RI Wildlife: Traits and Habitats Exploration

Created byPete Guyon

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RI Wildlife: Traits and Habitats Exploration

Grade 1Science5 days

First-grade students explore Rhode Island's diverse wildlife and their habitats, investigating how unique animal traits aid survival. Through collaborative research, they create dioramas, maps, infographics, and presentations to showcase their findings. The project culminates in group posters and presentations, fostering an understanding of ecosystems and adaptation. Students reflect on their learning and collaboration, considering improvements for future projects.

Rhode Island HabitatsAnimal SurvivalWildlife TraitsAdaptationEcosystemsFirst Grade Science

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How do Rhode Island's habitats shape the survival of its diverse wildlife through their unique traits?

Essential Questions

Supporting questions that break down major concepts.

How do different animals survive in Rhode Island?
What are the different habitats in Rhode Island?
How do animals' traits help them survive in their habitats?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Identify and describe different habitats in Rhode Island.
Explain how various animals survive in Rhode Island.
Describe how animals' traits help them survive in their habitats.
Collaborate in small groups to research and present information about a chosen animal.

Entry Events

Events that will be used to introduce the project to students

Wildlife Mystery Box

A local wildlife expert brings in skulls, tracks, and other artifacts, challenging students to match them to RI animals and predict where they live. This sparks curiosity about animal adaptations and habitats.

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Portfolio Activities

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

Activity 1

Habitat Explorers

Students create a visual guide showcasing the diverse habitats found in Rhode Island.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research different habitats in Rhode Island using books and online resources.

2. Choose one habitat to focus on.

3. Gather materials to represent the chosen habitat in a diorama or map.

4. Label key features of the habitat, such as plants, water sources, and terrain.

Final Product

What students will submit as the final product of the activityA labeled diorama or illustrated map displaying RI's main habitats (e.g., forest, wetlands, coastal areas).

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Identify and describe different habitats in Rhode Island.

Activity 2

Survival Experts

Students investigate the survival strategies of RI animals, focusing on how they find food, water, and shelter.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select a specific Rhode Island animal to study.

2. Research how your animal finds food, water, and shelter in its habitat.

3. Create visual aids (drawings, diagrams) to illustrate these survival strategies.

4. Prepare a short presentation to share your findings with the class.

Final Product

What students will submit as the final product of the activityA presentation on an animal's survival strategies.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Explain how various animals survive in Rhode Island.

Activity 3

Traits for Survival

Students explore the unique traits of RI animals and how these traits enable them to thrive in their specific habitats.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose an animal and list its physical and behavioral traits.

2. Research how each trait helps the animal survive (e.g., camouflage, sharp claws, migration).

3. Create an infographic that visually connects each trait to its survival advantage in its habitat.

Final Product

What students will submit as the final product of the activityAn adaptation infographic.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Describe how animals' traits help them survive in their habitats.

Activity 4

Wildlife Research Teams

Collaborative groups research an animal, combining habitat, survival, and trait information to create a comprehensive poster.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Each group member selects a role: Researcher, Illustrator, Writer, Presenter.

2. Combine individual research on habitat, survival strategies, and traits.

3. Create a visually appealing poster with images, labels, and concise descriptions.

4. Practice presenting the poster information to the class.

Final Product

What students will submit as the final product of the activityA group poster presenting research findings.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Collaborate in small groups to research and present information about a chosen animal.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Rhode Island Wildlife Habitats and Traits Assessment

Category 1

Understanding of Habitats

Assessing students' ability to identify and describe various habitats in Rhode Island.

Criterion 1

Identification of Habitats

Ability to accurately identify and visually represent different Rhode Island habitats.

Exemplary

4 Points

Identifies and accurately depicts all key habitats in Rhode Island with detailed descriptions and distinguishing features.

Proficient

3 Points

Identifies and depicts most key habitats in Rhode Island with clear descriptions.

Developing

2 Points

Identifies some habitats but descriptions are incomplete or contain minor inaccuracies.

