Habitat Diorama Challenge: Meeting Basic Needs
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Habitat Diorama Challenge: Meeting Basic Needs

KindergartenScience15 days
★★★★★
5.0 (1 rating)
Kindergarten students become 'Habitat Rescuers' by creating dioramas that represent safe homes for plants and animals. The project focuses on understanding the basic needs of living things (shelter, food, water) and differentiating between living and non-living components within a habitat. Students research different habitats, design their dioramas, and present their creations to the class, explaining how the habitat meets the needs of its inhabitants. This hands-on project integrates science standards related to living organisms and their environments.
HabitatDioramaLiving ThingsNon-Living ThingsBasic NeedsPlantsAnimals
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.What makes a good home for plants and animals, and how can we show it in a model?

Essential Questions

Supporting questions that break down major concepts.
  • How do I know if something is alive or not?
  • How do animals and plants use their parts to live and grow?
  • How are baby animals and plants like their parents? How are they different?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to construct a diorama representing a specific habitat.
  • Students will be able to identify and describe the basic needs (shelter, food, water) of plants and animals within that habitat.
  • Students will be able to differentiate between living and non-living components of a habitat.
  • Students will be able to explain how the habitat meets the needs of the living things within it.
  • Students will discover patterns that help them classify things as living or nonliving.
  • Students will make observations about how plants and animals use their parts to get what they need to live and grow.
  • Students will make observations about how plants and animals are alike and different from their parents.

Teacher Provided

K.LS1.1
Primary
Use information from observations to identify the differences between plants and animals and how they live and grow. Reason: Directly addresses the needs and differences between plants and animals in a habitat.
K.LS1.2
Primary
Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. Reason: Focuses on distinguishing between living and non-living components of a habitat.
K.LS3.1
Supporting
Collect and analyze observational data to show that young living things are like, but not exactly like, their parents. Reason: While not central, understanding life cycles informs the diorama's inhabitants.
K.ESS3.1
Primary
Use a model to represent the way the environment meets the basic needs (shelter, food, water) of living things (including humans) and the places they live. Reason: Core standard for representing habitat and needs in the diorama.

Entry Events

Events that will be used to introduce the project to students

Habitat Rescue Mission

A local park ranger (played by the teacher or a guest) arrives with a plea: “Animals are losing their homes because their habitats are changing!” Students become Habitat Rescuers. Their mission: build dioramas to create safe and comfortable homes for the animals, making sure each home meets the animals’ needs.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Living or Non-Living Detective

Students will explore the classroom and outdoor environment to identify and classify items as either living or non-living. This activity introduces the concept of distinguishing between organisms and inanimate objects based on observable characteristics.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Begin by discussing the characteristics of living things (e.g., they need food, water, air, they grow, reproduce). Contrast these with non-living things.
2. Provide students with a worksheet or notebook and instruct them to find examples of both living and non-living items in the classroom and/or schoolyard.
3. For each item, students should draw a picture or write the name of the object and label it as 'Living' or 'Non-Living'. Encourage them to explain why they classified each item as they did.

Final Product

What students will submit as the final product of the activityA completed worksheet or notebook page with labeled drawings or names of living and non-living items, along with brief explanations for each classification.

Alignment

How this activity aligns with the learning objectives & standardsK.LS1.2 - Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes.
Activity 2

Habitat Diorama Construction Zone

Students will build their habitat dioramas based on the design blueprint. They will use a variety of materials to create a representation of their chosen habitat, ensuring that the diorama includes both living and non-living components and clearly demonstrates how the habitat meets the needs of its inhabitants.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Gather all the materials listed in their blueprint.
2. Following their sketch, students begin constructing their diorama. Provide guidance and assistance as needed.
3. Encourage students to add labels or small signs to their diorama, identifying the different plants, animals, and non-living elements, and explaining how each contributes to the habitat.

Final Product

What students will submit as the final product of the activityA completed diorama showcasing a specific habitat, with plants, animals, and non-living elements accurately represented and labeled. The diorama should clearly show how the habitat meets the needs of the living things within it.

