Biomimicry Design Challenge , Blended , FET , Grade 10 , Grade 11 , Grade 12 , Project ,

Biomimicry Design Challenge

Design thinking is an integral component of many innovative fields of work and research and is a core component of our progression of intelligence and innovation. Design lies all around us, often unbeknown to most of us. What most of us don't see is the process-driven thought and observation that goes into designing even the smallest item.

This module blends the field of design with the wonderful and wide world of nature and more specifically, biomimicry, to bring a design-centred project that challenges learners to observe and extract inspiration from natural patterns and processes to be moulded into innovative ideas.

This module is more relevant than ever to the learners wanting to make effective differences in the way we live our lives.

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What’s included in this module?

Teacher resources	7 x lesson plans 6 x presentations 6 x teacher’s notes 1 x facilitator’s guide 3 x activity sample answers
Learner resources	10 x supporting resources 1 x article 7 x worksheets 1 x sample answers 2 x student notes
Projects – experiments	1 x Biomimicry Design Challenge

Module key questions

What is “design” and what do designers do?
What is “design thinking”?
How can biomimicry enhance design thinking and lead to more sustainable design solutions?
How do innovators develop design solutions using biomimicry?
What problem do we want to solve?
How can we learn from nature to solve our problem?
What is the best way to share our solutions?

Module alignments

Grade \| Ages	Grade 10-11 \| 15-17 years
Term	n/a
CAPS subject	Life Sciences / Physical Sciences / Chemistry / Design
Subject strands	n/a
Sub-topics	Design thinking Biomimicry Patterns and solutions in nature Engineering / bio-engineering

This Module includes:

Aligned content: This content is aligned with:Curriculum Assessment Policy Statements (CAPS) and the Independent Examinations Board (IEB). A key aspect of these modules is their flexibility and customisation across curricula, such as Cambridge and Steiner/Waldorf Education.
A range of teaching strategies, skills and knowledge: The flow of the module has been structured using Project Based Learning and Design Thinking frameworks. A variety of pedagogical approaches are present between and within each lesson. Learners are challenged theoretically and practically through project and problem-based inquiry of real-world issues.
Sustainable development goals: Each lesson is aligned with an appropriate United Nations Sustainable Development Goal(s).