Biomimicry Tech Challenges

Overview

Students explore biomimicry through a series of short technology challenges. They learn to test and reflect on ideas, improving designs based on observations, with each mini-challenge including time to explore, test, and refine.

Learning intentions

Students will:

• WALT design simple solutions inspired by how living things solve problems in nature.
• WALT use technology processes to plan, create, and test prototypes.
• WALT evaluate their designs by describing what worked, what didn’t, and how to improve.
• WALT share thinking using clear explanations and appropriate vocabulary.

Success criteria

Students can:

• I can explain how my idea is inspired by a living thing.
• I can build a prototype that meets a simple design brief.
• I can test fairly and record observations.
• I can make at least one justified improvement after reflection.

Curriculum links

• Technology in the New Zealand Curriculum: designing and developing digital or physical solutions through stages of planning, creating, and evaluating.
• Technology: using materials, tools, and hardware safely and appropriately.
• Key competencies: Thinking (generating and refining ideas), Managing self (staying on task), Participating and contributing (sharing and responding), Using language/symbols (explaining designs), Relating to others (collaborating).

Lesson structure (40 minutes)

1. 0–5 min · Challenge reveal (Hook). Teacher shows an image or describes a living thing example (e.g., burrs, lotus leaf, kingfisher beak, spider web) and states the day’s big question: “How can nature help us solve a problem?” Students discuss quickly with a partner: one similarity between nature and a human-made solution.

2. 5–10 min · Mini-brief + planning. Teacher presents the first technology challenge on the board (short and clear): “Build a device to… (choose one class-appropriate version)” and demonstrates the materials set and safety rules. Students write a 3-step plan (idea → materials → test method) and identify what they will change if the first test fails.

3. 10–20 min · Challenge 1: Explore + build. Teacher releases materials and timer; students build a quick prototype using trial-and-error, trying different shapes or mechanisms. Students complete a “First attempt” note: what they think will happen when tested.

4. 20–27 min · Challenge 1: Test (fair test). Teacher explains what “fair testing” means (same distance/time/amount, one change at a time). Students test their prototype and record observations with 1–2 measurements or descriptive statements (e.g., “it worked better when…”, “it failed because…”).

   • Testing criteria: Students measure success by comparing how well their device meets the challenge goal (e.g., number of balls caught, degree of water repellence). They record quantitative data (counts, times, distances) or qualitative observations (water beading, stability). To ensure fair testing, students keep all conditions constant except the one variable they change, and repeat tests if possible.

5. 27–35 min · Challenge 2: Improve + re-test. Teacher swaps in a new mini-brief connected to biomimicry (e.g., “reduce mess/stickiness,” “increase stability,” “improve water repellence,” or “improve distance/accuracy” depending on available materials). Students revisit their original notes, redesign with one specific improvement, and test again.

   • Testing criteria: Students focus on the specific improvement goal, measuring changes using the same methods as before. They note differences in performance and any new observations, ensuring fair testing by keeping other factors constant.

6. 35–40 min · Reflect + share. Teacher leads a short whole-class reflection using prompts: “What feature from nature inspired you?” “What changed after testing?” Students share one improvement and one reason.

Resources

• Teacher-made challenge cards (two mini-briefs for today):
  1. Build a device to catch and hold small balls using paper, tape, straws, and rubber bands.
     • Testing: Drop small balls from a set height (e.g., 30 cm) and count how many the device catches without dropping. Ensure consistent drop height for fair testing.
  2. Build a water-repellent surface using foil, paper, sponges, and water droppers to test how well water beads or runs off.
     • Testing: Place drops of water on the surface and observe how water beads or spreads. Use the same number of drops and waiting time for each test. Record observations on water repellence.
• Simple prototype materials (choose based on your school setup): paper/card, tape, straws, rubber bands, plastic cups, pipe cleaners, cardboard, foil, sponges, modelling clay, cotton wool, scissors, markers
• Safe tools if needed: scissors, hole punch, rulers
• Optional testing items: water spray or droppers, small balls/marbles, paper targets, sand trays, paper towels
• Recording sheets: quick table for “Attempt / Test result / Improvement”
• Large display or projector to zoom on nature images/inspiration

Safety reminders:

• Handle scissors and hole punches carefully.
• Use water droppers and sprays gently to avoid spills.
• Keep work areas tidy to prevent slips or accidents.

Encourage students to think about how nature inspires each challenge, such as how animals catch prey or how lotus leaves repel water.

