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CURRICULUM SUGGESTIONS "we
can attempt to teach the things that one might imagine the earth
would teach us: silence, humility, holiness, connectedness, courtesy,
beauty, celebration, giving, restoration, obligation, and wildness"
(Orr, 1994, p. 52).
Biomimicry has the potential for integration
into many disciplines and at many levels of teaching. On a basic
exploration of the wonder of nature in the elementary school years;
through integrated projects in environmental science, biology,
and art classrooms in high school; to architecture, design and
business schools (Eddy, J, 2005). Biomimicry combines lessons
in the basics of ecology and biology while at the same time inspiring
creativity and solution based thinking. As Zenobia Barlow, Director
of the Center for Ecoliteracy points out, "learning thrives when
it's centered on real-world projects" (Jenson, 2002, p. 6). In
this section I will introduce two lesson plans that I have used
involving biomimicry in the high school classroom (More resources
can be found in resources).
These are to serve as samples that can
be used or modified. Certainly not all teachers or students are
expected to know all the answers ahead of time. These are thinking
exercises and open-ended. It is a powerful lesson when the teachers
can let go of being the experts and let the students find the
answers on their own (Barlow as cited in Jenson, 2002.) Like the
examples above, this is certainly not an exhaustive list of ideas
but only a representation of two very different ways to integrate
the concepts into teaching.
Brainstorming
from nature's amazing design:an
exploration of artifacts
Unit concepts:
- Animal and plant adaptations
- Technology
Learning Objective: By having students
use all their senses and their knowledge about artifacts from
nature, students will recognize the amazing adaptations and design
plans that are in ordinary objects. Students will use creative
teamwork to come up with original ideas for biomimicry and therefore
further develop an understanding of the concept.
Materials/prep: A set of artifacts
from nature, one for every 2-4 students. If possible set the room
up in a circle. Examples: Animal vertebrae, pine cone, butterfly,
barnacle shell, abalone shell, egg shell, seed pods, crab claw,
etc..
Lesson Format: Teacher begins with
one artifact and asking students to brainstorm on the many jobs
of this object and how it is designed to accomplish its job. Then
the teacher explains biomimicry and asks the students if they
can think of any application for the mentioned design problems
we have in our lives. Students are then paired/grouped and given
an unique artifact for each group to discuss in a similar manner
with their group members. Teacher should circulate in order to
help students with questions about less familiar artifacts, ask
thought provoking questions and find out what the students are
thinking. Then the class comes back together and each group (or
volunteers, depending on time) will share their ideas with the
rest of the class.
Assessment: Primary assessment occurs
as teacher circulates among the brainstorming groups. Teacher
can help individuals with clarification at this point. Final assessment
comes when students present their findings to the class.
EXAMPLE:
A deer vertebrae is designed to be protection, but also needs
to allow for access of nerves in and out; It is also support of
body and a connection point for muscles; it needs to have great
articulation to be able to move in many ways; it is also a used
for storing minerals, it is built of natural materials at body
temperature. We could be inspired for building robot parts with
such multi-functionality; we could also be inspired to create
molds for products out of life friendly materials (and not heat,
beat and treat it, or have unwanted waste left over); could we
make a chair that can supply this much support but also be moldable
and moveable to our position or mood.
Green city
design project
[P]racticing environmental engineering
successfully requires a working knowledge of a wide variety of
ecosystems. From the study of lakes on learn about nutrients,
energy flows, chemistry, and the dynamics of liquids. From the
rain forest one can learn about diversity, the portioning of light,
and the way many different life forms can efficiently share a
complex, quickly changing environment. There is nowhere better
the tropical rain forest to study nature's pathways of decay and
transformation. From the northern forests I have gathered an appreciation
of the exquisite relationship of geology and bedrock to soil,
and the way in which higher plants negotiate these interactions.
Two entirely different ecologies and their radical variation may
exist with in a short distance of each other because of subtle
differences in the minerals of the soil. In deserts, which are
environments of extremes, ecological processes are easier to read
because plants and animals are more spread out. Various forms
of life are starkly etched on the landscape, and sometimes this
starkness clearly reveals patens and illuminates the mechanisms
of ecological organization. (John
Todd in Ausubel, 2003, p. 19).
Unit concepts: (I use this project
as a culminating activity to integrate units learned throughout
the year).
- Urbanization and transportation
- Population growth · Biomes
- Water use and watershed
- Adaptations
- Energy
- Land management
- Waste management
Learning Objective: Students
will design a city using sustainable principals. Students will
understand the complexities of city planning and all the overlapping
economic, sociological and environmental needs. In addition not
all solutions should be universally applied; we need to look to
nature locally to find local answers. (For example challenges
and solutions may be different for Miami verses Chicago).
