Invention Lesson: Biomimicry & Heat Transfer Design
Lesson Plan
1 hour 45 minutesGrades6, 7, 8Science, Engineering
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Written by Yen-Yen Chiu
About this lesson
In this lesson, students apply an invention education framework to identify a local heating or cooling challenge, connect it to a biomimicry design model, and begin researching a nature-inspired solution.
Inquire: Students synthesize their knowledge and understanding of heat transfer, biomimicry, and climate connections from lessons 1-3.
Investigate: Students learn about and engage in the invention process to identify specific local challenges and write a problem statement.
Inspire: Students engage in guided research to establish criteria for their design solutions.
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Everything you need to teach it
How to edit these materials (video)Teaching tips
Suggestions
- This lesson is designed to be flexible and exploratory. Teachers are encouraged to adapt pacing, depth, and products based on student needs. The goal is to build systems thinking, empathy, and problem-solving related to their local community.
- Spark!Lab Smithsonian Invention Process aligns closely with Invention Convention Worldwide’s 7-step framework and can be used together without confusion. Spark!Lab’s six steps map directly onto ICW’s first six steps using different language to describe the same process. ICW’s seventh step, Communicating, is explicitly built into this lesson’s Showcase, where students present their process and share their solution with an audience.
- The Investigate and Inspire sections are designed to be completed on separate days or class periods. Additionally, each section can be extended to give students more time to engage in the “Think It” and “Research It" steps of the Invention process.
- To help students engage in developing questions, teachers can use the Question Formulation Technique.
- When forming groups, consider asking students to identify a personal strength related to the invention process (e.g., researching, designing, organizing, building, presenting). Use their responses to create heterogeneous groups with a range of strengths represented.
- Teachers can choose to have all students focus on innovating to prevent heat loss or heat retention, then engage in another round of invention at a later time.
- Students can interview a family or community member about a heating or cooling problem they've experienced, then incorporate that firsthand account into their problem statement as evidence.
- Students can use these resources to learn about more examples of a redesigned invention:
- The Top 10 Real World Examples of Biomimicry in Architecture
- Biomimicry at its Best: The Eastgate Centre (1:31 min)
- A sustainable cooling system made with wet terra cotta cones (1:55 min)
- Three physics tricks cooling this “big fridge” school (5:09 min). This video explains three specific strategies through an age appropriate physics lens rather than biomimicry; however, students can identify how each strategy relates to biomimicry.
- For a deeper math connection, students can research the energy cost (in dollars or kWh) of heating or cooling a typical room, then estimate potential savings if their biomimicry strategy were applied.
- Students can identify a stakeholder in their own community affected by their problem and write a few interview questions they'd ask that person. If possible, students can invite the stakeholder in for a conversation or email them their questions.
Prerequisites
- This is lesson 4 of 6 in our 6th-8th grade Science Unit: Biomimicry, Heat Transfer & Invention. It is designed to follow lessons 1, 2 & 3 sequentially.
- This lesson and full unit intentionally integrate NGSS Crosscutting Concepts, with students applying these concepts as thinking tools throughout the design process.
- Each student will need their own invention journal for all six lessons of the unit. If you choose not to use the Student Invention Journal, students can use a standard composition notebook, classroom journal, or regular binder with paper. Because the invention process includes sketching and cycles of feedback and iteration, a paper version is preferred. Students should be encouraged to document all of their notes and ideas without deleting or erasing, since this is all part of the process.
- Throughout the unit, the class can create a running list of keywords or phrases and their definitions to use as a classroom anchor chart. The Vocabulary Deck for the unit is divided by lesson and could be adjusted for each classroom context.
- Teachers can create an anchor chart of the seven steps from the Investigate video Spark!Lab Smithsonian presents the Invention Process (8:55 min)
- Teachers should preview all videos for a clear understanding of the Invention Process, specifically this example from Project Invent: Middle School Changemakers that demonstrates how a class of middle school students engaged in a yearlong design thinking process.
- Teachers should prepare additional scaffolding based on student needs and observations from previous lessons in this unit. Additionally, teachers may want to assign student groups or give specific parameters for the formation of small groups.
- Teachers should decide the size or range of size of student small groups, ideally between 2-5.
- Teachers should preview all resources prior to teaching the lesson or assigning them to students. Teachers can replace or add additional resources depending on their classroom context.
- Teachers should see if there are examples of biomimicry-inspired design in their local community to use as classroom examples.
Differentiation
- Students can be challenged to quantify their problem; for example, estimate a temperature difference, cost estimate for heating/cooling, or number of people affected in their community.
- Students can research a case where a biomimicry approach didn't work as expected, then reflect on what that teaches about the invention cycle and testing assumptions.
- Students can compare their chosen animal strategy across two different species that solve the same problem differently; for example, polar bear fur versus Merino sheep wool, and analyze which might fit better as a building material.
- Students can research and compare how the same natural strategy has been applied differently in different climates or cultures.
- Students can further explore AskNature’s 25th anniversary of “Biomimicry: Innovation Inspired by Nature”.
From the scientist review
This unit tasks students with using biomimicry to design a solution to a heat transfer problem. Exceptionally well-sourced throughout, this unit often references trusted institutions such as NOAA and the Smithsonian Institution. The common climate change misconception that relatively small changes in average temperatures are inconsequential is clearly addressed. The entire unit is grounded in sound science and engineering practice, focused on sustainability and equity as key design criteria. This resource explores a key strategy for climate change mitigation and adaptation and is recommended for teaching.
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About the teacher writer
Yen-Yen Chiu
Director of Education
Yen-Yen Chiu, Ed.D., is SubjectToClimate's Director of Education. She holds a Doctor of Education in Educational Leadership from the University of Phoenix and a Master of Arts in Curriculum and Instruction from the University of San Diego, and taught public school for 22 years specializing in English Language Arts, Mathematics, and Music for grades 6–12, including Advanced Placement. She is credentialed in English, Mathematics, and Introductory Music, with extensive experience designing interdisciplinary curricula that foster student choice, meaningful assessment, and authentic learning.
