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.

Florida - NGSSS

For SC.4.L.17.4 - Life Science, Interdependence, discuss the concept of interdependence in ecosystems. Explain that in any habitat, organisms have varying abilities to survive. Ask if they can provide specific examples of how organisms thrive.

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

• Freshwater (Salmon): Salmon contribute to the environment by carrying nutrients from the ocean to freshwater ecosystems during their migrations, enriching the food web and promoting the growth of aquatic plants and organisms.

• Marine (Oyster): Oysters help maintain a healthy marine environment by filtering water, removing pollutants, and improving water quality. Their presence is essential for the well-being of the marine ecosystem and the organisms within it.

• Desert (Sidewinder Snake): Sidewinder snakes play a role in desert ecosystems by controlling populations of small rodents, thus preventing overgrazing and maintaining the balance of the fragile desert food chain.

• Arctic Tundra (Seal): Seals' interactions with other Arctic tundra species, such as polar bears, affect the delicate balance of this extreme environment. Seals serve as a crucial food source for polar bears, highlighting the interdependence of species in this harsh biome.

• Wetlands (Alligator): Alligators have a significant impact on wetland ecosystems by creating and maintaining aquatic habitats through their nest-building activities. Their presence contributes to the overall health and biodiversity of wetland environments.

• Savanna (Hippo): Hippos influence savanna ecosystems by grazing on vegetation and defecating in water bodies. These actions can shape the structure of the habitat, affecting the distribution and behavior of other organisms in this biome.

• Boreal (Moose): Moose in boreal forests impact their surroundings by browsing on specific plant species, which can influence the composition of the forest community and plant succession in this northern biome.

• Temperate (Fox): Foxes play a role in temperate ecosystems by controlling populations of small mammals and birds, which can affect plant growth and overall biodiversity in these regions.

• Tropical Rainforest (Frog): Frogs in tropical rainforests contribute to ecosystem health by controlling insect populations and serving as prey for various rainforest predators. They play a vital role in the intricate web of species interactions in this biodiversity hotspot.

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.

3-5-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.4.L.17.4

Recognize ways plants and animals, including humans, can impact the environment.

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.