Students will launch the insect inquiry, observe local habitats and specimens closely, and document first evidence about audience, place, and context that will guide later identification, art-making, and writing.

Students will synthesize early insect observations, habitat evidence, and audience needs into a clear problem statement that guides later art and writing decisions. They will use structured analysis, peer feedback, and revision to define how a local insect collection can communicate meaningful habitat connections to a school audience.

Students will turn their insect evidence and audience insights into multiple art and writing possibilities, use structured critique to compare ideas, and choose one strong direction for the next draft phase.

Students will translate insect observations and identification evidence into first-draft visual and written prototypes, document how audience and habitat context shape design choices, and revise early concepts through structured peer feedback before moving into testing.

Students will test their insect art and writing drafts with peers and community users, collect evidence about clarity and accuracy, and document specific revisions that improve how their work communicates habitat connections.

Students will use structured critique protocols to evaluate their insect observation portfolios, field-sketch prototypes, and creative writing drafts; give feedback to 2 peers, receive feedback, and revise their work using evidence from insect anatomy, habitat notes, and audience needs for the exhibit board.

Students will curate and present their completed insect habitat exhibit materials, gather authentic audience response during the gallery walk, and document how observation, identification, feedback, and revision shaped their final art and writing choices and next steps.