Part of the Geographic Education and Technology Program's collection of lesson plans.

BRAZIL

Mary J. Haynes

Table of Contents:

LEARNING OUTCOMES

Location and Climate
The learner will:

Journey through the Emerald Rain Forest
The learner will:

Jivaro Tribe
The learner will:

Sao Marcos The learner will:

REFERENCES

ACTIVITIES

Location and Climate

1. North, South, East, West:  Brazil is My Quest
2. How Big Am I?
3. When You're Hot, You're Hot
4. From Emerald Forest to Golden Plateau


Journey Through the Emerald Forest

5. Habitat for All
6. Rainbow of Flowers
7. Everything is Coming Up Rosy Periwinkles
8. Rainforest Terrariums
9. Fluttering Feathered Friends
10. World in the Sky
11. Myriad of Creatures
12. Amazon Adventure
13. Mr. and Mrs. Piranha:  Greater Than and Less Than
14. Time to Feed Missy Macaw

Jivaro Tribe

15. Jivaro Jungle Mlocas
16. What's for Dinner
17. Making a Living
18. Weaving
19. Pottery
20. Clothing
21. Children at Play

Sao Marcos

22. Living in Sao Marcos
23. Housing
24. Making a Living
25. Food
26. Sucos Shop
27. Coco Rallado (grated coconut)
28. Confeitarias (Pastry Shop)
29. Almoco Canja (Lunch)
30. Feijoada (black bean stew)
31. Just for Fun
32. Futebol (Soccer)
33. Counting in School
34. Celebrations- Carnival Time
35. Tambourine Fun
36. Making Maracas
37. Na Bahias Tem
38. Gauco
39. Mama Paquita

ACTIVITY 1 North, South, East, West: Brazil is My Quest

Materials

Procedure

  1. Ask students questions to determine their knowledge of Brazil.
  2. To generate interest, read a story about Brazil. Ask students to discuss and describe literature that has been read to them.
  3. On a map or globe, locate the setting of the story. Have students demonstrate their knowledge of literature that has been read to them.
  4. Use world map or globe (use world ball if available) to show the location of Brazil relative to Florida.
  5. Using the map or globe, have students identify the Atlantic Ocean as east of Brazil.
  6. Have students identify the locations of at least three countries relative to Brazil.
  7. Close with the following cheer: "North, South, East, West: Finding Brazil is My Quest".

Extensions

Evaluation

ACTIVITY 2 How Big Am I ?

Materials

Procedure

  1. Using world map or globe, students will locate Brazil and Florida.
  2. General discussion on physical shape of Brazil and Florida to explain how they are similar or different. Review characteristics of geometric forms.
  3. Students will use maps of Brazil and Florida to cut out and compare size of their masses. Refer to map handouts.
  4. Using maps of South America, each student will identify the largest country by coloring it red and the smallest country by coloring it yellow. Use maps provided.

    Enrichment: Students may create their own key for smallest and largest country.

Extensions

Evaluation

ACTIVITY 3 When You're Hot, You're Hot!

Materials

Procedures

  1. Using a wall map of the world, show the location of the equator.
  2. To demonstrate the concept of the equator, have students stand in a circle shoulder to shoulder facing out. Teacher places yarn around the circle and students hold it about waist-high, to represent the equator. Students slowly move in a clockwise direction. As they move, the teacher shines the flashlight directly on the yarn to emulate the rays and the warmth of the sunlight on the earth.
  3. Generate discussion by asking such questions as: Where on your body did you feel the heat? Why did you feel the heat there? How much of the warmth did you feel on your head? On your feet?
  4. Draw a circle on the board and place a symbol where the North and South Poles would be located on a globe. Draw a line to represent the equator. Tell the students that this represents the yarn they held. The North Pole represents their heads and the South Pole represents their feet. Have the students place red stickers on the line that was the hottest, blue stickers on the symbols that would have been the coldest, and yellow on the warm areas.

Extensions

Evaluation

ACTIVITY 4 From Emerald Forest To Golden Plateau

Teacher Background

Amazon region: This region covers the northern and western part of Brazil. It has a humid tropical climate. Dense forests have limited settlement and make transportation difficult. Rivers are the main means of transportation in the Amazon Basin.

Brazilian highlands: This is a region of old, heavily eroded mountains that rarely rise above 9,000 feet and is located on the east coast of Brazil.

Brazilian plateau: This region is a vast upland plain found west of the coastal highlands.

Materials

Procedure

  1. Read a story to generate interest about the regions of Brazil (See bibliography for suggested stories).
  2. Ask students to discuss and describe literature that has been read.
  3. On large world map, locate the origin of the story. Review cardinal directions and concepts.
  4. Using a map, show the location of several different regions in Brazil: Amazon Region, Brazilian Highlands, Brazilian Plateau.
  5. Using the regions of Brazil map have students work in groups and color in the three land regions and label the Amazon River.
  6. Review the completed map of regions by calling groups of students to discuss regions.

Extensions

Evaluation

ACTIVITY 5 Habitat for All

Teacher Background

The layers of the rain forest consist of the following:

Forest Floor: The soil is infertile and thin, yet many creatures live in and use this damp, dim layer to hunt for food. This layer is made of fungi, mosses, and decaying leaves. It is populated with ocelots, ta-pirs, jaguars, snakes and butterflies, to name a few.

Bushy Understory: This layer is made up of scrubs, ferns, small palms, and small plants. It is populated with monkeys, ants and snakes.

Canopy: This interwoven layer is made of intertwined branches and lianes (vines). The canopy which reaches 70-90 feet high is filled with birds. Monkeys, snakes, sloths and other creatures also make their way up the canopy.

Emergent: The top layer is made up of tall, ancient trees that rise above the rain forest's canopy. This layer is home to a variety of birds and butterflies. Some ancient trees can reach heights of 200 feet.

