http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_dams/cub_dams_lesson06.xmllessontext/xmlIntegrated Teaching and Learning Program, damfishfish laddermigrationriversalmonspawnspillwaytailracewaterwater supplyadult (salmon)anadromousengineerfish ladderjuvenile (salmon)salmon migrationsmoltspawnspillwaytailrace

Students are introduced to the basic biology behind Pacific salmon migration and the many engineered Columbia River dam structures that aid in their passage through the river’s hydroelectric dams. Students apply what they learn about the salmon life cycle as they think of devices and modifications that might be implemented at dams to aid in the natural cycle of fish migration, and as they make (hypothetical) Splash Engineering presentations about their proposed fish mitigation solutions for Birdseye River’s dam in Thirsty County.

People are increasingly concerned about the effect on the natural environment of massive, engineered-structures such as dams. Because the application of scientific knowledge to satisfy human needs requires natural resources, engineering solutions inevitably impact the natural environment. The priorities of engineering projects are ultimately chosen by the priorities of the public, and, thus, engineering projects change along with people. Because society is now more aware of the importance of environmental conservation, engineered structures must respect and protect the ecosystems in which they operate and on which they depend. Name the stages of the salmon life cycle.Explain why it is important for adult salmon to migrate upstream past dams.Name three examples of engineered structures designed to protect fish.30TeachEngineering.orgJeff LyngKristin FieldLauren CooperDenise W. Carlsonhttp://www.teachengineering.org/collection/cub_/lessons/cub_dams/cub_dams_lesson06_lifecyclehandout_draft4_tedl_dwc.dochttp://www.teachengineering.org/collection/cub_/lessons/cub_dams/cub_dams_lesson06_lifecyclehandout_draft4_tedl_dwc.pdfhttp://www.esd.ornl.gov/research/ecol_management/hydropower_technology.shtmlhttp://www.fishex.com/seafood/salmon/salmon-life-cycles.htmlhttp://www.nwd.usace.army.mil/ps/home.asphttp://www.shwpc.com/fishlift.htmlhttp://www.ucsusa.org/clean_energy/technology_and_impacts/energy_technologies/how-hydroelectric-energy.htmlhttp://www1.eere.energy.gov/windandhydro/hydro_how.htmlhttp://www.nwd.usace.army.mil/ps/juvebypass.asphttp://www.nwd.usace.army.mil/ps/juvebypass.aspS1141716International_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. The use of technology affects the environment in good and bad ways.35S1141722International_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. Individual, family, community, and economic concerns may expand or limit the development of technologies.35S1142566ColoradoScienceb. Identify the components that make a habitat type unique 44S1142569ColoradoSciencee. Make a plan to positively impact a local ecosystem 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/2011-11-214Teacher