http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_earth/cub_earth_lesson3.xmllessontext/xmlIntegrated Teaching and Learning Program, Climateclothingdesertdrinking waterprecipitationregiontemperaturetropicalweatherweather patternwaterAlpine climateAltitudeClimateCoastal climateDesert climateElevationEquatorLatitudeSeasonsTropical climateWeatherWind

How does our climate affect us? How do we decide what to wear each day? What factors determine if our clothing choices are comfortable? What is the source of our water? Students explore characteristics that define climatic regions. They learn how tropical, desert, coastal and alpine climates result in different lifestyle, clothing, water source and food options for the people who live there. They learn that a location’s latitude, altitude, land features, weather conditions, and distance from large bodies of water, determines its climate. Students discuss how engineers help us adapt to all climates by designing clothing, shelters, weather technologies and clean water systems.

Weather and climate conditions affect humans in fundamental ways. Throughout history, individuals and families devised ways to protect themselves from the weather. They were ingenious in making clothing and shelter to keep warm in cold regions, stay cool in hot regions, and stay dry in rainy areas, as well as secure clean drinking water in locations with little water or salt. More recently, engineers develop technologies that advance our ability to predict and be protected from weather and climate. Solving basic survival challenges are at the heart of what engineering is all about.List several climatic regions in the world.Compare and contrast the characteristics of different climatic regions.Explain why engineers must take into account climate and weather patterns when designing materials to protect people and systems to provide clean drinking water.20TeachEngineering.orgJay ShahMalinda Schaefer ZarskeDenise Carlsonhttp://www.teachengineering.org/collection/cub_/activities/cub_earth/cub_earth_lesson3_clothing_and_food_notecards.dochttp://www.teachengineering.org/collection/cub_/activities/cub_earth/cub_earth_lesson3_clothing_and_food_notecards.pdfhttp://en.wikipedia.org/wiki/Alpine_climatehttp://en.wikipedia.org/wiki/Desert_climatehttp://www.dictionary.comhttp://en.wikipedia.org/wiki/Oceanic_climatehttp://www.bartleby.com/65/tr/tropics.htmlS1142568ColoradoScienced. Create and evaluate models of the flow of nonliving components or resources through an ecosystem 44S11416E9International_Technology_Education_Association-ITEA_STL_StandardsTechnologyH. Resources are the things needed to get a job done, such as tools and machines, materials, information, energy, people, capital, and time. 35S1141716International_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. The use of technology affects the environment in good and bad ways.35United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-03-284Teacher