Biodome

1. The teacher will begin the lesson by asking students the following questions:
   1.  What is an environment?
   2. What are different examples of environments?
2. The teacher will explain how different environments such as rain forest, grass lands, deserts, etc. as well as ecosystems are part of our biosphere. The teacher will give the definition of ‘biosphere’ and lead into a discussion on biodomes.  

 
Problem: As engineers, I would like for you to design the best possible biodome there is. I ask that you create a prototype of your design, and your design must include one climate and landscape. You want your design to be the best it can possibly be, so with that being said, place your engineering caps on and start brainstorming about how to make the best biodome.
 
Requirements: Students will be divided into groups of three or four. Each group will be given two empty two-liter bottles with lids, seeds, soil, sand, rocks, string, foil, popsicle sticks, and two small paper cups to create their biodome. (glue, tape, scissors, and water will be made available to each group as well). From the discussions held about biodomes at the beginning of the lesson, and the ideas brainstormed within their groups, students will create a biodome for the local environment.
 
Brainstorm Solutions: Before beginning, students will decide what materials they will use to make their biodome. They will also come up with a solid plan on how they are going to build their biodome. Students should take the time to brainstorm more than one approach, and then together decide which will be the best approach, and be able to explain why they went with this approach.
 

1. Students will begin by brainstorming ideas on how to create their biodomes. Questions to ask: What would a biodome contain for a local environment? How are you going to begin? What materials do you plan to use? How are you going to make sure that your biodome is sufficient?
2. Once each group has come up with their plan, they will draw a picture of their biodome design.
3. Each group will be given the supplies they need to construct their biodome. Students should be reminded that they need a tight seal on their biodomes. The teacher will allow students 30 minutes to work on their biodome.
4. During the time that is given for them to create their biodomes, students should take this time to talk with their group members as they are building, and take notice of how things are going during the construction process.
5. Questions to ask: What challenges did you come across when building your biodome? What could you do to improve the structure if you were to build it again? Was your biodome sufficient? How could you make it even better?
6. Have students describe the type of environment found in their biodome, and have each group make a list of organisms that could be found in their environment if it was created on a larger scale. Once the students have created a list, have them draw at least one food chain to show a flow of energy through their biodome environment.
7. Have a few group members share their food chains, and create a discussion about the flow of energy through each of their biodomes.
8. Once students have had the opportunity to share, have each group place rocks, soil, and water into their biodome, and then have them plant several seeds in the soil. Have the students water their biodome and seal it up tightly.
9. Have students think about the plants they placed inside their biodomes and whether or not those plants will support the food chain they came up with. If it doesn’t, have students make the adjustments needed.
10. After some time have students go back to their biodome and record their observations of what happened to their biodome since the last time they added something to it. Has anything changed? If so what changed? How are the seeds or plants? Did anything change about them?
11. Once observations have been recorded explain to the students that they will be going outside to search for animals to place in their biodomes. The teacher will explain possible animals (insects) that they will come across such as grasshoppers, ants, snails, June bugs, Ladybugs, beetles, etc.
12. Have students think about what animals will fit best within their biodome. Students should think about the food chains they created for their biodome, and the seeds/plants they included in their biodome.
13. Once the teacher has gone over the rules, each group will be given a jar and a net. The students will have 10 minutes to collect the animals they can for their biodome.
14. Once the students return back to class, have them place their animals (insects) into their biodome and observe what happens. Questions to ask: What problems did you face when picking which animals to place inside your biodome? Did you have to make any changes to your biodome because of the animals you chose to put in it? What do you see happening in your biodome?
15. After some time, have students go back to their biodome and record their observations of what happened to their biodome since the last time they added something to it. Has anything changed? If so what changed? How are the seeds or plants? Did anything change about them? How are the animals? Did anything change about them?
16. Once observations have been recorded, the teacher will explain that they will be adding worms to their biodomes as decomposers. The teacher will explain why decomposers are needed and what this will do in return for the environment.
17. The teacher will give each groups worms to add to their biodome. Once they have been added and the biodome is sealed tightly, the students will observe what they see.
18. After some time, have students go back to their biodome and record their observations of what happened to their biodome since the last time they added something to it. Has anything changed? If so what changed? How are the seeds or plants? Did anything change about them? How are the animals? Did anything change about them? How are the decomposers? Did anything change about them?
19. Once observations have been recorded have each group reflect on their biodome by thinking about the following questions: Was your biodome successful? What improvements would you make to your biodome if you were to do this again? What have you learned from this lesson? How can you use what you have learned and apply it to your daily lives?
20. After groups have had time to reflect on their work, a group discussion will be held on the overall lesson and the things the students should have learned from this lesson.

I will formally assess the students throughout the entire lesson. If students are applying the knowledge they have learned when creating their biodomes, I know that they understand what is expected of them from this lesson. If the students are just building their biodomes, without using any knowledge to back up their plans in building their biodomes I know that they do not understand what is expected of them from this lesson. Students will also be assessed through the discussions and questioning held during the lesson. If students are able to communicate their thoughts to others about what they are seeing, and what they have learned, then I know that they have an understanding of the concept being presented. Students should be able to work with others in order to reach a common goal in the lesson.