Subjects & Disciplines
- Arts and Music
- English Language Arts
- Experiential Learning
- Write a Letter from the Editors that presents an evidence-based argument that the way humans produce, use, and dispose of plastics on land can affect ocean ecosystems positively as well as negatively.
- Provide feedback to another team using the Final Project Checklist and Rubric.
- Incorporate peer feedback into their final draft.
- Present their magazines to their target audience and respond to their feedback.
- Discuss how their attitudes and behaviors have changed as a result of new understanding.
- Imagine new actions they will take to become better stewards of the planet.
- Synthesize learning about the plastics problem and possible solutions in a Call to Action that persuades a target audience.
- Create a compelling and informative cover to interest their target audience.
- Project-based learning
- Cooperative learning
- Multimedia instruction
- Peer tutoring
21st Century Student Outcomes
- Information, Media, and Technology Skills
- Learning and Innovation Skills
- Life and Career Skills
- 21st Century Themes
Critical Thinking Skills
Science and Engineering Practices
- Constructing explanations (for science) and designing solutions (for engineering)
- Engaging in argument from evidence
- Obtaining, evaluating, and communicating information
Connections to National Standards, Principles, and Practices
What You’ll Need
The resources are also available at the top of the page.
- Internet Access: Required
- Internet access: Required
- Tech Setup: 1 computer per classroom, 1 computer per pair, Printer, Projector, Scanner
Ensure that you have ample extra copies of the Final Project Checklist and Rubric on hand for peer review.
Confirm audience attendance for the final publication presentations. Prompt teams to send reminders about timing and logistics as needed based on the outreach teams accomplished in the Choosing an Audience activity.
Step 1: Note that the success of this activity builds on the work of the publishing teams in the Choosing an Audience activity, when teams invited their target audience to a presentation of their published magazine. Ideally, members of their target audiences will be able to attend this session; however, this will not always be possible for all groups. Consider following up with each group’s target audience a few days before this final activity to confirm their attendance. Additionally, inviting school and community members can provide an authentic audience, even if they don’t represent the specific audiences targeted by each group.
Step 2: Hang a long banner across a wall in your room or a hallway at eye level. Draw a dark line horizontally across the paper dividing it in half.
If students will use the template for the Call to Action for Readers handout in their final publication, print it single-sided on two separate sheets of paper, so the two pages can face each other in the published magazine. As in all previous activities, all drafts should be completed in pencil so that revisions can be completed neatly after the peer editing phase in the next activity, Magazine Design Workshop III.
- Large-group instruction
- Small-group work
reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong.
observers or listeners of an event or production.
forceful or persuasive.
tool to enhance the teaching and learning process; highlighting strengths and achievements as well as areas for improvement.
event or situation leading to dramatic change.
to influence or have an effect on something.
to engage in deep thought, contemplation, or introspection.
something that slows or stops progress.
to provide a written piece of work, such as a book or newspaper, for sale or distribution.
collection, transport, and destruction or storage of garbage and byproducts.