biomimicry in youth education ed1

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BIOMIMICRY IN

YOUTH EDUCATION:A RESOURCE TOOLKIT FOR K-12EDUCATORS

Teachers Edition 1.0


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BIOMIMICRY INSTITUTE | K-12 Resource To2 K -12 Resource Toolkit | BIOMIMICRY INSTITUTE

CREDITS/COPYRIGHT | Introductory material and publication design, ©2014 Biomimicry Institute. Copyright for

the resources included in this list are held by their respective creators. Please refer to the individual resources for

further information regarding their terms of use.

“Nature, imaginative by necessity, has already solvedmany of the problems we are grappling with. Animals,

plants, and microbes are the consummate engineers.

Tey have found what works, what is appropriate and

most important, what lasts here on Earth.”

– Janine Benyus

WELCOME

Thank you for your interest in sharing biomimicry with your students. T

Biomimicry Institute is pleased to offer this collection of resources for u

by educators working with some of the most creative minds in the wor

children and teens.

The resources and information presented in this toolkit have been sele

to assist teachers working with students from kindergarten through hig

school. The collection includes quality lesson plans, videos, and more.

We’ve included many of our own resources in addition to those create

others who are as excited about biomimicry as we are. Many of the les

are geared toward traditional school settings, but homeschool and info

educators will find plenty of valuable material as well.

Whether you are new to teaching biomimicry, or have been doing so fo

many years, we hope this resource will help you bring bio-inspired less

to your students!

If you encounter any broken links, or have suggestions related to

content, please email us at: [email protected]

BIOMIMICRY is an approach to sustainable innovat

that looks to living things (biology) for inspiration. It

is a uniquely interdisciplinary field, bringing togethe

biologists, engineers, designers, entrepreneurs, and

others to solve problems by understanding and app

strategies from nature.

P h o t o | S h u t t e r s t o c k

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4 K-12 Resource Toolkit | BIOMIMICRY INSTITUTE BIOMIMICRY INSTITUTE | K-12 Resource To

ACKNOWLEDGEMENTS

We would like to thank the Kendeda Fund for its generous support of our

biomimicry education projects, including this toolkit.

We are also grateful to the growing community of educators in the Biomim

Education Network (ben.biomimicry.net), and to the following individuals

donated their time to help us review and evaluate the resources offered in

toolkit. Additional thanks to Dorna Schroeter, for contributing to the essay

“Why Teach Biomimicry.”

• SCOTT R. BOWLER | Science Educator and Curriculum Consultant,

Ask Mr. Science, Portland, OR.

• SUE KEZIOS, PhD | Director of Youth Programs, Watson College of Ed

University of North Carolina, Wilmington, NC

• MIA KLETT | Education Specialist, Pre-K through 2nd grade, San Franc

• KAMELIA MITEVA | Founder and CEO, Bio Games, Sofia, Bulgaria

• SHERRY RITTER | Certified Biomimicry Professional, Perpetual Nature

Resources, Stevensville, MT

• DORNA SCHROETER | Program Coordinator, Center for Environment

Education, Putnam/Northern Westchester Board of Cooperative Educ

Services, Yorktown Heights, NY

• HILARY STAPLES | Science Department Chair, San Domenico School, S

Anselmo, CA

• SAYURI YAMANAKA | Founder and Executive Director, PuntoVerde

Consultores S.C., Austin, TX

http://ben.biomimicry.net/http://ben.biomimicry.net/


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BIOMIMICRY INSTITUTE | K-12 Resource To6 K -12 Resource Toolkit | BIOMIMICRY INSTITUTE

TABLE OF CONTENTS

Welcome 3 Acknowledgements 5 Why Teach Biomimicry? 8 Biomimicry Orientation for Educators 11Core Concepts and Teaching Strategies 12

We Are Nature 15Biomimicry and Bio-Inspired Design 16Function and Strategy 18Matters of Scale 20Systems and Patterns 23

Resources How to Navigate the Resources 28Introduction 31Exploring Nature 43Case Studies 53

Function 63Pattern 75Design Projects 81

Click on any of the categories above to jump to that section of the toolkit.

P h o t o | N o r t h C a s c a d e s N a t i o n a l P a r k

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WHY TEACH BIOMIMICRY?

When it comes to sustainable innovation, we

believe there’s no better recipe for success than

studying how life has survived and thrived on

this planet for 3.8 billion years. But can studying

biomimicry deliver success in the classroom as

well? Yes!

Biomimicry offers teachers a compelling way

to engage students of all ages while bridging

the boundaries traditionally found in education,

addressing today’s key educational initiatives,

and providing a systems perspective. Lessons

in biomimicry offer true relevancy and promote

environmental and ethical literacy because they

focus on real problems. Biomimicry emphasizes

the value of research and demonstrates thatour knowledge and understanding of science is

changing every day. Through biomimicry, learning

shifts from quick, teacher-provided answers to

more in-depth student-driven research, giving

students the opportunity to shape their own

education. And lessons rooted in the natural

world provide teachers with the perfect excuse to

take the classroom outdoors, further benefiting

their students’ creativity, focus, and leadership

skills.

From elementary to high school, biomimicry

also provides a plethora of literature for linking

language arts to science and the Common Core

reading standards. The website AskNature is the

world’s most comprehensive web-based catalogof nature’s solutions to human challenges. It

is a free resource that provides students with

informational text, graphics that illustrate key

ideas, and credible scientific references.

It provides an excellent resource for young

people to explore complex ideas and learn how

to effectively communicate them, a key practice

of the Next Generation Science Standards

(NGSS).

Biomimicry is collaborative and brings young

people with completely different interests

together, helping them develop communication

skills essential to their success in a complex world.

Whether they are interested in science, business,

art, fashion, technology, or photography, they can

all find commonality while transforming the way

we as individuals — and as a culture — view and

value the natural world.

Finally, at a time when the average child spends

up to seven hours a day in front of a screen,

biomimicry provides a critical connection to the

natural world. To paraphrase environmentalist

Baba Dioum, “We save the things we love.”

Biomimicry provides another opportunity to fall

in love with tree frogs and oceans, burdocks and

savannahs, humpback whales and rainforests.

Biomimicry primes the next generation to care

deeply about — and thus care for — the natural

systems we all depend on.

“All genuine education comes about

through experience.”

– John Dewey (philosopher)

Biomimicry’s interdisciplinary framework aligns with several key educational initiatives, such as the

Next Generation Science Standards, Common Core, STEM / STEAM, and the Partnership for 21st

Century Skills. Biomimicry lessons help educators teach important skills in:

• Engineering and design

• Creative problem solving

• Critical thinking

• Crosscutting concepts (NGSS)

• Systems literacy

• Modeling

• Communication

• Research

https://vimeo.com/39282370


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10 K-12 Resource Toolkit | BIOMIMICRY INSTITUTE BIOMIMICRY INSTITUTE | K-12 Resource Too

BIOMIMICRY ORIENTATIONFOR EDUCATORS

Before introducing biomimicry to your students,

it’s necessary to have a good grasp on the

content yourself. If you are not already familiar

with the subject matter, here are some resources

that provide a good foundation. The Core

Concepts section that follows will provide added

depth in key subject areas and offer ideas for

sharing biomimicry with your students.

Recommended Reading and Viewing• A Biomimicry Primer

• Janine Benyus’ TED talks | 2005, 2009

• Dr. Dayna Baumeister’s talks | Innotown

2011, Autodesk 2013

• Biomimicry: Learning from Nature

(presentation with notes)• Zygote Quarterly, journal edited by

biomimicry educators

Online Courses• Biomimicry for Formal and Informal Youth

Educators (Biomimicry Institute, $65)

• Introduction to Biomimicry Foundational

Course (Biomimicry 3.8, $99)

It is also helpful to connect with colleagues

and others who are teaching and practicing

biomimicry. The following groups are a grea

place to start:

Biomimicry Networks• Biomimicry Education Network: The BE

website offers a resource collection, blog

and opportunities to connect with other

educators.

• Biomimicry Regional Networks: There a

12 affiliated organizations in the Global

Biomimicry Network. Find and connect w

biomimics in your region or get informa

about starting your own.