Materials

Procedure

  1. Read At Home in the Rain Forest, or literature related to the rain forest.
  2. Use story to weave an "imaginary journey" to the emerald forest of Brazil:

    " On this journey we will share the rain forest with a myriad of creatures and plants with all the colors of the rainbow. As we travel deeper into the emerald forest, we will become a member of a very special Indian tribe, the Amazonian Jivaros. The journey to our new village will take us through the rain forest ecosystem, which has more variety than the ocean. The rain forest is made of four basic layers. Each layer is a mini-system. Some creatures go from layer to layer, others live in just one. Each layer is dependent on the other one".

  3. On board illustrate the four basic layers or show study prints, if available. Review layers and explain that over the next couple of days the class will create a mural of a rain forest near its new village.
DAY 1:
  1. Divide class into 4 groups of students; each group will explore one different layer of the rain forest. Have resource materials available.
  2. Group 1: Forest Floor Using 12"-by-18" construction paper this group will paint or color mosses, mushrooms, leaves, and small ferns.
    Group 2: Scrub Understory. On 12"-by-18" construction paper students will paint or color seedlings, ferns, bushes, scrubs, and small palms.
    Group 3: Canopy Working on 18"-by-24" manila paper this group will paint or color trees horizontally on paper. Provide study prints of trees and lianes (vines).
    Group 4: Emergent Layer On 18"-by-24" manila paper this group will be responsible for painting or coloring large tall trees vertically on paper. Provide study prints of tall trees.

  3. Allow paintings to dry overnight.
DAY 2:
  1. Students will cut out painted or colored plant life.
  2. Students will sort and categorize different plant forms into the 4 basic layers of the rain forest.
  3. Using bulletin board paper as a backdrop, have students demonstrate where each layer should be placed. Starting with the emergent layer, glue onto the bulletin board paper each remaining layer in the correct sequence.
  4. Have students review and describe completed mural of the rain forest ecosystem.

Extensions

Evaluation

ACTIVITY 6 Rainbows of Flowers

Materials

Procedure

  1. Teacher: set up classroom display of tropical rainforest plants that bloom or arrange for a presentation from the Orchid Society or Bromeliad Society from your local city.
  2. Describe the bromeliad plant, which is a member of the pineapple family. A bromeliad seed is dropped by a bird into a crook of a tree limb, where it "nests". The plant opens up like flowers with a circular pattern of strong, broad leaves, which form a bowl that collects rainwater. This tiny pool forms a home to snails, salamanders, frogs and crabs.
  3. Describe the orchid plant to the class. Orchids cling to trees and draw water from their surfaces. These exquisite colorful flowers attract beautiful butterflies and hummingbirds who act as pollinators as they sip the flowers' nectar.
  4. Have students compare and contrast these two different plants. Both are epiphytes; plants that derive moisture from air and rain. How are they similar and/or different?
  5. Write on chart paper the following: 
    Orchids - Bromeliads

broad leaves
colorful flowers
thin long leaves
colored leaves
single bloom
multiple blooms
grows in dirt
lives on trees
    Students may add categories if necessary.

  6. As students respond to each observation, the teacher will mark appropriate line.
  7. Discuss observation results.
  8. Students will draw with a black crayon either a bromeliad or orchid on watercolor paper and then paint using watercolors. When dry, teacher can mount using art work for a classroom art gallery which features Brazilian folkart.

Extension

Evaluation

ACTIVITY 7 Everything is Coming Up Rosy Periwinkles

Teacher Background

Many tropical plants contain natural ingredients that can be used for medicine. To date over 3,000 plants have been identified as having anti-cancer properties; of these, 70% live in the rain forest. The rosy periwinkle produces a substance used to counteract leukemia in children. This tropical plant allows a child with lymphocytic leukemia a 99% chance of remission, compared to 20% before the drug was discovered. This substance is also being used to fight Hodgkin's disease, cervical cancer, and breast cancer.

Materials

Procedure

  1. Discuss the importance of tropical plants in fighting cancer. Explain that out of the 3,000 plants found to fight cancer, 70% live in the rain forest environment.
  2. Draw a circle on the chalkboard and shade in 70% of the area to demonstrate that 70% of the cancer-fighting plants live in the rain forest. (Divide circle into 10 equal pie pieces and shade in 7.) Generate a discussion on the importance of saving the rain forests around our Earth.
  3. Generate the concept that the growth and use of plants are an important part of the environment: they produce oxygen, provide food for animals, and provide medicine for people.
  4. Explain that the class is going to explore the stages of growth in a plant from seed, to seedling and to mature plant. Integrate this activity with your science curriculum.
  5. Review the stages of growth with the students.
  6. Ask the students to explain to you the steps involved in planting seeds. If no one has planted seeds before, explain to them the steps involved in planting the seeds.
  7. Have each student plant their periwinkle seeds in their cups.
  8. Close the lesson by stating that light and water are necessary for normal plant growth.
  9. Either send the planted seed cups home or use them as a class project.

Extensions

Evaluation

ACTIVITY 8 Rain Forest Terrariums

Teacher Background

A Terrarium and Why it Works

Plants will not suffocate in a closed container because they can use the same air over and over again. In daylight, plants take in carbon dioxide and give off oxygen. Using carbon dioxide and light plants produce food. At all times plants use food and oxygen to produce energy, which turns into carbon dioxide again. Water is also recycled in a terrarium. This happens as plants take water from the soil and then release it through their leaves as water vapor. In a closed container, this vapor turns into water droplets. The water drips back into the soil to be used all over again.

Discuss how the rain forest helps the whole Earth's ecosystem as it continues to function as a closed environment. Use the air in the bottle to simulate the Earth's atmosphere. The plants change carbon dioxide into oxygen and the Amazon Rain Forest sends the fresh air out to the whole world.