Alignment

How this activity aligns with the learning objectives & standardsK.LS1.1 - Use information from observations to identify the differences between plants and animals and how they live and grow. K.ESS3.1 - Use a model to represent the way the environment meets the basic needs (shelter, food, water) of living things
Activity 3

Habitat Presentation & Expert Panel

Students will present their completed dioramas to the class, acting as 'Habitat Experts'. They will describe their habitat, identify the plants and animals that live there, explain how the habitat meets the needs of its inhabitants, and answer questions from their peers and the teacher.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Prepare students to present their dioramas. Review key vocabulary (habitat, needs, living, non-living).
2. Each student presents their diorama to the class, explaining the habitat, the plants and animals that live there, and how the habitat meets their needs.
3. After each presentation, allow time for questions from the audience. Encourage students to ask thoughtful questions about the habitats and the needs of the living things within them.

Final Product

What students will submit as the final product of the activityA presentation of their diorama, demonstrating their understanding of the habitat, its inhabitants, and how it meets their needs. This includes answering questions from the class.

Alignment

How this activity aligns with the learning objectives & standardsK.LS1.1 - Use information from observations to identify the differences between plants and animals and how they live and grow. K.ESS3.1 - Use a model to represent the way the environment meets the basic needs (shelter, food, water) of living things
Activity 4

Habitat Explorers: Plant and Animal Needs

Students will investigate a chosen habitat (e.g., forest, ocean, desert) to identify the plants and animals that live there. They will then explore and document what those plants and animals need to survive in their habitat, focusing on food, water, and shelter.

Steps

Here is some basic scaffolding to help students complete the activity.
1. As a class, brainstorm different habitats (forest, ocean, desert, etc.). Allow each student to choose one habitat to focus on.
2. Provide books, videos, and online resources about different habitats. Students use these resources to find out which plants and animals live in their chosen habitat.
3. Using graphic organizers, students record the names of the plants and animals they found, and list their basic needs (food, water, shelter). Discuss how the habitat provides these needs.

Final Product

What students will submit as the final product of the activityA graphic organizer for their chosen habitat, listing plants and animals and detailing their needs for food, water, and shelter, and how the habitat provides these.

Alignment

How this activity aligns with the learning objectives & standardsK.LS1.1 - Use information from observations to identify the differences between plants and animals and how they live and grow. K.ESS3.1 - Use a model to represent the way the environment meets the basic needs (shelter, food, water) of living things
Activity 5

Diorama Design Blueprint

Students will create a detailed plan for their habitat diorama, including a sketch of the layout, a list of materials needed, and descriptions of how the diorama will showcase the needs of the plants and animals within the habitat.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the information gathered in the previous activities about living vs. non-living and habitat needs.
2. Provide students with diorama boxes or containers. Have them sketch out a plan for their diorama, labeling where different plants, animals, and non-living elements will be placed.
3. Create a materials list. What will they need to create the diorama (e.g. construction paper, small containers for water, toy animals, etc.)
4. Write a short paragraph explaining how the diorama will represent the needs of the plants and animals in the habitat (food, water, shelter).

Final Product

What students will submit as the final product of the activityA blueprint including a sketch of the diorama, a list of materials, and a paragraph describing how the diorama will meet the needs of the living things in the habitat.

Alignment

How this activity aligns with the learning objectives & standardsK.ESS3.1 - Use a model to represent the way the environment meets the basic needs (shelter, food, water) of living things. This activity sets the stage for the diorama creation.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Habitat Diorama Portfolio Rubric

Category 1

Habitat Knowledge & Accuracy

Demonstrates understanding of the chosen habitat and the needs of its inhabitants (plants and animals).
Criterion 1

Habitat Representation

Accuracy and detail in representing the chosen habitat within the diorama.

Exemplary
4 Points

Diorama accurately and thoroughly represents the chosen habitat with specific details that reflect deep understanding. Shows evidence of research beyond basic requirements.

Proficient
3 Points

Diorama accurately represents the chosen habitat with appropriate details. Demonstrates a solid understanding of the habitat's key features.

Developing
2 Points

Diorama represents the chosen habitat, but some details are missing or inaccurate. Shows a basic understanding of the habitat.

