Dakota State University

College of Education  

LESSON PLAN FORMAT

Name: Bree Hoek

Grade Level: 1st Grade
School: Baltic School District
Date: 09/21/2021
Time: 2:00
Reflection from the prior lesson
● This is the first lesson to introduce biomimicry to the students.
Lesson Goal(s) / Standards 
● 1-LS1-1
○ Biomimicry packet
Lesson w(s) -
● Students will design a solution to a human problem by mimicking how plants and/or
animals use their external parts to help them survive, grow, and meet their needs.
Materials Needed 
● Pencils
● Biomimicry Day One Slideshow
● 23 Biomimicry Packets
Contextual Factors/ Learner Characteristics
● 22 students
● 10 boys
● 11 girls
● No English Language Learners
● No students on IEPs
● No behavior plans
● 2 students qualify for Title Math services
● 4 students qualify for Title Reading services
● Students generally do a great job of staying on task and following directions.
● A few students tend to move quicker than others, such as completing classwork while
I’m instructing the others, question by question.
● A couple of students need reminders to fill in questions and redirection to focus on the
work in front of them.
Connection(s) to Research & Theory (what learning theory or research-based method
supports your chosen methodologie or assessment?)
● Behaviorism: I continuously walk around the classroom as students are working and
praise them on something specific they do in their work. For example, I will say
something like, “great job student! I love how you wrote the number 2: how it touches
the top blue line and touches the bottom red line. Look how great that two looks!” Or for
students that have a hard time staying on task, I verbally praise them for filling in a
question, “awesome work, student! You are right, there are 2 equal parts. Let’s see you
do the next one!” Stickers are used on student worksheets once they’ve completed
them. I also hand out “G.R.I.T Bucks” to students who are good examples. “G.R.I.T
Bucks” are shaped like a dollar and students can collect them to redeem them for candy,
toys, and other things. As I hand out a “G.R.I.T Buck” to a student, I verbally explain why
that student is getting one and thank them for being a great example.
 ● Cognitivism: I try to have my instruction be student-led, having them answer questions or
explain their thinking. I model something, then students and I do it together, and then
they’re gradually released to do it on their own.
● Constructivism: In my instruction, I focus on building what students already know and
relate it to real-life examples they’ve experienced.

