Individual

Project
Introduction/Lesson Plan:

This design challenge would be used in a science setting about evolution and natural selection.
It could be used in fourth or fifth grade, in accordance with SOL’s 4.5a, 5.5c, which have to do
with organisms’ traits and how they help them survive in their environments. Things that would
be necessary for a student to know before the lesson in order to be successful would be
knowledge in simple machines, as well as characteristics of different ecosystems (specifically
forest, lake, and beach). The goal of the activity would be for students to be able to create a
successful beak for their chosen ecosystem in the end, but to make adaptations to their beak
as they go, in order to make it successful. The lesson could either be extended to have students
make one beak to be successful in one of the ecosystems, and then have to adapt it to a
different ecosystem. I would say this activity would take an hour, or potentially longer if
students were allowed to briefly research birds in their chosen ecosystem using books or
technology. I would allow students to work with others, but ultimately this is an individual
activity, and everyone has to come up with their own beak. The Standards for Technological
Literacy that would be covered would be Standard 8c-d, 9c-e, 10c-e, 11d-g, 12f, and 17d-e. The
only safety consideration necessary would be if students were using hot glue guns. Some good
books that relate and could be used in the lesson would be Adaptations and Traits for Survival
by Monika Davies and Now You See Them Now You Don’t: Poems about Creatures that Hide
by Giles Laroche and David L. Harrison.





















Design Brief:

Build A Beak!


Background: Recently, we have
been learning about natural
selection and evolution, as well as
how animals adapt to their
environments.

Challenge: Design and build a beak
for a bird that will allow it to pick
up the most food possible for the
ecosystem you choose. Your beak
should have 2 pieces connected by
a fulcrum, and should be able to
pick up M&M’s on a desk (berries
in the forest), spaghetti noodles in water (bugs or fish in a lake), and pebbles in sand (sand fleas
at the beach). You man work with a neighbor if you want, but you must each come up with your
own unique beak!

Criteria:
Your beak must have 2 parts (jaws) and be connected by a fulcrum. Your beak should be able
to be operated by one person. Your beak should not be bigger than 8 square inches.
Materials:
Plastic cutlery, popsicle sticks, pipe cleaners, Dixie cups, construction paper, rubber bands,
tissue paper, clothes pins, wooden dowels, various other craft supplies
Tools:
Scissors, hot glue, tape
SOL’s: 4.5a, 5.5c
Standards for Technological Literacy: 8c-d, 9c-e, 10c-e, 11d-g, 12f and 17d-e

By: Courtney Williams on 11/25/2017

Portfolio:

Build a Beak
Designer’s name: __________________________________________________

1. What is the problem? (In your own words)

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2. What are some possible solutions? (Draw or write at least 2!)

3. Create the solution you think is best!

4. Test your solution:
Does your beak have 2 parts? Yes No
Is your beak connected by a fulcrum? Yes No
Can your beak be operated by 1 person? Yes No
Is your beak smaller than 8 square inches? Yes No
Can your beak pick up food for your bird? Yes No
How many pieces of food? _________

5. Evaluate your solution. Would you change anything about it if you could? What did you need
to improve on in the moment from your original design to your end product? Do you think a
bird could survive with your beak in the ecosystem you chose? Why or why not?
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. Who did you collaborate with during your project? How did collaborating help you come up
with your design? How is your design different than theirs?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Rubric:

Criteria Assessed Attempted to Meets some Meets most Meets all
meet criteria, criteria criteria, could criteria
limited still improve
understanding
1 2 3
4
Portfolio
Student restated
problem in their own
words.
Student brainstormed
more than one idea.
Student evaluated their
completed beak.
Student evaluated their
collaboration with
others.
Beak Criteria
Beak has at least 2 parts.
Beak is connected by a
fulcrum.
Beak can be operated by
1 person.
Beak is 8 square inches
or smaller.
Beak can pick up food.
Collaboration
Student collaborated
with at least 1 other
student.
Student’s final product
was not identical to
anyone else’s final
product.