LinkedIn Groups• LinkedIn Groups can be a way to meet

colleagues and follow discussions about

biomimicry. Here are a few of our favorit

Biomimetics Forum

Biomimicry Education Network

Biomimicry & Innovation

Biomimicry Practitioners Network

C o v e r o f Z y g o t e Q u a r t e r l y , I s s

u e 0 1 ,

S p r i n g 2 0 1 2

https://vimeo.com/28603800https://vimeo.com/28603800http://www.youtube.com/watch?v=edO54Ii3A08&feature=youtu.behttp://ben.biomimicry.net/curricula-and-resources/biomimicry-fundamentals-for-k-12/introductory-presentation-for-educators/http://zqjournal.org/http://biomimicry.net/educating/online-courses/youth-educator-course/http://biomimicry.net/educating/online-courses/youth-educator-course/http://ben.biomimicry.net/http://biomimicry.net/connecting/regional-networks/http://www.linkedin.com/groups/Biomimetics-Forum-1244207https://www.linkedin.com/groups?gid=6647379&trkhttp://www.linkedin.com/groups/Biomimicry-Innovation-1485297http://www.linkedin.com/groups/Biomimicry-Practitioners-Network-4028850http://www.linkedin.com/groups/Biomimicry-Practitioners-Network-4028850http://www.linkedin.com/groups/Biomimicry-Innovation-1485297https://www.linkedin.com/groups?gid=6647379&trkhttp://www.linkedin.com/groups/Biomimetics-Forum-1244207http://biomimicry.net/connecting/regional-networks/http://ben.biomimicry.net/http://biomimicry.net/educating/online-courses/youth-educator-course/http://biomimicry.net/educating/online-courses/youth-educator-course/http://zqjournal.org/http://ben.biomimicry.net/curricula-and-resources/biomimicry-fundamentals-for-k-12/introductory-presentation-for-educators/http://www.youtube.com/watch?v=edO54Ii3A08&feature=youtu.behttps://vimeo.com/28603800https://vimeo.com/28603800http://ben.biomimicry.net/curricula-and-resources/university-curricula/a-biomimicry-primer/


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CORE CONCEPTS AND TEACHING STRATEGIES

There are a handful of core concepts that are essential to understanding and

practicing biomimicry. Here we provide an overview and introduction to these

concepts with some suggestions for effectively teaching them. In the resource

section of this toolkit, you’ll also find a variety of other activities, lessons, and

materials to support your exploration of each concept.


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We Are Nature

A simple concept that underlies biomimicry

is the understanding that humans are part of

nature, as dependent on and interconnected

with natural systems as all other living things.

Although humans have developed a variety of

cultural adaptations that camouflage our kinship

with the rest of life, the truth is our similarities far

outweigh our differences. All organisms acquire

resources, make and break down materials,

process information, reproduce, work in cycles,

and run on sugar, for example.

This is the basis for why biomimicry makes sense:

humans need to do many of the same things that

other organisms do, and are subject to the same

resource limitations and habitat conditions as theother 8.7 million species on Earth. The more we

understand how our planet-mates have leveraged

the resources and constraints of this place over

billions of years, the better equipped we are to

create technologies and systems that will enable

all life to flourish long into the future.

Suggestions:

• Take students outside and encourage their

innate curiosity and affinity for nature.

• Incorporate sensory exploration into outdoor

experiences. Ask students to close their eyes

and notice what they can detect about their

surroundings through hearing, touch, and

scent. Can they tell where the sun is? Whichway is the wind blowing? etc. (An example

of this type of exercise is included in the

“Biomimicry Week-long Unit for Middle

School.” )

• Prompt students to make observations

about what humans have in common wit

other organisms rather than what makes

different.

Resources:• “Wild Nature Survivor Guy”: This delig

Sesame Street video parodies reality TV

programs and demonstrates how nature

around us and we are nature, too.

• You Are Stardust : This picture book by

Elin Kelsey and Soyeon Kim emphasizes

the connections between all life, from th

formation of the universe to the present

• Exploring the Way Life Works : The seco

chapter in this popular illustrated scienc

book by M. Hoagland and B. Dodson foc

on what all life has in common.

• Sharing Nature with Children: This boo

Joseph Cornell is a classic in environmen

education and contains many great natu

observation activities.

• Children and Nature Network: This

organization was co-founded by Richard

Louv, the author who introduced the con

of “nature-deficit disorder,” and focuses

on reconnecting children, families, and

communities with nature.

• We Are Not Alone: This activity prompt

students to consider the ways in which

humans and other organisms solve the stechnological challenges.

• Find other relevant resources in the Reso

section “Exploring Nature.”

“o explore and affiliate with life is

a deep and complicated process inmental development. o an extent

still undervalued in philosophy and

religion, our existence depends on this

propensity, our spirit is woven from

it, hope rises on its currents.”

– Edward O. Wilson, Biophilia

http://www.childrenandnature.org/http://www.childrenandnature.org/


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Biomimicry and Bio-inspired Design

Bio-inspired design, biomimicry, biomimetics,

bioengineering, bionics, biodesign, bio-

utilization... What do these terms mean? How are

they similar to or different from each other?

Not everyone agrees on the definitions of all

of these terms, but it’s generally accepted that

“bio-inspired design” is a categorical term

that encompasses design and problem-solving

activities, including biomimicry, which use biology

as a resource for solutions.

However, while biomimicry is bio-inspired

design, it is important to note that not all bio-

inspired design is biomimicry. Biomimicry, as it is

approached by the Institute, holds sustainabilityas an explicit goal and focuses on the creation

of designs that are well-adapted to our planet.

Biomimics ask not just “How can nature help us

create better things?”, but also “How can our

technologies and designs function as sustainably

as the rest of life on Earth?” This is an aspirational

goal, but certainly one worth pursuing!

Suggestions:• Engage students in critical thinking exercises

on the sustainability and ethical implications

of various bio-inspired technologies.

• Ask students if they can identify whether a

technology or design has a “sustainability

win” — that is, an advantage that makes it

more sustainable than previous technologiesor designs.

• Ask students if they can think of ways that

a bio-inspired design could be made more

biomimetic, or more sustainable. Can they

identify an organism or ecosystem that would

be a good model?

Resources:• A Biomimicry Primer: The last page of the

Primer is titled “Bio What?” and provides

examples comparing biomimicry to bio-

utilization and bio-assisted technologies with

well-adapted and mal-adapted examples of

each.

• The Guardian, “Trying To Unravel The

Secret of Spider Silk”: This article and

video can be the start for a class discussion

about the difference between biomimicry

(mimicking the chemical recipe and the

spider’s method for producing the silk) and

bio-utilization (genetically engineering a goat

to create the silk or having bacteria do it).

• Treehugger , “14 Best Inventions Using

Biomimicry”: This set of 14 case studies

explores both bio-inspired and biomimetic

designs. It provides a good start for

discussing the difference and thinking

critically about whether the results of these

approaches are more sustainable than

previous designs. Videos accompany many of

the examples.

C O R E

C O N C E P T S |

Janine Benyus, co-founder of the Biomimicry Institute, defines biomimicry as: “The conscious

emulation of life’s genius.” Let’s unpack that statement:

• “CONSCIOUS” - Biomimicry is intentional, actively seeking nature’s advice to inform design.

•

“EMULATION” - Biomimicry is learning from biological principles (rather than directly copyingor using organisms to do the work), then taking those principles and applying them to the

challenges humans want to solve.

• “LIFE’S GENIUS”- Biomimicry recognizes that life has arrived at well-adapted solutions that ha

stood the test of time, within the constraints of our planet’s finite resources.

Some people suggest that biomimicry should

include all of nature, including abiotic or non-

living things. While we recognize that nature doesinclude water, stars, air, and rocks, the important

lessons for surviving and thriving on Earth are

found by studying how living organisms interact

with their environment.


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Function and Strategy

The key concept that links biology to human

technological challenges is function. For example,

a bear must climb trees without its claws breaking.

Similarly, a bulldozer must move earth without

damaging its scoop. Both the bear and the

bulldozer must protect their parts from damage

during use.

In order for students to use biomimicry, they

need to understand the concept of function as

it relates to both biology and design and why it

joins biology and design together. The reason is

simple: function is what biology and design have

in common. Once a student can identify functions

being served by biological elements (e.g.,

insulation by polar bear fur), they can begin to

relate biological solutions to human technological

challenges (e.g., insulation in buildings).

While function refers to the purpose or activity

of a thing (the why ), strategies refer to how

a function is accomplished. A strategy is a

characteristic, mechanism, or process that meets

a particular purpose or helps accomplish a given

activity. In the example above, polar bears use

the strategy of fur to accomplish the function of

insulation.

In biology, adaptations are closely related to

strategies; they are strategies that have evolved

over time in response to conditions in an

organism’s environment. For example, the trunksof whitebark pine trees grow in a spiraling pattern

as an adaptation (strategy) to withstand the forces

of wind and snow (function) in its high alpine

habitat.