Beginning

1 Points

Struggles to identify and describe habitats, with significant inaccuracies or omissions.

Criterion 2

Habitat Features Labeling

Correctly labeling key features like plants, water, and terrain in the habitat diorama or map.

Exemplary

4 Points

Labels all features accurately with clear, detailed information that enhances the understanding of each habitat.

Proficient

3 Points

Labels most features accurately; may lack minor details.

Developing

2 Points

Labels some features accurately, but several key features are missing or incorrect.

Beginning

1 Points

Struggles with labeling; many errors or missing features.

Category 2

Understanding of Animal Survival Strategies

Evaluates students' research and presentation of how Rhode Island animals survive in their habitats.

Criterion 1

Animal Survival Research

Ability to gather information about animal survival strategies and present them clearly.

Exemplary

4 Points

Presents comprehensive and detailed survival strategies with strong supporting visuals.

Proficient

3 Points

Presents clear survival strategies supported with adequate visuals.

Developing

2 Points

Presents limited survival strategies; visuals may lack relevance or clarity.

Beginning

1 Points

Struggles to present survival strategies; lacks clarity and detail.

Criterion 2

Visual Aid Creation

Creating effective visual aids such as drawings or diagrams illustrating survival strategies.

Exemplary

4 Points

Visual aids are highly effective, creative, and enhance understanding of the animal's survival strategies.

Proficient

3 Points

Visual aids are clear and support the information presented.

Developing

2 Points

Visual aids are basic and may not fully support the information presented.

Beginning

1 Points

Lacks sufficient visual aids; existing visuals do not support understanding.

Category 3

Understanding of Animal Traits for Survival

Assesses students' ability to connect an animal’s traits to its survival in the habitat.

Criterion 1

Traits and Survival Connection

Ability to connect animal traits to survival advantages within their habitats.

Exemplary

4 Points

Provides insightful connections between a wide range of traits and their survival advantages with strong examples.

Proficient

3 Points

Connects most traits to survival advantages accurately with relevant examples.

Developing

2 Points

Makes basic connections with some traits; missing key examples or accuracy.

Beginning

1 Points

Struggles to connect traits to survival; limited examples or inaccurate connections.

Criterion 2

Infographic Design

Designing an infographic that connects animal traits to survival advantages.

Exemplary

4 Points

Infographic is well-organized, highly informative, and visually appealing, enhancing understanding.

Proficient

3 Points

Infographic is clear, informative, and supports the information well.

Developing

2 Points

Infographic conveys basic information but lacks organization or clarity.

Beginning

1 Points

Infographic is disorganized or lacks sufficient content to demonstrate understanding.

Category 4

Collaboration and Presentation

Evaluates how effectively students work in groups and present their findings.

Criterion 1

Group Collaboration

Ability to work collaboratively in roles to contribute to the group project effectively.

Exemplary

4 Points

Demonstrates strong collaboration skills with effective role fulfillment and leadership in the group.

Proficient

3 Points

Works well in group settings, fulfilling roles adequately and contributing effectively.

Developing

2 Points

Participates in group work with some role fulfillment but requires guidance or reminders.

Beginning

1 Points

Limited participation in group work; struggles with role fulfillment.

Criterion 2

Presentation Skills

Delivering a clear and cohesive presentation of the project findings.

Exemplary

4 Points

Presents information confidently and coherently with excellent audience engagement and clarity.

Proficient

3 Points

Presents information clearly with some audience engagement.

Developing

2 Points

Presentation is basic with limited engagement or clarity.

Beginning

1 Points

Struggles with clarity and engagement in presentation.

Reflection Prompts

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

Question 1

What was the most surprising thing you learned about Rhode Island wildlife and their habitats?

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Required

Question 2

How did your group work together to research and create your poster? What was your role, and how did it contribute to the final product?

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Required

Question 3

Rate your group's poster presentation skills:

Scale

Required

Question 4

What is something you would do differently if you could do this project again?

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Optional