Using Adaptations of Camelids for Design

Using Adaptations of Camelids for Design

Lesson 2 of 3 in this unit

  • Cool+
  • Primary
  • Year 5 - 6
  • Science
  • Biology
  • Environmental
  • Biodiversity
  • Economic
  • Design Thinking
  • ...

Lesson summary

Students will explore the concept of biomimicry and investigate how particular structural features and behaviours of camelids and other animals enable their survival in harsh environments, as well as provide humans with inspiration for sustainable designs for a thriving world.

Learning intentions:

Students will...

  • understand how the structural, physiological, and behavioural features of camels and their relatives enable their survival in harsh environments, as well as explore how biomimicry can enable humans to thrive in these environments.

Success criteria:

Students can...

  • describe how features of camels and their relatives enable their survival in harsh environments
  • define the concept of biomimicry
  • give examples of human designs using biomimicry
  • design an innovation using adaptations of camelids for human use.

Lesson guides and printables

Lesson Plan
Student Worksheet

Lesson details

Skills

This lesson is designed to build students’ competencies in the following skills:

  • critical thinking
  • collaboration
  • curiosity
  • problem solving

Curriculum Mapping

Australian Curriculum (v9.0) content description: 

Year 5 & 6 Science

  • examine how particular structural features and behaviours of living things enable their survival in specific habitats (AC9S5U01).

Year 5 & 6 Design and Technology

  • explain how people in design and technologies occupations consider competing factors, including sustainability in the design of products, services and environments (AC9TDE6K01).

Relevant parts of Year 5 & 6 achievement standards: 

Students can explain how the form and behaviour of living things enables survival. Students can also explain how people design products, services and environments to meet the needs of communities, including sustainability.

NSW Syllabus outcomes: ST3-4LW-S

General capabilities: Critical and Creative Thinking

Cross-curriculum priority: Sustainability 

UN Sustainable Development Goals

UN SDG 14: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

  • Target 15.1: By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements.

Resources Required

  • Device capable of displaying audio-visual material

Additional Info

This is an original Cool+ lesson.

Level of teacher scaffolding: Medium - some explicit teaching may be required, facilitation of research and discussion.

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