Suggestions:• Build nature observation sensibilities in your

students; take them outside and get them

to look closely and notice the features and

behaviors of different organisms.

• Help students look at the natural world in

terms of how it functions; have them form

questions and suggest their own answers for

what the strategies they observe might be

doing for the organism.

• Prompt students to make the connection

between biological function and possible

technological applications.

Resources:• AskNature is the Institute’s online database

of biological information organized by

function. In addition to a searchable database,

AskNature includes a variety of featured

strategy sets (e.g., how nature cools), which

can be useful for helping students understandthe concept of function and how organisms

and ecosystems can accomplish the same

function in many ways using different

strategies.

In biology, FUNCTIONS describe what

characteristics or processes do or how they

perform within the context of natural selection.

Biological STRATEGIES refer to characteristics,

mechanisms, or processes that help an organism

accomplish a particular function and survive.

C O R E

C O N C E P T S |

• The Biomimicry Taxonomy: The Taxonomy

is an organized list of functions found in

biology that humans also seek to perform. It

is a helpful reference to use when planning

activities based on function, or when older

students are working on a design challenge.

• Five-Minute Field Trips: This resource

provides many classic nature observation

exercises that can be adapted for a wide

range of students. For example, the “Nature

Trust Walk” is a favorite that is used regularly

in workshops with adult professionals.

• Find other relevant resources in the Resources

section “Function.”


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Matters of Scale

For older or more advanced learners, scale is

a concept that can help students understand,

apply, and describe biomimicry. When you look at

biological strategies or at the various examples of

biomimicry, they tend to fall into one or more of

these three scales: forms, processes, and systems.

Most biomimicry case studies describe

biomimicry of form or process. Of course, the

ideal biomimetic design would work at all three

scales, but these examples are still hard to come

by due to the complex nature of systems. Humans

still have a lot to learn about how natural systems

function and how to mimic them.

In a more literal sense, scale can also refer to

the relative size of organisms, physical parts, or

other components of biological strategy. Some

strategies only work at one scale and cannot

be “scaled up.” For example, the gecko has

millions of microscopic hairs on its toe pads,

which allow it to “stick” to and climb up vertical

surfaces by leveraging molecular forces. Because

molecular forces only work at the molecular

scale, larger hairs will not produce the same

effect. This is important to understand because

it can be very tempting to translate design ideas

between scales, but one must do so with a

careful understanding of the science behind the

phenomenon at play.

C O R E

C O N C E P T S |

BIOMIMICRY OF FORM is emulation of shape. It could be emulating the microstructure of a sur

such as a lotus leaf, or a larger physical trait that can be observed with the naked eye, such as th

kingfisher’s beak.

BIOMIMICRY OF PROCESS is the emulation of a series of operations or behaviors that create a

material or produce an effect. Scientists that mimic the way an abalone self-assembles the durab

nacre (mother-of-pearl) lining of its shell are emulating a process; so are computer scientists who

create algorithms (step-by-step procedures for calculations) based on the way flocking birds or

swarming bees coordinate their movements as a group.

BIOMIMICRY OF SYSTEMS involves creating an integrated system that efficiently manages mate

and/or energy in an ongoing cycle the way natural systems do. Systems are about relationships aare usually made up of many forms and processes working together. Zero waste-, or closed-loop

production practices like the ZERI coffee farming system are mimicking nature at the system leve

order for our industrial systems to be truly biomimetic, we will need to use or create materials th

easily and efficiently be re-used, recycled, and upcycled into other products.


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Linda Booth Sweeney, a well-

regarded systems educator,

has pointed out that children

intuitively grasp the concept of

a system.

“I put up a picture of

a cow and ask, ‘If you

cut a cow in half, do

you get two cows?’

Even four-year-olds

will shout out, ‘No

way!’ Tey understand

the cow has parts that

belong together. Tey

have to be arranged in

a certain way to live.”

Systems and Patterns

The ability to think in systems and identify patterns is a valuable skill in an

discipline and biomimicry is no different. These concepts help students

understand the complexity of our world, recognize meaningful relationsh

and conceptualize biomimetic solutions.

A system is a group of related elements forming a complex whole. Our w

is connected by systems—from ecosystems in nature to organizations in h

society. As John Muir famously wrote, “When we try to pick out anything

itself, we find it hitched to everything else in the universe.” In order to bu

good problem solving skills, students need to be able to understand syste

and how the parts and pieces that comprise a whole interact with and imp

each other. Biomimics (and systems thinkers) see the “big picture.” They s

the relationships between those parts and pieces—the connections that c

the whole.

Patterns are related to systems, because repeating elements often indicatan underlying relationship. Patterns are everywhere in nature, at every sca

Patterns in nature are often an indication of strategies that are incredibly

effective and can be a great starting place for biomimetic emulation. Bein

able to identify patterns is a particularly important skill in science and

engineering. Researching patterns in nature can lead to breakthroughs in

science and improved designs in engineering.

Great examples of designs emulating successful natural patterns can be fo

in the work of PAX Scientific. PAX is a fluid dynamics research and design

firm, led by Jay Harman, which has developed several biomimetic inventio

based on the three-dimensional spiral patterns that are ubiquitous in natu

As a child in Western Australia, Harman noticed that fragile seaweed surv

storms by twisting into a spiral to let water flow through. Later in life he

realized that the most efficient way to move matter and energy seems to

not in a straight line, but rather a curve. PAX products dramatically impro

the performance and efficiency of fluid-handling devices (fans, mixers, puturbines, propellers) because they recreate the curved geometry of optim

flow in nature.

P h o t o | S h u t t e r s t o c k

http://www.ecoliteracy.org/essays/if-you-cut-cow-half-do-you-get-two-cowshttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.shutterstock.com/pic.mhtml?id=183809051&src=idhttp://www.ecoliteracy.org/essays/if-you-cut-cow-half-do-you-get-two-cows


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Suggestions:• Ask students to group and identify patterns

from among objects of different colors and

shapes, or clippings from a magazine, or

within their physical movements.

• Encourage students to identify patterns in

nature or in a school garden. Patterns might

involve size, shape, color, sound, branching,

arrangement, and so on.

• Have students throw a shoe into the center of

the room. How can students begin to classify

the shoes and create order out of chaos?

• Engage students in conversations about the

relationship between things, not just the

qualities of things themselves.

• Discuss cause and effect relationships.• During a design challenge, ask students to

identify the resource flows that impact their

design. Where do the energy and materials

needed come from? Where do they go? What

is the product life cycle?

Resources:• “Learning to Connect the Dots: Developing

Children’s Systems Literacy”: In this article,

educator and writer Linda Booth Sweeney

describes why systems literacy matters and

offers several ways that adults can help foster

this skill in children.

• Exploring the Way Life Works : The second

chapter in this popular illustrated sciencebook by M. Hoagland and B. Dodson focuses

on patterns, describing “Sixteen Things You

Should Know About Life.”

• “Nature-Inspired Innovation: Pax Water

Technologies”: This case study provides more

detail about PAX technologies.

• Biomimicry DesignLens - Life’s Principles:

Page seven of the DesignLens describes six

“design lessons” from nature based on the

overarching patterns found among species

living on earth. It can be useful as a source

for aspirational ideals as well as an evaluation

tool for older students (grades 9-12) working

on a design challenge.

• Next Generation Science Standards:

Appendix G - Crosscutting Concepts: The

Framework for K-12 Science Education,

upon which the NGSS were developed,identifies seven crosscutting concepts that

bridge disciplinary boundaries in science

and engineering. It helps students deepen

their understanding and develop a coherent

scientifically based view of the world.

Patterns and systems are two of the concepts

mentioned. This appendix offers guiding

principles describing the concepts and

their value as well as student performance

expectations across K-12 grades.

• Find other relevant resources in the

Resources section “Pattern.”

