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 14 - LIFE BELOW WATER ask what the relevance of freshwater biomes is to Global Goal 14, which primarily focuses on marine conservation. Share that freshwater ecosystems are incredibly diverse and plays crucial roles in food webs. For example, freshwater fish species often serve as a food source for marine predators like seabirds and larger fish. Disruptions in freshwater ecosystems can disrupt these food chains, affecting marine life.

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 14

Conserve and sustainably use the oceans, seas and marine resources for sustainable development.

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.