTube Video: Food Webs: Crash Course● National Geographic ● Intertidal Ecology from Sea World ● Scripps.UCSD.edu ● Learn how to build a food web: Antarctic Food Web Game (PBS LearningMedia)● Food web simulation activity: The Habitable Planet - The Producers - Step 1 - Annenberg Learner● The Habitable Planet Unit 4 - Ecosystems ... - Annenberg Learner

11. Present food webs summaries and models to the class and make revisions/additions.Students will share their drafts of the food web to the class. As other groups present, the teacher should be moderating the conversation and discussing the various details included in the presentations. In addition, the teacher should be designing a class model of the food web from student input and research, adding details as they are presented by the students. The groups listening should be adding details to their model they may not have included.

12. Video conference with Ranger Francesca to discuss food webs and to determine final ideas for Crystal Cove needs for PSAs.In preparation for this students should have their materials from the project so far ready for the conversation with Ranger Francesca. Things they should have ready include: posters they have created, notes charts, and their draft of their food web. There are two goals for this connection with Ranger Francesca:1. Share their class created food web and determine if there are any other factors that should be included. This is an opportunity to learn from Ranger Francesca as she is on location.2. The second goal of this connection is to learn more about the needs of Crystal Cove SMCA. Students will be encouraged to ask questions about problems Crystal Cove SMCA are facing and determine some ideas the students can use for their PSA. It is encouraged students have questions prepared in advance.

To prepare students for the video conference, consider sharing the Design Thinking Model with students. In the design thinking model, students start by empathizing. In this phase, students will observe what Ranger Francesca is sharing during the call, ask questions or interview her about the needs of Crystal Cove, and listen and take notes about her responses to the questions asked. In the next lesson, students will need to determine their “audience” for their PSA, so they should also be considering this throughout the video conference.

After the video conference: Begin the “define” phase of the Design Thinking Process. Encourage each student or small groups of students to complete this Point of View statement:_____ (who) needs ________ (verb), because _______ (surprising insight).Example: Crystal Cove SMCA needs a way to inform visitors about how to protect the black abalone because they are experiencing hardships due to people taking them from the intertidal zone.

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Resource:Introduction to the Design Thinking Process Guide (d.School Stanford)

13. Teacher introduces project rubric. Student groups work together to determine PSA focus, audience, and begin storyboarding/planning.Go over the project rubric with the class so they understand the project expectations OR work together to draft a project rubric together as a class. Students should collaborate and discuss ideas for their PSA. They should use their point of view statement (from the last lesson) to ideate about the following things:

● Purpose- What problem is Crystal Cove SMCA facing? How can this problem be solved with a PSA? What is your call to action?● Character- What animal from Crystal Cove SMCA will be showcased in your PSA?● Audience- Who will their PSA be targeting?● Type of PSA- Will the group be making a 30 second video, informational poster, infographic, or something else?

Once they have determined the purpose, character, audience, and type of PSA they want to create, they can begin working on their storyboard.

Resources:● Project Rubric ● Storyboard ● PSA Planning Guide

14. Groups meet with the teacher to review storyboard, poster design, and/or info-graphic. Teacher provides feedback.As groups are working, be sure to check in with the groups and provide feedback. Before a group is ready to begin the production of their final project, be sure to check in with them. Go over the project rubric with each group to determine areas they can improve.

15. Groups work collaboratively creating their PSA.Allow for as much time as needed for this portion of the project.

16. Groups meet with peers in a Gallery Walk setting to review each other’s drafts for their PSA. Peers provide feedback.In a gallery walk, all projects are on display. Each group moves around the room to see each of the projects their peers created. Students will provide feedback on stickies for each project. Once all projects have been peer reviewed, each team meets to discuss the feedback they received. They decide if they will make any changes from peer feedback.

17. Groups finalize PSA project and prepare for presentations.Once changes are made, groups should design their 2 minute presentation. They will be presenting their projects to a panel including Ranger Francesca.

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Assessing and Showcasing the Project18. Groups present their project to a panel including Ranger Francesca (on video conference) and determine how the projects could be made public.Be sure to plan this day far in advance. Try to find a few people to be on the panel for the final presentations. You may consider inviting the principal, a local expert, a parent, etc. In addition, Ranger Francesca will be invited via a video conference. Each group will get 2 minutes to showcase their final project.

