Science Lesson: Biomimicry & Thermal Adaptation
Lesson Plan
1 hour 40 minutesGrades6, 7, 8Science
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Written by Yen-Yen Chiu
About this lesson
In this lesson, students discover that nature has already engineered solutions to the same heating and cooling challenges humans face in building design. Students analyze thermal adaptations in nature and develop a framework for biomimicry design to apply to the invention process in Lessons 4-6.
Inquire: Students review key concepts from Lessons 1 and 2, then explore how organisms survive extreme heat and cold.
Investigate: Students analyze thermal adaptations in nature through a jigsaw or stations activity, connecting their learning to a biomimicry framework of homes around the world.
Inspire: Students complete a biomimicry design matrix connecting nature-based strategies to building design ideas, identifying which strategy best addresses their classroom’s heating or cooling challenge.
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Suggestions
- This lesson is designed to span at least two class periods and can be extended for deeper exploration of biomimicry and its potential application to building design.
- As an alternative to the jigsaw activity in the Investigate section, students can rotate around three stations, spending 15-20 minutes per station. This option works best for students who need more guided time with resources, and if time permits.
- There are many options for the jigsaw learning activity in the Investigate section, including whole-class or guided independent instruction. Teachers can select 2 resources for each heat transfer in the jigsaw activity and use them for whole-class or small group instruction.
- For a local biomimicry connection, students can research a native species from their region and analyze its thermal regulation strategy. Students identify which heat transfer mode the organism primarily manages, describe how, and brainstorm one building design idea inspired by it. This can be an extension activity, independent research assignment, or optional homework.
- Students can explore Climate Central’s interactive website featuring science-based resources on extreme heat and local impacts.
- Students can explore the many biological strategies of various organisms on the AskNature website.
- Students can explore the range of biomimicry, innovation, and climate change solutions using the following resources:
- The Student Invention Journal was designed with space in the margins for a three-hole punch so students can add the sheets to their science binders. Invention education treats understanding the problem as inseparable from designing the solution. The notes, data, and reflections students record in Lessons 1–3 become the research base they draw from when they identify a problem, sketch a design, and build a prototype in Lessons 4–6.
- At the end of each lesson in the Student Invention Journal there is a “Parking Lot” page with four boxes for students to add their thoughts as they interact with the lesson:
- Questions I have from the lesson
- I’m curious about…
- This reminds me of…
- An “Aha!” moment I had
Prerequisites
- This is lesson 3 of 6 in our 6th-8th grade Science Unit: Heat Transfer, Biomimicry & Invention. It is designed to be completed sequentially after Lesson 1 and Lesson 2.
- 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 have a basic understanding that organisms have structural adaptations that help them survive in their environments.
- Teachers should preview all resources and decide which works best for your classroom context. Additionally, teachers should decide on the best learning format for the Investigate section, whether it be a jigsaw activity, rotating stations, or whole-class teaching.
- Teachers may need to explain the biomimicry design matrix format or briefly model how to fill in one row before students work independently.
- For tactile learners, teachers can collect and prepare small samples of 5-6 common building materials. Examples include a brick or cinderblock, wood scraps or plywood, a piece of glass or clear acrylic, a metal strip or thick piece of folded aluminum foil, a piece of foam insulation, various pieces of available fabric such as satin, fleece, felt.
Differentiation
- The main resource for this lesson, Ask Nature by the Biomimicry Institute, has resources for Spanish speakers and bilingual students
- Assign students needing more support to Station 1 in the Investigate section. The resources in this station are the most accessible in terms of reading level. Additionally, the connection to conduction is the most direct.
- Expectations for the jigsaw activity can be adjusted to support or challenge students.
- Students needing support can have one row of the biomimicry design matrix pre-filled.
- For the final reflection writing in the Inspire section, students needing support can write a three-sentence structured response: one sentence describing the organism’s strategy, one sentence naming the heat transfer principle, and one sentence suggesting a building application.
- Students can research additional nature adaptations at Ask Nature and add an additional row to their matrix. Students can also compare different organisms using the same thermal regulation strategy.
- Students can identify a limitation of each biomimicry strategy, which prepares students for thinking through engineering constraints in the design process.
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.