A.  The Lesson 

 
● Introduction 2 minutes
○ getting attention: “Okay, first graders! Come to the front of the Promethean board
quickly and quietly.”
○ relating to past experience and/or knowledge: (slide 1) “Today we will be talking
about a concept called biomimicry. If we break apart the word, the first part is bio.
That means life. Mimicry is the second part of the word. Does anyone know what it
means to mimic? Mimic means to copy someone. Do you ever tell a grown-up, ‘he’s
copying me!!’? That’s kind of lick mimicking. I want you guys to mimic me right now.”
Pat your head. Touch your nose. Wiggle your ears. “Great job! You guys mimicked
me.”
○ creating a need to know: “When we put those two words together, it means to
mimic life. Let’s learn more about that with this slideshow.”
Content Delivery (10-15 minutes)
○ (slide 2) “Many times humans look to plants and animals in order to solve problems.
What animal do you think inspired airplanes? Let’s look at the wings. That’s a good
giveaway. Someone raise their hand to tell me what animal they think inspired the
creation of planes? A bird? Let’s see…”
○ (slide 3) “Birds, yes! As we said, the birds’ wings inspired humans to build airplanes.”
○ (slide 5) “What animal do you think inspired these peoples’ wingsuits?” wait for
student responses, having them raise their hands… “Let’s check.”
○ (slide 6) “A flying squirrel! Look how similar those two look to each other!” (go back
and forth between the slides)
○ (slide 8) “What animal do you think inspired swim fins?”.... Listen to student
responses, having them raise their hands.
○ (slide 9) “A duck!!” Go back and forth between the slides.
○ (slide 11) “Which animal do you think invented a wet suit? People wear these when
it’s very cold in the water. It keeps them warm and protects their skin…” Wait for
student replies, having them raise their hands.
○ (slide 12) “A whale! They have a layer of fat called blubber. This keeps them warm
when swimming in freezing waters.”
○ (slide 13) “One day back in 1941, Georges del Mestral, a Swiss engineer was
walking through the woods when he noticed something interesting. He had burdock
plant seeds, called burrs, stuck ALL over his pants. Raise your hand if you’ve ever
had a burr, one of these, stuck on your clothes or shoes? Yes, me too! When he
looked at them closely, he saw that they had tiny hooks on them. Can you guys see
those tiny hooks at the ends, here? (point to ends) These hooks made him wonder if
he could use the same idea to make something useful… What do you think that
could be?”
○ (slide 14) “Velcro! Like on your shoes, or your coats? Look closely at this velcro up
here. See the little hooks on the ends? Just like on the burdock plant!”
 ○ (slide 15) “So in these past slides, we have been learning about biomimicry! Say that
with me: biomimicry. It is looking to nature to solve human problems! It’s looking to
solve human whats? Human problems!”
○ (slide 16) “As you go back to your seats, I’m going to play a song about biomimicry.”
○ (slide 17) After the song, “At your spots, you have a packet. Who can read the title
for me? Using our new word that we just learned about?.. Awesome, thank you.
Down here (show on Promethean) it says, ‘biomimicry is learning to nature to solve
human problems.’ In our packet, we are going to be solving some human problems
using biomimicry and I need your help. Turn to the next page with the turtle in the
corner and put your pencil on your head when you’re ready.”
○ (slide 18) “Put your finger on this bold word here. It states our problem. Use your
tracking fingers as I read.” Read the problem. Then, read the challenge. “Raise your
hand, when thinking of a turtle, what is something Alex could wear on his head to
protect it as he rides his bike?.. A helmet? Raise your hand, what from a turtle
inspired our friend to think of the helmet? The shell! Draw a helmet on Alex with a
pencil. If we have time later, we can color our packets! Finger on your nose when
you’re ready.”
○ (slide 19) “Quickly turn to the next page. It should have a dog in the corner.” Read
the problem to students. Read the challenge. “How could we use a burdock plant as
a model to make something to help Olivia tie her shoes?... Yes, velcro shoes! What
from the burdock plant inspired you to say velcro? Yes! The hooks. Quickly draw
some velcro shoes on Olivia. Pencil on your head when finished.”
○ (slide 20) “Let’s go to the next page. There is a bear in the corner.” Read problem.
Read challenge. “How could we use a bear as a model to make something helpful to
David? Yes, a bear’s fur. We could draw a coat, a hat, and mittens on David. Do that
now and put your finger on your nose when you’re finished.”
○ (slide 21) “Our last page should have a whale in the corner.” Read problem. Read
challenge. “How could we use a whale as a model to make something for Jen that
will keep her warm when swimming? Raise your hand. Yes, a whale’s blubber. We
could draw a wet suit! Do that on your papers now!”

● Closure (5 minutes)  
○ If there is time left over, students may color their packets.
○ (slide 20) “Awesome work everyone. I have one final science question. What is this
big word here, everyone? (point to ‘biomimicry’ on Promethean). Biomimicry! And
what does biomimicry mean?... Looking to nature to solve human problems! Great
work today, scientists.”
○ Walk around and put a sticker on each students’ packet.
○ “When you’re finished, you can hand it into your mailbox. I will call the quietest
tables.”
○ Call by tables for students to hand this sheet into their mailboxes.

B. Assessments Used
● Walking around the room
● Calling on students
● Listening to student conversations
● Class discussions
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
 ○ For students who need extra help, I will assist them while other students work on
their worksheets. I’ll continuously walk around to monitor how students are doing
and provide additional support when needed.
○ I will use wait time appropriately.
● Adaptations for those exceeding expectations
○ Students who finish early can color their packets.
D.  Resources