Beginning
1 Points

Diorama does not accurately represent the chosen habitat, and many details are missing or incorrect. Shows limited understanding of the habitat.

Criterion 2

Needs of Living Things

Accurate identification and representation of the basic needs (food, water, shelter) of the plants and animals in the habitat.

Exemplary
4 Points

Clearly and comprehensively identifies and represents the specific needs of multiple plants and animals in the habitat, demonstrating a deep understanding of their interdependence. Explains how the habitat provides these needs in detail.

Proficient
3 Points

Accurately identifies and represents the basic needs of the plants and animals in the habitat. Explains how the habitat provides these needs effectively.

Developing
2 Points

Identifies some of the basic needs of the plants and animals in the habitat, but the representation may be incomplete or unclear. Explanation of how the habitat meets these needs is limited.

Beginning
1 Points

Struggles to identify and represent the basic needs of the plants and animals in the habitat. Shows limited understanding of their needs and how the habitat provides for them.

Category 2

Diorama Construction & Design

Quality of diorama construction, attention to detail, and effective use of materials.
Criterion 1

Craftsmanship & Neatness

Overall quality of construction and neatness of the diorama.

Exemplary
4 Points

Diorama is exceptionally well-constructed, neat, and visually appealing. Attention to detail is evident throughout, and materials are used creatively and effectively.

Proficient
3 Points

Diorama is well-constructed and neat, with attention to detail. Materials are used appropriately and effectively.

Developing
2 Points

Diorama construction is adequate, but some areas may be messy or lack detail. Materials are used with some effectiveness.

Beginning
1 Points

Diorama construction is poor, messy, and lacks attention to detail. Materials are used ineffectively.

Criterion 2

Use of Materials

Effective and appropriate use of materials to represent habitat elements.

Exemplary
4 Points

Materials are used in innovative and effective ways to create realistic and engaging representations of habitat elements. Demonstrates resourcefulness and creativity.

Proficient
3 Points

Materials are used effectively to represent habitat elements. Choices are appropriate and contribute to the overall quality of the diorama.

Developing
2 Points

Materials are used, but their effectiveness in representing habitat elements is limited. Some choices may be inappropriate or distracting.

Beginning
1 Points

Materials are used ineffectively and do not contribute to a clear representation of habitat elements. Choices may be random or poorly considered.

Category 3

Presentation & Communication

Clarity and accuracy in presenting the diorama and explaining the habitat and its inhabitants.
Criterion 1

Clarity of Explanation

Clear and understandable explanation of the habitat, its plants and animals, and their needs.

Exemplary
4 Points

Presents a clear, detailed, and engaging explanation of the habitat, its plants and animals, and their needs, using precise language and demonstrating a deep understanding of the concepts. Answers questions thoughtfully and thoroughly.

Proficient
3 Points

Presents a clear and understandable explanation of the habitat, its plants and animals, and their needs. Answers questions accurately and effectively.

Developing
2 Points

Explanation of the habitat, its plants and animals, and their needs is somewhat unclear or incomplete. Struggles to answer questions effectively.

Beginning
1 Points

Unable to clearly explain the habitat, its plants and animals, or their needs. Struggles to answer questions.

Criterion 2

Knowledge of Living vs. Non-Living

Correct identification and explanation of living and non-living components within the habitat.

Exemplary
4 Points

Clearly and accurately identifies and explains the difference between living and non-living components in the habitat, providing examples and explaining their roles in the ecosystem. Shows understanding of complex interactions.

Proficient
3 Points

Accurately identifies and explains the difference between living and non-living components in the habitat.

Developing
2 Points

Identifies some living and non-living components, but the explanation may be unclear or incomplete. Shows some confusion between the two.

Beginning
1 Points

Struggles to identify living and non-living components in the habitat and cannot explain the difference between them.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most interesting thing you learned about habitats while working on your diorama?

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Question 2

What was the most challenging part of building your diorama, and how did you solve it?

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Question 3

If you could add one more thing to your diorama to make it even better, what would it be and why?

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Question 4

How well do you think your diorama shows how the habitat meets the needs of the plants and animals that live there?

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Question 5

What is one thing you learned about living things and their needs that you didn't know before this project?

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