Animal-Inspired Ideas

Investigative Phenomena STEMcoach in Action Facilitating Questioning and Discourse

Site

Description The Investigative Phenomena is designed to help engage students in working toward the goal of figuring out why or how something happens. Students should build their knowledge and understanding of the phenomena as they move through the scope.

Materials 1 Investigative Phenomena Table (per student or class) 1 Investigative Phenomena Video (per class)

Preparation Display or project the Investigative Phenomena video. The Investigative Phenomena Table can be printed for each student, or the Student Wondering of Phenomena question can be written on the board to be referred to throughout the scope. Teacher note: These are sample phenomena events and possible Student Wondering of Phenomena questions. You may choose to adapt or change these to meet the needs of your students or allow students to generate their own questions.

Facilitation Part I: At the Beginning of the Scope

Allow students to view the following video. Play Video Ask students if they have ever wondered where we get ideas for new products and inventions? Allow students time to generate possible answers to the question or even generate their own questions. You could record the student responses to create a driving question board. Let students know that, in order to explain the phenomena they have just seen, they are going to be investigating how humans can learn from animals. Introduce students to the sample Student Wondering of Phenomena question below: How can humans learn from animals? Let students know that, as they move through the scope, they will be doing a number of activities to help them answer the Student Wondering of Phenomena question and to learn the information needed to help them describe the events happening in the Investigative Phenomena. The content they learn during the scope can be recorded on the Investigative Phenomena Table. Each time they learn something new, they should discuss how the information relates to the Investigative Phenomena question and record their ideas in the Investigative Phenomena Table. Students will interact with the following everyday phenomena: How do animal body parts help them survive? What are some body parts that help animals to move, eat, or survive in their habitats? How do different body parts help animals? What are some examples of humans mimicking animals? How else can humans mimic animals? When the scope is completed, have students look back at the Investigative Phenomena. As you lead them in answering the question, encourage them to use the information they learned throughout the scope. Ask students to record their responses and ideas in the last column of the Investigative Phenomena Table prior to completing the summative CER assessment. Encourage students to ask any additional questions about this or other related phenomena. Part II: During the Scope

Each time the students complete one of the elements in the scope, they should revisit the Investigative Phenomena and revise their thinking. Each time they learn something new, they should discuss how the information relates to the Student Wondering of Phenomena question and record their ideas. When the scope is complete, have students look back at the Investigative Phenomena. As you lead them in answering the question, encourage them to use the information they learned throughout the scope. Ask students to record their responses and ideas prior to completing the summative Claim-Evidence-Reasoning assessment. Encourage students to ask any additional questions about this or other related phenomena.

Overview

This 20-minute lesson engages 14 first-grade students in exploring how humans learn from animals, focusing on investigating animal body parts and how they inspire human invention. The lesson integrates the Investigative Phenomena approach, fostering curiosity, observation, and evidence-based reasoning, aligned with Common Core and Next Generation Science Standards (NGSS) for K-2.

Learning Objectives

Students will be able to:

Ask questions about how and why animals’ body parts help them survive and how humans mimic these adaptations (NGSS K-2, Science & Engineering Practice: Asking Questions and Defining Problems).
Observe and describe animal body parts and relate them to human inventions (NGSS LS1.A; CCSS Speaking and Listening SL.1.1).
Use evidence and reasoning to answer the question: How can humans learn from animals? (NGSS Crosscutting Concept: Structure and Function).
Record and communicate observations and ideas using drawings and simple sentences (CCSS Writing W.1.2; SL.1.4).

Standards Alignment

Standard Type	Code	Description
Next Generation Science Standards (NGSS)	K-LS1-1	Use observations to describe patterns of what plants and animals need to survive.
NGSS Science & Engineering Practice	K-2 Asking Questions	Ask questions based on observations to find solutions.
Common Core Speaking/Listening	SL.1.1	Participate in collaborative conversations with diverse partners.
Common Core Writing	W.1.2	Write informative/explanatory texts to examine a topic.

