http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_bio/cub_bio_lesson01.xmllessontext/xmlIntegrated Teaching and Learning Program, arcticbiodomebiomebiosphereconiferousdeciduousdesertecosystemenvironmentforestgrasslandmodelmountainnicherain foresttundraabioticbiodomebiomebiospherebioticcharacteristicclimateecosystemengineerenvironmentequilibriumhabitathomeostatismodelniche

Students explore the biosphere and its associated environments and ecosystems in the context of creating a model ecosystem, learning along the way about the animals and resources. Students investigate different types of ecosystems, learn new vocabulary, and consider why a solid understanding of one’s environment and the interdependence of an ecosystem can inform the choices we make and the way we engineer our communities. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

Engineers adapt designs for housing, cities and many types of buildings to specific environments and ecosystems. They use their environment, knowledge of the biosphere and the concept of ecosystems to inform their designs and shape the human-built environment. Engineers and scientists use biodomes to study ecosystems and model how living and nonliving things interact in those natural environments. They also collaborate to use this information to predict the availability of water for communities.Have a working knowledge of the various types of environments and ecosystems.Have a working knowledge of vocabulary related to environments and ecosystems.Define the biosphere and discuss its components.Identify how engineers can use their knowledge of environments, the biosphere and ecosystems.20TeachEngineering.orgChristopher ValentiMalinda Schaefer ZarskeDenise W. Carlsonhttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson01_environments_and_ecos_visual_aids.ppthttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson01_preunit_quiz.dochttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson01_preunit_quiz.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson01_preunit_quiz_answers.dochttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson01_preunit_quiz_answers.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson01_worksheet.dochttp://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson01_worksheet.pdfBush, Mark B. Ecology of a Changing Planet, Second Edition. Saddle River, NJ: Prentice Hall, 2000.http://www.dictionary.comhttp://www.nsc.org/ehc/glossary.htmhttp://www.peercenter.net/glossary/http://weather.ncbuy.com/glossary.html?action=LETTER&term=CS1141722International_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. Individual, family, community, and economic concerns may expand or limit the development of technologies.35S1141716International_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. The use of technology affects the environment in good and bad ways.35S1142566ColoradoScienceb. Identify the components that make a habitat type unique 44S1142567ColoradoSciencec. Compare and contrast different habitat types 44United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-11-174Teacher