Created byAngela Clark
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Habitat Heroes: Designing Storm-Safe Animal Hotels
Grade 2Social StudiesScienceEnglishMath5 days
In this multi-disciplinary project, second-grade students become "Sanctuary Architects" tasked with protecting Oklahoma wildlife from extreme weather events like tornadoes and floods. Students research local species' habitat needs, design blueprints for climate-controlled shelters, and construct 3D prototypes using measurement and geometric principles. The experience culminates in a community showcase where students present their engineering solutions and informational guidebooks to advocate for animal safety and environmental stewardship.Oklahoma WildlifeEngineering DesignExtreme WeatherHabitat Conservation3D ModelingInformational WritingEnvironmental Stewardship
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as animal experts, design and create a "Storm-Shelter Sanctuary" to keep Oklahoma wildlife safe and comfortable when extreme weather strikes?Essential Questions
Supporting questions that break down major concepts.- What do Oklahoma animals need from their habitats to survive and be healthy?
- How does Oklahoma's extreme weather (like tornadoes, floods, or ice storms) change an animal's natural home?
- How can we use measurement and geometry to design a sanctuary that fits our animal's specific size and needs?
- What materials and design features will keep our sanctuary's climate stable and safe during a storm?
- How can we use our research and writing to explain to our community why these animals need our help?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Identify and describe the specific basic needs of Oklahoma wildlife and how different habitats meet those needs.
- Analyze the impact of Oklahoma's extreme weather patterns (tornadoes, floods, ice storms) on animal habitats and survival.
- Apply engineering design principles to create a prototype 'Storm-Shelter Sanctuary' that provides protection and climate control.
- Use standard and non-standard units of measurement and geometric shapes to design and build a scale model of the sanctuary.
- Conduct research on a specific Oklahoma animal and write an informational text to explain their findings and design solutions.
- Communicate ideas effectively through a final presentation to the community about animal safety and environmental stewardship.
Oklahoma Academic Standards for Science (OAS-S)
2-LS4-1
Primary
Make observations of plants and animals to compare the diversity of life in different habitats.Reason: This standard is central to the project as students must research and understand specific Oklahoma animal habitats to design their shelters.
K-2-ETS1-1
Primary
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.Reason: The project is a direct application of the engineering design process, requiring students to solve the problem of animal displacement during storms.
Oklahoma Academic Standards for English Language Arts (OAS-ELA)
2.3.W.1
Primary
The student will write facts about a topic, including a main idea with supporting details, and use a transition word.Reason: Students are required to write informational reports about their chosen animal and the features of their sanctuary design.
2.6.R.1
Secondary
Generate a list of topics of interest and individual questions about a specific topic.Reason: The inquiry-based nature of the project requires students to generate and answer research questions about their chosen animal and weather events.
Oklahoma Academic Standards for Mathematics (OAS-M)
2.M.1.1
Primary
Measure the length of an object by selecting and using appropriate measurement tools (e.g., ruler, yardstick, meter stick, measuring tape).Reason: Students will need to measure their prototypes and ensure they are appropriately sized for their chosen animal's specific dimensions.
2.GM.1.1
Supporting
Recognize and identify 2-D and 3-D shapes in various orientations and analyze their attributes.Reason: Students will use various geometric shapes when constructing the structural elements of their sanctuary prototypes.
Oklahoma Academic Standards for Social Studies (OAS-SS)
2.3.1.B
Secondary
Describe how weather affects the way people live and how people adapt to their environment.Reason: While the standard focuses on people, the project extends this concept to how weather affects animals and how humans can help them adapt through design.