Materials

Projector/smartboard
Investigative Phenomena video (showing animals and their body parts used for survival and human inventions inspired by animals)
Printed Investigative Phenomena Table (1 per student) – includes columns: Observation, Question, New Learning, Connection to Phenomena
Chart paper and markers for class question board
Crayons or colored pencils for student recordings

Preparation

Pre-print Investigative Phenomena Tables for each student.
Load and queue Investigative Phenomena video for easy viewing.
Prepare chart paper with "Wondering Questions" heading.
Arrange seating in a semicircle for better engagement during video and discussion.

Lesson Timeline

Time	Activity	Description	Teacher Role	Student Role	Materials Needed
0-3 min	Engage: Watch Phenomenon Video	Show video featuring various animals and their body parts, plus examples of humans mimicking these parts for inventions.	Play video; ensure students’ attention.	Watch and listen carefully.	Video, projector/screen
3-6 min	Explore: Wondering Questions	Ask: “Where do you think people get ideas for new inventions?” Prompt students to share ideas. Record responses on chart paper. Introduce main question: How can humans learn from animals?	Facilitate discussion, write responses visibly.	Think, share ideas, listen to peers.	Chart paper, markers
6-10 min	Explain: Investigate Animal Body Parts	Show images or simple diagrams of animals’ key body parts (wings, claws, tails). Ask: “How do these body parts help animals survive?” Guide students to provide answers.	Ask guiding questions; help students link body parts to survival functions.	Describe what they notice; answer questions verbally.	Printed images or projector
10-15 min	Elaborate: Connecting Animals to Human Inventions	Show simple examples (e.g., airplane wings inspired by bird wings, Velcro inspired by burrs). Ask: “How do humans copy these animal parts? Why?” Students fill in the Investigative Phenomena Table with one new learning and connection.	Guide students to fill in tables; clarify connections.	Write/draw simple ideas on table; explain verbally.	Investigative Phenomena Table, crayons
15-18 min	Evaluate: Group Discussion & Reflection	Revisit main question. Prompt students to explain how humans learn from animals, referencing what they recorded. Guide class in making shared connection statements.	Facilitate sentence starters and support ideas.	Share ideas with group; listen and build on others’ thoughts.	Chart paper, Investigative Phenomena Table
18-20 min	Closure: Wondering & Next Steps	Ask: “What else do you wonder about animals and inventions?” Encourage students to think of more questions to explore. Announce next lesson focus.	Record student wonderings; praise curiosity.	Share questions; express curiosity.	Chart paper

Instructional Strategies

Active Facilitation: Encourage questioning and validate all student ideas to build a supportive discussion environment.
Visual & Kinesthetic Learning: Use images, videos, and drawing to support first graders’ concrete thinking.
Think-Pair-Share: Encourage pairs to discuss questions before sharing with whole class to foster verbal confidence.
Formative Assessment: Use the Investigative Phenomena Table as a running record of student understanding and misconceptions.
Connecting to Real Life: Emphasize relevance of learning by showing everyday inventions inspired by animals.

Sample Investigative Phenomena Table (Simplified for 1st Grade)

Observation (Draw/Write)	Wondering Question	New Learning (Draw/Write)	Connection to Phenomena (Explain)
Picture of bird wings	How do wings help birds?	Wings help birds fly.	Humans made airplanes because wings help birds fly.

Assessment

Formative:

Observe participation in questioning and discussion.
Review students’ Investigative Phenomena Tables for completeness and relevance.

Summative (End of Scope):

Claim-Evidence-Reasoning Statement: “Humans learn from animals by...” Students orally or in drawing/writing state their explanation using evidence from activities.

Example sentence frame:
“I think humans learn from animals because (evidence: wings help birds fly). This helps people invent (reasoning: airplanes).”

Differentiation Tips

For students who need support, provide sentence starters or picture choices to help fill their table.
For early finishers, encourage them to draw more examples of animals and inventions or dictate additional questions.

Reflection for Teachers

Note students’ initial ideas and any shifts after activities to inform next lessons.
Monitor how students connect animal structures to invention functions, scaffold as necessary.
Use video pauses strategically to allow for brief student observations or pair shares.

This highly interactive, inquiry-based lesson ensures foundational science skills are met while sparking curiosity about the natural world and innovation, building critical thinking early on in the primary grades.

Teaching Instructions