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Learning Goals & Products

Learning Goals

1

Students will be able to observe hawks in photos, videos, and outdoor spaces to identify food, water, and shelter needs and patterns in city habitats

2

Students will be able to use drawings, labels, and shared writing to represent where hawks can rest, hunt, and nest in the city

3

Students will be able to analyze neighborhood photos and walk observations to describe patterns in trees, poles, parks, rooftops, and open areas that support hawks

4

Students will be able to design a simple model of a safe city space for hawks using classroom materials

5

Students will be able to communicate a solution for reducing human impact on hawks in the local environment

6

Students will be able to collaborate with peers to gather evidence, compare ideas, and revise explanations about how hawks survive in the city

Products

individual

Hawk Investigation Notebook

Students keep a scaffolded notebook with drawings, picture notes, labels, and oral-language or dictated responses showing what hawks need and where they find it in the city. The notebook documents each child’s question, observations, and personal conclusion about one safe urban hawk space.

team

Hawks in Our Neighborhood Museum Report and Poster

Teams create a shared report or poster with photos, drawings, a simple map or model image, and a spoken explanation of how hawks survive in urban environments. The product must show shared evidence, explain one solution for protecting hawks, and note any surprising or conflicting findings from the investigation.

Rubric
Mastery-Based Rubric Standards-first rubric
Category
Standard
Beginning (1)
Developing (2)
Proficient (3)
Exceeding (4)
Next Generation Science Standards
K-2.AF.4.2 - Use and share pictures, drawings, and/or writings of observations.
  • I can use a picture or simple drawing to show one thing I noticed about what gavilanes need in the city (alimento, agua, or refugio)
  • I can point to my drawing when I share a short spoken sentence with a partner.
  • I can make a drawing and share pictures/drawings of my observations about alimento, agua, and refugio that gavilanes might find in city spaces (like trees, poles, parks, or rooftops)
  • I can tell what I see and label or say one or two words using my own language support.
  • I can use observations from photos/videos and real bird artifacts or city places to explain a pattern between gavilanes and urban habitats using my drawing and shared sentences
  • I can revise my work after partner feedback so my picture/drawing matches what I observed.
  • I can create and present clear drawings and written/oral observations (with labels or words) that show where gavilanes find alimento, agua, and refugio in the neighborhood
  • I can share my evidence during the class museum by pointing to my work, explaining connections, and giving thoughtful feedback to a classmate.
Next Generation Science Standards
K-ESS3-3 - Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • I can use pictures, drawings, and my words to tell what a hawk needs to live in the city (alimento, agua, y refugio) from observations in class
  • I can share one simple idea during our museum show.
  • I can use my observations from photos, videos, and city walks to explain how hawks can find alimento, agua, and refugio in urban places
  • I can name at least one way people can help protect local wildlife when we share our map or model.
  • I can communicate a solution by showing, drawing, and labeling a safe city space for a hawk based on patterns I noticed (trees, poles, parks, open areas)
  • I can explain my thinking to a partner and revise my drawing or model using their feedback.
  • I can clearly communicate a solution that reduces human impact on hawks by using my neighborhood map and habitat model as evidence from our observations
  • I can lead others during the museum tour, explain where hawks find alimento, agua, and refugio, and describe one protective action people can take.
Next Generation Science Standards
K-ESS3-1 - Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
  • I can draw or point to a picture showing one need of a hawk (comida, agua, o refugio) and I can tell what I see in the city space in simple words.
  • I can use a simple model (like a drawing, card, or small scene) to show how one hawk need (comida, agua, o refugio) matches a place in the city (trees, poles, parks, rooftops).
  • I can use my model to show the relationship between a hawk’s multiple needs and different urban places, and I can share my ideas with a partner or small group using evidence from observations.
  • I can revise and improve my model and map with feedback from others to clearly show how hawks find alimento, agua y refugio in the city, and I can explain my model with a simple sentence during the museum tour.
Next Generation Science Standards
K-2.AF.4.3 - Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
  • I can use my own observations (from photos/videos or walking outside) to say what I notice about hawks in the city
  • I can point to a picture or photo that shows my observation and use simple words or a sentence to connect it to the question: alimento, agua, y refugio.
  • I can look closely at hawk pictures, videos, and real spaces (like trees, poles, parks, rooftops, and streets) and tell how what I notice matches the needs of hawks in the city
  • I can describe a simple pattern I see and share it with a partner using drawings and oral sentences.
  • I can compare multiple observations from different media and places to explain patterns and relationships (where hawks can rest, hunt, and nest) in urban habitats
  • I can use my map/model and evidence cards to explain my thinking in complete ideas, and I can revise my work after listening to feedback from a partner.
  • I can use first-hand and media observations to explain and support scientific patterns showing how hawks meet their needs for alimento, agua, y refugio across the city
  • I can clearly communicate my ideas during the class museum—pointing to my neighborhood map/model, sharing one strong connection between evidence and habitat needs, and collaborating to solve problems by suggesting how people can help protect local wildlife.
Next Generation Science Standards
K-2-ETS1-2 - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • I can make a simple drawing or model of a hawk’s safe place in the city using shapes I know (like trees, poles, parks, or rooftops)
  • I can point to my drawing and say one word or short phrase about what the place helps the hawk do (rest, hunt, or nest).
  • I can create a sketch or physical model of a hawk’s safe place and show how its shape helps the hawk (for example, “tall pole,” “branchy tree,” or “open park space”)
  • I can use pictures, words, or gestures to explain one way my model helps the hawk survive in the city.
  • I can revise my sketch or model based on feedback from a partner to make the hawk’s needs clearer (food, water, and shelter)
  • I can explain, in my own words, how the shapes in my drawing help the hawk function, and I can share evidence from what we observed in photos/videos/our walk.
  • I can design and improve a detailed habitat model or drawing that shows how multiple shapes work together for hawk survival (food, water, and refuge)
  • I can communicate a clear explanation of how the shape helps each need, and I can justify my ideas using observations from the walk, discovery table, and museum sharing.
California
WL.CM3.N - Novice Present information in culturally appropriate ways on very familiar common daily topics using memorized words, phrases, and simple sentences through spoken, written, or signed language. Use the most suitable media and technologies to present and publish.
  • I can share one very familiar idea about hawks using memorized words or simple sentences (like “alimento,” “agua,” “refugio”) using pictures or a drawing I made.
  • I can share ideas about how hawks find alimento, agua, and refugio in the city using a few simple sentences and key words, pointing to my picture/drawing or photo cards to help others understand.
  • I can explain where hawks can rest, hunt, and nest in urban places using multiple simple sentences and sentence frames, using my map/model and my class mural/book as evidence from my observations.
  • I can present my learning to my family/class at the museum by speaking (in Spanish and/or English), using clear simple sentences and my visual materials (map, model, drawing, and photo cards) to explain how hawks get alimento, agua y refugio and one way people can help protect them.