C O R E

C O N C E P T S |

http://thesolutionsjournal.com/node/1167http://thesolutionsjournal.com/node/1167http://ben.biomimicry.net/curricula-and-resources/university-curricula/case-study-pax-water-technologies/http://ben.biomimicry.net/curricula-and-resources/university-curricula/case-study-pax-water-technologies/http://www.nextgenscience.org/sites/ngss/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdfhttp://www.nextgenscience.org/sites/ngss/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdfhttp://www.nextgenscience.org/sites/ngss/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdfhttp://www.nextgenscience.org/sites/ngss/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdfhttp://ben.biomimicry.net/curricula-and-resources/university-curricula/case-study-pax-water-technologies/http://ben.biomimicry.net/curricula-and-resources/university-curricula/case-study-pax-water-technologies/http://thesolutionsjournal.com/node/1167http://thesolutionsjournal.com/node/1167


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BIOMIMICRY INYOUTH EDUCATIO

RESOURCES


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BIOMIMICRY INSTITUTE | K-12 Resource Too28 K-12 Resource Toolkit | BIOMIMICRY INSTITUTE

HOW TO NAVIGATE THE RESOURCES

The resources in this toolkit are organized into six sections, corresponding tothe type of content they offer ( see key below). Within each content area, the

resources are further subdivided by grade level (K-2, 3-5, 6-8, 9-12). Because

many resources are appropriate or adaptable for multiple grade levels, this

structure allows you to select the content you want to focus on first, and then

find material suitable for the students you work with.

Some of the resources span content types, and when that’s the case we’ve

listed them in both categories.

If you encounter any broken links, or have suggestions related to content,

please email us at: [email protected]

Content Area Key

NAME QUALITIES

Introduction Appropriate as a general introduction to the concept of biomimicry.

Exploring NatureConnecting students with nature, exploring the outdoors, and imparting an

excitement for biology.

Case Studies Stories and examples of biomimetic products, researchers, and/or designers.

FunctionHow natural strategies perform functions for an organism and how we try to

solve analogous functions in human design.

Pattern Patterns in nature, including the properties of systems.

Design Projects Projects and resources that teach design processes.

Resource Type Key

ICON NAME DESCRIPTION

Audio & Video Audio programs, music, and video

Lessons & Activ it ies Indiv idua l lessons and act iv it ies

Cur ri cul ar Uni t Col lec tions o f l es sons and ac ti vi tie s on a theme

Book Published books

Document Downloadable diagrams and references

Online Course Online course

Other Electronic Resources Websites, online publications, and online slideshows

Grade Level

K-2 3-5We have subdivided the resources into four grade levels: lower elementary (grades

K-2), upper elementary (3-5), middle school (6-8), and high school. Appropriate gra

levels are highlighted in grey. In this case, the resource would be appropriate for

students in grades 3-5.6-8 HS

mailto:k12toolkit%40biomimicry.org?subject=mailto:k12toolkit%40biomimicry.org?subject=


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INTRODUCTIONAppropriate as a general introduction to the

concept of biomimicry.


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SESAME STREET: WILD NATURE SURVIVOR GUY

Sesame Street | November 2009

DESCRIPTION

K-2 3-5 Jimmy Fallon guest stars as “Wild Nature Survivor Guy.” Accustomed to living in the wild, he

thinks he needs to “survive” out on Sesame Street. Elmo and Rosita are confused. Wild Nature

Survivor Guy isn’t in nature—he’s on Sesame Street! But soon everyone comes to understand that

nature is where everything we use comes from, that nature is all around us, and we are part of

nature, too.

6-8 HS

$: Free

TYPE:

11 min video OBJECTIVES

• Identify items humans use that come from nature.

• Understand that nature is all around and that humans are part of nature, too.

http://www.sesamestreet.org/parents/theshow/episodes/wild-nature-survivor-guy

ASK THE PLANET CHILDREN’S CD

Biomimicry Institute | 2009

DESCRIPTION

K-2 3-5 Ask the Planet is an award-winning album of children’s music, created to help connect children to

nature and teach them about the concept of biomimicry. The album may be purchased as an mp3

download or as a physical CD. Free teaching guides are available for each of the 18 tracks, three

of which are also available in Spanish.

6-8 HS

$: $14.98 CD /$9.99 mp3

TYPE:18 track album http://biomimicry.net/asktheplanet

R E S O U R C E S | I n t r o d u c t i o n

BIOMIMICRY: INVENTIONS INSPIRED BY

NATURE

Dora Lee (M. Thompson, Illustrator) | 2011

DESCRIPTION

K-2 3-5 In this book, astounding facts, easy-to-understand

prose, and illustrations highlight the wonders of

nature and examine the human inventions life has

inspired.

6-8 HS

$: $18.95(list price)

TYPE:book http://www.amazon.com/Biomimicry-Inventions-

Inspired-Dora-Lee/dp/1554534674/

BIOMIMICRY: NATURAL DESIGNS

TeachEngineering.org — Resources for K-12 | 2004

DESCRIPTION

K-2 3-5 In this activity, students learn about biomimicry and how engineers often imitate nature in

the design of innovative new products. They demonstrate their knowledge of biomimicry by

practicing brainstorming and designing a new product based on what they know about anim

and nature.

6-8 HS

$: FreeOBJECTIVES

• Define biomimicry.• Explain how engineers use biomimicry to design innovative new products.

• List examples of engineered products that were inspired by nature.

• Use biomimicry to develop an idea for a new product.

TYPE:

webpage anddownload

http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_

cub_bio_lesson05_activity1.xml

Still from “Wild Nature Survivor Guy.”

http://www.sesamestreet.org/parents/theshow/episodes/wild-nature-survivor-guyhttp://biomimicry.net/asktheplanethttp://www.amazon.com/Biomimicry-Inventions-Inspired-Dora-Lee/dp/1554534674/http://www.amazon.com/Biomimicry-Inventions-Inspired-Dora-Lee/dp/1554534674/http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_bio/cub_bio_lesson05_activity1.xmlhttp://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_bio/cub_bio_lesson05_activity1.xmlhttp://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_bio/cub_bio_lesson05_activity1.xmlhttp://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_bio/cub_bio_lesson05_activity1.xmlhttp://www.amazon.com/Biomimicry-Inventions-Inspired-Dora-Lee/dp/1554534674/http://www.amazon.com/Biomimicry-Inventions-Inspired-Dora-Lee/dp/1554534674/http://biomimicry.net/asktheplanethttp://www.sesamestreet.org/parents/theshow/episodes/wild-nature-survivor-guy


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DESIGN INSPIRED BY NATURE


DESCRIPTION

K-2 3-5 In this activity, students reverse engineer a flower to glean design ideas for new products and

discover how engineers can use biomimicry to enhance their designs.6-8 HS

OBJECTIVES

• Define biomimicry.

• Explain how engineers use biomimicry to design innovative new products.

• List examples of engineered products that were inspired by nature.

• Use biomimicry to develop an idea for a new product.

$: Free

TYPE:webpage and

download

http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_

lifescience/cub_lifescience_lesson03_activity2.xml

OVERVIEW OF BIO-INSPIRED DESIGN

The Kids’ Science Challenge | 2010

DESCRIPTION

K-2 3-5 Researchers Robert Full, Richard Fearing, and Chris Viney are featured talking about bio-inspired

design. The screen resolution for this video is limited, so it may be best for individual viewing

rather than showing in class. “Bio-Inspired Design Intro” is the first of eight videos on bio-inspired

design found on this website. Navigate through the available videos by using the red arrows.

6-8 HS

$: Free

TYPE:3:30 min video http://kidsciencechallenge.com/archiveyeartwo/index.php?linkTo=3a

BIO-INSPIRED DESIGN PROJECT: LESSON COLLECTION


DESCRIPTION

K-2 3-5 In conjunction with the “2009 Kids’ Science Challenge,” the organizers created a variety of le

for grades 3-12. All of the lessons can still be accessed on the Challenge website. Some of th

links provided within the lesson plans are now out of date, but educators can still use these p

as a framework, augmenting the lessons with case studies and other resources from within th

toolkit.

