Chapter 5

Survival with Donkey Kong

Lesson Overview

Title: Animal Kingdom Exploration: Survival with Donkey Kong and Friends
Subject: Science
Age Group(s): First Grade (6–7 years old)
Tags: animal adaptations, life science, Donkey Kong, gamification, structure and function, parent-offspring behavior, biomimicry

Description:
In this lesson, students will observe gameplay from Donkey Kong Country to explore key life science concepts. By watching Donkey Kong and his animal friends navigate an underwater environment, students will learn how animals use their external parts for survival and how older animals help protect younger ones.

Lesson Plan

Standards Aligned

  • 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
  • 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
  • 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Learning Objectives

Students will be able to:

  • Identify an external part of an animal from the game and describe its function for survival.
  • Observe and describe the similarities and differences between Donkey Kong and Diddy Kong.
  • Explain how the actions of a larger, more experienced character help a smaller character survive in the game.
  • Brainstorm a human tool inspired by an animal's external part shown in the video.

Notes

  • Before the lesson, introduce or review key vocabulary: structure (a part of something), function (what it does), survival (staying alive), and mimic (to copy).
  • Clarify the relationship between Donkey Kong and Diddy Kong for the students.
  • Explain that while they aren't father and son, they are like an older and younger pair, where the older one (Donkey Kong) looks out for his "little buddy" (Diddy Kong).
  • This analogy helps connect to the parent/offspring standard (1-LS1-2).

Materials Needed

  • Projector or large screen to display the gameplay video
  • Gameplay video clip (0:00–0:27)
  • Whiteboard or chart paper and markers
  • Student science notebooks or paper and pencils
  • (Optional) "Design a Tool" worksheet where students can draw a human invention based on an animal part

Lesson Duration

Total Time: 45 minutes

Phase Duration Activity
Introduction 5 mins Introduce the topic of animal survival and key vocabulary
Gameplay & Guided Inquiry 15 mins Play the video clip 2–3 times; facilitate whole-class discussion
Activity & Application 15 mins Students work in pairs or small groups on drawing/writing task
Wrap-up & Assessment 10 mins Share group findings and complete an exit ticket

Teaching Methods

  • Gamification: Using the video game clip as the primary media to engage students and introduce concepts.
  • Inquiry-Based Learning: Posing questions to guide student observation and critical thinking about the gameplay.
  • Collaborative Learning: Using "Think-Pair-Share" for students to discuss their observations before sharing with the larger group.

Assessment Methods

Formative (Observation): Teacher observation during class and group discussions. Student answers to guiding questions will reveal their initial understanding.

Summative: Students will draw and write about an animal structure/function in their notebooks or on a worksheet.

Exit ticket question: "Name one way an animal in the video used its body to survive."

Lesson Content

I. Key Teaching Points

  • Point 1: Animals have special external parts (structures) that help them do things (functions) like move, find food, and stay safe.
  • Point 2: Young animals often look like their parents or older relatives, but they also have differences in size, color, or other features.
  • Point 3: Parent animals (or older, protective figures) use behaviors like guiding and protecting to help their young survive.

II. Practical Examples

For Teaching Point 1 (Structure and Function):
At the start of the video, Donkey Kong is riding Enguarde, a swordfish. The teacher can pause the video between 0:09–0:12 where Enguarde uses his long, pointed bill (structure) to poke and defeat enemy piranhas (function). This directly demonstrates how an animal's external part is used for protection and survival. The teacher can ask, "What body part did the swordfish use to protect Donkey Kong? What did it do?"

For Teaching Point 2 (Like, But Not Exactly Alike):
Throughout the video, Donkey Kong and Diddy Kong are swimming together. The teacher can pause at any point where they are both clearly visible (e.g., 0:05 or 0:15). Ask students: "How are Donkey Kong and Diddy Kong the same?" (e.g., both are primates, have fur, swim). Then ask, "How are they different?" (e.g., Donkey Kong is much bigger; Diddy Kong is smaller and wears a red hat and shirt). This provides a clear, evidence-based account for standard 1-LS3-1.

For Teaching Point 3 (Patterns of Behavior for Survival):
The entire video shows Diddy Kong following closely behind Donkey Kong. Donkey Kong, riding the powerful swordfish, leads the way through the dangerous underwater maze, clearing out enemies like the piranhas (0:11) and navigating tight spaces (0:16–0:18). This pattern of behavior — the larger, more capable character leading and protecting the smaller one — ensures Diddy Kong's survival. The teacher can ask, "Who is leading the way? How does this help the smaller monkey stay safe?"

End of Lesson