Materials

Procedure

  1. Directions for making terrariums.
    1. Rinse out the plastic soda bottles.
    2. Cut the plastic bottle about midway. You will use only the rounded clear part for this project (Save the top part for a funnel to use in a different project or recycle it.)
    3. Pull the colored bottom away from the clear plastic.
    4. Fill the colored plastic bottom of the bottle with soil.
    5. Arrange the plants in the soil. Drop seeds around the soil.
    6. Add about one-eighth of a cup of water to the soil.
    7. Place clear plastic rounded part tightly on colored bottom.
    8. Do not open again. The water cycle will be working.
  2. Display the terrariums on a window ledge.
  3. Students can note the plant growth by taking daily measurements on the outside of the bottle.
  4. Check the water cycle by moving the terrariums into the sun and then into the shade. They will see condensation form inside the bottle and then watch as the water drops fall back down into the miniature rain forest.
  5. Practice predicting and observation skills as the rain forest begins to thrive.
  6. When the unit is finished, plant the seedlings in a larger space.

Extension

Evaluation

ACTIVITY 9 Fluttering Feathered Friends

Teacher Background

Brightly colored rain forest birds use their hues to attract mates. Splashed with bold beautiful markings, birds such as the toucan, parrot, macaw, rufous motmot, flamingo, hornbill, and hummingbird provide a display against the emerald green backdrop of the forest. 2,600 species of birds are found in the rain forest.

Materials

Procedure

  1. Discuss photographs of birds, how they are similar/different. Encourage all students to participate in discussion.
  2. Explain that the class is going to make papier-mache birds. Divide class into small groups, no more than 5 in a group. Each group will choose a bird to make.
  3. Have balloon forms ready to use. One large oval balloon for the body, one small round balloon for the head.
  4. Tape the head and body using masking tape.
  5. Pour the starch into a low bowl. Place each strip of newspaper in the starch holding on to the end of the strip. As you remove the strip, let it rub over the edge of the bowl to remove excess starch. Place the strip over the balloon. Continue until all of the balloons are covered with newspaper strips.
  6. Take strips of brown paper towels and follow the above steps.
  7. Allow the papier-mache to dry. Rotate resting place to insure that the bird is dry all over. This may take 3 to 4 days.
  8. Make a beak out of posterboard rolled into a cone shape. The size of the beak is determined by the type of bird that the group is making. Tape the beak to the head of the bird.
  9. Have the students working in each group paint their birds to represent the actual tropical bird chosen. When this is dry, use feathers to add the crowns, wings, and tail feathers.
  10. Display by hanging from ceiling.

Extensions

Evaluation

ACTIVITY 9 (Alternative) Wild in the Sky

Materials

Procedure

  1. Read books to generate interest.
  2. Discuss the stories by having the students retell them.
  3. Explain that the students are going to create Brazilian tropical birds.
  4. Have large and small oval construction shapes ready for students to choose from.
  5. Provide construction paper to use for feathers. Demonstrate what students will be doing by showing the steps to follow in making the bird.
  6. Demonstrate to the students how to make feathers by tearing construction paper.
  7. Cut out a shape and style of beak and glue to the head of the bird. Cut out the wings and glue to the body. Glue the head and the body together.
  8. Glue the feathers to the bird's body. Make sure you do not forget the crown and the tail feathers.
  9. Add long strips of black paper for the legs. This is very colorful when the students paint designs of the legs.
  10. Review the parts of the bird. Is anything missing? Oops, don't forget the eyes. Display the birds in your Brazilian Art Gallery.

ACTIVITY 10 Myriad of Creatures

Teacher Background

Study Guide for Rainforest Animals

Mammals
1. Baird's Tapir: Tapirs are related to horses. They are large, stocky and almost
hairless. Tapirs are colored grayish black with pale undersides.

2. Giant Anteater: This animal reaches a length of 5 feet. The coat color is gray-
brown, with a black throat and black stripe on the shoulder.

3. Jaguar: This is the largest cat, it is called El Tigre. It is a rich tan color with
brown spots bordered by black.

4. Margay: The margay's markings look like spots and it is about 3 feet long. It
can climb trees.

5. Red Uakari: This is the oddest monkey. It has a naked red face. The fur is
reddish.

6. Three-toed Sloth: Sloths are very slow moving. Their bodies are made to hang
upside down. Green algae grows on the fur giving it a green appearance.

7. Red Squirrel: They have a reddish brown fur, especially on the bushy tail. They
feed on fruit and nuts.

8. Paca: Pacas are about the size of a house cat. They are reddish with rows of
white stripes along their sides and a white belly.

Reptiles
1. Anaconda: This is the largest of the constrictor snakes, it is a golden color.
They can reach 30 ft.

2. Iguana: It begins life as a greenish color but turns grayish black by the time it
reaches 5 feet.  They eat plants and fruits.

3. Basilisk: This lizard resembles a small dinosaur.  They can run very fast.

Birds
1. Amazonian Umbrellabird: This bird is 20 inches long and all black.

2. Rufous Motmot: This is a 18 inch long motmot. It has a reddish head and
breast and a black mask.

3. Keel-billed Toucan: This is a large colorful bird. It is mostly black with a
white rump, bright red beneath the rump and yellow throat and breast. The bill
is yellow-green with an orange blaze and a red tip.

4. Emerald Toucanet: This is a green bird with reddish brown below the tail and
a black and yellow bill.

5. Hoatzin: They resemble prehistoric birds. They can swim and use their claws
to climb.

6. Sunbittern: This is a slender bird mostly reddish with black bars. The wings
reveal bright red and black patches.

7. Ruby-Topaz: This is one of the world's 330 species of hummingbirds that are
found in the Americas. It is a 3 inch brightly colored example. They have a bright
red head and orange throat.

8. Long-tailed Sylph: This is a long-tailed 7 inch hummingbird. Males are bright
green with turquoise streamerlike tails.


Amazon River Wildlife
1. Bouto: The bouto is a freshwater dolphin. The are about 3-5 feet long. They
are a pink color.

2. Lungfish: The South American lungfish grows to a length of 12-15 inches. It
can gulp air to breath.

3. Giant Otter: This otter can reach a length of 7 feet. They are a brownish gray
color. Anacondas prey on the otter.

4. Spectacled Caiman: Caiman resembled the alligator. They are a greenish
brown color.

5. Piranha: This is a colorful 14-inch red and metallic blue fish that eats meat.
Piranhas have extremely sharp teeth.

6. Electric Eel: The Amazoniam eel can reach a length of 6 feet. It has a very
strong volt of electricity. Such a jolt could knock down a cow.