6-8 HS

$: Free

TYPE:

word doc http://www.kidsciencechallenge.com/year-four/teachers_plans_archives.php#bio

BIOMIMICRY: COPYING OUR WAY TO CONSERVATION

Habitat Seven & ConservationBridge.org | August 2011

DESCRIPTION

K-2 3-5 This video introduces the concept of biomimicry with some classic case studies and asks us to

consider the importance of conserving natural systems for what we can learn from them, rath

than what we can extract.6-8 HS

$: Free

TYPE:9 min video https://vimeo.com/27640060

BIOMIMICRY: EMULATING NATURE’S GENIUS

United Nations University | September 2012

DESCRIPTION

K-2 3-5 This article provides a great summary introduction to biomimicry, accompanied by a beautifu

slideshow highlighting five organisms and ways in which humans can mimic their designs.6-8 HS

$: Free

TYPE: article

and slideshow http://ourworld.unu.edu/en/biomimicry-emulating-nature%E2%80%99s-genius/


http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_lifescience/cub_lifescience_lesson03_activity2.xmlhttp://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_lifescience/cub_lifescience_lesson03_activity2.xmlhttp://kidsciencechallenge.com/archiveyeartwo/index.php?linkTo=3ahttp://www.kidsciencechallenge.com/year-four/teachers_plans_archives.php#biohttps://vimeo.com/27640060http://ourworld.unu.edu/en/biomimicry-emulating-nature%E2%80%99s-genius/http://ourworld.unu.edu/en/biomimicry-emulating-nature%E2%80%99s-genius/https://vimeo.com/27640060http://www.kidsciencechallenge.com/year-four/teachers_plans_archives.php#biohttp://kidsciencechallenge.com/archiveyeartwo/index.php?linkTo=3ahttp://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_lifescience/cub_lifescience_lesson03_activity2.xmlhttp://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_lifescience/cub_lifescience_lesson03_activity2.xml


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SUSTAINABILITY IN 7 - JANINE BENYUS ON BIOMIMICRY

Designers Accord | April 2011

DESCRIPTION

K-2 3-5 In this short video, Janine Benyus talks about how a peacock feather can inform new digital display

screens and how we can use nature’s polymer architecture to think about new materials.6-8 HS

$: Free

TYPE:2:47 min video http://vimeo.com/21959315

WHAT IS BIOMIMICRY?

Fast Company & Earth Sky | October 2011

DESCRIPTION

K-2 3-5 In this short video, Janine Benyus provides a succinct description of what biomimicry is.

6-8 HS

$: Free

TYPE:

2 min video http://youtu.be/FBUpnG1G4yQ

COPYCAT ENGINEERS


DESCRIPTION

K-2 3-5 This lesson introduces students to the idea of looking to nature for engineering ideas and pro

a few fun examples of useful applications of biomimicry.6-8 HS

OBJECTIVES

• List products or devices that are based on examples from nature.

• Explain why engineers might want to copy ideas from nature in their designs.

$: Free

TYPE:webpage and

download http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_

lifescience/cub_lifescience_lesson03.xml

BIOMIMICRY WEEK-LONG UNIT FOR MIDDLE SCHOOL


DESCRIPTION

K-2 3-5 This unit, with an optional climate change case study, teaches middle schoolers about biomim

through a powerpoint presentation, outdoor exercises, and the opportunity for students to

explore their own biomimetic solutions. Some of the components in these units could also be

used independently, or as a one or two-day introduction to biomimicry.

6-8 HS

$: Free

TYPE:5-day plan

OBJECTIVES

• Define biomimicry and why it is valuable.

• Explore natural objects for clues about their function.

• Interpret information from organism fact sheets and research findings to create ideas for

bio-inspired design solutions.http://ben.biomimicry.net/curricula-and-resources/youth-curricula/week-long-units-ms/


http://vimeo.com/21959315http://youtu.be/FBUpnG1G4yQhttp://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_lifescience/cub_lifescience_lesson03.xmlhttp://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_lifescience/cub_lifescience_lesson03.xmlhttp://ben.biomimicry.net/curricula-and-resources/youth-curricula/week-long-units-ms/https://vimeo.com/21959315http://ben.biomimicry.net/curricula-and-resources/youth-curricula/week-long-units-ms/http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_lifescience/cub_lifescience_lesson03.xmlhttp://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_lifescience/cub_lifescience_lesson03.xmlhttp://youtu.be/FBUpnG1G4yQhttp://vimeo.com/21959315


20/46


SECOND NATURE: THE BIOMIMICRY EVOLUTION


DESCRIPTION

K-2 3-5 Set in the wilds of South Africa, this film follows Janine Benyus and colleagues as they illustrate

how organisms in the natural world can teach us how to be more efficient and sustainable

engineers, chemists, architects, and business leaders. Classroom discussion guides are available

for upper elementary grades through college. Please purchase an educational license for

classroom use. Tiered pricing is available for K-12 and university settings.

6-8 HS

$:$100 universitylicense$50 K-12 license

$30 non-profitlicense$15 homeschool/individual

OBJECTIVES

• Identify why biological organisms are a great source of inspiration for human design.

• Identify functions and describe the importance of multifunctionality in biology.

• Identify biological models that could inspire better building designs in their own

communities.

• Describe the relationship between biomimicry and sustainability.

• Identify how nature’s chemistry differs from most human chemistry.

• Explain biomimicry in their own words.

TYPE:25 min video,plus discussionguides

http://biomimicry.net/inspiring/secondnature/second-nature-discussion-guides/

JANINE BENYUS: BIOMIMICRY’S SURPRISING LESSONS FROMNATURE’S ENGINEERS

TED | 2005

DESCRIPTION

K-2 3-5 This is a favorite TED Talk by Janine Benyus, where she uses 12 case studies to discuss the

importance of looking to nature for inspiration in sustainable design. Available with transcrip

and closed captioning in multiple languages.6-8 HS

$: Free

TYPE:23:19 min video http://www.ted.com/talks/janine_benyus_shares_nature_s_designs.html

JANINE BENYUS: BIOMIMICRY IN ACTION

TED | 2009

DESCRIPTION

K-2 3-5 In this TED Talk, Janine Benyus recommends looking to nature first when solving a design

problem. By looking outside, inventors will find designs for making things waterproof,

aerodynamic, solar powered, and more. She reveals dozens of new products that take their c

from nature, with spectacular results. Available with transcripts and closed captioning in mult

languages.

6-8 HS

$: Free

TYPE:17:42 min video

http://www.ted.com/talks/lang/en/janine_benyus_biomimicry_in_action.html

THE NATURE OF THINGS: BIOMIMICRY (SEASON 42, EP 5-6)

Canadian Broadcasting Corporation | 2003

DESCRIPTION

K-2 3-5 This two-episode feature from the hit CBC television show The Nature of Things is based on

Janine Benyus’ book. The program introduces several scientists, business people, and author

this field. Part 1 focuses on using natural processes as models for agriculture and business. P

focuses on advances in materials and medicine.

The episodes are currently streaming for free on Hulu.com, or available in hard copy for purc

from Bullfrog Films.

6-8 HS

$: FREE(streaming),Purchase: $395

TYPE:two 50 min

TV episodes Part 1: http://www.hulu.com/watch/112599

Part 2: http://www.hulu.com/watch/112601#i0,p0,d0

Purchase at http://www.bullfrogfilms.com/catalog/bmic.html


http://biomimicry.net/inspiring/secondnature/second-nature-discussion-guides/http://www.ted.com/talks/janine_benyus_shares_nature_s_designs.htmlhttp://www.ted.com/talks/lang/en/janine_benyus_biomimicry_in_action.htmlhttp://www.hulu.com/watch/112599http://www.hulu.com/watch/112601#i0,p0,d0http://www.bullfrogfilms.com/catalog/bmic.htmlhttp://youtu.be/x7EioND7khchttp://www.bullfrogfilms.com/catalog/bmic.htmlhttp://www.hulu.com/watch/112601#i0,p0,d0http://www.hulu.com/watch/112599http://www.ted.com/talks/lang/en/janine_benyus_biomimicry_in_action.htmlhttp://www.ted.com/talks/janine_benyus_shares_nature_s_designs.htmlhttp://biomimicry.net/inspiring/secondnature/second-nature-discussion-guides/https://vimeo.com/48833534


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A BIOMIMICRY PRIMER

Biomimicry 3.8 & Biomimicry Institute | 2011

DESCRIPTION

K-2 3-5 This short essay introduces biomimicry in Janine Benyus’s own words. This version includes an

appendix, “Bio-What?”, which explains the important differences between biomimicry,

bio-utilization, and bio-assisted technologies.6-8 HS

$: Free

TYPE: PDFhttp://ben.biomimicry.net/curricula-and-resources/university-curricula/a-biomimicry-primer/

AUTODESK: DESIGN NIGHT: MOTHER NATURE - BIOMIMICRY WITHDR. DAYNA BAUMEISTER

Autodesk | February 2013

DESCRIPTION

K-2 3-5 Dr. Dayna Baumeister delivers a compelling presentation about how nature can inspire the

designer in each of us. She starts with a timeline of life on Earth and provides some case studies

from biomimicry. The presentation starts after introductions, at about minute nine, and ends at

about 35 minutes with a question and answer session.

