Zoo Designer: A 2nd Grade Math Adventure
Created byDaniel LeVasseur
2 views0 downloads

Zoo Designer: A 2nd Grade Math Adventure

Grade 2Math7 days
★★★★★
5.0 (1 rating)
In this project, 2nd-grade students take on the role of zoo designers, integrating math skills to create functional and appealing animal habitats. They will use addition and subtraction to calculate animal needs, measurement to design enclosures, and geometric shapes to create functional layouts. The project culminates in a presentation of their zoo design, demonstrating their understanding of mathematical concepts in a real-world context of animal welfare and resource management.
Zoo DesignAnimal Habitats2nd Grade MathAdditionSubtractionMeasurementGeometry
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a zoo that meets the needs of its animals while staying within budget and space constraints?

Essential Questions

Supporting questions that break down major concepts.
  • How can we use addition and subtraction to determine the needs of animals in a zoo?
  • How can understanding place value help us manage resources for different zoo animals?
  • How do we measure and compare the sizes of animal enclosures to ensure animal well-being?
  • How can we use shapes and their attributes to design functional and appealing zoo habitats?
  • How can we represent and interpret data about the animals and their care in the zoo?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to apply addition and subtraction to calculate the number of animals, space, and food needed in a zoo.
  • Students will be able to measure and compare the sizes of animal enclosures.
  • Students will be able to manage a budget and allocate resources for different zoo animals.
  • Students will be able to represent and interpret data about the animals and their care in the zoo.
  • Students will be able to design functional and appealing zoo habitats using shapes and their attributes.
  • Students will be able to understand place value to manage resources effectively.
  • Students will be able to communicate their zoo design ideas effectively through presentations and written reports.
  • Students will be able to collaborate with peers to design a zoo that meets specific requirements and constraints.
  • Students will be able to analyze and solve real-world problems related to zoo management and animal care.
  • Students will be able to use mathematical reasoning to justify their design choices and resource allocation decisions.
  • Students will be able to create a scale model or digital representation of their zoo design.
  • Students will be able to use geometric shapes to design enclosures.
  • Students will be able to collect and organize data on animal needs and zoo resources.
  • Students will be able to make informed decisions based on data analysis.
  • Students will be able to present their zoo design to an audience.
  • Students will be able to work in teams to complete the zoo design project.
  • Students will be able to critically evaluate their zoo design and identify areas for improvement.
  • Students will be able to use appropriate tools and technology to create their zoo design.
  • Students will be able to apply mathematical concepts to real-world situations.
  • Students will be able to develop problem-solving skills through the zoo design project.
  • Students will be able to develop critical thinking skills through the zoo design project.
  • Students will be able to develop creativity through the zoo design project.
  • Students will be able to develop communication skills through the zoo design project.
  • Students will be able to develop collaboration skills through the zoo design project.
  • Students will be able to develop research skills through the zoo design project.
  • Students will be able to develop data analysis skills through the zoo design project.
  • Students will be able to develop presentation skills through the zoo design project.
  • Students will be able to develop technological skills through the zoo design project.
  • Students will be able to develop project management skills through the zoo design project.
  • Students will be able to develop self-assessment skills through the zoo design project.
  • Students will be able to understand the importance of animal welfare in zoo design.
  • Students will be able to understand the role of zoos in conservation.
  • Students will be able to understand the importance of sustainability in zoo design.
  • Students will be able to connect mathematical concepts to real-world applications.
  • Students will be able to learn about different animal species and their needs.
  • Students will be able to learn about different zoo design principles.
  • Students will be able to learn about different methods of data collection and analysis.
  • Students will be able to learn about different presentation techniques.
  • Students will be able to learn about different technologies used in zoo design.
  • Students will be able to learn about different aspects of project management.
  • Students will be able to learn about different methods of self-assessment.
  • Students will be able to learn about different careers related to zoo design and management.
  • Students will be able to understand the relationship between mathematics and zoo design.
  • Students will be able to understand the relationship between science and zoo design.
  • Students will be able to understand the relationship between technology and zoo design.
  • Students will be able to understand the relationship between engineering and zoo design.
  • Students will be able to understand the relationship between art and zoo design.
  • Students will be able to understand the relationship between mathematics and animal welfare.
  • Students will be able to understand the relationship between science and animal welfare.
  • Students will be able to understand the relationship between technology and animal welfare.
  • Students will be able to understand the relationship between engineering and animal welfare.
  • Students will be able to understand the relationship between art and animal welfare.
  • Students will be able to understand the relationship between mathematics and conservation.
  • Students will be able to understand the relationship between science and conservation.
  • Students will be able to understand the relationship between technology and conservation.
  • Students will be able to understand the relationship between engineering and conservation.
  • Students will be able to understand the relationship between art and conservation.
  • Students will be able to understand the relationship between mathematics and sustainability.
  • Students will be able to understand the relationship between science and sustainability.
  • Students will be able to understand the relationship between technology and sustainability.
  • Students will be able to understand the relationship between engineering and sustainability.
  • Students will be able to understand the relationship between art and sustainability.
  • Students will be able to use mathematics to solve real-world problems related to zoo design.
  • Students will be able to use science to solve real-world problems related to zoo design.
  • Students will be able to use technology to solve real-world problems related to zoo design.
  • Students will be able to use engineering to solve real-world problems related to zoo design.
  • Students will be able to use art to solve real-world problems related to zoo design.
  • Students will be able to use mathematics to address animal welfare concerns in zoo design.
  • Students will be able to use science to address animal welfare concerns in zoo design.
  • Students will be able to use technology to address animal welfare concerns in zoo design.
  • Students will be able to use engineering to address animal welfare concerns in zoo design.
  • Students will be able to use art to address animal welfare concerns in zoo design.
  • Students will be able to use mathematics to promote conservation through zoo design.
  • Students will be able to use science to promote conservation through zoo design.
  • Students will be able to use technology to promote conservation through zoo design.
  • Students will be able to use engineering to promote conservation through zoo design.
  • Students will be able to use art to promote conservation through zoo design.
  • Students will be able to use mathematics to ensure sustainability in zoo design.
  • Students will be able to use science to ensure sustainability in zoo design.
  • Students will be able to use technology to ensure sustainability in zoo design.
  • Students will be able to use engineering to ensure sustainability in zoo design.
  • Students will be able to use art to ensure sustainability in zoo design.

