You will learn
- Research solutions.
- Evaluate sources.
- Use biomimicry.
- Credit sources.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Research prevents reinventing the wheel.
- Sources should be reliable.
- Nature gives ideas.
- We credit sources.
Words to know
finding out information from sources
copying ideas from nature to solve problems
where information comes from
naming where an idea came from
1. Discover: The kingfisher train
Japanese engineers needed a quieter high-speed train. They studied the kingfisher’s beak, which dives into water with little splash, and redesigned the train’s nose. “Nature has had millions of years to test designs,” says Mr Boadu.
Think: What animal could inspire a better umbrella?
2. Understand: Research
Idea 1: Where to look
Research existing solutions in books, museums, interviews with experts and reliable websites. Compare how they work, what they cost and what their weaknesses are.
Idea 2: Reliable sources
Check who wrote it, when, whether others agree and whether evidence is given. Prefer schools, universities, museums and science organisations over unknown posts. Always credit each source.
Idea 3: Nature
Biomimicry copies nature: Velcro came from burrs, bullet trains from kingfishers, and wind-turbine blades from whale fins.
3. Worked examples
Example 1 (I show you): Rate
Source.
- Author.
- Date.
- Evidence.
Answer: Reliable.
Example 2 (We do it together): Match
Nature and design.
- Burr.
- Velcro.
- Idea.
Answer: Biomimicry.
Example 3 (You try): Record
Credit.
Show the steps and answer
- Title.
- Author.
- Date.
Answer: Citation.
Did you know?
Velcro was invented in 1941 after George de Mestral noticed burrs sticking to his dog.
Why this matters
Research saves time and leads to better solutions.
4. Explore: Nature gallery
Choose an animal or plant feature, sketch it, and explain how it could inspire a solution to a problem you wrote earlier; credit your sources.
- Choose a feature.
- Sketch.
- Link to the problem.
- Credit.
Think about it: what did you notice?
What did you notice? Nature offered several ideas for one problem.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ is finding information from sources.
- ___ copies ideas from nature.
- A ___ is where information comes from.
- To ___ a source is to name it.
Guided practice
Question 1. What is research?
Finding information.
Question 2. Biomimicry?
Copying nature.
Question 3. Velcro from?
Burrs.
Independent practice
Level 1: Start
- What is research?
- Biomimicry?
- Velcro from?
- A reliable source?
- Why credit?
Level 2: Grow
- Why check sources?
- Why research first?
- Why nature?
Level 3: Stretch
- Find three solutions.
- Rate.
- Sketch.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Explain how a natural feature inspired an invention.
Show a sample answer
Name the source.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Check.
Fix: We do.
8. Lesson summary and revision card
- I can research solutions.
- I can evaluate sources.
- I can use biomimicry.
- I can credit sources.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Research prevents reinventing the wheel.
- Sources should be reliable.
- Nature gives ideas.
- We credit sources.
11. Next lesson
Next lesson: Creating models. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define research and biomimicry. [2 marks]
- Describe how to check a source. [3 marks]
- Explain one biomimicry example. [3 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Author [1]; date [1]; evidence [1]
- Nature feature [1]; invention [1]; link [1]
- Any [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is research?
- Biomimicry?
- Velcro from?
- A reliable source?
- Why credit?
- Why check sources?
- Why research first?
- Why nature?
- Find three solutions.
- Rate.
Homework
Find and credit one existing solution to your problem.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is research? | Finding information. | 1 |
| 2. Biomimicry? | Copying nature. | 1 |
| 3. Velcro from? | Burrs. | 1 |
| 4. A reliable source? | Expert. | 1 |
| 5. Why credit? | Honesty. | 1 |
| 6. Why check sources? | Accuracy. | 1 |
| 7. Why research first? | Save time. | 1 |
| 8. Why nature? | Tested designs. | 1 |
| 9. Find three solutions. | Table. | 1 |
| 10. Rate. | Chart. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Finding information.; 2 Copying nature.; 3 Burrs.; 4 Expert.; 5 Honesty.. Level 2: 1 Accuracy.; 2 Save time.; 3 Tested designs.. Level 3: 1 Table.; 2 Chart.; 3 Drawing..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Research solutions | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Evaluate sources | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use biomimicry | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Credit sources | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Any website is reliable.” Check.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Research and credit sources.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to research safely and to credit sources. You do not need to be an expert to help.
- Supervise online research.
- Ask “How do you know?”
- Protect personal data.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: research solutions; evaluate sources; use biomimicry; credit sources.
Prerequisite knowledge. Grade 5 ideas: the engineering design process, testing and improving a solution.
Materials. Library books, approved websites, notebook. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Bookmark safe sites.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Show Velcro and ask, “Where did this idea come from?”
Explanation (10 min). Teach research.
Guided activity (10 min). Learners research.
Independent activity (10 min). Learners sketch.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What solutions exist? Which sources can I trust?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Any website is reliable.” Check.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Research and credit sources. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 6 Unit 11, topic 4; Next Generation Science Standards, engineering design; Cambridge Lower Secondary Science, thinking and working scientifically; IB Primary Years Programme, how we organise ourselves. These sources informed the lesson.