Chapter Planning Guide - glencoe.com

Chapter Planning Guide

48A

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

FOCUSBL Daily Focus Skills Transparencies 3-1 3-2 3-3

TEACHBL ELL Guided Reading Activity, URB* p. 43 p. 44 p. 45

BL ELL Vocabulary Activity, URB* p. 35

BL OL AL ELL Reinforcing Skills Activity, URB p. 39

OL Enrichment Activity, URB p. 41

BL ELL Reading Essentials and Note-Taking Guide* pp. 16–18

pp. 19–21

pp. 22–24

BL OL AL ELL National Geographic World Atlas* ✓ ✓ ✓ ✓

BL OL AL ELL Map Overlay Transparencies, Strategies, and Activities 1-1 1-2 1-4,1-5

BL OL AL ELL National Geographic World Desk Map ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Writer’s Guidebook for Social Studies ✓ ✓ ✓ ✓ ✓

OL AL World History Primary Source Documents Library ✓ ✓ ✓ ✓ ✓

National Geographic World Regions Video Program ✓ ✓ ✓ ✓ ✓

BookLink for Social Studies ✓ ✓ ✓ ✓ ✓

StudentWorks™ Plus ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Section Spotlight Video Program ✓ ✓ ✓

BL OL AL ELL World Music: A Cultural Legacy ✓ ✓ ✓ ✓ ✓

BL OL AL ELL High School Writing Process Transparencies ✓ ✓ ✓ ✓ ✓

✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

BL Below Level OL On Level

AL Above Level ELL English Language Learners

Print Material Transparency CD-ROM or DVD

Key to Teaching ResourcesKey to Ability Levels

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48B

Plus

All-In-One Planner and Resource Center

• Interactive Lesson Planner • Interactive Teacher Edition • Fully editable blackline masters • Section Spotlight Videos Launch• Differentiated Lesson Plans

• Printable reports of daily assignments

• Standards Tracking System

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

TEACH (continued)

TeacherResources

High School Character Education ✓ ✓ ✓ ✓ ✓

Inclusion for the High School Social Studies Classroom Strategies and Activities ✓ ✓ ✓ ✓ ✓

High School Reading in the Content Area Strategies and Activities ✓ ✓ ✓ ✓ ✓

Success with English Learners ✓ ✓ ✓ ✓ ✓

Differentiated Instruction for the Geography Classroom ✓ ✓ ✓ ✓ ✓

Literacy Strategies in Social Studies ✓ ✓ ✓ ✓ ✓

Standards-Based Instruction ✓ ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓ ✓

TeacherWorks™ Plus ✓ ✓ ✓ ✓ ✓

National Geographic Focus on Geography Literacy Teacher Guide ✓ ✓ ✓ ✓ ✓

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests p. 25 p. 26 p. 27 p. 29

BL OL AL ELL Authentic Assessment With Rubrics p. 33

BL OL AL ELL ExamView Assessment Suite 3-1 3-2 3-3 Ch. 3

CLOSEBL ELL Reteaching Activity, URB p. 37

BL OL ELL Dinah Zike’s Reading and Study Guide Foldables p. 45

Graphic Organizer Transparencies, Strategies, and Activities pp. 21–22

✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

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Chapter Integrating Technology

48C

Visit glencoe.com and enter code WGC2630C3T for Chapter 3 resources.

You can easily launch a wide range of digital products from your computer’s desktop with the McGraw-Hill widget.

Student Teacher ParentWorld Geography and Cultures Online Learning Center (Web Site)

• Section Audio ● ● ●

• Spanish Chapter Audio Summaries ● ● ●

• Section Spotlight Videos ● ● ●

• StudentWorks™ Plus Online ● ● ●

• Multilingual Glossary ● ● ●

• Study-to-Go ● ● ●

• Chapter Overviews ● ● ●

• Self-Check Quizzes ● ● ●

• Student Web Activities ● ● ●

• ePuzzles and Games ● ● ●

• Vocabulary eFlashcards ● ● ●

• In-Motion Animations ● ● ●

• Study Central™ ● ● ●

• Nations of the World Atlas ● ● ●

• Glencoe Graphing Tool ● ● ●

• btw — Current Events Web Site ● ● ●

• Web Activity Lesson Plans ●

• Vocabulary PuzzleMaker ●

• Beyond the Textbook ● ● ●

Geography ONLINE

What is a widget?The McGraw-Hill widget is a program for any computer with Internet access that acts as a one-stop launching pad for both software- and online-based programs.

How can the widget help my students and me?The widget is a convenient way for you and your students to access McGraw-Hill’s technology tools, both software-based and online. Some features of the widget include:• customizable links to frequently used Glencoe Web pages• recognition of, and compatibility with, Glencoe DVD and CD-ROM programs• QuickPass entry for fast access to chapter content and activities

Visit glencoe.com to download the free student and teacher versions for the McGraw-Hill widget.

Using a Widget

Teach With Technology

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http://www.glencoe.com


Additional Resources

48D

Index to National Geographic Magazine:

The following articles relate to this chapter:• “Great Green North,” by Tim Appenzeller, May 2005.

• “Nary a Drop to Spare,” by Chris Carroll, July 2005.

