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Created byAnna Massey
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Nature’s Design Lab: Creating Tools Inspired by Animals and Plants
Grade 1BiologyEnvironmental ScienceScience20 days
"Nature’s Design Lab" invites first-grade "junior inventors" to explore the fascinating world of biomimicry by studying the unique "superpowers" plants and animals use to survive. Students investigate external adaptations and observe patterns between parents and offspring to understand how biological traits ensure growth and protection. Using these insights, students work in teams to design, blueprint, and pitch original tools aimed at solving everyday human challenges. The project culminates in a "Junior Inventor's Showcase" where students present their nature-inspired solutions and research portfolios to their peers.BiomimicryAdaptationsEngineering DesignSurvivalLife ScienceInventionProblem Solving
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as junior inventors, use the "superpowers" of plants and animals to design a tool that helps solve a problem for people?Essential Questions
Supporting questions that break down major concepts.- What "superpowers" (external parts) do plants and animals have to help them survive and grow?
- How do parents and offspring work together to make sure the babies stay safe?
- How are offspring like their parents, and how are they different?
- How can we use ideas from nature to solve a problem for people?
- How can we work as a team to research, design, and share a new invention inspired by nature?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Identify and describe specific external parts (superpowers) of plants and animals and explain how they help the organism survive and grow.
- Observe and document patterns in parent and offspring behaviors that aid in the survival of the offspring.
- Compare and contrast physical traits of parent organisms and their offspring to explain how they are similar yet unique.
- Apply principles of biomimicry to design and prototype a tool that solves a specific human problem, using a biological adaptation as inspiration.
- Engage in collaborative research and discussions, following social rules for listening and responding to peers during the design process.
- Communicate findings and project designs through a presentation that links scientific research to engineering solutions.
State Science Standards / NGSS
LS.2.1.a
Primary
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow and meet their needs. (NGSS: 1-LS1-1)Reason: This standard is the core driver of the project, as the final product is a biomimicry-based tool designed to solve a human problem.
LS.2.1.b
Secondary
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. (NGSS: 1-LS1-2)Reason: This standard supports the inquiry phase where students learn about the various strategies and parts organisms use for survival.
Common Core State Standards - ELA
ELA.1.a
Supporting
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (CCSS: SL.1.1)Reason: Students will need to work in teams to research and design their inventions, requiring structured communication and listening skills.
ELA.4 / W.1.7
Primary
Participate in shared research and inquiry projects (e.g., explore a number of 'how-to' books on a given topic and use them to write a sequence of instructions). (CCSS: W.1.7)Reason: The project is a shared inquiry effort where students gather information from various sources to answer the driving question and design their tool.
Next Generation Science Standards
NGSS 1-LS3-1
Primary
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.Reason: Directly aligns with the teacher's input regarding students learning how parents and offspring are alike but not the same.
NGSS K-2-ETS1-2
Supporting
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.Reason: Supports the engineering component of the project where students must design and visualize their biomimicry tool.
Entry Events
Events that will be used to introduce the project to studentsThe Great Pumpkin Patch Bio-Hunt
Students visit a local pumpkin patch acting as 'Nature Detectives.' Their mission is to find 'pumpkin superpowers'—specific adaptations like prickly vines for protection, thick skins for defense, and curly tendrils for climbing. They also observe and compare 'baby' pumpkins to 'parent' pumpkins to document similarities and differences, providing a real-world foundation for their biomimicry designs.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Nature's Superpower Scavenger Hunt
In this introductory activity, students will act as 'Nature Detectives' to identify specific external parts of plants and animals that help them survive. Following their entry event at the pumpkin patch, students will choose one organism to investigate further, focusing on its unique physical traits—or 'superpowers'—such as thorns, thick skin, or camouflage.Steps
Here is some basic scaffolding to help students complete the activity.1. Review the findings from the 'Great Pumpkin Patch Bio-Hunt' entry event. Identify the different parts found (prickles, vines, etc.).
2. Choose one specific plant or animal from a teacher-provided set of 'Superpower Resources' (books/videos).
3. Draw the organism and label the specific external part that helps it survive (e.g., 'A rose has thorns to stay safe').
4. Share your 'Superpower Card' with a partner and explain how the part helps the organism survive.
Final Product
What students will submit as the final product of the activityA 'Nature Superpower' Trading Card featuring a drawing of the organism, a labeled diagram of its external part, and a short sentence explaining its function.Alignment
How this activity aligns with the learning objectives & standardsAligns with Life Science Standard 2.1.a (External parts for survival) and NGSS 1-LS1-1. This activity focuses on identifying the specific 'superpowers' (parts) that organisms use to survive.Activity 2
The 'Twin-ish' Photo Album
Students will examine sets of photos showing parent animals/plants and their offspring. They will look for patterns of what stays the same (like leaf shape or fur color) and what changes (like size or spot patterns). This helps students understand that while offspring are similar to their parents, they are unique individuals.Steps
Here is some basic scaffolding to help students complete the activity.1. Look at three sets of parent/offspring photos (e.g., a sunflower and a seedling, a dog and a puppy).
