Students will launch the habitat investigation by observing the schoolyard as scientists, sorting living and nonliving habitat parts, generating early questions about what animals need to survive, and creating a first labeled map with a brief oral explanation to establish a starting point for later evidence gathering and revision.

Students will investigate the schoolyard as a habitat by identifying living and nonliving parts, sorting evidence into food, water, shelter, and space, and using observed patterns to form a focused investigable question and simple hypothesis about where a pollinator or bird could survive best.

Students will co-create a simple investigation plan, gather observation evidence in the schoolyard, and turn that evidence into a labeled habitat map draft with a brief oral explanation about where a pollinator or bird could find food, water, shelter, and space.

Students will analyze their schoolyard evidence, strengthen a final labeled habitat map and oral explanation, use peer and adult feedback to revise their claims, and prepare clear conclusions, limitations, and next-step questions for the upcoming walkabout.

Students will present their finished schoolyard habitat maps and brief oral explanations to families and a city parks department staff member during a short walkabout, then capture one concrete reflection about evidence, revision, and teamwork.