Overview

In this first lesson of the “Biomimicry: Nature’s Innovations” unit, students learn what biomimicry means and explore how nature’s solutions can inspire technology. They share ideas from familiar examples and practise using clear explanations.

Learning intentions

• WALT define biomimicry in simple terms.
• WALT identify and describe how features from living things can inspire human inventions.
• WALT communicate at least two biomimicry examples using sentence starters and key vocabulary.

Success criteria

• I can define biomimicry as using patterns, processes, or ideas from nature to design solutions.
• I can cite at least two examples of biomimicry from nature.
• I can explain how each natural feature could help solve a human problem.

Curriculum links

• Technology in the New Zealand Curriculum: building understanding of how technological outcomes are influenced by ideas from a range of natural and human-made systems.
• Nature of Technology: exploring how solutions connect to needs, wants, and opportunities.
• Key competencies (especially): thinking (generating ideas and making connections) and communicating (sharing explanations and examples).

Lesson structure (45 minutes)

1. 5 min — Hook and discussion Show 2–3 short, teacher-prepared images (e.g., lotus leaf, shark skin, bird beaks) and ask: “What does this animal/plant do well?” Students turn-and-talk to share one observation.

2. 8 min — Teach: What is biomimicry? Introduce biomimicry with a simple class definition and model a full sentence explanation. Example model: “Biomimicry is… because… It could help by…”

3. 10 min — Explore examples (stations) Put students into small groups. Each station has an example card plus a “natural feature → human design idea” prompt. Students record one idea per station using 1–2 sentences.

4. 7 min — Whole-class share Groups share their station ideas. Teacher asks follow-up questions to deepen thinking: “What is the natural feature?” “What problem might it help solve?” “How is it similar to the design?”

5. 8 min — Write and check success criteria Students write two biomimicry examples in their books: one sentence defining biomimicry, then two examples with an explanation sentence each. Teacher circulates using a quick checklist: definition + two examples + connection explanation.

6. 5 min — Exit ticket Exit ticket prompt: “Biomimicry is… My two examples are… They could help because…” Students submit before packing up.

7. 2 min — Preview next lesson Briefly explain next lesson: students will choose a problem and begin mapping “nature feature → design needs.”

Resources

• Teacher slides or printed image cards of 2–3 biomimicry examples
• Example station cards (lotus leaf, shark skin, beaks or spider silk, bird feathers—choose age-appropriate examples)
• Student science/technology notebooks or worksheets
• Coloured pencils/textas for labelling “natural feature” and “design idea”
• Sentence starters (e.g., “Biomimicry is…”, “The natural feature is…”, “This could help by…”)
• Sticky notes for group sharing
• Timer for station rotation
• Simple world around us prompts (e.g., “Where do we see sticky surfaces? What about slick surfaces?”)

Assessment

• Formative: observe group station responses and listen during whole-class sharing for correct understanding of biomimicry.
• Summative for today: check the exit ticket for (1) a correct definition and (2) at least two examples with a connection explanation.
• Learning feedforward: note common misconceptions (e.g., confusing biomimicry with “just copying animals”) to address next lesson.

Differentiation

• Support: provide a “natural feature → design idea” template with word banks (e.g., waterproof, slippery, strong, aerodynamic). Pair students strategically.
• Support: offer guided sentence starters and allow drawing for one example, then add a short sentence.
• Extension: ask advanced learners to include “problem and benefit” language (e.g., “This helps reduce…”, “It could improve…”), not just the feature.
• EAL/SEN: use visuals, modelling, and repeat key terms; allow oral responses recorded by the teacher if writing is a barrier.

Extension (optional)

Students research a lesser-known biomimicry example and prepare a 30–60 second presentation next lesson. They must include: the natural feature, the human design idea, and the likely problem it solves. Advanced option: add one question they would test with a simple model (e.g., “Will it reduce water droplets?”).

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10-Session Technology Challenge Unit Outline

Session 1 (today): Introduction to Biomimicry

• Focus: define biomimicry and cite at least two examples.

Session 2: Nature Feature to Design Need

• Students choose a real-life problem (mess, water, friction, heat) and match it to a nature feature.

Session 3: Investigate and Compare

• Students examine 2–3 examples, compare patterns/processes, and write a “similarities and differences” summary.

Session 4: Plan a Prototype

• Students create a simple plan for a design outcome and decide materials and testing method.

Session 5: Build Prototype 1

• Students construct using safe practices; record decisions and changes.

Session 6: Test and Improve

• Students test against success criteria (how well it solves the problem) and iterate.

Session 7: Build Prototype 2

• Students improve their design based on test results.

Session 8: Evaluate Outcomes

• Students evaluate using evidence from testing; write what worked, what didn’t, and why.

Session 9: Communicate Technology Thinking

• Students create a poster or short talk explaining biomimicry links and design improvements.

Session 10: Final Showcase and Reflection

• Class showcases designs; students reflect on how nature inspired their choices and how their thinking changed.