Materials/prep: Large paper (butcher
paper or poster boards) and colored markers Access to internet
Lesson Format: Students are put
in groups of 3-4. I open with a dramatic introduction: "there
has been a major disaster and you have been hired to redesign
the city from scratch." Each group is given a city and asked the
following questions: Find out 1) the natural history: topography
of the area, the local climate, and biome factors. 2) Research
one native plant in the area. Why is it so well adapted to this
place? How could you use some of these ideas in your city plan?
3) Research an animal that is native to the area, how is it so
well adapted to this place? What inspirations can you find from
this animal in the design of your city? 4) Make sure you include,
how the city acquires energy and water, what they do with waste,
what is the transportation plan, where do people live? Work?
Time: Three 50 minute classes or
homework and a double block. If students have selected their area
they can divide up research tasks for step one (either in the
first class period or for homework). One student can look up climate
and maps of the area, another student can look up information
on adaptation of plants and the third student can research the
adaptations of a local animal to the eco-region/biome. Then in
class students can agree on the city plans addressing the questions
above and draw a diagram to represent their ideas. Students then
present in the third period/ second half of double block.
Assessment: Student's present their
city plans to the class. Classmates ask questions about decisions
made by each group.
EXAMPLE:
Student group one selected Phoenix Arizona. In researching this
city they find that it is in the desert. They select the saguaro
cactus and the kangaroo rat as organism inspiration. They find
that the Kangaroo rat makes its home underground to keep cool
during the summer days and warm on winter nights. The kangaroo
rat also keeps all water possible and has adapted a means of processing
urine which does not require water loss. The saguaro uses the
sun to acquire energy and collects water during monsoon storms
and stores it for later. The new city takes inspiration from the
cactus and is able to use solar on all building roofs this can
take care of hot water heating and most energy requirements. There
are also back up wind farms (deserts are known for wind) and a
biomass generation plant. Like the burrows of the kangaroo rats,
homes are built with thick stone/adobe walls or partial earth
homes to maintain cooler temperatures without as much energy hungry
air conditioning. Overhanging eves are used to keep midday and
summer sun from heating home through windows. Also inspired by
the kangaroo rat all water is conserved and reused as much as
possible. Water in homes is on a grey water separation system
in which water used for cleaning (sinks, showers, washers) is
recycled and used in garden and home plants. Gardens use xeriscaping
for drought-tolerant, native plants. Therefore they need little
to no watering. Residents are encouraged to compost food scraps
and create natural amendments for their gardens with low organic
desert soil. Local farms or home gardens use drip irrigation at
night. There is a light rail system around town and safe bike
paths are built throughout the city. There are some shopping districts
which are pedestrian only. There is a rail stop near by, and if
people must drive the parking structure has many floors to keep
cars shaded and even the top has a solar paneled roof to both
provide surface generation but also shade. Apartments are located
near and above shops so that many people can live and shop in
one location. The city recycles.
Ecosystem
Website project & Niche Reflection
When learning about concepts, terminology, around ecology it
helps to have a place to be intimate with in order to apply the
ideas. Applying it to the local ecosystems is one way, becoming
familiar with another, especially one far away that we have always
wanted to know more about. Students pick an ecosystem from anywhere
in the world and research a dozen organisms that live there.
They must find out about their niche, in other words what adaptations
do they have to: live well here? Find food? Escape becoming food?
Benefit from interrelations with other organisms? In choosing
organisms they create a food web and web of connections. Given
the non-linear format of this report, a website is an excellent
way to present the material.
Again in discussion and reflection of the material can elicit
wonder for the adaptations they learn and can be tied to a biomimicry
brainstorming session.
Adaptation
Auction - Game
This activity can be done in the classroom or outdoors. 6th-12th
grade Note: Very fun, and often silly.
1. Divide the group into 4
2. Select 4 organisms and 4 habitats where they live. (For
Example: desert, tidepool, tundra, & redwood forest; and lizard,
egret, crab, woodrat)
3. Have the groups brainstorm on what adaptations their particular
organism has that makes it very well adapted to its environment.
Then share these with the entire group.
The challenge will be that the organisms may now be asked to
survive in a new habitat. If these two organisms were put to the
test- how would they do? But first, there is an opportunity to
adapt new traits.
4. The entire group brainstorms their favorite adaptations that
they have heard of in nature and they are all listed on a board
for the group to see.
5. Each group is given 1000 points (dollars?) to spend in the
auction. Open up the floor and move through the list you have
created. Groups can bid on adaptations that they want.
When the auction is over these new organisms are asked to plead
their case as to why they would be the best survivors in the various
ecosystems. You can have groups debate, act-out, do an "interpretive
dance," etc. Afterwards (or throughout) you can discuss some pretty
amazing adaptations and our appreciation for what the various
organisms that have them.
This is a great introduction to the concept of biomimicry. Think
of all the amazing ideas that are already out there for how to
live, survive and thrive. Ask the students how we could use some
of these great ideas to help out with products/needs in our own
lives. We take this same inspiration to create technologies and
materials which use nature as a guide.
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