Materials

Procedure

  1. Teacher explains to students about writing "A Field Guide to the Rain Forest Mammals". This activity will be used to reinforce handwriting skills. Teacher writes short narrative on one mammal each day on chalkboard.
  2. Each student will design a folder cover for their field guide. Folder will be used to store narrative, which is written daily.
  3. Describe and discuss each mammal that the students write about daily. Students copy narrative on creative handwriting paper and color the animal.
  4. Divide students into small groups to review and discuss completed field guide.

Extensions

Evaluation

ACTIVITY 11 Amazon Adventure

Teacher Background

The Amazon River is over 4,000 miles long. There is no single source for the river. It captures water from hundreds of streams and lakes, 15,000 feet high in the Andes Mountains. It travels eastward across the continent. It tumbles down the mountainsides in a rush of white, foaming water. A boat journey is impossible at this point. As the river reaches jungle level, it slows down. Halfway along its length it reaches Manaus, the largest city in the Amazon River region. In the lowland areas of the Amazon Basin it is hot and humid, with daily rain. The river floods the jungle sometimes to a depth of 40 feet or so. At the end of its course, the Amazon drops its load of silt to form a group of islands. This area is called a delta. Where the Amazon meets the Atlantic, it measures 200 miles from one bank to the other. At the mouth is the port, Belem. This port handles all the boats that sail up the Amazon. The Amazon is navigable by ocean-going ships for about 2,300 miles from its mouth.

Materials

Procedure

  1. Show parts of video on the Amazon River (if available).
  2. Using guided imagery continue our journey to the village deep in the rain forest, now sail on a Jangada (raft), west up the Amazon River searching for the trail that will lead to the village. As we float on the mighty Amazon we pass gigantic Victoria water lilies over 5 feet across blooming with large white flowers. We might spy a golden 30 foot anaconda among the lilies. If we are very quiet, we might see the giant otter, which is over 5 feet long. Sunning on the river bank the caiman may be resting.

    With over 2,400 species of fish swimming in the waters of the Amazon you are not sure what is underneath our Jangada. A few of the fish you might view: electric eels can reach up to 6 feet long, piranhas are colorful red and blue with sharp teeth. They are about 14 inches long. The bouto is a freshwater dolphin about 3 to 5 feet long and pink in color. The arapaima can grow to be 10 feet long and weigh 300 pounds. Sting rays have flat bodies and hide in the sand.

    As we glide along we hear an odd mixture of screeching insects, birds and animals, followed at times by a sudden unexpected moment of silence. Before we know it, we see a clearing in the lush jungle and the Indians standing on the river's edge greeting the new members of their tribe.

  3. Have students orally retell journey up the Amazon River. As students sequence the events, teacher writes on chalkboard. Review what you have written by having students read events that are in sequence.
  4. Using a large map of Brazil demonstrate location of the Amazon River. Using a string demonstrate length of the Amazon River by holding one end to the mouth and the other end to the source of the Amazon River.
  5. Have students place string on map of the United States from coast to coast. Generate discussion on length of the Amazon River compared to the length of the U.S.A.
  6. If you placed the string on map showing your city, how far north could you travel with the string? How far south would the string reach? How far west would it reach? What direction did we not try? (east)
  7. Review the journey up the Amazon River. Reread sequential events written on the chalkboard.
  8. Using bulletin board paper each student will paint a fish found in the Amazon River. Fish will be stuffed with paper and stapled around the edges.
  9. To make this fish symmetrical a few steps need to be followed:
    1. Using large bulletin board paper (color student's choice) fold in half-length wise. Using black marker student draws fish outline on one side, folded edge will be used as back tail section.
    2. Now flip paper over and trace fish outline onto blank side.
    3. Open out paper and you should have a symmetrical drawing.
    4. Students paint both sides to look the same.
  10. When dry, cut out around fish. Teacher will stuff with paper and staple around the edges.

Extensions

Evaluations

ACTIVITY 12 Feeding Mr. and Mrs. Pirahna: Greater Than and Less Than (0-50)

Objective

The student will be able to identify numbers that are greater or less than other numbers. The student will be able to identify and use the greater and less than signs.

Student Directions:

Mr. and Mrs. Piranha love to eat just about anything that swims in the Amazon River. But polka-dotted fish are their favorite food to eat. Help them eat the correct fish. Be careful!!!! Check your answer on the back of each small fish.

Teacher Directions:

Cut out the boxed area above and mount it on the folder. Color, cut-out, mount
the two large Piranhas.  Trace 16 small fish and label each piece with one of the
following problems:

Less Than  <
3__7       9__12       22__29       41__50       6__12       30__35       16__17

    32__42


Greater Than >
9__3       18__8       25__15       50__49       34__29       12__11       28__25

   13__6

Print the correct answer on the back of each small fish.

ACTIVITY 13 Time To Feed Missy Macaw - Telling Time by the Hour and Half Hour

Objective

The student will be able to identify the time by the hour and the half hour.

Student Directions

Missy Macaw loves to eat figs that grow on the fig tree. Feed the fig to Miss Macaw at the correct time.

Teacher Directions

ACTIVITY 14 Jivaro Jungle Maloca

Teacher Background

The Jivaros are a tribe of Brazilian Indians who move their villages every 5 to 6 years. A Jivaro village consists of a single communal house occupied by a patrilineal extended family. Patrilineal means that family members are related through the male line. Women, after marriage, usually live in the village of their husbands. The extended family consists of the husband's parents and other relatives such as his brothers and their wives and children. Houses are called Malocas. They are usually built on a hilltop or at the bend of a stream for defense reasons. The house is 50 to 100 feet long, with straight sides and rounded ends. Walls are constructed of vertical poles and the roof is thatched. The tall narrow doors at each end are securely closed at night with wooden planks. Fifteen to forty-six people live in the house. The women and small children occupy the left half and the men the right; each is accessible by a small separate entrance. The men sleep on platforms (about 5 feet by 4 feet and raised 12 inches above the floor) built along a wall.

