Unit 6 — Biomimicry: Learning from Nature
Description
In November, students study biomimicry by observing how animals use structures like tails and roots for balance, stability, and function. The unit begins with observation and discussion of animal features and their purposes. Students then apply these natural designs to engineering challenges, such as building stable furniture or playground equipment that uses balance principles. The unit emphasizes careful observation of nature, identifying the problem or function that evolved features solve, and translating those solutions to human designs. Students document their observations through drawings and discussions, then test their designs for stability and function.
Essential Questions
- How do animals use their body structures to survive and move?
- How can nature's designs inspire human engineering?
- What makes a structure stable and balanced?
Learning Objectives
- Observe and describe how animal structures serve specific functions.
- Identify engineering problems that animal structures solve.
- Apply biomimetic principles to design a human structure.
- Build and test a prototype inspired by nature.
- Evaluate whether the design captures the natural feature effectively.
- Explain connections between form and function.
Supplemental Resources
- Popsicle sticks for building structures
- Pipe cleaners for flexible joints and connectors
- Model magic for shaping and joining materials
Life Sciences
Algorithms and Programming
Engineering Design
Ethics and Culture
Interaction of Technology and Humans
Nature of Technology
Engineering, Technology, and Applications of Science
Students write in science notebooks, create digital stories about their investigations, participate in collaborative discussions about design problems, and use informational texts to research natural solutions.
Formative Assessments
- Observation drawings and descriptions of animal features.
- Brainstorm lists connecting animal structures to engineering applications.
- Sketches showing how natural features were translated into designs.
- Testing observations about stability and balance.
Summative Assessment
A completed biomimetic design (furniture, structure, or playground equipment) with documentation explaining which animal feature inspired it and how it functions.
Benchmark Assessment
A short observation task in which students view pictures or videos of animals and identify one structure, describe what it does, and explain one way a human design could use a similar idea. This assesses observation skills, functional thinking, and early biomimicry application across the unit's core concepts.
Alternative Assessment
Students may demonstrate understanding through a teacher-led discussion about animal structures and their functions, with visual supports such as photographs or real objects to reference. Drawings or verbal descriptions of how an animal feature could solve a problem are acceptable alternatives to written explanations.
IEP (Individualized Education Program)
During observation and drawing activities, provide graphic organizers with labeled picture prompts to help students connect animal structures to their functions without relying heavily on written output. Students may dictate their explanations of form and function to a teacher or aide rather than writing independently. When building and testing prototypes, break the engineering process into small, clearly sequenced steps with visual supports showing what each stage looks like. Offer additional processing time and frequent check-ins to help students stay on track through the design and testing cycle.
Section 504
Provide preferential seating during whole-group observation and discussion to minimize distractions and support focus on animal feature demonstrations. Allow extended time during drawing, building, and testing tasks so students can fully engage with each phase of the engineering process. Ensure that verbal directions for hands-on activities are paired with simple visual step guides so students can reference expectations independently.
ELL / MLL
Front-load key vocabulary related to animal structures, balance, and stability using pictures, real objects, or short video clips before lessons begin, and keep a visual word wall accessible throughout the unit. Provide simplified verbal directions for engineering tasks and ask students to show or point to their understanding before beginning independent work. Where possible, allow students to label observation drawings or explain their designs using their home language as a bridge to English.
At Risk (RTI)
Begin with familiar animals and easily observable structures to activate prior knowledge and build confidence before moving to more abstract biomimicry concepts. Reduce the complexity of the design challenge by offering a limited choice of materials and a simplified building goal focused on one clear function, such as making something stand up without falling. Use partner work and teacher-guided small groups during the prototype phase so students receive immediate feedback and encouragement as they connect natural features to their designs.
Gifted & Talented
Encourage students to investigate multiple animal structures and compare how different natural solutions address the same engineering problem, such as examining how several animals achieve balance in different ways. Challenge students to refine their prototype through multiple testing iterations, documenting what changed and why in greater depth than the baseline expectation. Students may also explore how biomimicry is used in real-world engineering fields, connecting their design thinking to authentic scientific and technological innovation.