Common Core Standards

CCSS.Math.Content.2.OA.A.1
Primary
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.Reason: Students will use addition and subtraction to calculate the needs of animals in a zoo, such as the amount of food required or the space needed for enclosures.
CCSS.Math.Content.2.OA.B.2
Primary
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.Reason: Students will use addition and subtraction to calculate the needs of animals in a zoo, such as the amount of food required or the space needed for enclosures.
CCSS.Math.Content.2.OA.C.3
Secondary
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.Reason: Students might use this to pair animals or calculate even distribution of resources.
CCSS.Math.Content.2.OA.C.4
Secondary
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.Reason: This could be used to arrange animals in a zoo and see how much space they take up.
CCSS.Math.Content.2.NBT.A.1
Primary
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:Reason: Students will be able to understand place value to manage resources effectively.
CCSS.Math.Content.2.NBT.A.2
Primary
Count within 1000; skip-count by 5s, 10s, and 100s.Reason: Counting and skip-counting will be important for calculating the number of animals and their needs.
CCSS.Math.Content.2.NBT.A.3
Primary
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.Reason: Students will be able to understand place value to manage resources effectively.
CCSS.Math.Content.2.NBT.A.4
Primary
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.Reason: Comparing numbers will be important for managing resources and comparing the sizes of animal enclosures.
CCSS.Math.Content.2.NBT.B.5
Primary
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.Reason: Students will use addition and subtraction to calculate the needs of animals in a zoo, such as the amount of food required or the space needed for enclosures.
CCSS.Math.Content.2.NBT.B.6
Primary
Add up to four two-digit numbers using strategies based on place value and properties of operations.Reason: Students will use addition and subtraction to calculate the needs of animals in a zoo, such as the amount of food required or the space needed for enclosures.
CCSS.Math.Content.2.NBT.B.7
Primary
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.Reason: Students will use addition and subtraction to calculate the needs of animals in a zoo, such as the amount of food required or the space needed for enclosures.
CCSS.Math.Content.2.NBT.B.8
Secondary
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.Reason: This could be used to quickly adjust resource calculations.
CCSS.Math.Content.2.NBT.B.9
Primary
Explain why addition and subtraction strategies work, using place value and the properties of operations.Reason: Explaining strategies will help students understand the underlying mathematical concepts.
CCSS.Math.Content.2.MD.A.1
Primary
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.Reason: Measuring will be important for determining the sizes of animal enclosures.
CCSS.Math.Content.2.MD.A.2
Primary
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.Reason: Measuring will be important for determining the sizes of animal enclosures.
CCSS.Math.Content.2.MD.A.3
Primary
Estimate lengths using units of inches, feet, centimeters, and meters.Reason: Measuring will be important for determining the sizes of animal enclosures.
CCSS.Math.Content.2.MD.A.4
Primary
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.Reason: Measuring will be important for determining the sizes of animal enclosures.
CCSS.Math.Content.2.MD.B.5
Primary
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.Reason: Students will use addition and subtraction to calculate the needs of animals in a zoo, such as the amount of food required or the space needed for enclosures.
CCSS.Math.Content.2.MD.B.6
Primary
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.Reason: Students will use addition and subtraction to calculate the needs of animals in a zoo, such as the amount of food required or the space needed for enclosures.
CCSS.Math.Content.2.MD.C.7
Secondary
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.Reason: This could be relevant for scheduling animal care activities.
CCSS.Math.Content.2.MD.C.8
Secondary
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?Reason: This is related to managing a budget and allocating resources for different zoo animals.
CCSS.Math.Content.2.MD.D.9
Primary
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.Reason: Students will represent and interpret data about the animals and their care in the zoo.
CCSS.Math.Content.2.MD.D.10
Primary
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.Reason: Students will represent and interpret data about the animals and their care in the zoo.
CCSS.Math.Content.2.G.A.1
Primary
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.Reason: Students will be able to design functional and appealing zoo habitats using shapes and their attributes.
CCSS.Math.Content.2.G.A.2
Primary
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.Reason: Students will be able to design functional and appealing zoo habitats using shapes and their attributes.
CCSS.Math.Content.2.G.A.3
Primary
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.Reason: Students will be able to design functional and appealing zoo habitats using shapes and their attributes.