2. Use a 'Same and Different' graphic organizer to list physical traits they share and physical traits that are different.
3. Create a drawing of the parent and the baby, using colors and shapes to show the similarities and differences observed.
Final Product
What students will submit as the final product of the activityA 'Spot the Difference' Flip-Book that shows a parent on one side and the offspring on the other, with marked similarities and differences.Alignment
How this activity aligns with the learning objectives & standardsAligns with NGSS 1-LS3-1 (Offspring are like, but not exactly like, their parents). This helps students understand the concept of inheritance and variation in traits.Activity 3
Operation Survival: Parent & Me Teamwork
Students will watch short nature clips or read digital books to observe how parents and offspring interact to ensure survival. They will look for behaviors like feeding, protecting, or teaching. This activity emphasizes that survival isn't just about physical parts, but also about how organisms act together.Steps
Here is some basic scaffolding to help students complete the activity.1. Watch a curated video clip of an animal parent helping its baby (e.g., a mother duck leading ducklings to water).
2. Engage in a 'Think-Pair-Share' conversation about what the parent did to help. Follow discussion rules like listening and waiting for a turn.
3. Draw a three-part storyboard: 1. The problem (e.g., the baby is hungry), 2. The action (the parent finds food), 3. The result (the baby survives).
Final Product
What students will submit as the final product of the activityA 'Survival Storyboard' showing a three-panel sequence of a parent helping an offspring survive.Alignment
How this activity aligns with the learning objectives & standardsAligns with Life Science Standard 2.1.b (Patterns in behavior of parents/offspring) and ELA Standard 1.a (Collaborative conversations). Students practice gathering information from media and discussing it with peers.Activity 4
The Junior Inventor's Problem-Solving Log
To prepare for their biomimicry invention, students must first identify a 'human problem.' As a class, students will brainstorm everyday challenges—like getting wet in the rain, carrying too many toys, or staying safe in the dark. They will then work in small groups to select one problem they want to solve using nature as their inspiration.Steps
Here is some basic scaffolding to help students complete the activity.1. Participate in a whole-class brainstorm of 'Things that are hard for humans to do.'
2. In a small group, select one problem to focus on. Ask questions like 'Why is this a problem?' and 'Who does it hurt?'
3. Draw a picture of someone experiencing the problem and write a sentence: 'I want to help people ________.'
Final Product
What students will submit as the final product of the activityA 'Problem Poster' that clearly states the human problem using words and a 'needs improvement' illustration.Alignment
How this activity aligns with the learning objectives & standardsAligns with Reading, Writing, and Communicating Standard 4 (Research Inquiry and Design) and ELA Standard 1.a (Asking questions to clear up confusion). This sets the stage for the engineering design process.Activity 5
The Biomimicry Blueprint Design
This is the main engineering activity! Students will revisit their 'Nature Superpower' cards and their 'Problem Poster.' They will choose one plant or animal adaptation to mimic to solve their human problem. For example, if the problem is 'staying dry,' they might mimic the thick, waxy skin of a pumpkin.Steps
Here is some basic scaffolding to help students complete the activity.1. Look back at your Superpower Trading Cards. Which 'superpower' could help solve the human problem you chose?
2. Sketch a 'Blueprint' of your invention. Draw the tool being used by a person.
3. Label the parts of your invention and name the organism that gave you the idea (e.g., 'Inspired by a Cactus').
4. Present your drawing to a 'Design Buddy' and ask for one way to make the drawing clearer.
Final Product
What students will submit as the final product of the activityThe 'Biomimicry Blueprint'—a detailed drawing of a new tool, labeled with the plant/animal part that inspired it, and a list of materials needed.Alignment
How this activity aligns with the learning objectives & standardsAligns with Life Science Standard 2.1.a (Design a solution by mimicking plant/animal parts) and NGSS K-2-ETS1-2 (Develop a sketch to illustrate function). This is the 'maker' core of the project.Activity 6
The Junior Inventor's Showcase
Students will present their final invention blueprint to the class or a visiting 'Innovation Committee' (other teachers or older students). They will explain the problem, the nature inspiration (biomimicry), and how their tool works. This activity emphasizes clear communication and the ability to answer questions about their research.Steps
Here is some basic scaffolding to help students complete the activity.1. Organize your portfolio activities in order to show your 'Learning Journey.'
2. Practice your 'Inventor's Pitch' using a script: 'My tool is called... It solves the problem of... I got the idea from... because...'