Assessment

• Formative during build: observe whether students connect their design to an inspiration from nature and follow the plan steps.
• Formative during testing: check fairness (same conditions) and that observations are recorded.
• Exit snapshot at 35–40 minutes: each student states one successful feature and one justified next step.

Differentiation

• Support: provide sentence starters (“My prototype is inspired by…”, “I changed… because…”, “In the next attempt I will…”), and offer a limited-choice materials menu for students needing structure.
• Support for collaboration: assign roles (builder, tester, recorder) so all students contribute.
• Extension (advanced learners): students must add a second variable test—compare two design options that differ by only one feature and explain which version performed better and why.
• EAL/SEN: allow diagram-first explanations; provide a word bank (inspired by, prototype, test, improve, evaluate).

Extension (optional)

• Add a “home nature hunt” for one biomimicry idea (no internet required): bring a drawing or note about a living thing and a human problem it could inspire next week.

10 × 50-minute biomimicry technology challenge unit (overview for the teacher)

1. Session 1: Stability/structure inspired by webs or nests

   • Introduction: Discuss natural structures like spider webs and bird nests, highlighting their stability and design.
   • Teacher Notes: Spider webs use tension and flexible silk to create strong, lightweight structures. Bird nests combine materials for stability and cushioning.
   • Teaching Tips: Encourage students to observe natural patterns and think about material properties.
   • Key Questions: What makes these structures strong? How do they support weight?
   • Safety Reminders: Handle materials carefully; avoid sharp tools.
   • Trusted Resources: National Geographic Spider Webs, BBC Bitesize Bird Nests
   • Mini Challenge Design Brief: Design and build a small structure inspired by spider webs or bird nests using string, sticks, paper, and tape. Test by gently adding small weights to see how much your structure can hold before collapsing.
   • Testing criteria: Measure success by the maximum weight held before collapse. Ensure fair testing by adding weights slowly and consistently across groups, and testing multiple times if possible.

2. Session 2: Water repellent inspired by lotus leaf

   • Introduction: Explain lotus leaf's water-repellent properties due to micro- and nano-structures.
   • Teacher Notes: The lotus effect causes water to bead and roll off, cleaning the surface.
   • Teaching Tips: Use water droppers to demonstrate repellency.
   • Key Questions: How does the surface repel water? How can we mimic this?
   • Safety Reminders: Use water safely; avoid spills.
   • Trusted Resources: Science Kids Lotus Leaf, YouTube: Lotus Leaf Water Repellency
   • Mini Challenge Design Brief: Create a water-repellent surface by coating paper or fabric with wax or oil. Test by dripping water and observing if it beads and rolls off. Compare treated and untreated samples.
   • Testing criteria: Measure success by the amount of water beading and rolling off. Use the same number of water drops and wait time for each test. Ensure fairness by testing samples under identical conditions.

3. Session 3: Grip/stick inspired by burrs

   • Introduction: Explore how burrs stick to fur/clothing using tiny hooks.
   • Teacher Notes: Burrs inspired Velcro; hooks latch onto loops.
   • Teaching Tips: Show burrs and Velcro samples.
   • Key Questions: What features help burrs stick? How can we replicate grip?
   • Safety Reminders: Be cautious with sticky or sharp materials.
   • Trusted Resources: Smithsonian Burrs and Velcro, YouTube: How Burrs Inspired Velcro
   • Mini Challenge Design Brief: Design a simple grip device using pipe cleaners, fabric, and Velcro strips. Test grip strength by attaching it to different surfaces and measuring how much weight it can hold before slipping.
   • Testing criteria: Measure grip strength by the maximum weight held before slipping. Keep surface and attachment method consistent for fair testing.

4. Session 4: Direction/aim inspired by kingfisher beak

   • Introduction: Discuss kingfisher beak shape aiding accurate dives.
   • Teacher Notes: The streamlined beak reduces splash and improves aim.
   • Teaching Tips: Use slow-motion videos.
   • Key Questions: How does shape affect direction? How to improve aim?
   • Safety Reminders: Use launchers safely; keep clear of others.
   • Trusted Resources: BBC Earth Kingfisher, YouTube: Kingfisher Dive Slow Motion
   • Mini Challenge Design Brief: Build a paper or cardboard launcher inspired by the kingfisher beak shape. Test by aiming and launching small balls or paper darts at targets, measuring accuracy and distance.
   • Testing criteria: Measure success by accuracy (hits on target) and distance. Keep launch force and projectile consistent for fair testing.

