Geological literacy is critical for addressing modern socio-environmental challenges, yet geosciences remain marginalized within pre-university curricula globally due to the abstract nature of their processes and significant visualization barriers. This study examines a replicable framework for public science communication through the design, production, and multi-channel evaluation of the 17-minute place-based documentary “Arena negra, un misterio oculto en las playas de Uruguay”. Grounded in Place-Based Education (PBE) and Didactic Transposition frameworks, the scientific script was structured around a multi-scale narrative progression that transitions dynamically from macroscopic coastal landscapes down to laboratory processing (gravimetric and electromagnetic separation) and microscale single-grain mineralogical analysis using an electron microscope. Evaluation metrics over a 566-day digital tracking window yielded 35,704 views and 3124 cumulative playback hours. Algorithmic analysis revealed that 77.2 % of views were driven by YouTube’s Browse Features, indicating that the video successfully bridged a latent content-demand gap regarding regional Earth Sciences. Unexpectedly, hardware, metrics showed that Smart TVs were the dominant playback device (62 %), and demographic data indicated an inverted age profile where citizens ages 65 and older represent the primary consumer group. Qualitative analysis of user comments revealed deep-seated misconceptions regarding sediment color as well as environmental concerns that were successfully mitigated by the videos action-oriented pedagogical strategies and cultural analogies. Ultimately, this intervention demonstrates that translating rigorous laboratory workflows into dynamic, localized storytelling serves as a highly cost-effective, regional environmental awareness in territories with limited formal scientific infrastructure.