Objectives:

• Students will be able to make observations based on videos of different phenomena. 
• Students will be able to draw conclusions and patterns regarding the class's collective observations. 

Learning by Design Knowledge Processes Addressed:

• Experiencing the Known
• Conceptualising by naming

Resources/Materials Needed: 

• Different video links of FIRST GRADE phenomena-- things that are applicable in their everyday lives 

1. Leaves Falling
2. Blinking Lights
3. Chocolate Melting
4. Balloon Flying Away
5. Rotting Strawberries
6. Tornado
7. Building a Fire

• Padlet Wall set up for students to record observations (http://padlet.com/jeirinberg/xilayqe0imsq)
• Devices for students to view videos and record on Padlet
• Audio Splitters
• Chromebooks
• Examples of observations

Teaching Tips: 

• Circulate around the room to make sure groups are on task and completing the activity correctly
• Make sure all students in groups are given opportunities to participate
• Continue to ask students higher level questions to understand the idea of making observations
• Begin to prompt students to the definition of phenomenon (next lesson)
• Include different levels of observations as examples/models for students (with the rainbow image)

Objectives: 

• Students will be able to define phenomenon and the respective characteristics. 
• Students will be able to come up with an example of a phenomenon in their daily life. 

Learning By Design Knowledge Processes Addressed: 

• Conceptualising by Naming
• Conceptualising by Theory

Resources/Materials: 

• "App Buddy" Sheet ** this is not a real device, rather just a way to partner students using a physical piece of paper **

• Class Poster to record student responses
• Butcher Paper

Teaching Tips: 

• Put all the submitted evidence on a piece of butcher paper or post somewhere in the room for students to be able to use throughout the unit of phenomenon examples
• Lead students to the following/make sure to touch upon phenomenon as: raises questions, rare, observable

Objectives:

• Students will be able to compare the webbed feet of a duck to humans using flippers when swimming.
• Students will be able to identify the human problem of swimming fast in water. 
• Students will be able to answer the question: What animal helped humans solve the problem of flying?

Learning By Design Knowledge Processes Addressed: 

• Experiencing the Known

Resources/Materials:

• Flippers
• Student Devices to Record Answers
• Answer Garden set up for student responses (https://answergarden.ch/view/219747)
• Picture of Duck, Airplane

Teaching Tips: 

• Begin with Hook that Raises a Scientific Question: Phenomenon Experienced: FLIPPERS are not good dancing shoes. Try to dance with flippers... FAIL! Ask (Questions Raised): What would these flippers be appropriate for?  (Lead students to realize that flippers are used to help someone swim faster.)
• Continue to ask guiding questions to students: What do you notice about our shoes?  (they are flippers, flat, long, like a rectangle) What would they be good for? (Swimming fast). How did someone come up with the idea of flippers? (lead students to realize that flippers were copied from ducks and other water fowl)
• Use the Turn & Talk Strategy to engage students- Where might you find something like this in nature? Lead the students to see that they are like duck feet or any water animal that swims fast (throw in term “webbed”).
• Help guide kids to the following conclusion: So if my problem was that I want to swim fast in the water the solution would be to do what a duck does and make my feet webbed. SO a duck gave the idea for solving a problem of swimming faster.    

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• I wonder if other animals can help humans solve different problems. Show the picture of the airplane. 
• Walk around and help students who may have difficulty brainstorming responses. 

Objectives:

• Students will be able to construct student-friendly definitions of biomimicry. 

Learning By Design Knowledge Processes Addressed: 

• Conceptualising by Naming

Resources/Materials: 

• Slides to project for class

Teaching Tips:

• Draw upon the use of images to help students understand and represent the definition (this will assist many of your ESL students)
• Explicitly teach how words can be broken up into mini words to make meaning

Objectives:

• Students will be able to demonstrate understanding of biomimicry by applying an animal trait to solve a human problem.

Learning by Design Knowledge Processes Addressed: 

• Analysing Functionally
• Applying Appropriately
• Applying Creatively

Resources/Materials: 

• Animal Images with Guiding Questions for each group (courtesy of "Science for Kids" by Sue Cahalane). 
• Chromebooks with Screencastify extension to record thinking
• Teacher example of screencast (https://drive.google.com/a/sd13.org/file/d/0By_P0D_0RiVbaXEyUFk4NmowU3c/view?usp=sharing)
• Animal cards for group members to find each other
• Splitters (one per group)
• Student Headphones

Teaching Tips:

• Model the use of sentence stems and guiding questions in thinking
• Have students work with Screencastify, splitters, and headphones prior to this activity so they are familiar with how to use
• Project guiding questions up in front of the room for students to reference
• Circulate the classroom, checking in with each group
• Create groups appropriate for the task based on behavioral and learning needs
• Have supplemental materials in case students need support (https://www.teacherspayteachers.com/Product/Solving-Problems-by-Mimicking-Nature-Biomimicry-NGSS-Grade-1LS1-1-standard-1255192- this resource has scaffolded sheets that work nicely for ESL students or students with learning needs)

You may want to put up directions for your kiddos to follow throughout the process:

Objectives:

• Students will be able to evaluate another group's screencast applying their understanding of biomimicry. 
• Students will be able to work respectfully and responsibly in groups. 
• Students will be able to engage in critical discussion. 

Learning by Design Knowledge Processes Addressed: 

• Analysing Critically
• Analysing Functionally

Resources/Materials:

• Student headphones
• Splitters
• Directions Slide
• Questions Slide
• Student Friendly Rubric/Form (https://docs.google.com/drawings/d/1ygHi3N8HLdF2H1uKmnAcfuF0e0pVN_mR-rtkjw8aZbk/edit?usp=sharing)
• Pre-assigned meeting spots for groups
• Chromebooks

Teaching Tips:

• Model how a group discussion looks-- in a fishbowl type of setting 
• Practice filling out the rubric
• Create group partners based on needs of students
• Walk around and help facilitate group evaluation and discussion

You may want to show visual directions for the kiddos during the many step activity. 

Objectives:

• Students will be able to apply their understanding of biomimicry to solve a real-life applicable human problem.
• Students will be able to present their ideas to the class.

Learning by Design Knowledge Processes Addressed: 

• Applying Creatively
• Applying Appropriately
• Experiencing the Known

Resources/Materials:

• Playground Safety Images
• Chromebooks

Teaching Tips: 

• Connect to earlier introduced vocabulary: PHENOMENON, Phenomenon Experienced: There are many students going to the nurse after recess. Question Raised: What are some ways students can keep from getting hurt on the playground?
• Scaffolded sentence stems for learners who may need additional support
• Ask students to share their solutions
• Create a collaborative presentation on their sharing and ideas
• Have students give feedback on each other's ideas as they present
• Make sure there is an equal divide of students choosing each playground problem

** This is where the project comes into play. You can introduce it to your students here. Use the rubric screenshots below to help assess your students' work.**

Objectives:

• Students will be able to brainstorm a book title based on "I Wish I Had Duck Feet" and their understanding of biomimicry. 

Learning By Design Knowledge Processes Addressed: 

• Applying Creatively
• Analyzing Functionally
• Experiencing the Known
• Conceptualising with Theory

Resources/Materials:

• Post-it notes
• "I Wish I Had Duck Feet" Youtube Video (https://www.youtube.com/watch?v=LH43IZ6agpQ)

Teaching Tips: 

• Write "I WISH I HAD" on the post-it notes so the student only have to fill in their answer
• Reflect upon the answers received on the post-it notes: Can you connect their ideas to writing? Can they write a narrative?