Feasts are held on four occasions: for boys at the age of 15, for the girls at the time of marriage, for dogs when their training is complete, and for young children. Members of nearby villages are invited to participate in the ceremonies (feasting and dancing, which lasts for five or six days). These rituals are thought to impart strength and long life to the honored individual and to ensure abundant harvest and plentiful game.

The Jivaro envision the world as containing spirits that inhabit humans, animals, plants, and geographical features (such as hills, rapids, and volcanoes). The spirits often enter certain animals, especially the deer and the tapir, and, for this reason the people say, deer and tapir are not eaten.

Curing of sickness is the main function of the shaman, but the Jivaro believe through his control over the spirit, the shaman can also influence and cause death or illness. He receives little material advantage from his role. On the contrary, he may be viewed as a sorcerer and may become a primary target for blood revenge. Many years ago, the shaman was in charge of shrinking heads of slain warriors of hostile tribes. Of course, this practice is now prohibited by law. Today, the Jivaro only shrink heads of animals they have hunted. They hang the heads outside their houses to show their bravery.

Materials

Procedure

  1. Teacher describes the village and house where the Indians live. Show students drawings of Malocas or use as a worksheet.
  2. Have students retell the description of the Malocas. Using two chart papers label one Jivaro Malocas and label the other Florida House. Elicit from students characteristics of both. Compare and analyze the two charts to discover how they are alike and different.
  3. Lead discussion on advantages and disadvantages to living in a Malocas or the house that we live in. List responses on chalkboard.
  4. Have students discuss how the Malocas are built. Where do they buy the supplies? (Students should generalize that materials must be found in the area in which the Indians live.)
  5. Review background information with students.

Extensions

Evaluation

ACTIVITY 15 What's for dinner?

Teacher Background

Women have the task of planting, weeding and harvesting. The most important staple of the Jivaro diet is sweet manioc. Also found in the garden are: peach palm fruit, sweet potatoes, yams, squash, papaya, peanuts, bananas, plantain, maize, and sugarcane.

Men have the task of planting maize, cotton, and barbasco (fish poison). The men hunt with dogs that are specially trained for hunting. Blowguns are used to hunt birds, monkeys, sloths, capyvararos (tailless, largely aquatic, rodent often exceeding 4 feet in length), anteaters, and cayman. Use of the bow and blowgun are very important because they are silent weapons. Fishing is also done by men and boys. Several methods are used: catching with bare hands, harpooning, hook and line, netting and poisoning. Jivaro eat a number of insects. Red ants and the white grub of the chonta beetle are especially favored. The eggs of turtles and alligators are another delicacy.

Materials

Procedure

  1. Teacher describes food that the Jivaro have available. List on the board types of food found in the Jivaro village. Elicit from the students types of food that they eat.
  2. Compare the two lists: what items are similar and/or different? What food would you like to try?
  3. Have students place food into two lists; gathered and hunted. Explained that women have the task of planting, weeding and harvesting. Men and boys hunt.
  4. Have students write food list for meat category into alphabetical order.
  5. Review the correct order of food list.

Extensions

Evaluations

ACTIVITY 16 Making a Living

Teacher Background

Women perform earth-related activities including: gardening, pottery-making, cotton-dyeing, cooking, preparing drinks, caring for the children and dogs, and carrying water. Men perform all tasks involving wood, such as: house, bed, and loom construction; canoe making, carving paddles, drum, lances, blowguns, weapons, and shields. They also weave baskets, spin and weave cloth, and make many of the ornaments they wear.

Materials

Procedure

  1. Teacher: list tasks on board, without reference to males or females. Describe jobs or work-related activity.
  2. Have students discuss the tasks and chose at least two that interest them or ones that they would like to learn more about.
  3. Have students write down the job they would like to perform to help members of the tribe.
  4. After 3 is completed, each student will share his/ her task. Place students into groups of similar tasks.
  5. After placing students into groups, the teacher will explain that each task is either for a man or a woman.
  6. Generate discussions about how it feels not to be allowed to do a certain task because you are a boy or a girl.
  7. Have students describe tasks that they do around the house or work that their parents do for a living, either in or out of their home. List on board.
  8. Have students compare and contrast the two societies' ways of making a living.

Evaluation

ACTIVITY 17 Weaving

Materials

Procedure

  1. Teacher should have assortment of colored strips of construction paper cut into lengths about 1"-by-18".
  2. To make loom:
    1. Students will fold a piece of construction paper lengthwise.
    2. Making cuts about every one-and-a-half inches on the fold stopping about one and a half inches from the edge.
    3. Take contrasting colors of pre-cut strips and instruct student to weave strips over and under one strip at a time.
    4. Next row: the student alternates weaving pattern; under and over.
    5. Continue until loom is completely filled in with colored strips.

Extension

Evaluation

ACTIVITY 18 Pottery

Materials

Procedure

  1. Teacher: give each student plastic workmat and handful of clay.
  2. Students knead clay with hands to soften. Spray with water if needed to prevent drying out of clay.
  3. Have students divide clay into two balls, using one ball to make a flat round base. Use the other ball to make several long thin "snakes". To build up the sides of the pot, coil "snakes" of clay one on top of the other.
  4. Students etch designs with toothpicks into the sides of the pot.
  5. Teacher fires in kiln.

ACTIVITY 19 Clothing

Teaching Background

The principal article of dress is a long rectangular piece of cotton cloth, which the men use as a wrap-around skirt extending from the waist to just below the knee. For special occasions feathers hang down from the waist. Women use a longer piece of cotton, which is wrapped over the right shoulder and under the left arm. When bloused out above the belt, the skirt extends to the knee. Women also wear small plugs in their lips.

Ornaments include: headbands of fur or feathers, cotton cords of necklaces made of seeds, shells, teeth, and bird feathers; and bamboo tubes with white and bright colored feathers inserted through holes in the ear lobes. Red and black paint is used to decorate their bodies.