5. Session 5: Reduce drag/glide inspired by bird feathers or fish fins

   • Introduction: Explain how feathers/fins reduce drag.
   • Teacher Notes: Feather microstructure and fin shapes streamline movement.
   • Teaching Tips: Compare shapes in water or air.
   • Key Questions: How do shapes affect movement through air/water?
   • Safety Reminders: Handle materials gently.
   • Trusted Resources: National Geographic Bird Flight, YouTube: Fish Fin Hydrodynamics
   • Mini Challenge Design Brief: Create different fin or feather shapes using cardboard or plastic. Test by moving them through water or air and observe which shapes glide or move most smoothly.
   • Testing criteria: Measure glide distance or smoothness of movement. Use consistent force and environment for fair testing.

6. Session 6: Sound/communication inspired by hollow reeds

   • Introduction: Explore how hollow reeds produce sound.
   • Teacher Notes: Hollow tubes resonate to create sound waves.
   • Teaching Tips: Demonstrate with simple reed instruments.
   • Key Questions: How does shape affect sound?
   • Safety Reminders: Avoid loud noises; use materials safely.
   • Trusted Resources: Science of Sound - Reed Instruments, YouTube: Making a Reed Instrument
   • Mini Challenge Design Brief: Construct simple hollow tube instruments using straws or reeds. Test by blowing through them and changing length or shape to observe changes in sound pitch and volume.
   • Testing criteria: Measure pitch and volume changes with length/shape changes. Use consistent blowing force for fair testing.

7. Session 7: Energy efficiency inspired by animal movement

   • Introduction: Discuss how animals move efficiently.
   • Teacher Notes: Animals use optimized gaits and body shapes to save energy.
   • Teaching Tips: Show videos of different animal locomotion.
   • Key Questions: How can we reduce effort in carrying/transport?
   • Safety Reminders: Use tools carefully.
   • Trusted Resources: National Geographic Animal Movement, YouTube: Efficient Animal Locomotion
   • Mini Challenge Design Brief: Design a simple carrying device or tool inspired by animal movement using cardboard, string, and tape. Test by carrying a small load and measuring effort or ease of use.
   • Testing criteria: Measure effort by ease of carrying or time taken to carry a set load. Keep load weight and distance consistent for fair testing.

8. Session 8: Problem solving wrap-up with student-chosen inspiration

   • Introduction: Students select a nature inspiration from a list.
   • Teacher Notes: Encourage creativity and application of previous lessons.
   • Teaching Tips: Facilitate brainstorming and design brief development.
   • Key Questions: What problem will you solve? How?
   • Safety Reminders: Follow all safety protocols.
   • Trusted Resources: Biomimicry Institute, YouTube: What is Biomimicry?
   • Mini Challenge Design Brief: Choose a natural feature to inspire a design solving a real-world problem. Plan materials and steps, then build a prototype using classroom supplies. Prepare to test and explain your design.
   • Testing criteria: Define clear success measures based on chosen problem. Ensure fair testing by controlling variables and repeating tests where possible.

9. Session 9: Improve version 2 with structured test comparison

   • Introduction: Explain importance of testing one variable.
   • Teacher Notes: Emphasize fair testing and data collection.
   • Teaching Tips: Model test design and analysis.
   • Key Questions: What will you change? How to measure?
   • Safety Reminders: Maintain safe testing environment.
   • Trusted Resources: Science Buddies Fair Testing, YouTube: Fair Test Explanation
   • Mini Challenge Design Brief: Modify your prototype from Session 8 by changing one feature. Test both versions under the same conditions and record results to compare performance.
   • Testing criteria: Measure performance differences by comparing recorded data under identical conditions. Ensure only one variable changes between tests.

10. Session 10: Showcase presentations and peer feedback

    • Introduction: Prepare to present prototypes and findings.
    • Teacher Notes: Teach constructive feedback and presentation skills.
    • Teaching Tips: Provide presentation templates and feedback forms.
    • Key Questions: What worked well? What to improve?
    • Safety Reminders: Respectful listening and feedback.
    • Trusted Resources: Teaching Presentation Skills, YouTube: Giving Feedback
    • Mini Challenge Design Brief: Present your final prototype and test results to the class. Use feedback forms to give and receive constructive comments to improve future designs.
    • Testing criteria: Evaluate presentation clarity and ability to explain testing results. Peer feedback should be constructive and specific.

If you tell me what materials and testing equipment you have, I can tailor today’s two mini-briefs exactly to your classroom.