Quick Look
Grade Level: 5
Time Required: 1 hour
Expendable Cost/Group: US $7.30
Group Size: 3
Activity Dependency: None
Subject Areas: Earth and Space
NGSS Performance Expectations:
| 3-5-ETS1-1 |
| 3-5-ETS1-2 |
Quick Look 
- Grade Level:
- 5
- Time Required:
- 1 hour
- Group Size:
- 3
- Subject Areas:
-
Earth and Space -
NGSS Performance Expectations:
3-5-ETS1-1 3-5-ETS1-2
Summary
Student groups use kite string and wax paper shaped as leaves to build shelters to protect them from the rain. Then they test the shelters for durability and water resistance.Engineering Connection
Through this lesson and activity, student teams complete the engineering design process used by practicing engineers including constructing and testing their designs. When faced with a challenge, engineers evaluate various potential solutions and select one that best meets the criteria for success.They build and test it, revising it until an acceptable solution is achieved.
Learning Objectives
- Learn about the characteristics, and make qualitative observations, of plants found in the Amazon rainforest.
- Design and build a model shelter from "local" materials.
Educational Standards
Each TeachEngineering lesson or activity is correlated to one or more K-12 science,
technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN),
a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics;
within type by subtype, then by grade, etc.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.
NGSS: Next Generation Science Standards - Science
| NGSS Performance Expectation | ||
|---|---|---|
|
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. (Grades 3 - 5) Do you agree with this alignment? |
||
| Click to view other curriculum aligned to this Performance Expectation | ||
| This activity focuses on the following Three Dimensional Learning aspects of NGSS: | ||
| Science & Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
| Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Alignment agreement: | Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. Alignment agreement: | People's needs and wants change over time, as do their demands for new and improved technologies. Alignment agreement: |
| NGSS Performance Expectation | ||
|---|---|---|
|
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. (Grades 3 - 5) Do you agree with this alignment? |
||
| Click to view other curriculum aligned to this Performance Expectation | ||
| This activity focuses on the following Three Dimensional Learning aspects of NGSS: | ||
| Science & Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
| Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. Alignment agreement: | Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. Alignment agreement: At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.Alignment agreement: | Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands. Alignment agreement: |
International Technology and Engineering Educators Association - Technology
-
Models are used to communicate and test design ideas and processes.
(Grades
3 -
5)
More Details
Do you agree with this alignment?
State Standards
Colorado - Science
-
Each plant or animal has different structures or behaviors that serve different functions
(Grade
2)
More Details
Do you agree with this alignment?
-
All living things share similar characteristics, but they also have differences that can be described and classified
(Grade
4)
More Details
Do you agree with this alignment?
-
Create and evaluate models of plant and/or animal systems or parts
(Grade
5)
More Details
Do you agree with this alignment?
Materials List
Each group needs:
- 1 sheet of wax paper, approximately 12-in x 12-in
- Amazon Plant Leaves Template
- kite string, 2 feet
- 45+ hole punch reinforcers (1 sheet) or masking tape cut into small pieces approx. ¼" x ¼"
- 5 popsicle sticks
- 1 Dixie Cup or small bowl
- Student Guide Worksheet
Each student needs:
- 1 cake tray
- 1 clay or sticky putty packet
Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/csm_amazon_lesson3_activity1_tg] to print or download.Introduction/Motivation
Refer to the storyline provided in the Introduction/Motivation section of the associated lesson 3.
Procedure
- Give groups a time limit for setup in each step of testing their shelters.
- Collect any leftover wax paper, which limite students to use only the leaves they cut out.
Assessment
Worksheets: Have student groups complete and hand-in activity worksheets.
Activity Extensions
Prior to building the shelters, have students cut out some of the leaves to scale (using green butcher paper or similar) to help them understand how large some of these leaves really are. You might decorate your classroom in an Amazon rainforest theme, or even have the class construct a life-sized shelter using large dowel rods, string, tape and the paper cut-outs. Students remember the variety of plants better if they see how large the plant leaves can grow.
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As part of the continuing adventure scenario for this unit, students build shelters to protect themselves from the rain. After the shelters are built, the class performs durability and waterproof testing on the shelters.
Copyright
© 2013 by Regents of the University of Colorado; original © 2005 Colorado School of MinesSupporting Program
Adventure Engineering, Colorado School of MinesAcknowledgements
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 NSF, and you should not assume endorsement by the federal government.
Last modified: March 22, 2019
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