A Bug’s Life Unit of Inquiry Project
Your Mission - Create an imaginary bug.
Include these invented details about its life . . .
Habitat: include temperature range, landscape features (for example, wetlands, forests, prairies), and the advantages and
disadvantages of this habitat for your bug. How has it adapted to survive in this environment? How does the weather affect your bug?
Diet: what does it eat? What eats it? Even though your bug is imaginary, give it a real diet and predators from Earth, not from
your imagination.
Appearance: shown in either 2D (flat drawing) or 3D (model)
Comparison/Contrast: How is your bug like and unlike another bug in the real world?
Content:
AB Topic E, 5-10
Mastery
Advancing
All required pieces are
included, with content details
that enhance the project
Progressing
Emerging
All required pieces are included
- just the basics, no detailed
ideas
Beginning
Limited
Some required pieces are
missing
Interactions between habitat,
diet, and appearance are
plausible
Interactions between habitat,
diet, and appearance are
inconsistent
Student uses most class time
constructively and completes
the project on time
Student needs support to use
class time constructively for this
project
Acceptable, meets
expectations
Needs editing, looks last-minute,
missing expected parts
Habitat
Diet
Comparison
Appearance
Transdisciplinary Skill – Thinking
Analysis, Synthesis
Project shows detailed thought
about and logical interaction
between habitat, diet,
appearance
Process
Student uses all class time
21st Century
constructively to complete the
Learning Skills: Self-Directed
project, reads and follows
Learning –
instructions, allows for feedback
Project Planning, Self-Monitoring and revision before the due
date
Presentation
Outstanding, wall-worthy for its
type
Content:
AB Topic E, 5-10
Habitat
Diet
6
Includes all
required pieces
and creative
content details
that enhance
the project
5
Includes all
required pieces
and a creative
content detail
that enhances
the project
4
Includes all required
pieces in each
category
3
Missing 1-2
required pieces
2
Missing 3-4
pieces; not
much detail in
each
category
1
More than 4
pieces are
missing
Demonstrates
superior
understianding
about the
interaction
between
habitat, diet,
weather, and
bug traits
Outstanding use
of class time –
seeks help when
appropriate,
applies
thoughtful
revision to
project before
due date + 4, 5
Demonstrates
superior
understianding
about the
interaction
between
habitat, diet,
Clearly explains
the interactions
between diet,
habitat, weather,
and bug traits
Information fits
together logically
Some pieces do
not fit together
logically
Shows
understanding
of just one
facet
No
understanding of
diet, weather,
habitat, or
appearance is
indicated by this
project
Meets minideadlines for the
project; leaves
time before the
due date for
feedback and
revision + 4
Uses class time
constructively to
develop project;
completes it on
time
Needs some
support to work
productively in
class; completes
project on time
Needs some
support to
work
productively
in class; does
not complete
project on
time
Needs lots of
support to work
productively in
class; does not
complete
project on time
Clearly explains
the interactions
between diet,
habitat, weather,
and bug traits
Information fits
together logically
Some pieces do
not fit together
logically
Shows
understanding
of just one
facet
No
understanding of
diet, weather,
habitat, or
appearance is
indicated by this
project
Comparison
Appearance
Demonstrates
Understanding:
Transdisciplinary
Skill – Thinking
Analysis,
Synthesis
Process
21st Century
Learning Skills:
Self-Directed
Learning –
Project Planning,
Self-Monitoring
Presentation
weather, and
bug traits
4
3
2
1
Content-Habitat
Landscape features
and temperature
ranges are included,
with at least two
logical advantages
and two
disadvantages
Landscape
features and
temperature
ranges are
included without
advantages and
disadvantages
Landscape features
or temperature are
mentioned
Content—Food
Chain
Logical choices for
both what the bug
eats and what eats
it, given the
selected habitat
and the bug’s
appearance
Include at least
three logical ways
the bug has
adapted to its
environment
The drawing or
model of the bug
includes many
thoughtful details, is
eye-catching and
unpredictable but
still logical
Landscape features
and temperature
ranges are included;
fewer than 4
advantages and
disadvantages or there
are 4 but they aren’t all
logical
What the bug eats and
what eats it are
mentioned, but one
choice or the other isn’t
logical due to the
bug’s habitat or
appearance
Include at least two
logical ways the bug
has adapted to its
environment
Only one idea is
listed for what
the bug eats
and only one
idea is listed for
what eats the
bug
Includes one
logical way the
bug has
adapted to its
environment
The drawing or
model of the
bug includes
one or two
thoughtful
details and looks
appropriate for a
bug
Some sentences
are confusing;
more than 3
mechanical
errors;
organization
needs
improvement
What the bug eats
or what eats the
bug is missing
Content-Adaptations
Presentation –
Artistic Effect
Presentation –
Clarity of Writing
Clearly written
sentences, perfect
written mechanics,
excellent written
organization
The drawing or model
of the bug includes
some thoughtful details
and looks appropriate
for a bug
Almost all sentences
are clearly written and
error-free; writing is
logically organized
Includes only
illogical ideas
about the bug’s
adaptation to its
environment
The drawing or
model of the bug
looks appropriate
for a bug and may
be eye-catching,
but does not
include thoughtful
details
It is difficult to
understand the
writing
Presentation –
Overall Effect
Writing and artwork
are combined
effectively, details
and creative
touches enhance
the project
Creative touches
improve the project
The creative
touches are
distracting from
the project
No creative
touches were
added