6-8 HS

$: Free

TYPE:46 min video http://youtu.be/edO54Ii3A08

INTRODUCTION TO BIOMIMICRY FOUNDATIONAL COURSE

Biomimicry 3.8 | 2012

DESCRIPTION

This interactive online course introduces Biomimicry 3.8’s core approach and design tools wit

video, voice-over narration, and reading sections. Once the course is completed, students m

download a biomimicry course pack containing recommended resources and course screensh

K-2 3-5

6-8 HS

$: $99 OBJECTIVES

• Identify the core philosophy and key elements of biomimicry.

• Interpret and utilize a biomimicry case study.

• Understand the basics of the process for integrating biology into design.

• Understand ways to connect with nature and other biomimicry practitioners.

TYPE:3+ hours

http://biomimicry.net/educating/online-courses/foundational-courses/

LEARNING FROM NATURE: A COURSE IN BIOMIMICRY

Sustainability Leaders Network | 2013

DESCRIPTION

K-2 3-5 This curriculum, created by the Sustainability Leaders Network, offers an introduction to

biomimicry and how to learn from nature. With an emphasis on getting outside and exploring

curriculum focuses on observing, appreciating, and learning from nature and natural systems

your region. If you do not want to teach all 12 lessons, the introductory lesson can stand alon

6-8 HS

$: Free

TYPE:12 lessons

OBJECTIVES

• Explain the basics of biomimicry and systems thinking and identify applications.

• Recognize, observe, and think creatively about processes, systems, and functions in natu

• Use the biomimicry taxonomy and AskNature.

• Develop a nature-inspired solution to a current challenge.

http://www.sustainabilityleadersnetwork.org/2013/03/biomimicry-curriculum/


http://ben.biomimicry.net/curricula-and-resources/university-curricula/a-biomimicry-primer/http://youtu.be/edO54Ii3A08http://biomimicry.net/educating/online-courses/foundational-courses/http://www.sustainabilityleadersnetwork.org/2013/03/biomimicry-curriculum/http://youtu.be/edO54Ii3A08http://www.sustainabilityleadersnetwork.org/2013/03/biomimicry-curriculum/http://biomimicry.net/educating/online-courses/foundational-courses/https://vimeo.com/48833534http://youtu.be/edO54Ii3A08http://ben.biomimicry.net/curricula-and-resources/university-curricula/a-biomimicry-primer/


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EXPLORING NATUConnecting students with nature, exploring th

outdoors, and imparting an excitement for bio

P h o t o | N o r t h C a s c a d e s N a t i o n a l P a r k

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23/46


ASKNATURE NUGGETS

Biomimicry Institute | 2012 - present

DESCRIPTION

K-2 3-5 AskNature Nuggets are an ongoing series of short video segments each focusing on an organism,

its unique strategy, and what we can learn from it.6-8 HS

$: Free

TYPE: 1-2 min

video http://www.asknature.org/article/view/nuggets

FIVE-MINUTE FIELD TRIPS: TEACHING ABOUT NATURE IN YOURSCHOOL YARD

Global, Environmental, and Outdoor Education Council | 2002

DESCRIPTION

K-2 3-5 Building nature observation sensibilities is a fundamental building block for biomimicry. This

resource provides many classic nature observation exercises that can be adapted for a wide range

of students. For example, the “Nature Trust Walk” is a favorite that is used regularly in workshops

with adult professionals.

6-8 HS

$: Free

TYPE: PDF

http://www.geoec.org/lessons/5min-fieldtrips.pdf

“SEEING” FUNCTION

Biomimicry Institute | 2008, revised 2013

DESCRIPTION

K-2 3-5 This activity is valuable for teaching students how to use senses other than sight to explore

natural artifacts and understand function. Students learn to “see” function in natural objects

encountering, describing, and considering natural objects while blindfolded. This activity is a

fundamental introductory exercise that can be used with almost any age group.

6-8 HS

$: Free

TYPE: PDF OBJECTIVES

• Recognize that organisms are the way they are (in terms of anatomy, physiology, behavio

etc.) to achieve many functions.• Explore an organism’s form and function in an entirely new way and suspend what is “kn

about that organism in order to see it with fresh eyes.

http://ben.biomimicry.net/curricula-and-resources/youth-curricula/function-activities/

R E S O U R C E S | E x p l o r i n g

http://www.asknature.org/article/view/nuggetshttp://www.geoec.org/lessons/5min-fieldtrips.pdfhttp://ben.biomimicry.net/curricula-and-resources/youth-curricula/function-activities/http://ben.biomimicry.net/curricula-and-resources/youth-curricula/function-activities/https://vimeo.com/33376036http://www.geoec.org/lessons/5min-fieldtrips.pdfhttp://www.asknature.org/article/view/nuggets


24/46


SHARING NATURE WITH CHILDREN, 20TH ANNIVERSARY EDITION

Joseph Cornell | 1998

DESCRIPTION

A classic with many great nature observation activities that can be used with students of all ages.

K-2 3-5

6-8 HS

$: $9.95 (listprice)

TYPE: book http://www.amazon.com/Sharing-Nature-Children-20th-Anniversary/dp/1883220734/

ASK THE PLANET CHILDREN’S CD


DESCRIPTION

K-2 3-5 Ask the Planet is an award-winning album of children’s music, created to help connect children to

nature and teach them about the concept of biomimicry. The album may be purchased as an mp3

download or as a physical CD. Free teaching guides are available for each of the 18 tracks, three

of which are also available in Spanish.

6-8 HS

$: $14.98 CD /$9.99 mp3

TYPE:

18 track album http://biomimicry.net/asktheplanet

YOU ARE STARDUST

Elin Kelsey (S. Kim, Illustrator) | 2012

DESCRIPTION

This picture book aims to reintroduce children to their innate relationship with the world arou

them by sharing many of the surprising ways that we are all connected to the natural world. T

publisher has also provided a companion app, a lesson plan for K-6, and a Common Core gu

for reading and writing.K-2 3-5

6-8 HS

$: $18.95 (list

price)

TYPE: bookhttp://www.owlkidsbooks.com/YouAreStardust.aspx

BIOMIMICRY: INVENTIONS INSPIRED BY NATURE

Dora Lee (M. Thompson, Illustrator) | 2011

DESCRIPTION

K-2 3-5 In this book, astounding facts, easy-to-understand prose, and illustrations highlight the wond

of nature and examine the human inventions life has inspired.6-8 HS

$: $18.95(list price)

TYPE: bookhttp://www.amazon.com/Biomimicry-Inventions-Inspired-Dora-Lee/dp/1554534674/

BUILD OCTOPUS CHROMATOPHORES

Curiosity Machine

DESCRIPTION

K-2 3-5 Students will make an expandable pigment sac, inspired by the octopus’ chromatophores, th

can stretch into as big a shape as possible. Includes a great introductory video on camouflag

chromatophores that could be used along with or independently of the activity. For a discuss

of potential applications of the octopus’ coloration strategy, see also Case Study: Biomimicr

E-Readers.

6-8 HS

$: Free

TYPE:webpage and

7 min video

OBJECTIVES

• Describe the function and mechanism of octopus chromatophores.

http://www.curiositymachine.org/index.php?r=activity/view&id=282


http://www.amazon.com/Sharing-Nature-Children-20th-Anniversary/dp/1883220734/http://biomimicry.net/asktheplanethttp://www.owlkidsbooks.com/YouAreStardust.aspxhttp://www.amazon.com/Biomimicry-Inventions-Inspired-Dora-Lee/dp/1554534674/http://www.curiositymachine.org/index.php?r=activity/view&id=282http://www.curiositymachine.org/index.php?r=activity/view&id=282http://www.amazon.com/Biomimicry-Inventions-Inspired-Dora-Lee/dp/1554534674/http://www.owlkidsbooks.com/YouAreStardust.aspxhttp://biomimicry.net/asktheplanethttp://www.amazon.com/Sharing-Nature-Children-20th-Anniversary/dp/1883220734/


25/46


SCIENTIST AUDIO PROGRAMS: BIO-INSPIRED DESIGN

The Kids’ Science Challenge & Pulse of the Planet | 2009-2010

DESCRIPTION

K-2 3-5 This collection of 28 two-minute radio segments features scientists talking about bio-inspired

design. The collection appears on a webpage with radio segments for other KSC themes, so

scroll down to the second topic, “Bio-Inspired Design.” You can play the audio directly from the

website, or follow the provided links to find the transcripts on the Pulse of the Planet website.

Because these are audio only, teachers may want to provide visual images for students to

reference, or assign students to do further research on their own.

Note: Please be patient after clicking the link below. The website is data rich and takes time toload.