Materials

Procedure

  1. Teacher describes clothing worn by women and men.
  2. Lead discussions to explain that clothing is minimal because of the humid heat. Ornaments are used quite frequently and are very colorful.
  3. Have students describe the different clothes they wear during the different seasons. Explain that the Jivaros live in a climate which stays the same year round and the need for different types of clothing is non-existent.
  4. Students will make large paper models of Jivaro children.

Extensions

Evaluation

ACTIVITY 20 Children at Play

Teacher Background

Young children enjoy great freedom. To learn how to survive they spend a great deal of time exploring the plant and animal life around them. Young boys hunt for iguanas with small bows. Children play tug of war with long vines. They build play houses out of sticks and leaves, and play hit-the-rock games. Children around the age of seven begin to get introduced to adult tasks. The boys accompany their fathers in hunting while the girls help their mothers. There is no formal education.

Materials

Procedure

  1. Teacher leads discussion on how the children of the Jivaro tribe differ from those in class.
  2. Write on board what a student in the classroom does during one day (students tell teacher what to write).
  3. Compare what happens during the day to an Indian child, write on board.
  4. Have students analyze the responses. Are any activities the same? What is different? What are the advantages or disadvantages to living in a village?
  5. Divide class into two groups and play tug of war game.

Extension

Evaluation

ACTIVITY 21 Living in Sao Marcos

Teacher Background

Monica is a 10-year-old schoolgirl who lives in Sao Marcos, a small town located in southern Brazil, near the borders of Argentina and Uruguay. Sao Marcos is about 50 miles north from the city of Port Alegre and about 150 miles southwest of the city of Florianopolis. Winter is from May to September. The climate is semi-tropical so its inhabitants occasionally experience frost and snow. Grasslands stretch to the south and west of Sao Marcos.

Material

Procedure

  1. Locate the small town of Sao Marcos using the included map.
  2. Discuss that the climate in this area is very similar to a city in north Florida.
  3. Have students recall north, south, east, and west using a map of Brazil.
  4. Generate question about temperature: What happens if you travel north to the equator? What happens if you travel south from Sao Marcos?
  5. Set up a weather station in your classroom. Check newspaper daily for the temperature and rainfall in both your city and a large city such as Florainopolis or Sao Paulo. Usually these two cities are listed in the daily weather section.
  6. Chart on graph paper temperatures for the two cities for one week.
  7. Reinforce the concept that as you travel south from the equator the temperature becomes colder. What will happen if you travel north for the equator?
  8. Elicit from students what will happen if they travel north from the city of Sao Marcos?
  9. Review concepts and location presented in lesson.

Extension

Evaluation

ACTIVITY 22 Housing

Teacher Background

Monica's family lives in a single-family house built on a sloping lot. It has 2 levels. The top level is a main living space with 3 bedrooms, a kitchen, living room and dining area. (The television is usually on.) The family uses a small open room on the side of the house for the barbecue grill. This means that they can have churrascou (shoo-RASS-co), barbecued beef, all year round. The bottom level is called a porao (po-row) which is a big room that opens onto a patio. The porao is used to store firewood, food, soap, cheese, salami, onions, and anything else they want to keep safe and dry. Monica lives in the same neighborhood as many of her relatives. Each house is very similar in style and construction. The houses are made out of wood siding, very similar to houses in Florida. Monica has a very large yard. There is plenty of room for playing games, keeping a small amount of livestock, growing a small garden and even a place to hang out in the very popular hammock.

Materials

Procedure

  1. Teachers describe living environment of family in Sao Marcos
  2. Have students compare and contrast differences and/or similarities between Florida houses and houses in Sao Marcos.
  3. Show slides of different houses (if available).
  4. Have students design a house to live in.
  5. Give each student a chance to describe and show house design.

Extensions

Evaluation

ACTIVITY 23 Making A Living

Teacher Background

Monica's father is a truck driver. He leaves for long trips as far away as Belem, which is in the northern part of Brazil. He travels Monday through Saturday. Paulo is Monica's older brother. He works in a plastic factory where bottle covers for wine are made. He is 18 and this is his first job. He works for 6 pm until 2 am each day.

Monica's mother works at home in the parao, weaving chair seats for the local furniture factory. Monica and her sister earn a little money by helping her. The family can make about twelve chairs in a morning, but the pay is not very good.

Monica's older sister, Maria, baby-sits for extra money. Monica's grandparents own a farm on which they grow vegetables, grapes, figs and raise a small amount of livestock. Two of the uncles work on the farm with the grandparents. One uncle is gaucho (ga-oo-sho) and is a supervisor on a large ranch.

Materials

Procedure

  1. Describe to students the ways of making a living in the town of Sao Marcos.
  2. Show study prints or slides of ways to make a living.
  3. Have students discuss ways in which their families make a living. List on board the jobs from the classroom discussions.
  4. Have students recall the ways in which members of Monica's family make a living. List on board.
  5. Lead discussions on types of jobs. Which are similar to jobs in Florida?
  6. Have students cut from magazines pictures of people doing different jobs. Use the pictures to make a collage.
  7. Review collages as a group activity.

Extensions

ACTIVITY 24 Food

Teacher Background

Monica's family keeps pigs, chickens and rabbits. They use the pigs to make salami and sausages. The family like to barbecue every Sunday. Beef is put onto long skewers and then grilled on the barbecue grill. It is served with green salad, roasted corn, pasta, and a drink called caiparinha (kay-per-REEN-ya) for adults and gurana (gua-ra-na) for children. The family enjoys spaghetti, rice, beans, noodles and pasta dishes. There are no fast food chains in Sao Marcos.

Breakfast is called cafe de manha which usually consists of coffee, milk, fruit, bread, cheese or meat. Lunch is called almoco (al-mo-so). It is the big meal of the day: beans, rice, meat, salad, seafood, potatoes and feijoada (black bean and rice) is often served. Diner is called jantar.

Almost every meal includes some fruit. Sucos (fruit juices) are very popular. The drink is a variety of tropical fruits liquefied in a blender. A favorite drink is banana and avocado with milk.

Dolces (sweets) are similar to desserts found in Florida; ice cream, custards, chocolate pudding and candies.

