Lesson The Growling Stomach

Quick Look

Grade Level: 5

Time Required: 15 minutes

Lesson Dependency:

Quick Look

Grade Level:
5
Time Required:
15 minutes
Discuss this lesson

TE Newsletter

A photograph shows green plant with big leaves.
Looking for edible plants to survive in the Amazon!
copyright
Copyright © 2007 Piotrus, Wikimedia Commons CC BY-SA 3.0 http://commons.wikimedia.org/wiki/File:Vivid_greenish_plant_with_big_leaves.JPG

Summary

Continuing the "Lost in the Amazon" adventure engineering storyline, students investigate the types of plants and insects they might be able to find and eat in order to survive in the Amazon. They research various plants and insects, identifying characteristics that make them edible or useful for survival. At activity end, students create posters and present their findings to the class.

Engineering Connection

Engineers use their critical thinking skills to identify what criteria are important for success and what criteria are not important. Then they make design decisions based on these criteria.

Learning Objectives

After this lesson, students should be able to:

  • Investigate edible plants and insects that are found in the Amazon.
  • Research plants and insects to identify characteristics that make them edible or useful for human survival.

Introduction/Motivation

(Read aloud to the class the following continuation of the "Lost in the Amazon" storyline.)

After you break down the night's camp, you decide to walk around and see how your fellow engineers are doing. Everyone is packing away their supplies and getting ready for another adventurous day in the Amazon. You notice that the pilot is lying under a big leaf, fast asleep. He is still very weak but is starting to eat more.

"Grrrrr." You hear a low roar coming from your stomach and you realize that it is time for breakfast. You walk over to where a group of mechanical engineers, Ken, Daniel and Cari, are preparing today's breakfast.

"How is the food looking?" you ask.

"I think we will only have enough food left for one more day!" Cari responds looking troubled.

"I guess we will have to find some of food," Ken adds as he hands you a buttered roll and a can of apple juice.

In order to find food, you know that you will have to find plants or animals that are safe to eat, but how will you find them? What kind of plants or animals can you eat in the Amazon? Students can reinact this scenario by conducting the research based associated activity Finding Food in the Amazon.

Lesson Background and Concepts for Teachers

None for this lesson.

Lesson Closure

Lead a class discussion to ascertain student learning. Discussion prompts: What kinds of foods (plants, animals, insects, mushrooms) are found in the Amazon? Are any foods that you regularly eat available in the Amazon? Would you like a diet based on foods found in the Amazon? Why or why not?

Vocabulary/Definitions

food chain: A succession of organisms in an ecological system that depend on each other for food energy by consuming a lower organism in the chain and in turn, is preyed upon by a higher organism.

Assessment

Activity Worksheet: Have each group complete and hand in the Student Guide Worksheet found in the associated activity, Finding Food in the Amazon. Review their answers to gauge their depth of comprehension.

Subscribe

Get the inside scoop on all things TeachEngineering such as new site features, curriculum updates, video releases, and more by signing up for our newsletter!
PS: We do not share personal information or emails with anyone.

Copyright

© 2013 by Regents of the University of Colorado; original © 2005 Colorado School of Mines

Supporting Program

Adventure Engineering, Colorado School of Mines

Acknowledgements

Adventure Engineering was supported by National Science Foundation grant nos. DUE 9950660 and GK-12 0086457. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: June 13, 2019

Hands-on Activity Finding Food in the Amazon

Quick Look

Grade Level: 5

Time Required: 1 hour

Expendable Cost/Group: US $0.00

Group Size: 3

Activity Dependency: None

Quick Look

Grade Level:
5
Time Required:
1 hour
Group Size:
3
Discuss this activity

TE Newsletter

A hemp plantation in the UK.
Looking for plants that can be used for food.
copyright
Copyright © 2007 Nabokov, Wikimedia Commons http://commons.wikimedia.org/wiki/File:Hemp_plants-cannabis_sativa-single_3.JPG

Summary

Students investigate a variety of plants and animals common to the Amazon by conducting research. They determine the plant or animal characteristics that make them edible or useful for the trip and learn to categorize them by comparing similarities and differences.

Engineering Connection

Engineers use critical thinking skills to identify what criteria are important for success and what criteria are not important. Then they make design decisions based on these criteria.

Learning Objectives

  • Conduct a scientific investigation.
  • Research various plants and insects common to the Amazon rainforest.
  • Use data to construct a reasonable explanation.

Materials List

Each gr oup needs:

  • 3-4 notecards
  • Amazon Rainforest Pamphlet
  • 3-4 library books about the Amazon rainforest
  • 2 poster boards (or one per student)
  • art supplies, such as scissors, markers, paper

Worksheets and Attachments

Visit [www.teachengineering.org/curriculum/print/csm_lesson4_food_tg] to print or download.

Introduction/Motivation

See the Storyline in Lesson 4.

Procedure

  • The first step in this activity is to take the class to the library where you may want to read the scenario and then ask the groups to make a notecard (one per student or as the teacher sees fit). The questions on the worksheet are designed to encourage brainstorming and possible ideas for the poster presentation. You may want to discuss them as a class after students have finished gathering information.
  • Below is a list of books you may suggest to students or have in the classroom to aid in their research. Encyclopedias and the Internet are also good resources.

Suggested Books: Piranhas and Other Wonders of the Jungle by Q.L. Piere; The Great Kapok Tree by Lynne Cherry; Nature's Green Umbrella: Tropical Rainforests by Gail Gibbons.

  • Make sure each student has identified his/her own organism to research and present to the class.
  • Either have each group present its organisms on one poster, or have students each do a poster for his/her organism.
  • It is suggested to split up the presentation sessions into two 30-45 minute intervals. Display the final products around the classroom to help create an Amazon rainforest environment.

Assessment

Worksheet: Have each group complete and hand in the worksheet. Review their answers to gauge their depth of comprehension.

Subscribe

Get the inside scoop on all things TeachEngineering such as new site features, curriculum updates, video releases, and more by signing up for our newsletter!
PS: We do not share personal information or emails with anyone.

Copyright

© 2013 by Regents of the University of Colorado; original © 2005 Colorado School of Mines

Supporting Program

Adventure Engineering, Colorado School of Mines

Acknowledgements

Adventure Engineering was supported by National Science Foundation grant nos. DUE 9950660 and GK-12 0086457. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: May 25, 2017