12.9 Practical Application: Understanding the Concept of Biomimicry
353
12.9 Practical Application: Understanding the Concept
of Biomimicry
Pre-activity Assessment
Define the term “biomimicry” by breaking it down to enable participants to guess
its meaning. Explain the meaning of “bio” and “mimicry.” After the class agrees,
ask volunteers to provide examples.
Materials Required
Paper, pencil, ruler, colored pencils/markers.
Preparation for Activity
1. Review the various biomimicry inventions.
2. Learners should be divided into pairs.
3. Students should identify things that they have as common interests.
4. Learners agree on any common interests for the design topic area.
5. Learners have 15 min for brainstorming to identify possible ideas for designs
using the biomimicry of animals.
6. Learners should try to mention any animals that remind them about the topic.
During the brainstorming, they should not air any negative comments, stay
focused on the topic, record all ideas, and build on other people’s ideas.
7. Required materials (rulers, markers, paper, and colored pencils to students)
should be availed for them to draw their new biomimicry products.
8. After completing the design, each of the teams should make a list of special
features found in their designs and the animals that inspired the features.
9. Mount the design features and drawing onto a construction paper.
10. Students should role play engineering organizations and present their designs
to the class.
The completed designs should then be posted in the school resource center or
classroom to enable others learn about them.
Tips
In case students find it challenging to come up with a design idea, they can be
assisted. They can also be assigned a common design topic like playground toys or
sporting equipment. After each team has presented, let the group vote for the best
design.
Assessment Activity Embedded Assessment
Learners should identify features in their design that are inspired by nature. Let
them be specific regarding the kind of plant or animal they are mimicking. Let them
also describe the inspiration (animal or plant characteristics). Determine whether it
is biomimicry. Give examples of biomimicry by including those that are and those
that are not. Learners should then vote whether they think the mentioned designs
entail biomimicry. Some of the examples that can be used by learners are as shown
in Table 12.1. “No” means that the material, part, or invention does not fall under
353
12.9 Practical Application: Understanding the Concept
of Biomimicry
Pre-activity Assessment
Define the term “biomimicry” by breaking it down to enable participants to guess
its meaning. Explain the meaning of “bio” and “mimicry.” After the class agrees,
ask volunteers to provide examples.
Materials Required
Paper, pencil, ruler, colored pencils/markers.
Preparation for Activity
1. Review the various biomimicry inventions.
2. Learners should be divided into pairs.
3. Students should identify things that they have as common interests.
4. Learners agree on any common interests for the design topic area.
5. Learners have 15 min for brainstorming to identify possible ideas for designs
using the biomimicry of animals.
6. Learners should try to mention any animals that remind them about the topic.
During the brainstorming, they should not air any negative comments, stay
focused on the topic, record all ideas, and build on other people’s ideas.
7. Required materials (rulers, markers, paper, and colored pencils to students)
should be availed for them to draw their new biomimicry products.
8. After completing the design, each of the teams should make a list of special
features found in their designs and the animals that inspired the features.
9. Mount the design features and drawing onto a construction paper.
10. Students should role play engineering organizations and present their designs
to the class.
The completed designs should then be posted in the school resource center or
classroom to enable others learn about them.
Tips
In case students find it challenging to come up with a design idea, they can be
assisted. They can also be assigned a common design topic like playground toys or
sporting equipment. After each team has presented, let the group vote for the best
design.
Assessment Activity Embedded Assessment
Learners should identify features in their design that are inspired by nature. Let
them be specific regarding the kind of plant or animal they are mimicking. Let them
also describe the inspiration (animal or plant characteristics). Determine whether it
is biomimicry. Give examples of biomimicry by including those that are and those
that are not. Learners should then vote whether they think the mentioned designs
entail biomimicry. Some of the examples that can be used by learners are as shown
in Table 12.1. “No” means that the material, part, or invention does not fall under