Compare Human-Made Objects with Natural Objects
The Sydney Opera House, a human-made structureCopyright Wikimedia Commons http://upload.wikimedia.org/wikipedia/commons/4/40/Sydney_Opera_House_Sails.jpg
In small groups, students experiment and observe the similarities and differences between human-made objects and objects from nature. They compare the function and structure of hollow bones with drinking straws, bird beaks, tool pliers, bat wings and airplane wings. Observations are recorded in a compare & contrast chart, and then shared in a classroom discussion, along with follow up assessment activities such as journal writing and Venn diagrams.
Engineers find many brilliant ideas by observing the mechanisms seen in natural systems and bodies. This activity encourages students to make such observations and identify how they might be applied to designing human-made products for everyday use.
- Observe that many human-made objects get their basic design from nature.
- The importance of function in design.
- Compare, contrast, and classify collected information in order to identify patterns.
Grades 3-5
Do you agree with this alignment? - Technological advances have made it possible to create new devices, to repair or replace certain parts of the body, and to provide a means for mobility.
Grades 3-5
Do you agree with this alignment? - STEL-1E Compare how things found in nature differ from things that are human-made, noting differences and similarities in how they are produced and used.
Grades 3-5
Do you agree with this alignment? - STEL-1H Design solutions by safely using tools, materials, and skills.
Grades 3-5
Do you agree with this alignment? - STEL-6B Create representations of the tools people made, how they cultivated food, made clothing, and built shelters to protect themselves.
Grades 3-5
Do you agree with this alignment?
- Identify and describe characteristics of natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).
Grades -1-2
Do you agree with this alignment? - Identify and explain some possible uses for natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).
Grades -1-2
Do you agree with this alignment? - Compare natural systems with mechanical systems that are designed to serve similar purposes, e.g., a bird's wings as compared to an airplane's wings.
Grades 3-5
Do you agree with this alignment?
- models of bones
- drinking straws
- tubes
- pictures/models of bird beaks
- tool pliers
- pictures/models of airplane wings
- pictures/models of bat wings
- paper
- picture/model of a bee's nest
- Velcro
- burrs
- Nature Got There First by Phil Gates
Introduce students to some vocabulary terms such as evolution, adaptation, survival, biomimicry, etc.
Then ask them the Investigating Questions.
Preparation
Gather materials and make copies of the worksheet.
With the Students
- Read and discuss key points from the book, Nature Got There First, especially pages 7-50.
- Give the children time to explore the materials, and compare their similarities and differences.
- Have students (in teams, if desired) fill out the compare and contrast chart (the worksheet).
- Encourage students to fill in the chart by using the provided objects, as well as others that they know about or can imagine.
- Conclude with a class discussion comparing and sharing ideas. See the Assesment section for additional suggeted evaluation methods.
- adaptation
- The process or state of changing to fit new circumstances or conditions.
- biomimicry
- Copying or imitating the special characteristics of naturally existing things (animals, plants, etc.) in human-made designs, products and systems. From bios, meaning life, and mimesis, meaning to imitate.
- evolution
- The natural or artificially induced process by which new and different organisms develop as a result of changes in genetic material.
- survival
- Continuation in life or existence.
Evaluation methods:
- Worksheets (chart): Evaluate the completed worksheet charts. All students should be able to identify common objects. Advanced students should be able to describe the common objects as well as others that they thought of on their own.
- Journal Entry: Ask students to think of and describe in writing some nature-made/human-made connections that were not discussed in class. Gauge students' ability to brainstorm beyond known/obvious objects.
- Venn Diagrams: Assign students to expand on a few items from their Compare & Contrast Chart by creating Venn diagrams to more specifically identify in-common vs. unique characteristics.
As homework, assign students to find three other human-made (engineered) objects that are designed after something in nature.
For younger grades, have students draw and label the objects as well as compare them.
See many more examples in the Biomimicry: Natural Designs activity.
Supporting Program
Center for Engineering Educational Outreach, Tufts University
Copyright
2013 by Regents of the University of Colorado; original © 2005 Worcester Polytechnic Institute