Assign this lesson as a student resource. Have students read and watch the video.

This section prepares students to engage the lesson. Throughout the teaching of this entire lesson, the facilitator provides an opportunity for students to collaborate with each other and provide feedback on their individual or group project.

Imagine section is a critical phase where students are encouraged to conceptualize, and visualize their ideas before diving into the building and prototyping stage in Build section. Pause to have a short group reflection.

NGSS

For 3-LS4-3 - BIOLOGICAL EVOLUTION: UNITY AND DIVERSITY, discuss habitat variability occuring in various forms, including lakes, mountains, forests, bogs, streams, etc. See if students then can recognize the connection in lesson's text for different organisms and what it takes to adapt in order to thrive in specific environments for survival. Examples include:

Biomes (bold is the featured biome in this lesson):

• Freshwater (Fish): Salmon have streamlined bodies and strong tails for efficient swimming against river currents and can migrate from saltwater to freshwater compared to other fish. Some fish and algae thrive well due to their specialized adaptations to the aquatic environment, while others, such as terrestrial plants in found in a temperate forest, may not survive at all in the submerged conditions.

• Marine (Osyter): Marine environments, including coral reefs, provide a home where coral and fish flourish due to their compatibility with the saltwater habitat. Meanwhile, organisms like land-dwelling mammals would struggle to survive in the ocean due to lack of oxygen and crushing pressures.

• Desert (Sidewinder Snake): The sidewinder snake excels in desert environments with its adaptations for burrowing in hot, arid sand. In contrast, organisms adapted to lush rainforests, like toucans, would not survive well in the harsh desert conditions, while aquatic creatures such as fish only survive in bodies of water.

• Arctic Tundra (Seal): Seals are superbly adapted to the frigid Arctic tundra, with specialized features such as fat for swimming in icy waters and hauling out onto the sea ice. Species unadapted to extreme cold, like tropical frogs, would face significant challenges due to their permeable skin and need for wet climates.

• Wetlands (Alligator): Alligators are well-suited to thrive in the wetlands due to their semi-aquatic lifestyle and adaptations for both aquatic and terrestrial hunting. Creatures that rely on dry terrestrial habitats, like desert insects, would find it challenging to survive in the waterlogged environment of wetlands.

• Savanna (Hippo): Hippos are well-adapted to the savanna biome, where they rely on waterholes during the dry season and graze on grasses. Organisms not adapted to savanna conditions, like arctic seals, would encounter difficulties moving in this grassy landscape and find it too hot.

• Boreal (Moose): Moose are well-equipped to inhabit boreal forests with their large size and specialized browsing habits, which allow them to feed on coniferous trees. Creatures more suited to temperate regions, like rabbits, may struggle to survive in boreal conditions with harsh winters, dense forests, and limited access to food sources.

• Temperate (Fox): Foxes thrive in temperate regions with their adaptable diet and ability to live in a range of habitats, from forests to urban areas. Organisms reliant on extreme conditions, such as polar bears, would face difficulties or cannot survive in the temperate biome.

• Tropical Rainforest (Frog): Frogs are adapted to the lush tropical rainforest, where they rely on the abundance of moisture and insects for survival. Species accustomed to arid deserts, like sidewinder snakes, would find it challenging or impossible to survive in the constant humidity and dense vegetation of the rainforest.

SDGs

For GOAL 15 - LIFE ON LAND aims to protect, restore, and manage terrestrial ecosystems to ensure the conservation of biodiversity and the sustainable use of land resources. Examples include:

Biomes (bold is the featured biome in this lesson):

• Desert: Deserts are sensitive ecosystems with unique flora and fauna adapted to arid conditions. This global goal supports the conservation of desert habitats by promoting sustainable land management practices, preventing desertification, and protecting endangered species found in deserts, like the desert tortoise and various cacti.

• Arctic Tundra: The Arctic tundra is home to fragile ecosystems, including polar bears, caribou, and arctic foxes. Then emphasizes the importance of conserving these regions by mitigating climate change impacts, protecting indigenous communities' livelihoods, and preserving Arctic biodiversity.

• Wetlands: Wetlands are vital for biodiversity and serve as habitats for diverse wildlife. The global goal recognizes the significance of wetland conservation, emphasizing the sustainable management of these ecosystems, preventing pollution, and safeguarding the habitats of waterfowl, amphibians, and other species.

• Savanna: Savannas are characterized by unique flora and fauna, such as lions, elephants, and acacia trees. This goal encourages the preservation of savanna ecosystems through measures like anti-poaching efforts, sustainable land management, and conservation of key species.

• Boreal: Boreal forests are critical in carbon sequestration and provide habitat for species like moose and owls. SDG 15 supports the protection of boreal forests by advocating for responsible logging practices, safeguarding endangered species, and mitigating climate change impacts.

• Temperate: Temperate regions are rich in biodiversity, including forests and grasslands. SDG 15 promotes the conservation of temperate ecosystems by addressing deforestation, protecting endangered species like the gray wolf, and enhancing sustainable land use.

• Tropical Rainforest: Tropical rainforests are some of the most biodiverse ecosystems globally, with countless species relying on them. SDG 15 focuses on tropical rainforest conservation by combating deforestation, protecting indigenous rights, and preserving the habitat of iconic species like jaguars and tree frogs.

Watch the video to get an idea of the project's structure and a demonstration of how it works. Some may figure out how to construct the project just from pausing the video or looking at a few images from the steps. The instructions are helpful for new builders or those seeking general guidance.

Florida - NGSSS

For SC.35.CS-CS.1.2 - COMPUTER SCIENCE introduce students to the concept of computational thinking, emphasizing problem decomposition, and the importance of breaking complex problems into smaller parts. Explain how this will be applied to building the animal. They can create fins, ears, increasing body size, claws, etc. for iterating on its adaptation. And for SC.35.CS-CC.1.3 - COMPUTER SCIENCE direct students to test how their animals would live by crafting the biome and their habitat.

NGSS

For 3-5-ETS1-1 - ENGINEERING DESIGN, students will consider constraints, such as the materials they have available, the time they have to complete the project, and any limitations when starting to build. For 3-5-ETS1-2 - ENGINEERING DESIGN, students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing. And for 3-5-ETS1-3 - ENGINEERING DESIGN students engaged in this learning experience helps students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing.

Goal 15

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

3-LS4-3

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

3-5-ETS1-1

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

1.6.c Creative Communicator

Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

SC.35.CS-CS.1.2

Describe how models and simulations can be used to solve real-world issues in science and engineering.

SC.35.CS-CC.1.3

Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.