19. Groups reflect about their work using the project rubric.● Project Rubric

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Monitoring Progress Throughout the ProjectQuestions to Ask/Consider Formative Assessment Ideas

Launching the Project PhaseLessons 2-5

● Do students understand the driving question?● Do students understand the project focus?● What do students “need to know” in order to be successful in

this project?

● Evaluate their “need to know” questions.● Give an ungraded pre-assessment to determine what students

need to know.● Have students complete an exit ticket explaining the project

focus.

Beginning PhaseLessons 6-7

● Do students understand why the California Department of Fish and Wildlife and California State Parks have collaborated to create MPAs and SMCAs?

● Do students understand why Crystal Cove is a State Marine Conservation Area?

● Are students working collaboratively and equally contributing to the project?

● Evaluate their understanding of MPAs and SMCAs through their poster project

● Design group warm-up activities to develop a sense of team in collaborative groups. Evaluate how students are interacting with each other

● Have regular check-ins with teams● Have students keep a project journal where they can reflect

about the work they are contributing

Middle PhaseLessons 8-13

Do students understand the topics they are researching?● Biotic and abiotic features of the intertidal zone● Animals species who live in Crystal Cove intertidal zone● Intertidal zone food web

● Review student note-taking● Review group posters of the intertidal zones● Use an exit ticket to see if students understand the content● Continue having team check-ins with groups● Use a project journal for students to reflect about their

contribution to the project

End PhaseLessons 14-17

● Have students developed a well thought out/researched “point of view” statement?

● Have students developed a quality storyboard?● Have students included the following things in their storyboard:

○ Audience○ Message- what is their call to action?

● Are students able to accept feedback and make revisions to their PSAs?

● Continue having team check-ins with groups● Review each group’s “point of view” statement● Review each group’s storyboard● Gallery walk- have students provide feedback by adding ideas

to stickies● Create an exit ticket about collaboration, have students reflect

about their group’s ability to collaborate● Use a project journal for students to reflect about their

contribution to the project

Showcasing the ProjectLessons 18-19

● Did students accurately share information in their PSA?● Were students able to effectively communicate their message in

their PSA?● Did the team collaborate effectively?

● Both teacher and student should evaluate the project using the project rubric

● Group presentation evaluation● Peer collaboration evaluations or surveys● Reflection journaling- What was learned? What might be done

differently next time?

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Project RubricBelow Expectations Approaching Expectations Meeting Expectations

Knowledge and Understanding

-Few correct details are included in the PSA.

-Some details are included about MPAs, intertidal habitats and animals, and food webs.There may be some misinformation.

-PSA included many accurate and relevant details learned about MPAs, intertidal habitats and animals, and food webs.

Collaboration -Often impolite or unkind to other group members.-Does not help to solve problems and often causes problems or conflict.-Task are done independently.-Not prepared most of the time and is off task.-Does not do their fair share.

-Usually polite and kind to other group members.-Cooperates with the team but does not always help to solve problems.-Tasks are done separately and then put together in the end.-May not always be prepared and sometimes off task.

-Polite and kind to other group members.-Helps team to solve problems.-Works to include all teammates.-Honors the group’s time by being prepared and staying on task.-Finds and utilizes everyone's unique strengths to better the project.

Creativity -Project demonstrates little curiosity.-Final product is similar to other projects.

-Project demonstrates some curiosity.-Final product is similar to other projects.

-Project demonstrates a high level of curiosity.-Final product is original and offers a unique perspective.

Critical Thinking -Few questions are generated relating to the driving question.-Does not ask follow up questions.-Does not make revisions. Turns in first draft.

-Able to generate some questions relating to the driving question.-May ask follow up questions.-May evaluate and revise drafts.

-Able to generate questions relating to the driving question.-Asks follow up questions in order to gain a better understanding.-Evaluates and revises drafts.

Productivity Rarely prepared and consistently wasted time.

Not always prepared and wasted time.

Demonstrated efficient use of time and resources.

