Wild Eats and Animal Streets

Learning Goals & Products

Learning Goals

Students will be able to ask investigable questions about animals, habitats, and food chains from classroom observations and partner visits.

Students will be able to observe and record animal body parts, behaviors, and habitat features in texts, media, and live-animal encounters.

Students will be able to identify and sequence simple food chains that show how plants and animals depend on one another for food.

Students will be able to analyze how habitats provide food, water, shelter, and safety for animals and plants.

Students will be able to explain patterns in parent and offspring behavior that help offspring survive.

Students will be able to design, test, and revise a simple nature-inspired solution to a human problem using animal or plant external parts.

Students will be able to work with teammates to set a goal, stay calm, and persevere while building and presenting a habitat model.

Products

individual

Habitat Investigation Journal

Students create a research notebook with question cards, labeled drawings, simple food-chain records, source notes from texts/media/partner visits, and personal conclusions about one habitat. The journal shows how the student’s ideas changed from the launch to the final exhibition.

team

Revised 3D Habitat Museum Exhibit and Oral Explanation

Teams build and revise a habitat model or mural with captions, food chains, and a nature-inspired solution, then present their findings and limitations to families and community guests. The exhibit depends on each member’s research notes and includes what the team learned, what changed after critique, and new questions.

Rubric

Mastery-Based Rubric Standards-first rubric

Category	Standard	Beginning (1)	Developing (2)	Proficient (3)	Exceeding (4)
Indiana	LS2.A - Interdependent Relationships in Ecosystems	I can ask a simple question about who lives in a habitat and what that living thing needs for food, shelter, and safety I can observe pictures, media, or animal-habitat artifacts and tell how those needs help the animal survive.	I can use my observations and a text or media to explain how living things in a habitat depend on one another for food and safety I can sort animals into simple habitat groups and create a basic food chain model that shows who depends on whom.	I can revise my habitat ideas after listening to others and using feedback to make my food chain and habitat model more accurate I can explain how parents and offspring have behavior patterns that help offspring survive and connect those ideas to external body parts and natural resources.	I can design and improve a nature-inspired solution to a human problem by mimicking how an animal or plant’s external parts help it survive, grow, and meet its needs I can clearly share how living things depend on one another in the ecosystem (including food and protection) and show how my thinking changed from past to today using my timeline and model captions.
Indiana	ESS3.A - Natural Resources	I can ask a question about a habitat (who lives there, what they eat, or how they stay safe) and share it with my team using kind words I can follow basic routines for taking turns and calming myself when I feel upset.	I can ask and refine questions about how animals get food, shelter, and protection, using what I observe from texts, media, and partner visits I can stay focused on my team role, keep a positive attitude when plans change, and try again when my idea is not working.	I can use evidence from observations to explain how living things depend on one another for food and safety, and I can revise my food chain or habitat group after discussion I can set a small goal for teamwork, take action to meet it step by step, and persist through challenges while keeping calm.	I can independently connect natural resources and habitat features (like plants, water, shelter, and protection) to how animals survive, using patterns from my research and models I can plan and improve a solution inspired by animal or plant external parts, use critique to make clear revisions, and confidently present my learning while supporting teammates with self-management and a strong positive mindset.
Indiana	1-LS1-1 - Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.	I can use simple tools and craft materials to make a basic model of a habitat solution (like a shelter/cover) and name one animal or plant external body part it mimics (for example, claws, beak, shell, or leaves).	I can design a solution to a human problem by choosing a plant or animal external part and showing how it helps the living thing survive, grow, and meet its needs I can label my model with one or two clear parts and explain them using simple words.	I can improve my design by revising my model after feedback so it better mimics how external parts help living things meet their needs (survive, grow, and stay safe) I can tell what problem I solved, what body part I used, and how my design helps.	I can create and refine a nature-inspired solution that clearly mimics external parts and connects to specific needs like safety, getting food/water, or shelter I can confidently explain my design, revise it thoughtfully with critique, and meet my team goal by staying calm, trying again, and finishing my work.
Indiana	1.H.5 - Develop a simple timeline of important events in the student’s life. (E)	I can use words like yesterday, today, and next week to tell what I did in the project With help, I can point to a simple order of pictures/drawings showing one important event from the beginning.	I can make a simple timeline using past and present words (yesterday/today/tomorrow, last week/next week) I can describe how my thinking about habitats changed from one step to the next, using at least one reason from my work or a partner’s feedback.	I can develop a timeline with several important project events and explain what changed over time I can stay positive and keep trying when my plan needs revision, and I can show that change in my timeline walk for the Habitiat Museum.	I can create a clear, organized timeline that shows the whole sequence of my project learning (beginning, middle, and today/next week) and uses past/present and sequence words accurately I can set a team goal for how we will work, manage my feelings during challenges, reach the goal, and explain how those choices helped my timeline and exhibit get better through revision and critique.