Confeitarias (pastry shops) are found throughout Brazil.

Everything can be bought at the supermarket, but the family makes its own soap, jams, and salami.

Materials

Procedure

  1. Teacher read Peanut Butter and Jelly .
  2. Have students discuss their favorite things to eat. List on board.
  3. Describe the food that Monica's family enjoys.
  4. Lead a discussion to determine what foods are similar and different.
  5. Have students write a recipe for their favorite food and share it with the class.

Extensions

Evaluation

ACTIVITY 25 Sucos Bar

Materials

Procedure

  1. Bring in a variety of fresh fruits and fruit juices.
  2. Have students experiment with different combinations. Make sure student lists ingredients for each drink.
  3. Chart the types of fruit juices your students create.
  4. Make a graph to show which ones the class likes best.

ACTIVITY 26 Coco Rallado (Grated coconut)

Materials

Procedure

  1. Bring a coconut to class, making sure it has milk in it. Remind students that coconut are used a lot in Brazil.
  2. Puncture two of the three eyes of the coconut by hammering a screwdriver through them; then pour the milk into a bowl. The coconut should yield about 1/2 cup of milk.
  3. Bake the drained coconut in a preheated oven at 400 degrees for 15 minutes.
  4. While hot, break the coconut with a hammer. Remove coconut meat from the shell and cut the brown, outer skin off the meat.
  5. Cut the white coconut meat into small chunks.
  6. Put the coconut milk and the chunks of coconut meat into a blender at high speed until finely grated.
  7. Eat the grated coconut by itself or blend it into fruit juices.

ACTIVITY 27 Confeitarias (Pastry Shop)

Materials

Procedure

  1. Write a recipe on board. Have students copy into recipe book.
  2. Mix 2 tbs. margarine, 1 can sweetened condensed milk and 2 tbs. cocoa.
  3. Cook over low heat, stirring continuously until the mixture thickens and begins to pull away from the bottom of the pan. Do not overcook.
  4. Let mixture cool completely
  5. After it has cooled, grease hands with margarine and roll pieces into bonbon sized balls. Roll a coat of chocolate sprinkles on the balls.

ACTIVITY 28 Almoco Canja (Lunch)

Materials

Procedure

  1. Read Chicken Soup with Rice. Explain to students that we are going to make canja. This is the chicken soup of Brazil.
  2. How do you think chicken soup is made? Elicit responses and write ideas on the board.
  3. Write ingredients on board and have students copy into recipe book.
  4. Put all ingredients into large pot. Season with salt and pepper to taste. Cook until vegetables and rice are tender and meat is thoroughly heated.
  5. Allow pot to simmer until done.
  6. Serve a small portion to each student.

ACTIVITY 29 Feijoada (black bean stew)

Materials

Procedure

  1. In a stew pot, mix cans of beans, onions, garlic, tomatoes and water.
  2. Bring mixture to boil. Cover and simmer for about 30 minutes, adding water as necessary.
  3. Add 1 pound of cooked sausage sliced into bite-sized chunks and let cook uncovered until meat is heated.

ACTIVITY 30 Just For Fun

Teacher Background

Monica and her friends like to play the following games: amerelinha, pique e esconde, bola de gude, quemada, and ferol bola.

Materials

Procedure

  1. Have students play a different Brazilian game each day.
  2. Have students compare/contrast each game to a game they might play in the U.S.

    Game one- Amarelinha is a game played just like hopscotch.

    Game two- Pique e esconde is a game played just like hide-and-seek.

    Game three- Ferol Bola is a game for two players. You need two wooden paddles (similar to those used in playing Ping-Pong), and a hard rubber or plastic ball. Mark off a court in the sand, or on a sidewalk. The court should have a dividing line in the middle. The object is to hit the ball back and forth over the line without letting it fall to the ground or go out of bounds.

    Game four- Hit the coin is a game for two or more players. Place a 12- to 18-inch bamboo stick into the ground (could use some other pole-like object). Draw a circle about five inches in diameter around the pole. Now, place the coin, washer, or bottle cap on top of the stick. Players stand in a circle around the stick, about four feet away. They take turns trying to knock the coin off the stick by throwing another coin at it. The object is to knock the coin off the stick to the outside of the 5 inch circle.

    Game five- Bola de gude is a game of skill played with round stones or marbles. The players decide how many holes to make on the ground and how to arrange the lay-out of their game (like on a miniature golf course). Each player uses the thumb and forefinger in trying to shoot a single stone into one of the holes. On the next round, the players used two stones, hitting one with the other in order to get one into the hole.

    Game six- Queimada (which means "to be burned") is a game similar to dodge ball. Two teams face each other across a line drawn on the ground. Four or more players form a team. Players toss a soft ball, aiming to hit a member of the opposing team. Anyone hit by the ball must catch it. Players attempt to dodge the ball, since a missed catch "burns" the player, who is then sent to the other team. From behind a second line, the "burned" player may receive throws from teammate and then try to tag opposing players from behind. The team with the last "unburned" player wins.

ACTIVITY 31 Futebol (soccer)

Teacher Background

Brazilians are great lovers of Futebol (in Brazil soccer is football). Brazil is a frequent winner of the World Cup. Children in the urban areas begin to kick a soccer ball almost as soon as they learn to walk. To become a Craque is the dream of most young boys. Pele and "Nunes" are very famous players. Monica's favorite team is called the Internacional from Porto Alegre.

Materials

Procedure

  1. Have the students locate Porto Alegre on a map of Brazil. Explain that Sao Marcos is north of that city.
  2. Describe the popular sport of soccer. Some may know of the Brazilian soccer stars Pele or Nunes. Emphasize that soccer skills made these men famous.
  3. Explain to students that the class will be learning a few fundamental skills used in playing soccer. To do this, the class will be going outside to practice soccer drills.
  4. When outside the teacher should divide the class into as many groups as there are soccer balls available.
  5. From the starting line, have the students run and kick (dribble) the ball around a cone or other object about 25 feet away. They should dribble the ball back to the starting line. Remind the students to always kick with the inside of the foot. Also, remind them to gently kick the ball directly in front of them as they jog.