Entry Events
Events that will be used to introduce the project to studentsThe Wildlife Emergency Broadcast
Students enter a classroom transformed into the 'Oklahoma Wildlife Emergency Command Center' to find a 'Breaking News' broadcast featuring a local meteorologist and a wildlife vet. The duo explains that recent extreme weather has left local animals like the Box Turtle and Scissor-tailed Flycatcher without safe habitats, and they are officially commissioning the students as 'Sanctuary Architects' to design climate-controlled solutions.The Critter Concierge Challenge
A 'Critter Concierge' (the teacher in character) visits the class to report that while their human hotel is doing great, displaced animals are trying to check in to escape the Oklahoma heat and wind. The Concierge presents a formal 'Design Contract' asking students to create a specialized luxury wing that includes 'smart' temperature controls and species-specific amenities for these unusual guests.The Mystery of the Muddy Suitcase
Students discover a mud-splattered 'Animal Evacuation Suitcase' in the center of the room containing a single damp feather, a map of Oklahoma, and a handwritten 'Wish List' for a dream home. Students must work as detectives to identify which local animal the items belong to and why their current habitat failed them during the last big storm.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
The Oklahoma Animal Dossier: Researching Our Guests
To kick off their role as 'Sanctuary Architects,' students will choose a specific Oklahoma animal (like a Box Turtle, Scissor-tailed Flycatcher, or American Bison) and conduct a deep-dive investigation into its habitat needs. This activity helps students understand the 'guest' they are building for before they begin the design process.Steps
Here is some basic scaffolding to help students complete the activity.1. Select one Oklahoma animal from a provided list of species affected by extreme weather.
2. Brainstorm and write down three 'I Wonder' questions about what your animal needs to survive (e.g., 'Where does a box turtle hide when it's hot?').
3. Use classroom books or approved digital resources to find facts about the animal's natural Oklahoma habitat.
4. Complete the 'Animal Dossier' worksheet, detailing the animal’s food, water, and shelter requirements.
Final Product
What students will submit as the final product of the activityAn 'Animal Dossier' profile page including a drawing of the animal, a list of its three essential habitat needs, and two questions the student answered through research.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with Science standard 2-LS4-1 by having students compare habitats and biodiversity. It also aligns with ELA standard 2.6.R.1 as students generate research questions and find specific facts about their chosen Oklahoma animal.Activity 2
The Weather Warning Blueprints: Planning for Protection
Before building, architects must understand the 'threats' their building will face. In this activity, students analyze how specific Oklahoma weather events (tornadoes, floods, or ice storms) destroy natural habitats. They will then create a 'Protection Plan' that outlines specific features their sanctuary needs to keep their animal safe from these elements.Steps
Here is some basic scaffolding to help students complete the activity.1. Watch a short video or look at photos of Oklahoma extreme weather (tornadoes, floods, ice) and discuss how it would change your animal's home.
2. Identify one specific weather event your sanctuary will be 'rated' for.
3. Sketch a blueprint of your 'hotel' wing, labeling the materials you plan to use to block wind, water, or cold.
4. List the 'Smart Amenities' your animal needs, such as a cooling mud bath for heat or a heated nesting box for ice storms.
Final Product
What students will submit as the final product of the activityA 'Weather-Proof Blueprint'—a labeled drawing of their proposed sanctuary highlighting at least three safety features (e.g., 'thick walls for wind,' 'raised floor for floods').Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with Social Studies standard 2.3.1.B, as students describe how Oklahoma's extreme weather affects living things. It also supports Science standard K-2-ETS1-1 by defining the problem (weather damage) that needs a designed solution.Activity 3
The Sanctuary Construction Zone: Geometry and Measurement at Work
Now, students move into the 'Construction Zone.' Using their blueprints, students will use recycled materials to build a 3-D prototype of their sanctuary. They must use specific geometric shapes for stability and ensure the sanctuary is the correct size for their animal by using rulers to measure their 'guest' (a small toy or paper cutout of their animal).Steps
Here is some basic scaffolding to help students complete the activity.1. Measure your 'Guest' (a toy or cutout animal) in inches or centimeters using a ruler to ensure the sanctuary is large enough.
2. Select 3-D shapes (like cubes, cylinders, and rectangular prisms) from the recycled materials bin to build the frame of the hotel.