3. Present to the group, making sure to speak clearly and show your Blueprint.
4. Answer at least two questions from the audience about your design.
Final Product
What students will submit as the final product of the activityA live 'Inventor's Pitch' presentation accompanied by their completed portfolio (Superpower Card, Flip-Book, Storyboard, and Blueprint).Alignment
How this activity aligns with the learning objectives & standardsAligns with ELA Standard 1.a (Communicate using verbal language) and focuses on building on others' talk and responding to comments. It serves as the final summative presentation of their portfolio work.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioJunior Inventors: Biomimicry Portfolio Rubric
Category 1
Scientific Inquiry & Observation
Focuses on the biological understanding of adaptations and the inquiry process of identifying 'superpowers' in nature.Criterion 1
Identification of External Parts (Nature's Superpowers)
Measures the student's ability to identify specific external parts (superpowers) of plants and animals and accurately describe how these parts aid in survival, growth, and meeting needs.
Exemplary
4 PointsStudent identifies multiple external parts and provides a sophisticated explanation of how these 'superpowers' work in different environments. Drawings are highly detailed and accurately labeled.
Proficient
3 PointsStudent identifies one specific external part and correctly labels it. Provides a clear, accurate explanation of how that part helps the organism survive or grow.
Developing
2 PointsStudent identifies an external part but the explanation of its function is inconsistent or partially incorrect. Labels may be missing or misplaced.
Beginning
1 PointsStudent identifies a part but cannot explain how it helps the organism. Drawing and labels are incomplete or show limited understanding of survival functions.
Category 2
Biological Patterns & Relationships
Focuses on NGSS 1-LS3-1 and LS.2.1.b regarding inheritance, variation, and survival behaviors.Criterion 1
Patterns in Life Cycles & Behaviors
Measures the ability to observe and document similarities and differences between parents and offspring and identify behavioral patterns that support survival.
Exemplary
4 PointsStudent identifies subtle physical differences and complex behavioral patterns. The Flip-Book and Storyboard show a deep understanding of inheritance and protective behaviors.
Proficient
3 PointsStudent clearly identifies physical traits that are the same and different. Storyboard accurately depicts a three-part sequence of a parent helping an offspring survive.
Developing
2 PointsStudent identifies basic similarities but struggles with differences. Storyboard is missing one of the three required panels (Problem, Action, or Result).
Beginning
1 PointsStudent shows limited ability to compare traits. Storyboard does not clearly show a survival behavior or a logical sequence.
Category 3
Engineering & Invention
Focuses on the integration of science and engineering (NGSS 1-LS1-1 and K-2-ETS1-2).Criterion 1
Biomimicry Application & Design
Assesses the student's ability to apply biological concepts to solve a human problem through the engineering design process (Blueprint and Problem Poster).
Exemplary
4 PointsThe invention shows innovative and original use of nature's 'superpowers.' The blueprint is highly detailed, showing exactly how the biological part is mimicked in the tool's function.
Proficient
3 PointsThe invention clearly mimics a plant or animal part to solve a specific human problem. The blueprint is labeled and explains the connection between nature and the tool.
Developing
2 PointsThe invention is loosely related to a biological part, or the problem being solved is unclear. The blueprint lacks necessary labels or material lists.
Beginning
1 PointsThe tool does not clearly mimic a biological adaptation, or the design does not address a human problem. Drawing lacks functional detail.
Category 4
Communication & Teamwork
Focuses on ELA Speaking and Listening standards and collaborative inquiry.Criterion 1
Collaboration & Oral Presentation
Evaluates the student's ability to share their findings, participate in collaborative design discussions, and follow social rules for speaking and listening.
Exemplary
4 PointsStudent leads discussions, asks insightful questions to peers, and delivers a highly engaging 'pitch' with clear voice, eye contact, and thorough evidence from their portfolio.
Proficient
3 PointsStudent follows discussion rules (listening, taking turns) and delivers a clear 'pitch' using the provided script. Responds appropriately to questions from the audience.
Developing
2 PointsStudent participates in conversations but may need reminders to follow discussion rules. The pitch is delivered but lacks clarity or misses key parts of the script.
Beginning
1 PointsStudent struggles to participate in group work or follow conversation rules. The final pitch is incomplete or requires significant teacher prompting.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Think about the plant or animal 'superpower' you chose. How did that superpower help you come up with a way to solve a human problem?
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Question 2
How much did you feel like a real 'Junior Inventor' while you were working on your project?
Scale
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Question 3
When you were sharing your ideas with your Design Buddy or the class, what was the most important thing you did to be a good partner?
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Question 4
What was your favorite thing to learn about plants and animals during our project?
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Question 5
When you looked at the parent and baby plants or animals, which of these things was most surprising to you?
Multiple choice
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