Entry Events

Events that will be used to introduce the project to students

Urgent Animal Rescue

A local animal rescue center announces it is closing and needs your help. Students receive a letter from the center explaining they have to close due to financial constraints and overpopulation and tasking the students to design a new zoo that can house the animals safely and sustainably.

The Broken Zoo

Students are presented with a 'broken zoo' scenario: a virtual zoo simulation where enclosures are inadequate, animals are unhappy, and resources are mismanaged. The challenge is to redesign the zoo to meet the animals' needs and create a thriving environment.

Animal Behavior Expert

A famous animal behaviorist shares videos of animal behaviors in the current zoo and explains what makes an animal happy in captivity. Students are asked to use what they learned to design an exhibit to fulfill the animal's needs.

Reimagining History

Students receive a mysterious package containing blueprints of an old, failed zoo design and a note from a historical society asking for help to reimagine it. Students must analyze what went wrong and create an innovative, modern zoo design.

The Square Zoo Dilemma

The mayor announces the town is building a new zoo, but the construction company only knows how to build square enclosures. Students must convince the town to approve a more complex design that allows for animal enrichment.
📚

Portfolio Activities

Portfolio Activities

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

Animal Needs Calculator: Day 1

Students select an animal and determine its basic needs (food, water) for one day.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose an animal you want to feature in your zoo.
2. Research how much food (in pounds) and water (in gallons) that animal needs each day.
3. Write down the amount of food and water. Show your work (addition/subtraction if needed to convert units).

Final Product

What students will submit as the final product of the activityA chart detailing the daily food and water requirements for their chosen animal, including the calculations used.

Alignment

How this activity aligns with the learning objectives & standardsAddresses CCSS.Math.Content.2.OA.A.1, CCSS.Math.Content.2.OA.B.2: Focuses on addition and subtraction within 100. Students calculate basic needs for a single animal type.
Activity 2

Weekly & Monthly Munchies

Building on Activity 1, students calculate the food and water needed for their animal for a week and a month, reinforcing place value concepts.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Use the daily amounts from Activity 1.
2. Calculate the weekly food and water needs (multiply by 7). Show your work.
3. Calculate the monthly food and water needs (multiply by 30). Show your work.
4. Organize the information into a table.

Final Product

What students will submit as the final product of the activityA table showing the daily, weekly, and monthly food and water needs for their animal, with clear calculations.