3. Construct the sanctuary, ensuring it includes the climate-control features planned in the blueprint.
4. Record the final measurements (height and width) of the sanctuary on a 'Building Inspector's Card.'
Final Product
What students will submit as the final product of the activityA 3-D prototype of the Storm-Shelter Sanctuary built to scale for their specific animal.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with Math standards 2.M.1.1 (measuring length with tools) and 2.GM.1.1 (identifying and using 2-D and 3-D shapes). It also meets Science standard K-2-ETS1-1 as students develop a physical tool to solve a problem.Activity 4
The Critter Concierge Guidebook: Explaining the Design
Every luxury hotel needs a guide for its guests! Students will write an informational 'Hotel Guidebook' that explains how the sanctuary works. This piece of writing will describe the animal's needs and explain how the sanctuary's design features solve the problems caused by Oklahoma weather.Steps
Here is some basic scaffolding to help students complete the activity.1. Write a 'Main Idea' sentence that introduces your animal and why they need a storm shelter.
2. Write three 'Detail' sentences explaining specific features of the sanctuary (e.g., 'First, it has a thick roof for the hail. Next, it has a pond for the heat.').
3. Use transition words like 'First,' 'Next,' and 'Finally' to connect your ideas.
4. Edit for capital letters and end punctuation to ensure the 'Critter Concierge' can read it clearly.
Final Product
What students will submit as the final product of the activityA multi-sentence informational 'Guidebook' or brochure that introduces the animal and explains the sanctuary's features.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with ELA standard 2.3.W.1, as students write an informational text with a main idea, supporting details, and transition words.Activity 5
The Grand Opening Showcase: Saving Oklahoma Wildlife
In the final stage, students prepare their 'Grand Opening' pitch. They will assemble their Dossier, Blueprint, and Guidebook into a presentation portfolio. Students will then lead a tour of their 3-D prototype, explaining to 'investors' (classmates and visitors) how their sanctuary protects Oklahoma's wildlife.Steps
Here is some basic scaffolding to help students complete the activity.1. Organize all previous activities (Dossier, Blueprint, Guidebook) into a 'Sanctuary Portfolio.'
2. Practice a '30-second tour' where you point out the most important safety feature of your model.
3. Set up your prototype in the 'Sanctuary Gallery' for a classroom walk-through.
4. Reflect on the driving question: How does your sanctuary keep Oklahoma wildlife safe? Write one final sentence on a 'Mission Accomplished' card.
Final Product
What students will submit as the final product of the activityA completed project portfolio and an oral presentation given to the 'Wildlife Emergency Command Center.'Alignment
How this activity aligns with the learning objectives & standardsThis activity synthesizes all project standards, focusing on the ELA goal of communicating research and the Science goal of sharing engineering solutions.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioStorm-Shelter Sanctuary Mastery Rubric
Category 1
Scientific Inquiry & Habitat Knowledge
Focuses on the student's ability to gather and analyze information about Oklahoma wildlife and their specific needs for survival.Criterion 1
Research & Habitat Identification
How well the student investigates and understands the relationship between an Oklahoma animal and its habitat needs.
Exemplary
4 PointsExceeds expectations by asking deep, investigative questions and identifying specific Oklahoma-based habitat nuances (e.g., specific diet or nesting habits). The dossier is comprehensive and highly detailed.
Proficient
3 PointsSuccessfully identifies three essential habitat needs and answers two research questions accurately. The dossier is complete and focused on a specific Oklahoma species.
Developing
2 PointsIdentifies some habitat needs but may miss specific details or fail to answer research questions clearly. The connection to Oklahoma wildlife is emerging.
Beginning
1 PointsProvides minimal information about an animal; research is incomplete or inaccurate. Struggling to define basic habitat needs.