Indiana	1-LS1-2 - Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.	I can read texts and use media to name one parent-offspring behavior pattern that helps babies survive (like feeding, protecting, or staying close).	I can read texts and use media to explain a clear parent-offspring behavior pattern and tell how it helps offspring survive.	I can read texts and use media to describe multiple parent-offspring behavior patterns, using details from the text/media to support my explanation of survival needs.	I can read texts and use media to identify and compare parent-offspring behavior patterns across examples, then explain how each pattern helps offspring survive and stay safe.
Indiana	1.H.4 - Identify people and events observed in national celebrations and holidays. (E)	I can identify one person or event I saw or heard about in a national celebration or holiday, using a picture or word card to help me tell what it was I can name how the event felt or looked (like music, parade, or candles) when I am supported by an adult.	I can identify and describe people and events I observed in a national celebration or holiday, using simple details from what we watched or read (like who was there and what happened) I can explain my answer with a short sentence and stay calm when I need help changing my idea.	I can identify people and events from national celebrations or holidays and compare what I observed “past” versus “today” in my own words (yesterday/today/next week) I can use my goal to finish a timeline or exhibit piece and take feedback from my team to revise it.	I can accurately identify and explain multiple people and events I observed in national celebrations or holidays, connecting them to meaning or good citizenship (like helping others or being kind) I can sequence the events using past/present words and show confidence by presenting my timeline and exhibit at the Habitat Museum with clear effort, self-control, and a positive attitude.
Indiana	1.G.4 - Identify and describe physical features and human features of the local community, including home, school, and neighborhood.	I can name one physical feature or human feature of my school or neighborhood (like home, school building, park, or street) and tell where it is in simple words I can follow team norms for sharing materials and speaking kindly so I can keep learning during habitat activities.	I can identify several physical and human features of my local community and describe how they help people and animals (like trees for shade or buildings for shelter) I can set a simple team goal, help with my assigned role, and stay calm when something changes during building or revising.	I can describe physical and human features of my local community and connect them to habitat needs (food, shelter, water, and safety) using examples from our habitat models I can work on my goal step-by-step, try a new solution when my first plan does not work, and share what I’m proud of about my contribution.	I can explain how multiple physical and human features in my local community support habitats by linking specific examples to animal or plant needs I can manage myself and my time to reach my team goal, keep a positive attitude through challenges, and confidently share revised evidence of how my thinking changed from past to today.
Indiana	1.H.6 - Use the terms past and present; yesterday, today, and tomorrow; and next week and last week to sequentially order events that have occurred in the school. (E)	I can use the words past and present to tell one thing that happened yesterday or today at school, with help from a picture or sentence frame I can name one simple goal I have for my team and say when I met it with support.	I can use yesterday, today, and tomorrow to put 2–3 school events in order on a simple timeline with help I can stay calm during group work by using our agreed-on strategy to take a break, and I can keep trying when I need a new solution.	I can use next week and last week to order 3–4 school events from the beginning to now on a timeline, and I can explain how I know the order I can set a team goal, think through steps, and finish my part even when it is hard, showing a positive attitude toward my progress.	I can use past/present and yesterday/today/tomorrow/last week/next week to accurately sequence events (beginning to present) and describe how my thinking changed over time I can manage myself independently—calming down, choosing a new approach when my first plan does not work, and confidently completing my goals with pride in my growth.
Indiana	1.H.3 - Identify local people from the past who have demonstrated good citizenship.	I can follow our group rules to keep the habitat museum work safe and respectful, even when I feel excited or upset I can use calm words or a strategy to pause, take turns, and complete my part with help from an adult.	I can identify one local person from the past who showed good citizenship by sharing what they did to help others or the community I can stay positive when my plan changes, keep trying with my role, and use feedback to improve my journal, model, or speaking part.	I can identify and describe how two local people from the past demonstrated good citizenship by explaining how their actions helped their community (for example, caring for people, sharing resources, or protecting others) I can set a team goal for how we will work and revise my ideas and materials after critique so our habitat model and food chain are clearer.	I can explain connections between local people from the past who demonstrated good citizenship and how people today help their community, using evidence from class observations and texts/media I can manage my behavior and stress during teamwork, persist through challenges, and take action to reach my goal while helping my team prepare for the Habitat Museum exhibition.
Indiana	SEP.1 - Asking Questions and Defining Problems	I can ask simple questions about animals and habitats (who lives there, what they eat, and how they stay safe) and describe what I notice from tracks, pictures, or objects.	I can ask questions and explain a simple problem I notice about a habitat or animal need, using evidence from texts, media, or partner observations.	I can define a clear problem and improve my questions by choosing what information to look for, then I can explain how my evidence helps me make a better plan for my habitat model.	I can investigate a complex habitat problem by asking strong, specific questions, revising them with feedback, and explaining how my questions connect to how living things depend on one another for food and safety.