Alignment

How this activity aligns with the learning objectives & standardsAddresses CCSS.Math.Content.2.NBT.A.1, CCSS.Math.Content.2.NBT.A.3: Extends understanding of place value by calculating resources for multiple animals and days.
Activity 3

Enclosure Estimator

Students estimate and measure the size of their animal's enclosure using standard units (feet/meters).

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the ideal enclosure size for your animal.
2. Estimate the length and width of the enclosure in feet or meters.
3. Draw the enclosure and label your estimates.
4. Measure the length and width of your drawing using a ruler or measuring tape.
5. Record the actual measurements on your drawing.

Final Product

What students will submit as the final product of the activityA drawing of the animal enclosure with estimated and actual measurements labeled.

Alignment

How this activity aligns with the learning objectives & standardsAddresses CCSS.Math.Content.2.MD.A.1, CCSS.Math.Content.2.MD.A.3: Introduces measurement by estimating and measuring enclosure sizes.
Activity 4

Shape-tastic Habitats

Students design their enclosure using different shapes (rectangles, squares, triangles) and divide it into sections for different purposes (feeding, sleeping, playing).

Steps

Here is some basic scaffolding to help students complete the activity.
1. Decide what shapes you want to use for your enclosure (square, rectangle, triangle, etc.).
2. Draw your enclosure using those shapes.
3. Divide the enclosure into different sections (feeding area, sleeping area, play area).
4. Label each section and explain its purpose.

Final Product

What students will submit as the final product of the activityA detailed enclosure design using various shapes, with labeled sections and a key explaining the purpose of each section.

Alignment

How this activity aligns with the learning objectives & standardsAddresses CCSS.Math.Content.2.G.A.1, CCSS.Math.Content.2.G.A.2: Focuses on using shapes to design enclosures and partition them into sections.
Activity 5

Animal Popularity Poll

Students survey classmates about their favorite zoo animal and create a bar graph to represent the data.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose 4-5 animals to survey.
2. Ask your classmates which animal is their favorite.
3. Record your data in a tally chart.
4. Create a bar graph showing the results of your survey.
5. Label the axes and give your graph a title.

Final Product

What students will submit as the final product of the activityA bar graph showing the number of students who prefer each animal, with a title and labeled axes.

Alignment

How this activity aligns with the learning objectives & standardsAddresses CCSS.Math.Content.2.MD.D.10: Introduces data representation by graphing animal preferences.
🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Zoo Designer Portfolio Rubric

Category 1

Animal Needs Calculator

Assessment of the Animal Needs Calculator activity, focusing on the student's ability to accurately calculate and present the daily food and water requirements for a chosen animal.
Criterion 1

Calculation Accuracy

Accuracy of calculations and proper use of units (pounds, gallons).

Exemplary
4 Points

Calculations are completely accurate, with clear and correct use of units throughout. Demonstrates a sophisticated understanding of converting between units when necessary.

Proficient
3 Points

Calculations are mostly accurate, with correct use of units in most cases. Minor errors do not detract from the overall understanding.

Developing
2 Points

Calculations contain some errors, and/or units are not consistently used. Shows a basic understanding of the concepts but struggles with accuracy.

Beginning
1 Points

Calculations are largely inaccurate, and units are missing or incorrect. Demonstrates limited understanding of the task.

Criterion 2

Chart Clarity and Organization

Clarity and organization of the chart detailing food and water requirements. Includes clear labeling and a logical presentation of information.

Exemplary
4 Points

Chart is exceptionally clear, well-organized, and easy to understand. Information is presented in a logical manner with detailed labeling and a clear key.

Proficient
3 Points

Chart is clear and well-organized. Information is presented logically with appropriate labeling.

Developing
2 Points

Chart is somewhat organized, but may lack clear labeling or a logical presentation of information. Some effort is made to present the data clearly.

Beginning
1 Points

Chart is disorganized and difficult to understand. Information is presented illogically, with missing labels.

Category 2

Weekly & Monthly Munchies

Assessment of the Weekly & Monthly Munchies activity, focusing on the student's ability to calculate and organize the weekly and monthly food and water requirements for their chosen animal, building on the daily needs calculated in the previous activity.
Criterion 1

Calculation Accuracy

Accuracy of weekly and monthly calculations (multiplication).

