Invention Lesson: Testing Thermal Biomimicry Design
Lesson Plan
2 hours 15 minutesGrades6, 7, 8Science, Engineering
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Written by Yen-Yen Chiu
About this lesson
In this lesson, students test their prototypes, observe outcomes, and use evidence to improve their designs. Students reflect on sustainability and real-world impact while preparing to share their solutions with the community.
Inquire: Students reflect on the Invention Process and sustainability in design.
Investigate: Students plan a method to test their prototype and collect data.
Inspire: Students revise their prototype based on test results, retest for improvements, and prepare for a Design Showcase.
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Everything you need to teach it
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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 “Test It” and “Tweak It" steps of the Invention process.
- This lesson includes one iteration or Tweak It! step. Teachers can extend this step to allow for more rounds of iteration. Depending on when this unit is taught in the school year, teachers can assign parts of the process for homework or extend into independent study.
- 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.
- Design groups can also partner with community experts or local organizations to continue iterating, engaging in the invention process, or implementing their invention as a guided independent project.
- 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.
- All presentation formats should clearly communicate the problem, how the invention works, how it was tested, and how it was improved. The format can vary based on student strengths and available resources. Additional time in and outside of class will be needed for students to prepare for the Design Showcase.
- Teachers can explore a variety of options for a student Design Showcase.
Prerequisites
- This is lesson 6 of 6 in our 6th-8th grade Science Unit: Heat Transfer, Biomimicry, & Invention and is designed to follow Lesson 1, Lesson 2, Lesson 3, Lesson 4, and Lesson 5 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.
- For classes not using the Student Invention Journal, teachers should print out the Checklists and Rubrics for various steps in the Invention 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 lessons 4 and 5.
- Teachers and students can review the invention process from lesson 4 by watching Spark!Lab Smithsonian presents the Invention Process (8:55).
- Teachers can select videos from this Crash Course Playlist to support the engineering and design process.
- Teachers should ensure safety protocols are in place and clearly understood prior to any prototype testing.
- Teachers should be aware and prepared for any prototype testing that needs adult approval or supervision.
- Teachers can prepare data collection and/or measurement tools for students to use. These can include items such as thermometers, timers, data collection charts, graphic organizers, etc.
- Teachers should decide time frames and additional parameters for the Design Showcase or presentation.
- Students can submit their work to Invention Convention Worldwide's Independent Inventor Program, a national competition open to K–12 students. Teachers can find eligibility requirements, submission guidelines, and supporting resources at Invention Convention.
- The Lemelson Foundation and SubjectToClimate would love to celebrate student learning by sharing reflections or final presentations on our websites. Teachers can submit photos or examples of student work and all submissions through this form. All submissions should follow school or district media-sharing policies and exclude student identifying information unless appropriate permissions are in place.
Differentiation
- As an extension, students can research how their invention could be used in a real-world setting, considering scale, safety, cost, or environmental impact. Students can draft and present a short proposal or diagram showing how their prototype could function beyond the classroom.
- Design groups can engage in several iterations of their prototype and create a design diary to document each change, improvement, observation, and result.
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.
