SummaryThe Lost in the Amazon unit is a series of minds-on and hands-on STEM activities based on an adventure scenario set in the Amazon rain forest in Brazil. Students imagine themselves to be a team of EnviroTech engineers returning to the U.S. from a conference in Brasilia, Brazil. When their plane crashes deep in the jungle, they work in groups to overcome various obstacles in their quest to survive and reach the nearest city as quickly and safely as possible. Motivated by this adventurous theme, students discover, learn and apply the following: 1) research and classification of plants and insects; 2) general categorizing skills; 3) process skills: problem solving and critical thinking; 4) scientific testing and experimentation; 5) materials properties.
Engineers work in teams to invent and develop solutions to problems. Following the steps of the engineering design process, engineers first identify and define the problem or challenge. They gather information and conduct research to learn about the topics related to the problem, and they brainstorm and propose multiple possible solutions. Engineers evaluate the various potential solutions and select one that best meets the criteria for success. Testing is often done to verify that the proposed solution will solve the problem or challenge. The Lost in the Amazon unit provides a project framework in which student teams act as engineering teams to solve a number of challenges using the engineering design process.
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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.
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? Thanks for your feedback!This standard 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. 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. People's needs and wants change over time, as do their demands for new and improved technologies.
Through seven lessons and nine activities, students are guided through navigation, exploration and survival situations based in the Amazon rainforest.
The Lost in the Amazon unit provides a hypothetical scenario script to guide student teams from lesson to lesson and provide motivation for the activities. Each scene may be read aloud by the teacher to the class or students can take turns reading the scenarios out loud. Students can assume roles and act out the scenes within their groups. Working in teams encourages students to brainstorm and creatively problem solve.
Student handouts are provided to guide students through each activity; they include answers, where applicable. As with many engineering challenges, some questions are open-ended and thus, have multiple answers; in general, any answer is acceptable as long as it can be adequately justified.
The investigative, exploratory and problem solving nature of the unit is closely aligned with Colorado science standards 1, 2, 3 and 5 and mathematics standards 1, 2, 3, 4 and 5.
The ideal implementation of this curricular unit is for students to complete the activities in sequence. However, each activity is self-contained and can be conducted on its own.
Worksheets and Attachments
Other Related Information
To set the scene and convey the nature of a rainforest at the beginning of the unit, show the class a video or photographs about the Amazon or another rain forest. Useful websites for information, maps and photos relating to rain forests and the Amazon include: http://www.pbs.org/journeyintoamazonia/ and http://www.junglephotos.com/amazon/.
Copyright© 2013 by Regents of the University of Colorado; original © 2005 Colorado School of Mines
Supporting ProgramAdventure Engineering, Colorado School of Mines
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: September 18, 2018