Exemplary
4 Points

All weekly and monthly calculations are accurate, demonstrating a thorough understanding of multiplication and its application to real-world scenarios.

Proficient
3 Points

Weekly and monthly calculations are mostly accurate, with only minor errors that do not significantly impact the overall result.

Developing
2 Points

Weekly and monthly calculations contain some errors, indicating a partial understanding of the multiplication process.

Beginning
1 Points

Weekly and monthly calculations are largely inaccurate, demonstrating a limited understanding of multiplication.

Criterion 2

Table Clarity and Organization

Organization and clarity of the table showing daily, weekly, and monthly needs. Proper labeling of rows and columns.

Exemplary
4 Points

Table is exceptionally well-organized and easy to read. All rows and columns are clearly labeled, and the data is presented in a logical and visually appealing manner.

Proficient
3 Points

Table is well-organized and easy to read. Rows and columns are clearly labeled, and the data is presented logically.

Developing
2 Points

Table is somewhat organized, but may lack clear labeling or a logical presentation of data. Some effort is made to present the data clearly.

Beginning
1 Points

Table is disorganized and difficult to understand. Labels are missing or unclear, and the data is presented illogically.

Criterion 3

Clear Calculations

Evidence of clear and detailed calculations shown for weekly and monthly needs.

Exemplary
4 Points

Work is shown clearly, is easy to follow and shows a deep understanding of multiplication concepts.

Proficient
3 Points

Work is clearly shown, and the steps are presented in a logical sequence. Multiplication concepts are applied appropriately.

Developing
2 Points

Work is partially shown, but some steps may be unclear or missing. There may be minor errors in the application of multiplication concepts.

Beginning
1 Points

Work is not shown, or the steps are unclear and difficult to follow. There is a limited understanding of multiplication concepts.

Category 3

Enclosure Estimator

Assessment of the Enclosure Estimator activity, focusing on the student's ability to estimate and measure the size of their animal's enclosure using standard units (feet/meters).
Criterion 1

Estimation Accuracy

Accuracy of estimations of the enclosure size in feet or meters.

Exemplary
4 Points

Estimation of enclosure size is highly accurate and reflects a strong understanding of measurement units. Demonstrates insightful reasoning for the chosen dimensions.

Proficient
3 Points

Estimation of enclosure size is reasonably accurate, demonstrating a good understanding of measurement units.

Developing
2 Points

Estimation of enclosure size is somewhat inaccurate, indicating a partial understanding of measurement units.

Beginning
1 Points

Estimation of enclosure size is largely inaccurate, demonstrating a limited understanding of measurement units.

Criterion 2

Measurement Precision

Precision of measurements taken using a ruler or measuring tape.

Exemplary
4 Points

Measurements are precise and accurate, with careful attention to detail. Demonstrates mastery of using measurement tools.

Proficient
3 Points

Measurements are mostly accurate, with only minor deviations. Shows competence in using measurement tools.

Developing
2 Points

Measurements contain some errors, indicating a need for further practice with measurement tools.

Beginning
1 Points

Measurements are largely inaccurate, demonstrating a lack of proficiency in using measurement tools.

Criterion 3

Drawing Clarity and Labels

Clarity and accuracy of the drawing and labels, including estimated and actual measurements.

Exemplary
4 Points

Drawing is exceptionally clear, detailed, and accurately labeled with both estimated and actual measurements. The presentation is visually appealing and easy to understand.

Proficient
3 Points

Drawing is clear and accurately labeled with both estimated and actual measurements.

Developing
2 Points

Drawing is somewhat clear, but may lack some detail or accurate labeling. Estimated and actual measurements may not be clearly distinguished.

Beginning
1 Points

Drawing is unclear and lacks accurate labeling. Estimated and actual measurements are missing or incorrect.

Category 4

Shape-tastic Habitats

Assessment of the Shape-tastic Habitats activity, focusing on the student's ability to design their enclosure using different shapes (rectangles, squares, triangles) and divide it into sections for different purposes (feeding, sleeping, playing).
Criterion 1

Shape Variety and Appropriateness

Variety and appropriateness of shapes used in the enclosure design.

Exemplary
4 Points

Enclosure design creatively and effectively incorporates a variety of shapes to create a functional and aesthetically pleasing habitat. The shapes are thoughtfully chosen to meet the needs of the animal.