6-8 HS

$: Free

TYPE: 28

2 min audio

segments,and links to

transcriptswww.kidsciencechallenge.com/year-four/teachers_audio.php

EXPLORING THE WAY LIFE WORKS

Mahlon Hoagland and Bert Dodson | 2001

DESCRIPTION

K-2 3-5 This popular science book explores the deep patterns in how life grows, develops, reproduces,

and survives. A true classic for biomimicry educators. While it is now out of print, many used

copies are available for purchase via Amazon. (Note: An earlier edition with virtually identical

content was published in 1995 and 1998 as The Way Life Works. Both are excellent.)

6-8 HS

$: approx$17.00+ (used;out of print)

TYPE: book http://www.amazon.com/Exploring-Way-Life-Works-Science/dp/076371688X/

RICHARD HAMMOND’S MIRACLES OF NATURE

BBC | November 2012

DESCRIPTION

K-2 3-5 In this series of three one-hour shows (“Super-Bodies,” “Super-Senses,” and “Super-Powers”),

Richard Hammond reveals secret animal abilities from the natural world and discovers how those

same animals have inspired a series of human inventions at the very frontiers of science. Available

for purchase from the BBC.

6-8 HS

$: £10.99

TYPE:3, 60 min TV

episodes

http://www.bbc.co.uk/programmes/b01nvn22

Purchase at: http://www.bbcshop.com/science+nature/richard-hammonds-miracles-of-nature-

dvd/invt/av3087?



DESCRIPTION





toolkit.

6-8 HS

$: Free

TYPE:word doc http://www.kidsciencechallenge.com/year-four/teachers_plans_archives.php#bio

DO TREES COMMUNICATE?

University of British Columbia | 2012

DESCRIPTION

K-2 3-5 In this video by Dan MacKinney, Professor Suzanne Simard shows that all trees in a forest

ecosystem are interconnected, with the largest, oldest, “mother trees” serving as hubs. The

underground exchange of nutrients increases the survival of younger trees linked into the net

of old trees.

6-8 HS

$: Free

TYPE: 4:41

min video http://www.youtube.com/watch?v=iSGPNm3bFmQ


http://www.kidsciencechallenge.com/year-four/teachers_audio.phphttp://www.amazon.com/Exploring-Way-Life-Works-Science/dp/076371688X/http://www.bbc.co.uk/programmes/b01nvn22http://www.bbcshop.com/science+nature/richard-hammonds-miracles-of-nature-dvd/invt/av3087http://www.bbcshop.com/science+nature/richard-hammonds-miracles-of-nature-dvd/invt/av3087http://www.kidsciencechallenge.com/year-four/teachers_plans_archives.php#biohttp://www.youtube.com/watch?v=iSGPNm3bFmQhttp://youtu.be/iSGPNm3bFmQhttp://www.youtube.com/watch?v=iSGPNm3bFmQhttp://www.kidsciencechallenge.com/year-four/teachers_plans_archives.php#biohttp://www.bbcshop.com/science+nature/richard-hammonds-miracles-of-nature-dvd/invt/av3087http://www.bbcshop.com/science+nature/richard-hammonds-miracles-of-nature-dvd/invt/av3087http://www.bbc.co.uk/programmes/b01nvn22http://www.amazon.com/Exploring-Way-Life-Works-Science/dp/076371688X/http://www.kidsciencechallenge.com/year-four/teachers_audio.php


26/46


LIGHTING UP LEAVES

Science Friday | February 2010

DESCRIPTION

K-2 3-5 Leaves have an intricate web of veins that transport nutrients and water and provide structural

support. But what determines the pattern of venation? Physicists Marcelo Magnasco and Eleni

Katifori of The Rockefeller University, investigated this question using sophisticated algorithms

and glow-in-the-dark dye.

6-8 HS

$: Free

TYPE: 5 min

video http://www.sciencefriday.com/topics/nature/video/02/12/2010/lighting-up-leaves.html

LEARNING FROM NATURE: A COURSE IN BIOMIMICRY

Sustainability Leaders Network | 2013

DESCRIPTION

K-2 3-5 This curriculum, created by the Sustainability Leaders Network, offers an introduction to

biomimicry and how to learn from nature. With an emphasis on getting outside and exploring, the

curriculum focuses on observing, appreciating, and learning from nature and natural systems in

your region. If you do not want to teach all 12 lessons, the introductory lesson can stand alone.

6-8 HS

$: Free

TYPE:12 lessons

OBJECTIVES

• Explain the basics of biomimicry and systems thinking and identify applications.

• Recognize, observe, and think creatively about processes, systems, and functions in nature.

• Use the biomimicry taxonomy and AskNature.

• Develop a nature-inspired solution to a current challenge.

http://www.sustainabilityleadersnetwork.org/2013/03/biomimicry-curriculum/

SUPERHYDROPHOBICITY - THE LOTUS EFFECT


DESCRIPTION

K-2 3-5 In this lesson and related activity, students learn how plants create and use superhydrophobi

surfaces in nature and how engineers have created human-made products that mimic the

properties of these natural surfaces.6-8 HS

$: Free OBJECTIVES

• Describe situations in which a superhydrophobic lotus-effect surface would be useful.

• Explain the difference between Cassie-Baxter and Wenzel wetting and how it applies to

superhydrophobic surfaces.• Demonstrate the transition between Wenzel and Cassie-Baxter wetting states.

TYPE:webpage and

link to activity

http://www.teachengineering.org/view_lesson.php?url=collection/duk_/lessons/duk_

surfacetensionunit_lessons/duk_surfacetensionunit_less4.xml


http://www.sciencefriday.com/topics/nature/video/02/12/2010/lighting-up-leaves.htmlhttp://www.sustainabilityleadersnetwork.org/2013/03/biomimicry-curriculum/http://www.teachengineering.org/view_lesson.php?url=collection/duk_/lessons/duk_surfacetensionunit_lessons/duk_surfacetensionunit_less4.xmlhttp://www.teachengineering.org/view_lesson.php?url=collection/duk_/lessons/duk_surfacetensionunit_lessons/duk_surfacetensionunit_less4.xmlhttp://www.teachengineering.org/view_lesson.php?url=collection/duk_/lessons/duk_surfacetensionunit_lessons/duk_surfacetensionunit_less4.xmlhttp://www.teachengineering.org/view_lesson.php?url=collection/duk_/lessons/duk_surfacetensionunit_lessons/duk_surfacetensionunit_less4.xmlhttp://www.sustainabilityleadersnetwork.org/2013/03/biomimicry-curriculum/http://www.sciencefriday.com/topics/nature/video/02/12/2010/lighting-up-leaves.html


27/46


CASE STUDIESStories and examples of biomimetic products,

researchers, and/or designers.


28/46


LEARNING FROM NATURE

InterfaceFLOR | 2012

DESCRIPTION

K-2 3-5 The Biomimicry Institute worked with InterfaceFLOR

on this biomimicry-themed catalog for the classroom

that includes several case studies with large full-color

photos. Bilingual: English and French.

6-8 HS

$: FREE

TYPE:publication

http://issuu.com/interfaceflor/docs/biomimetic_

brochure_can

MOTHER OF INVENTION

The Wild Center

DESCRIPTION

K-2 3-5 Over two dozen biological strategies are collected in this slideshow, along with great photographs

and examples of applications for each.6-8 HS

$: FREE

TYPE:slideshow

http://www.wildcenter.org/gallery/mother-of-invention#How-the-Genius-of-Nature-Could-

Help-Us-Live-Smarter

SCIENTIST AUDIO PROGRAMS: BIO-INSPIRED DESIGN

The Kids’ Science Challenge & Pulse of the Planet | 2009-2010

DESCRIPTION

K-2 3-5 This collection of 28 two-minute radio segments features scientists talking about bio-inspired

design. The collection appears on a webpage with radio segments for other KSC themes, so

scroll down to the second topic, “Bio-Inspired Design.” You can play the audio directly from the

website, or follow the provided links to find the transcripts on the Pulse of the Planet website.

Because these are audio only, teachers may want to provide visual images for students to

reference, or assign students to do further research on their own.

Note: Please be patient after clicking the link below. The website is data rich and takes time to

load.

