Bug Hunt: Art from the Collection

Learning Goals & Products

Learning Goals

Students will be able to investigate local insects through close observation and field research using accurate anatomy, habitat, and classification vocabulary.

Students will be able to identify and organize neighborhood insects into a shared collection using visible traits and field-guide evidence.

Students will be able to synthesize insect observation notes, photographs, and habitat data into accurate labels and collection records.

Students will be able to create visual art based on insect structure, pattern, and habitat relationships.

Students will be able to compose an original creative writing piece that uses precise insect details and sensory language.

Students will be able to refine artistic and written work using critique, iteration, and feedback from peers and community partners.

Students will be able to justify design decisions in art and writing with evidence from insect research and habitat observations.

Products

individual

Insect Observation Research Portfolio with Artist Statement and Field-Sketch Prototype

Each student submits a research portfolio with annotated insect observations, identification notes, habitat evidence, and a first-draft art prototype that translates one insect into a visual concept. The portfolio includes an artist statement explaining how evidence from observation shaped the design.

team

Insect Habitat Gallery Walk Exhibit Board with Shared Problem Statement and Final Collaborative Prototype

Teams create a public-facing exhibit board that combines a shared evidence-based problem statement, selected research findings, and a higher-fidelity collaborative art/writing solution for the gallery walk. The board shows how individual research informed the team’s final design choices and invites stakeholder feedback.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Content Expertise	I can use close observation to describe visible insect traits (e.g., body parts, color/patterns, habitat) and record my findings in an insect log with enough detail for someone else to understand what I saw.	I can use observation and simple research from field guides to make a first-pass identification and explain how I matched anatomy and habitat to classification vocabulary in my log and tags.	I can conduct a focused inquiry process by comparing evidence across multiple sources (field guides/class notes/class collection data) to refine my identification and justify my choices with specific observed details and corrected entries.	I can independently experiment with inquiry questions through iterative observation and research (including re-checking specimens/photos and revising my classification) and demonstrate in my artwork and writing how evidence-driven findings shape creative choices.
Deeper Learning Competencies	Effective Communication	I can use inquiry to make careful visual and written observations of an insect specimen (photos/sketches) and record my findings with basic habitat details and identification vocabulary.	I can communicate my insect findings clearly by explaining how observation evidence (traits and habitat notes) supports a first-pass identification, using labeled evidence in my collection log and shared class database.	I can create and present a draft-based art-and-writing connection by describing my choices with specific observation details and responding to feedback to revise for accuracy, clarity, and audience impact.	I can engage an audience at the Insect Habitat Gallery Walk by delivering an empathetic, inquiry-based explanation of how I observed, researched, and classified my insect evidence, and by using draft-to-final samples and reflections to show thoughtful revision and growth.
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can ask focused questions about an unfamiliar insect (what I notice, where it lives, and how it looks) and use observation to generate a testable “best guess” classification using a field guide or nature resource.	I can compare multiple visible traits and habitat clues to justify my insect identification, and I can revise my classification after checking evidence from notes, photos, or the field guide.	I can investigate an insect using inquiry methods (observation, research, and simple experimentation like comparing specimens/traits across locations) and I can explain my reasoning with accurate anatomy and classification vocabulary.	I can independently design and justify an inquiry approach to solve an identification problem, evaluate competing classifications using evidence, and apply what I learn to make improved art and writing choices that reflect my revised conclusions.
Deeper Learning Competencies	Collaboration	I can contribute to our shared Insect Habitat Gallery Walk project by completing my assigned collection-log and photo/specimen entries on time and sharing my findings with my group.	I can collaborate with my group to co-sort insects by visible traits and habitat, using agreed-upon classification vocabulary, and I can give and use specific feedback to improve tags and habitat notes.	I can work with my group to plan and refine group decisions for our shared class database and exhibition boards, explaining how observation and field-guide research inform our classifications and labels.	I can lead collaborative inquiry by helping the team troubleshoot unclear identifications, coordinating roles for revision of drafts, and ensuring our interactive gallery materials accurately reflect evidence from our observations and research.
Deeper Learning Competencies	Academic Mindset	I can use inquiry habits to stay curious about the insects I find, asking simple questions and recording what I observe in my collection log I can connect my observations to my art and writing plans by using my field notes and basic identification vocabulary.	I can use observation and research steps to deepen my understanding of an unfamiliar insect, revising my identification and habitat notes when I find new evidence I can explain how my choices in artwork and writing changed after I compared my drafts to feedback and my field guide information.	I can independently guide my own inquiry by generating questions, testing possible classifications with reliable references, and documenting the reasoning behind my updates I can show growth across weekly drafts by selecting specific evidence from my photos/sketches/notes to justify revisions in my final art and writing.	I can demonstrate a strong academic mindset by actively pursuing accuracy and meaning: I refine my questions, seek additional sources when needed, and evaluate how observation, research, and experimentation shape my creative decisions I can reflect on my process with clear evidence of improvement (draft-to-final changes), showing how my work connects insect biology to place, identity, and belonging.