image: https://www.shutterstock.com/image-vector/modern-flat-thin-line-design-biology-487734415?src=qCVtDXEttiJll9t7H84JXg-1-23
Exploring Bioengineering
Concept covered in activity: Bioengineering is a diverse field that covers many aspects of the life sciences and engineering.
Grade level: 5
Standards: http://bioengineeringcompostunit.weebly.com/standards.html
Learning objectives:
Students will be able to (SWBAT):
1. list some careers that engage in bioengineering.
2. describe the types of products/services that are produced by bioengineers
Materials:
- Computer access
- Art supplies (paper, markers, scissors, etc.) for the product design
- Print off several pictures that represent biomimicry. (Ex Velcro) Asknature.org is a good resource
- Have computer access time reserved
- Have students assigned to groups.
1. Engage
As a class brainstorm what students know or think about bio-engineering. This can be done in a class KWL or Venn Diagram (i.e. what is biology, what is engineering and how do they interact?)
Teachers should probe student ideas and generate the ideas/diagram on the board.
2. Explore
Students will explore the bio-engineering web source. Take notes about what is and is not bio-engineering.
Teachers can circulate the room and make sure all groups are on task. Guide conversations as necessary. Help students identify any vocabulary that they don't understand.
3. Explain
In groups, students will look at pictures of things that could illustrate bio-engineering. They will identify the components of the pictures (i.e., what is going on) and decide whether or not it represents bio-engineering.
Teachers should encourage students to explain their reasoning and to support their claims with evidence from their prior knowledge.
4. Elaborate
In the same groups students will examine pictures the represents biomimicry
The teacher should write the word, biomimicry, on the board and ask them what the two parts of the compound word are: bio and mimicry. Once the students have defined both parts, then the teacher should encourage to continue working in their small groups.
5. Evaluate
Students will draw and design a product that is based on something they know in nature. Their task is to present their drawing, describe the inspiration from nature, and explain the following:
- How is this an example of a bioengineering product
- Why is this an important product
- How would this product be marketed (i.e., what value would it have to a particular audience) and sold
Assessment
Formative:
- Determining whether something is bioengineering.
- KWL/Venn Diagram
- Product presentation and science notebook
- Bioengineering is a narrow field
- There is one definition of a “bioengineer”
- Scaffolding can be done to varying degrees for varying degrees of student abilities.