6-8 HS

$: Free

TYPE: 28

2 min audio

segments,

and links to

transcripts www.kidsciencechallenge.com/year-four/teachers_audio.php

ASKNATURE COLLECTION: MANAGING ENERGY


DESCRIPTION

K-2 3-5 This curated set of products on AskNature highlights biomimetic products and prototypes th

harvest renewable energy and increase energy efficiency.6-8 HS

$: FREE

TYPE:slideshow http://www.asknature.org/collections/product/Managing+Energy#slide_0

TRYING TO UNRAVEL THE SECRET OF SPIDER SILK

The Guardian | 2012

DESCRIPTION

K-2 3-5 This video accompanies an article in The Guardian in which Fritz Vollrath, a researcher who st

the biology of spider silks, is interviewed. At the end of the article there is a helpful graphic

showing the silk glands and their various functions. The article and video could be used to sta

class discussion about the difference between biomimicry (mimicking the chemical recipe and

spider’s method for producing the silk) and bio-utilization (genetically engineering a goat to

silk or growing bacteria to create the silk).

6-8 HS

$: FREE

TYPE: article

and 1:25 min

videohttp://www.theguardian.com/science/2013/jan/12/fritz-vollrath-spiders-tim-adams


The Kids’ Science Challenge | 2009DESCRIPTION





toolkit.

6-8 HS

$: Free

TYPE:word doc http://www.kidsciencechallenge.com/year-four/teachers_plans_archives.php#bio

R E S O U R C E S | C a s e S t u d i e s

http://issuu.com/interfaceflor/docs/biomimetic_brochure_canhttp://issuu.com/interfaceflor/docs/biomimetic_brochure_canhttp://www.wildcenter.org/gallery/mother-of-invention#How-the-Genius-of-Nature-Could-Help-Us-Live-Smarterhttp://www.wildcenter.org/gallery/mother-of-invention#How-the-Genius-of-Nature-Could-Help-Us-Live-Smarterhttp://www.kidsciencechallenge.com/year-four/teachers_audio.phphttp://www.asknature.org/collections/product/Managing+Energy#slide_0http://www.theguardian.com/science/2013/jan/12/fritz-vollrath-spiders-tim-adamshttp://www.kidsciencechallenge.com/year-four/teachers_plans_archives.php#biohttp://www.kidsciencechallenge.com/year-four/teachers_plans_archives.php#biohttp://www.theguardian.com/science/2013/jan/12/fritz-vollrath-spiders-tim-adamshttp://www.asknature.org/collections/product/Managing+Energy#slide_0http://www.kidsciencechallenge.com/year-four/teachers_audio.phphttp://www.wildcenter.org/gallery/mother-of-invention#How-the-Genius-of-Nature-Could-Help-Us-Live-Smarterhttp://www.wildcenter.org/gallery/mother-of-invention#How-the-Genius-of-Nature-Could-Help-Us-Live-Smarterhttp://issuu.com/interfaceflor/docs/biomimetic_brochure_canhttp://issuu.com/interfaceflor/docs/biomimetic_brochure_can


29/46


SEATTLE’S BULLITT CENTER: THE WORLD’S GREENEST OFFICEBUILDING

EarthFix | April 2013

DESCRIPTION

K-2 3-5 What if today’s urban landscapes could return to the level of natural efficiency of an evergreen

forest? That’s what the Seattle-based Bullitt Foundation is attempting to do with its “Living

Building,” the world’s greenest office building.6-8 HS

$: FREE

TYPE:7 min video http://vimeo.com/64281701#

JAY HARMAN USES NATURE’S SPIRAL TO IMPROVE INDUSTRIALDESIGN

EarthSky & Fast Company | December 2011

DESCRIPTION

K-2 3-5 Fans use an enormous amount of the world’s electricity. But Jay Harman’s spiral-inspired design

works like most of the natural world — nearly effortlessly. This short video explains why.6-8 HS

$: FREE

TYPE:

2 min video http://www.youtube.com/watch?v=UmU0NmIDETI

INNOVATORS: DESIGNED BY NATURE (PARTS 2 & 3)

Bloomberg TV | April 2010

DESCRIPTION

K-2 3-5 This episode of Innovators features two great case studies about bio-inspired design. Part 2

focuses on how Interface revolutionized the carpet industry with biomimicry, and Part 3 show

an emerging technology that uses CO2 emissions as a raw material for cement.6-8 HS

$: FREE

TYPE:2, 7 min videos

Part 2: http://www.youtube.com/watch?v=DRHEx_ZDz98

Part 3: http://www.youtube.com/watch?v=ttf264ltLHw

BIO-INSPIRATION: NATURE AS MUSE

QUEST | October 2008

DESCRIPTION

K-2 3-5 Biologists and engineers at University of California, Berkeley are working together to design

broad range of new products, such as life-saving milli-robots modeled on the way cockroach

run and adhesives based on the design of a gecko’s foot. QUEST visits with Robert Full to fin

out what’s so special about these crawling and scaling animals and to learn about the synerg

between engineering and biology.

6-8 HS

$: FREE

TYPE:11 min video http://science.kqed.org/quest/video/bio-inspiration-nature-as-muse/

14 BEST INVENTIONS USING BIOMIMICRY

Treehugger | December 2011

DESCRIPTION

K-2 3-5 This set of 14 case studies from 2011 explores both bio-inspired and biomimetic designs. It

provides good content for exploring the difference between mimicking form alone and mimi

process or system, and thinking critically about whether the result is more sustainable than

previous designs. Videos accompany many of the examples.

6-8 HS

$: FREE

TYPE: article

with videoshttp://www.treehugger.com/clean-technology/14-best-inventions-using-biomimicry-201

html

BIOMIMICRY AND E-READERS

Spark /CBC Radio | October 2012

DESCRIPTION

K-2 3-5 Radio host Nora Young speaks with a researcher who is looking to the colorful chameleon an

the cuttlefish for ideas on how to improve the design of tablet screens used in e-readers like

Kindle. Because this segment is audio only, teachers may want to provide visual images or pr

samples for students to reference. See also Explore: Build Octopus Chromatophores.

6-8 HS

$: FREE

TYPE: 7:45

min audio http://www.cbc.ca/player/Radio/Spark/ID/2287762548/

R E S O U R C E S | C a s e S t u d i e s

http://vimeo.com/64281701#http://www.youtube.com/watch?v=UmU0NmIDETIhttp://www.youtube.com/watch?v=DRHEx_ZDz98http://www.youtube.com/watch?v=ttf264ltLHwhttp://science.kqed.org/quest/video/bio-inspiration-nature-as-muse/http://www.treehugger.com/clean-technology/14-best-inventions-using-biomimicry-2011.htmlhttp://www.treehugger.com/clean-technology/14-best-inventions-using-biomimicry-2011.htmlhttp://www.cbc.ca/player/Radio/Spark/ID/2287762548/http://youtu.be/UmU0NmIDETIhttp://www.cbc.ca/player/Radio/Spark/ID/2287762548/http://www.treehugger.com/clean-technology/14-best-inventions-using-biomimicry-2011.htmlhttp://www.treehugger.com/clean-technology/14-best-inventions-using-biomimicry-2011.htmlhttp://science.kqed.org/quest/video/bio-inspiration-nature-as-muse/http://www.youtube.com/watch?v=ttf264ltLHwhttp://www.youtube.com/watch?v=DRHEx_ZDz98http://www.youtube.com/watch?v=UmU0NmIDETIhttp://vimeo.com/64281701#


30/46


JANINE BENYUS: THE 3D PRINTING REVOLUTION EXPLAINED IN 20MINUTES

Circular Economy 100 Annual Summit | June 2013

DESCRIPTION

K-2 3-5 Janine Benyus, speaking at the 2013 Circular Economy 100 Annual Summit, talks about the 3D

printing revolution and how we can rethink the material supply chain in nature’s image. This video

would be especially effective for stimulating discussion following a visit to a 3D printing lab or

manufacturing facility.

6-8 HS

$: FREE

TYPE:19 min video http://www.youtube.com/watch?v=AE-2rDZwMXA

MAKING CEMENT THE WAY CORAL DOES IT: OUT OF THIN AIR

EarthSky & Fast Company | December 2011

DESCRIPTION

K-2 3-5 The creation of cement is an incredibly polluting process, but Stanford scientist Brent Constanz

has found a way to create cement from CO2 and water in a process inspired by corals.

6-8 HS

$: FREE

TYPE:2 min video http://www.youtube.com/watch?v=fa96YaJCTVc&feature=plcp

MAKING STUFF WILDER

NOVA | October 2013

DESCRIPTION

K-2 3-5 In this episode of NOVA’s material science series, host David Pogue explores innovations insp

by the Earth’s greatest inventor, life itself. Some of the examples in this program aren’t truly

biomimetic but may help start a discussion about the pros and cons of different bio-inspired

technologies.

6-8 HS

$: FREE

TYPE:53 min video http://video

biomimicry in youth education ed1

Documents