Extensions

ACTIVITY 32 School In Sao Marcos

Teacher Background

Monica attends school in Sao Marcos. Her summer vacation is from January until the end of March. From April until the end of December she attends school.

Materials

Procedure

  1. Review the months of the year by listening to the tape Chicken Soup with Rice or read the book together in class.
  2. Lead a discussion to determine what months students in your school attend school and what months are used for summer vacation.
  3. Write on the chalkboard the months of the year as the students recite them in order.
  4. On chart paper on another part of the chalkboard, write down your student's school months, draw a dividing line and write down the months that Monica attends school. Label each side with the name of the country.
  5. Have the students make further comparisons regarding the school months. Remember to explain that their seasons are at a different time of the year than seasons in Florida.

Evaluation

ACTIVITY 33 Counting in School

Teacher Background

Numbers:
1 - um
2 - dois
3 - tres
4 - quatro
5 - cinco
6 - seis
7 - sete
8 - oito
9 - nove
10 - dez

Materials

Procedures

  1. Prepare number books for each student. Use construction paper for the cover and put 10 blank pages inside.
  2. Have the students write one number on a page and draw a picture to represent that number. Continue until each student has all 10 numbers in their journal.
  3. Practice counting and review the concepts daily.

Extension

Evaluation

ACTIVITY 34 Celebrations - Carnival Time

Teacher Background

Carnival is the biggest and most exciting festival in Brazil. It is celebrated with masquerade balls, parades, singing, dancing and feasting. It lasts for four days. Colorful marpeta costumes fill the streets. The streets are decorated with huge masks placed on poles or hanging from lamp posts. Floats featuring pirates, sailors, witch doctors, angels, and even fire goddesses parade down the streets. The highlight of the festival is the 18-hour pageant in which 20 samba schools compete in a samba contest.

Materials

Procedure

  1. Hold a class carnival. Divide the class into Samba groups.
  2. Each group can choose its own colors, dance routines and theme.
  3. Themes can be as simple as a group from each of the following: the Jivaro Village, the town of Sao Marcos, Florida, and your local school.
  4. Students will first work together on a mask from that area.
    1. Masks for the Jivaro village can have animal designs.
    2. Masks for Sao Marcos can have clown designs.
    3. Masks for Florida can be bird designs.
    4. Masks for your school can be "spirit" faces and colors.

Extensions

ACTIVITY 35 Tambourine Fun

Materials

Procedures

  1. Give each student two large white paper plates.
  2. Have the students decorate both paper plates using bright bold colors. Let these dry overnight.
  3. The teacher places the two paper plates together with painted sides facing out. Before you staple edges together place dried beans inside.
  4. Stick colored feathers around the outer edges of the tambourine. Now, the children are ready to Samba the day away!

ACTIVITY 36 Making Maracas

Materials

Procedure

  1. Pour the liquid starch in a low bowl.
  2. Place each strip of paper in the starch holding on to the end of the strips. Let the strip rub against the edge of the bowl in order to remove the excess starch.
  3. Place the strip over the balloon. Continue until the balloon is completely covered and there are at least three layers of paper around the balloon.
  4. Allow the papier-mache to dry. This may take up to 2 days.
  5. When the balloons are dry, the teacher cuts a very small hole at the small end and inserts the dried beans.
  6. Place the stick in the hole and make sure it reaches the end of the balloon. Using masking tape, wrap the stick and attach it securely to the dry balloon.
  7. With more strips of paper and starch, cover the hole by the stick so that everything is firmly attached. Allow this to dry.
  8. Using tempera paint, the students may decorate the musical instruments as desired.

ACTIVITY 37 Bahias Dance (Brazilian Dances)

Materials

Procedure

  1. Divide class into two groups about 8 steps apart facing each other.
  2. Both lines walk 3 steps forward, clapping on each step.
  3. On each beat walk backwards to the original position, clapping.
  4. Repeat, walking 3 steps forward, but instead of going backwards on second part, each line goes forward through the other line and turns around.
  5. Now, the positions of the two groups are reversed.

ACTIVITY 38 Gaucho

Teacher Background

Gaucho Festivals take place for several weeks each March in the southern region of Brazil. Gauchos (cowboys) compete in lassoing, bucking bronco, and round up events.

Gauchos wear bombachas, which are billowy baggy pants. They are full at the waist and narrow at the ankle so that they fit into knee high leather boots. They are held up by wide buckle belts, which have several pockets to carry a watch, money and a knife. They use a bandanna around their necks and wear flat broad-brimmed hats. Wrapped around their waist and covering one leg is a piece of leather. This serves as an apron and protects the gauchos if cattle rub against them.

The gauchos are famous for having churrasco (barbecue). The meat is seasoned with salt and pepper. It is cooked on spits over an open fire. They eat meat for every meal. The gauchos drink mateall day long. It is very bitter strong tea. They put green teas in a cuia (gourd) and add hot water from a thermos. Beef jerky is a favorite snack.

Materials

Procedure

  1. Teacher describes to class the life of a gaucho and a general location of the southern region of Brazil.
  2. Show study prints of gauchos. Determine how they are alike and/or different.
  3. Have students pointing on a map to the southern region of Brazil.
  4. Shows picture of the grassy plains and pictures of the rain forest.
  5. Have students discuss and analyze the two different regions. Compare the regions of Florida. Elicit responses from students on the differences between the regions.
  6. Ask students: What do cattle need to be able to live? Can you remember what is in the rain forest? Would cattle be able to live in the rain forest? Elicit from students that cattle need grass to eat, they don't eat leaves from trees. Cattle need large grazing areas.
  7. Teacher gives a brief descriptive narrative on the deforestation of the rain forest in relationship to cattle ranching.
  8. Have students write a story about a gaucho and what he might talk about over a fire at night.

Extensions

Evaluation

ACTIVITY 39 Mama Paquita

Materials

Procedure

Teach students words to MAMA PAQUITA.
Part of the Geographic Education and Technology Program's collection of lesson plans.