Invention Lesson: Biomimicry Prototype Design
Lesson Plan
2 hoursGrades6, 7, 8Science, Engineering
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Written by Yen-Yen Chiu
About this lesson
In this lesson, students apply research and defined constraints to design, sketch, and build a prototype that addresses a problem identified in Lesson 4. Students work together to learn how evidence and testing improve designs.
Inquire: Students learn how constraints shape design and identify constraints specific to their biomimicry strategy.
Investigate: Students sketch, evaluate, and refine multiple design ideas using their biomimicry strategy, then select a design to build a prototype.
Inspire: Students build a prototype, document challenges and changes, and reflect on how it matches their design sketch.
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Suggestions
- This lesson is designed to be flexible and exploratory. Teachers are encouraged to adapt pacing, depth, and products based on student needs.
- Spark!Lab Smithsonian Invention Process aligns closely with Invention Convention Worldwide’s 7-step framework and can be used together without confusion. Spark!Lab’s six steps map directly onto ICW’s first six steps using different language to describe the same process. ICW’s seventh step, Communicating, is explicitly built into this lesson’s Showcase, where students present their process and share their solution with an audience.
- The Investigate and Inspire sections are designed to be completed on separate days or class periods. Additionally, each section can be extended to give students more time to engage in the “Sketch It” and “Create It" steps of the Invention process.
- Before starting “Sketch It,” try a quick squiggle warm-up. Each student draws a simple squiggle, trades with a partner, and turns the squiggle into a bird (or another chosen animal). This low-pressure activity helps reduce drawing anxiety and encourages creativity before sketching their actual ideas.
- After the Investor's Pause at the end of the Investigate section, design groups can share their designs and reflections with another group.
- Depending on classroom contexts and needs, teachers can model each step of the Invention Process prior to student design groups engaging in the process themselves.
- Throughout the invention process, teachers can pause to have design groups share with the class what they observe or discover, ask clarifying questions, share feedback, and engage in the invention process and feedback loops as a larger group.
- For deeper connection to math, students can draw their sketch to scale by including a scale bar on their design; for example, 1 inch = 6 inches.
- Teachers should emphasize the importance of gathering and giving peer feedback.
- Teachers should frequently remind students that designing solutions and inventions is a cycle of testing, gathering feedback, reflecting, and making improvements. Things that do not work are not “failures” but important information or data to use for future improvements.
- Students can work in roles within their design group to support collaboration. Example roles include builders, testers, recorders, etc.
- Students can use science concepts, processes, and language to explain their design decisions.
- Encourage students to keep referring back to their chosen biomimicry strategy throughout the process. It is easy to drift away from the natural strategy as students focus on the building itself. A quick check-in question, “Where do we see [the nature strategy] in this sketch, design, and build?” can help keep the connection.
Prerequisites
- This is lesson 5 of 6 in our 6th-8th grade Science Unit: Biomimicry, Heat Transfer & Invention and is designed to follow Lesson 1, Lesson 2, Lesson 3, and Lesson 4 sequentially.
- This lesson and full unit intentionally integrate NGSS Crosscutting Concepts, with students applying these concepts as thinking tools throughout the design process.
- Each student will need their own invention journal for all six lessons of the unit. If you choose not to use the Student Invention Journal, students can use a standard composition notebook, classroom journal, or regular binder with paper. Because the invention process includes sketching and cycles of feedback and iteration, a paper version is preferred. Students should be encouraged to document all of their notes and ideas without deleting or erasing, since this is all part of the process.
- Throughout the unit, the class can create a running list of keywords or phrases and their definitions to use as a classroom anchor chart. The Vocabulary Deck for the unit is divided by lesson and could be adjusted for each classroom context.
- Students should work in the same design groups as in lesson 4.
- Teachers will need to gather materials for students to make their prototypes, such as cardboard boxes, foil, fabric scraps, foam, tape, scissors, rulers, and any other recyclable materials students can use.
- Teachers and students can review the invention process from lesson 4 by watching Spark!Lab Smithsonian presents the Invention Process (8:55).
- Students will be building a prototype of their design in the Inspire section and will need to gather approved materials. Teachers may need to approve or gather resources ahead of time, or students may need to bring in recycled or used materials from home or the outside community.
- Teachers may want to provide a shared materials bin or alternative materials as needed.
- Teachers should preview or provide other nature-inspired design resources for students to refer to or research.
Differentiation
- Students can use graph paper to help sketch their design.
- Students can explore this 28-page interactive comic on the sketching process.
- Teachers can provide a range of materials such as recycled, upcycled, classroom supplies, digital tools, etc., so students can work at their comfort level or skill level.
- Students needing support can record their observations and notes verbally, with sentence starters, or with photo documentation.
- Students can choose from the tiered reflection questions and prompts.
From the scientist review
This unit tasks students with using biomimicry to design a solution to a heat transfer problem. Exceptionally well-sourced throughout, this unit often references trusted institutions such as NOAA and the Smithsonian Institution. The common climate change misconception that relatively small changes in average temperatures are inconsequential is clearly addressed. The entire unit is grounded in sound science and engineering practice, focused on sustainability and equity as key design criteria. This resource explores a key strategy for climate change mitigation and adaptation and is recommended for teaching.
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About the teacher writer
Yen-Yen Chiu
Director of Education
Yen-Yen Chiu, Ed.D., is SubjectToClimate's Director of Education. She holds a Doctor of Education in Educational Leadership from the University of Phoenix and a Master of Arts in Curriculum and Instruction from the University of San Diego, and taught public school for 22 years specializing in English Language Arts, Mathematics, and Music for grades 6–12, including Advanced Placement. She is credentialed in English, Mathematics, and Introductory Music, with extensive experience designing interdisciplinary curricula that foster student choice, meaningful assessment, and authentic learning.