Presentation -Purpose was unclear.-Failed to share successes and failures.

-Showed a sense of purpose.-May have shared successes and failures.

-Presentation showed a strong sense of passion and purpose.-Shared both successes and failures in their project.

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Resources Cited1. "What is PBL? | Project Based Learning | BIE." https://www.bie.org/about/what_pbl. Accessed 29 Jun. 2017.2. "Central California Marine Protected Areas." https://www.wildlife.ca.gov/Conservation/Marine/MPAs/Network/Central-California. Accessed 25 Jul. 2017.3. "Active For Life Public Service Announcement (PSA) - YouTube." 9 Jun. 2011, https://www.youtube.com/watch?v=2syJ1bAMOvc. Accessed 29 Jun. 2017.4. "PSA Central - Wildfire Prevention." https://www.psacentral.org/campaign/Wildfire_Prevention. Accessed 29 Jun. 2017.5. "How to Create the Perfect Public Service Announcement." 2 Mar. 2010, http://www.centerdigitaled.com/artsandhumanities/How-to-Create-the-Perfect-Public-

Service-Announcement.html. Accessed 29 Jun. 2017.6. "All About Public Service Announcements // ACEP." https://www.acep.org/ACEP-Taxonomy-of-Subject-Matterews-/All-About-Public-Service-Announcements/.

Accessed 29 Jun. 2017.7. "California Marine Protected Areas (MPAs)." https://www.dfg.ca.gov/marine/mpa/. Accessed 25 Jul. 2017.8. "Southern California Marine Protected Areas - State of California." 1 Mar. 2016, https://nrm.dfg.ca.gov/FileHandler.ashx?DocumentID=43293. Accessed 25 Jul.

2017.9. "Exploring California's Marine Protected Areas: Crystal Cove State ...." 5 Oct. 2016, https://cdfwmarine.wordpress.com/2016/10/05/exploring-californias-marine-

protected-areas-crystal-cove-state-marine-conservation-area/. Accessed 25 Jul. 2017.10. "The Intertidal | UnderH2O | PBS Digital Studios - YouTube." 4 Jun. 2013, https://www.youtube.com/watch?v=DR1gP5S6Bsk. Accessed 25 Jul. 2017.11. "Life Science: Ecosystems and Flow of Energy - YouTube." http://www.youtube.com/playlist?list=PLhz12vamHOnZv8kM6Xo6AbluwIIVpulio. Accessed 25 Jul.

2017.12. "TIDE POOLS." https://scripps.ucsd.edu/sites/scripps.ucsd.edu/files/communications-content/field_attachment/2014/Voyager_V11_n4.pdf. Accessed 25 Jul. 2017.13. "Tidepool Creatures - Crystal Cove State Park." http://www.crystalcovestatepark.org/tide-pool-creatures/. Accessed 25 Jul. 2017.14. "Food Webs: Crash Course Kids #21.2 - YouTube." 6 Aug. 2015, https://www.youtube.com/watch?v=Vtb3I8Vzlfg. Accessed 17 Jul. 2017.15. "Marine Food Chain - Oceans - National Geographic." http://ocean.nationalgeographic.com/take-action/marine-food-chain/. Accessed 17 Jul. 2017.16. "Antarctic Food Web Game | Science | Interactive | PBS LearningMedia."

https://www.pbslearningmedia.org/resource/lsps07.sci.life.eco.oceanfoodweb/antarctic-food-web-game/. Accessed 17 Jul. 2017.17. "The Habitable Planet - The Producers - Step 1 - Annenberg Learner."

https://www.learner.org/courses/envsci/interactives/ecology/producers_1.php. Accessed 8 Jul. 2017.18. "The Habitable Planet Unit 4 - Ecosystems ... - Annenberg Learner." https://www.learner.org/courses/envsci/unit/text.php?unit=4. Accessed 11 Sep. 2017.19. "An Introduction to Design Thinking PROCESS GUIDE - d.school." https://dschool-old.stanford.edu/groups/designresources/wiki/36873/attachments/74b3d/

ModeGuideBOOTCAMP2010L.pdf. Accessed 29 Jun. 2017.

PBL Unit written by Jo-Ann Fox @AppEducationFox

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