Category 2
Engineering & Weather Adaptation
Evaluates the student's application of the engineering design process to solve environmental challenges.Criterion 1
Engineering Design & Problem Solving
The ability to design a prototype that addresses a specific problem caused by Oklahoma extreme weather (tornadoes, floods, ice).
Exemplary
4 PointsBlueprint features innovative and sophisticated safety solutions. Student clearly explains the logic behind materials chosen to combat specific weather threats.
Proficient
3 PointsBlueprint includes three labeled safety features that directly address a chosen weather event (e.g., raised floor for floods). Plan is logical and actionable.
Developing
2 PointsBlueprint shows 1-2 safety features, but they may not clearly solve the problem of the chosen weather event. Labels are partial or missing.
Beginning
1 PointsBlueprint lacks specific safety features or does not address weather-related habitat destruction. Concept is unclear.
Category 3
Mathematical Application
Measures the application of mathematical skills in a real-world engineering context.Criterion 1
Measurement & Geometric Construction
Accuracy in measuring the 'guest' and the sanctuary, and the purposeful use of 3-D geometric shapes in construction.
Exemplary
4 PointsMeasurements are precise and consistent. Student explains why specific 3-D shapes were chosen for structural strength (e.g., 'the cylinder is stronger for wind').
Proficient
3 PointsUses a ruler correctly to measure the guest and the sanctuary in inches or centimeters. Correctly identifies and uses at least two 3-D shapes (cube, cylinder, etc.).
Developing
2 PointsMeasurements are attempted but contain errors. Uses shapes in construction but cannot identify them or their purpose correctly.
Beginning
1 PointsMinimal evidence of measurement tools used. Construction lacks clear geometric structure or scale for the animal.
Category 4
Communication & Literacy
Assesses the student's ability to explain their design and research through structured writing.Criterion 1
Informational Writing Quality
The ability to communicate technical information clearly using a main idea, supporting details, and transition words.
Exemplary
4 PointsWriting is highly organized with a strong main idea, 4+ supporting details, and sophisticated transitions. Grammar and punctuation are polished.
Proficient
3 PointsWrites a clear main idea and three detail sentences using transition words (First, Next, Finally). Text is legible and mostly free of errors.
Developing
2 PointsIncludes a main idea but lacks sufficient details or fails to use transition words. Several errors in punctuation or capitalization.
Beginning
1 PointsWriting is incomplete or disjointed. Lacks a clear main idea and supporting details about the sanctuary's features.
Category 5
Synthesis & Showcase
Evaluates the final assembly of work and the oral communication of the project's goals.Criterion 1
Portfolio Synthesis & Presentation
The quality of the final portfolio and the student's ability to explain their work to an audience.
Exemplary
4 PointsDelivers a compelling, confident presentation that connects the project to environmental stewardship. Portfolio is expertly organized and reflective.
Proficient
3 PointsPresents a complete portfolio and clearly explains the most important safety feature of the sanctuary during the 'tour.' Demonstrates pride in work.
Developing
2 PointsPortfolio is mostly complete but the presentation is hesitant or misses key explanations of the design's purpose.
Beginning
1 PointsPortfolio is missing components and the student is unable to explain how the sanctuary protects the animal.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Think about the animal you chose. What was the most important 'Smart Amenity' you added to your sanctuary, and how does it help your animal survive Oklahoma's extreme weather?
Text
Required
Question 2
How confident do you feel using tools like rulers and 3-D shapes to build a project like this again in the future?
Scale
Required
Question 3
Which part of Oklahoma's weather was the biggest challenge for you to solve when you were drawing your blueprints?
Multiple choice
Required
Options
High winds from a tornado
Rising water from a flood
Heavy ice and cold temperatures
Extreme Oklahoma heat
Question 4
If you were going to build a 'Version 2.0' of your Storm-Shelter Sanctuary, what is one thing you would change or add to make it even safer for your animal?
Text
Optional
Question 5
Why is it important for our community to think about how we can help Oklahoma wildlife during big storms?
Text
Required