The Arizona STEM Acceleration Project

The Brilliance of Biomimicry

The Brilliance of Biomimicry

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A 3rd Grade STEM Lesson

Laura George

July 2023

Arizona Science and Engineering Standards

Arizona Science Standards - 3rd Grade

3.L1U1.5

Develop and use models to explain that plants and animals (including humans) have internal and external structures that serve various functions that aid in growth, survival, behavior, and reproduction.

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Science and Engineering Practices

● ask questions and define problems

● develop and use models

● plan and carry out investigations

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

● engage in argument from evidence

● obtain, evaluate, and communicate information

Arizona Math and ELA Standards

Arizona Mathematics Standards 2nd Grade

2.G.A.1

Identify and describe specified attributes of two-dimensional and three-dimensional shapes, according to the number and shape of faces, number of angles, and the number of sides and/or vertices. Draw two-dimensional shapes based on the specified attributes (e.g., triangles, quadrilaterals, pentagons, and hexagons).

(review)

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Arizona’s English Language Arts Standards- 3rd Grade

3L.6

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night, we went looking for them).

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National Standards

Next Generation Science Standards (NGSS)

• 3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
• Connection: Students explore how plants (like bamboo) have structural adaptations (hollow cylinders) that allow them to survive in their environment (wind resistance), and how engineers mimic these for human structures.
• 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• Connection: Students are challenged to build a cylinder structure that is "strong enough to hold things on top" and can "stand in the wind," adhering to height constraints (18-36 inches).
• 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
• Connection: Students test their cylinder designs against wind (fan) and weight, recording results and making changes to improve performance, comparing their initial vs. final designs.

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Common Core Mathematics (CCSS.MATH)

• 2.G.A.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
• Connection: The lesson explicitly reviews 2D and 3D shapes, focusing on the properties of a cylinder (faces, edges) as a structural form found in nature.
• 3.MD.B.4: Generate measurement data by measuring lengths using rulers to halves and fourths of an inch.
• Connection: Students must measure their structures to ensure they meet the specific height constraint of "18-36 inches," using a yardstick or ruler.

Common Core English Language Arts (CCSS.ELA)

• L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases.
• Connection: Students learn and apply the specific vocabulary term "biomimicry" and related engineering concepts (structure, function) throughout the lesson and in their reflections.
• SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts.
• Connection: Students work in groups to build their towers and participate in class discussions about their observations ("What happened when something was too heavy?"), requiring active listening and speaking.

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Notes for Teachers

Notes:

• The time required will be approximately 1 ½ hours
• The students may work in small groups of 2-3 students.
• Vocabulary
• biomimicry
• cylinder
• support
• wind resistance
• Slides to present to students have a yellow banner.
• *Free Engineering Design Process worksheets
• Engineering Design Process Worksheets — Vivify STEM
• The Engineering Design Process Worksheet

Mimic Makers: Biomimicry Inventions Inspired by Nature

By: Kristen Nordstrom

Illustrated by: Paul Boston

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This book is a free resource for teachers available on getepic.com.

Materials

List of Materials

• pencils
• *Engineering Design Process paper (see “Notes for Teachers” slide)
• various types of tubes
• various types of paper (including cardboard) (copy, cardstock, old file folders, etc.)
• masking tape
• white glue
• scissors
• dish buckets or large cans (empty coffee or paint cans) filled with soil
• Items of various weights from your classroom that will balance on the constructed cylinders (relative to the size of the base)
• such as paper clips, cup, tape dispenser, books, blocks, etc.
• electric fans (or blow dryers)
• yardsticks

Students will…

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• explore the properties (shape, strength, composition, etc.) of cylinders
• compare and contrast cylinders in nature to man made structures
• experiment with premade and constructed cylinder tubes of different heights and depths
• test the strength and wind resistance
• Place items of various weights on top.
• Blow fans at different speeds.
• determine why architects and engineers mimic cylinders in building structures

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Objectives:

Define biomimicry-see video; could also book walk Mimic Makers (7 mins.)

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Describe cylinders (3 mins.)

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Compare and contrast cylinders in nature to man made structures

(10-15 mins)

Design and construct cylinders like the stalk of the sunflower (15-20 mins)

“Plant” cylinders and test strength and wind resistance (15-20 mins)

Make at least 1 change and test again (15-20 mins)

Discuss and close (10 mins.)

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Agenda

Did you know that architects and engineers looks to nature for ideas and solutions to problems?

This is called biomimicry.

Biomimicry is when we observe something in nature and copy it!

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Let’s see an example!

4:00

click on image for SciShow Kids video (4:00)

Learning goals:

Today, we will

…explore cylinders in nature and in human made structures

…test the strength and wind resistance of cylinders

Vocabulary

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• biomimicry
• cylinder
• support
• wind resistance

What is a cylinder?

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Where have you seen cylinders in nature?

Cylinders in Nature

Cylinders in Nature

Cylinders in Nature

Cylinders in Nature

How is a sunflower like a skyscraper?

Where have you seen cylinders in human-made structures?

Cylinders in Human-made Structures

Cylinders in Human-made Structures

Cylinders in Human-made Structures

Cylinders in Human-made Structures

How are sunflowers and skyscrapers supported?

support means to hold the weight and keep something standing

What other ways is a sunflower like a skyscraper?

supported underground by roots

supported underground by foundation

supported by stem/stalk

supported by beams

Driving Questions

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Why do architects and engineers mimic cylinders in building structures?

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Hands-on Activity

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• You will design, plan and construct cylinders of different heights and depths from pre-made tubes and/or tubes created from paper
• Test the strength and wind resistance
• Place items of various weights on top.
• Blow fans at different speeds.

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wind resistance the ability to keep upright or standing without falling breaking in the wind

Hands-on Activity Expectations

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• work together
• sketch your design
• list materials
• record changes and results
• make at least 1 change

Hands-on Activity Instructions

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• As a team…
• using your Engineering Design Process worksheet, discuss the questions
• plan construction of cylinder of 18-36 inches on sketch paper
• include your choice(s) of tubes and/or paper product(s) you will use (copy paper, cardstock, cardboard, ruler)
• draw your design
• collect materials (paper, tape, glue, scissors, yardsticks, 5 items of different weights, tub or can with soil)
• construct your cylinder
• “plant” your cylinder in tub or can with soil
• place items on top of cylinder to test for strength and record
• place your tub with cylinder in front of the fan to test blowing the fan at different speeds and record
• make at least 1 change to your cylinder, retest, and record

Reminders

• cylinder must be 18-36 inches in height
• changes…
• must be recorded
• you may change the level of soils by adding or taking away soil
• you may fill tubes with other tubes

Discussion Questions

• Was your cylinder strong enough to hold things on top?
• What happened when something was too heavy?
• Did you make any changes to solve that problem?
• Did your cylinder continue to stand in the wind?
• If not, what did you observe?
• Did you make any changes to solve that problem?
• What other changes did you make?
• What were the results of those changes?
• Did it matter how deep into the soil you placed your cylinder?
• Why do architects and engineers mimic cylinders in building structures?

Differentiation

• Review the properties of 3D shapes and provide cylinder manipulatives.
• Review measuring with a yardstick to the whole inch.
• Strategically group students as needed.
• Provide extra time as needed or modify criteria/constraints.

Remediation

Extension/Enrichment

• Students could explore this book with a teacher.

• Students could make the cylinder tube taller and determine what is needed for it to be strong and wind resistant.
• Students could record their group findings in a

google slide and present to the class.