Proficient
3 Points

Enclosure design incorporates a variety of shapes to create a functional habitat. The shapes are generally appropriate for the animal's needs.

Developing
2 Points

Enclosure design uses a limited variety of shapes, and their appropriateness for the animal's needs may be questionable.

Beginning
1 Points

Enclosure design uses only one or two shapes, and the design is not functional or appropriate for the animal's needs.

Criterion 2

Section Functionality and Purpose

Functionality and purposefulness of the different sections within the enclosure (feeding, sleeping, play).

Exemplary
4 Points

Enclosure is expertly divided into sections that are specifically designed to meet the animal's unique needs. Each section is labeled and explained with detailed reasoning and insightful considerations for animal welfare.

Proficient
3 Points

Enclosure is divided into sections for feeding, sleeping, and playing. Each section is labeled and its purpose is clearly explained.

Developing
2 Points

Enclosure is divided into some sections, but the labeling and explanations may be unclear or incomplete. The purpose of each section is not always evident.

Beginning
1 Points

Enclosure is not divided into sections, or the sections are not labeled or explained. The purpose of each section is unclear.

Criterion 3

Design and Creativity

Overall design and creativity of the enclosure, demonstrating an understanding of animal needs and habitat design principles.

Exemplary
4 Points

The enclosure design demonstrates exceptional creativity, originality, and a deep understanding of animal needs and habitat design principles. The design is innovative, visually appealing, and highly functional, creating a truly enriching environment for the animal.

Proficient
3 Points

The enclosure design demonstrates creativity and an understanding of animal needs and habitat design principles. The design is functional and visually appealing.

Developing
2 Points

The enclosure design demonstrates some creativity, but may lack a thorough understanding of animal needs and habitat design principles. The design may be somewhat functional, but not visually appealing.

Beginning
1 Points

The enclosure design lacks creativity and demonstrates a limited understanding of animal needs and habitat design principles. The design is not functional or visually appealing.

Category 5

Animal Popularity Poll

Assessment of the Animal Popularity Poll activity, focusing on the student's ability to survey classmates about their favorite zoo animal and create a bar graph to represent the data.
Criterion 1

Data Collection Accuracy

Accuracy of data collection and recording in the tally chart.

Exemplary
4 Points

Data is collected meticulously and recorded accurately in the tally chart, demonstrating a thorough understanding of data collection methods and attention to detail. The tally chart is exceptionally clear and easy to interpret.

Proficient
3 Points

Data is collected and recorded accurately in the tally chart.

Developing
2 Points

Data collection and recording in the tally chart contain some errors, indicating a need for further practice with data collection methods.

Beginning
1 Points

Data collection and recording in the tally chart are largely inaccurate, demonstrating a limited understanding of data collection methods.

Criterion 2

Graph Clarity and Labels

Appropriateness and clarity of the bar graph, including labeled axes and title.

Exemplary
4 Points

Bar graph is exceptionally clear, accurate, and visually appealing, with meticulously labeled axes and a compelling title that accurately reflects the data. Demonstrates a sophisticated understanding of graphing principles.

Proficient
3 Points

Bar graph is clear and accurate, with appropriately labeled axes and a title.

Developing
2 Points

Bar graph is somewhat clear, but may lack some labels or a descriptive title. The axes may not be clearly defined.

Beginning
1 Points

Bar graph is unclear and lacks appropriate labels and a title. The axes are not defined.

Criterion 3

Data Interpretation

Interpretation of the data and ability to draw conclusions based on the graph.

Exemplary
4 Points

Demonstrates an insightful interpretation of the data, drawing meaningful conclusions and identifying trends with clarity and accuracy. Exhibits a deep understanding of the information presented in the graph and its implications.

Proficient
3 Points

Interprets the data accurately and draws logical conclusions based on the graph.

Developing
2 Points

Attempts to interpret the data, but the conclusions may be incomplete or inaccurate. There may be a limited understanding of the information presented in the graph.

Beginning
1 Points

Struggles to interpret the data and draw conclusions based on the graph. There is a limited understanding of the information presented.

Reflection Prompts

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

Looking back, what was the most challenging part of designing your zoo, and how did you overcome it?

Text
Required
Question 2

If you could add one more feature to your zoo design, what would it be and why?

Text
Required
Question 3

How did understanding math concepts like addition, subtraction, measurement, and shapes help you create a better zoo design? Give specific examples.

Text
Required