• “In Hot Water,” by Chris Carroll, August 2005.

• “The Sun: Our Stormy Star,” by Fran Downey, April 2005.

• “Eclipsed,” by Margaret G. Zackowitz, July 2004.

National Geographic Society Products To order the following, call National Geographic at 1-800-368-2728:

• National Geographic Atlas of the World (Book).

Access National Geographic’s new dynamic MapMachine Web site and other geography resources at:

www.nationalgeographic.com

www.nationalgeographic.com/maps

The following videotape program is available from Glencoe as a supplement to Chapter 3:

• Valley Forge (ISBN 0-76-704671-4)

To order, call Glencoe at 1-800-334-7344. To find class-room resources to accompany many of these videos, check the following pages:

A&E Television: www.aetv.com

The History Channel: www.historychannel.com

• Timed Readings Plus in Social Studies helps students increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments.

• Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty.

• Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

• Content Vocabulary Workout (Grades 6-8) acceler-ates reading comprehension through focused vocabu-lary development. Social Studies content vocabulary comes from the glossaries of Glencoe’s Middle School Social Studies texts. www.jamestowneducation.com

Use this database to search more than 30,000 titles to create a customized reading list for your students.

• Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

• The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

• A brief summary of each selection is included.Leveled reading suggestions for this chapter:

For students at a Grade 7 reading level:

• Exploring Arctic Ice, by Jane Ellen Stevens


• A Reef Comes to Life: Creating an Undersea Exhibit, by Carolyn Meyer


• Global Warming, by Jenny Tesar


• The World of Whales: The Complete Illustrated Guide, by Stanley M. Minasian, et al.

ReadingList Generator

CD-ROM

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http://www.aetv.com

http://www.historychannel.com

http://www.jamestowneducation.com

http://www.nationalgeographic.com

http://www.nationalgeographix.com/maps

INTRODUCTIONCHAPTER

Geography ONLINE

Visit glencoe.com and enter code WGC9952C3 for Chapter 3 resources.

CHAPTER

48 Unit 1

Climates of the Earth

Monaco Glacier, Svalbard, Norway, is a popular hunting ground for polar bears.

Geographers study how people, places, and environments are distributed on Earth’s surface. Climate affects where and how people live. An understanding of Earth’s climates and the factors that influence them adds to a more complete view of life on Earth.

EssentialEssential QuestionsQuestions

Section 1: Earth-SunRelationshipsHow does Earth’s position in rela-tion to the sun affect life on Earth?

Section 2: FactorsAffecting ClimateWhat factors can affect how climates are distributed on Earth’s surface?

Section 3: WorldClimate PatternsHow do geographers classify Earth’s climate and vegetation?

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48

FocusMore About the Photo Visual Literacy Glaciers form in regions of high snowfall in winter and cool temperatures in summer. This ensures that the accumulating snow does not melt. As the snow builds up over time, it turns to ice. Then, under the pressure of its own weight, it flows outward and downward, sometimes carrying rocks, silt, and other debris along with it. Huge chunks of ice that break off of glaciers where they meet the sea become icebergs.

TeachAs you begin teaching

this chapter, read the Big Idea out loud to students. Explain that the Big Idea is a broad, or high-level, concept that will help them under-stand what they are about to learn. Use the Essential Question for each section to help students focus on the Big Idea.

Section 1Earth-Sun Relationships Essential Essential Question Question How does Earth’s posi-tion in relation to the sun affect climate? (Energy from the sun warms the Earth. Different areas on Earth have different climates based on when and how much of the sun’s energy reaches them.) Point out that in Section 1, students will learn about the relationship between the sun and Earth’s climates. OL

Section 2Factors Affecting Climate Essential Essential Question Question What factors can affect how climates are distributed on Earth’s sur-face? (Distribution of climates on Earth’s surface can be influenced by latitude, elevation, land-forms, winds, and proximity to oceans.) Point out that in Section 2, students will learn about these factors that affect climates. OL

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INTRODUCTIONCHAPTER

Essential Questions

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Identifying Make a Vocabulary Book to help you organize and learn the content vocabulary terms intro-duced as you read about the climates of the Earth. You may need to make more than one Vocabulary Book.

Reading and Writing As you read the chapter, write a term on each tab and its definition underneath. You may want to illustrate visual terms such as rain shadow.

Chapter 3 49

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49

Geography ONLINE

Visit glencoe.com and enter code WGC2630C3T

for Chapter 3 resources.

Dinah Zike’sFoldables

Purpose This Foldable helps students organize the content vocabulary. Encourage students to make the folding tabs as large as necessary. If students include illustrations, the tabs and area beneath the tabs may need to be larger. Remind stu-dents to make as many books as they need to cover the vocabulary.

Section 3World Climate Patterns Essential Essential Question Question How do geographers classify Earth’s climate and vegetation? (Climates are usually classified into regions based on temperature and precipitation. Vegetation is classified by type and the conditions necessary for growth.) Point out to students that in Section 3, they will learn about Earth’s climate patterns. OL



Section 1CHAPTER SECTION 1 Earth-Sun RelationshipsFrom the Alps in the heart of Europe, scientists gather data about melting glaciers and changes in the snow line. Their research reveals information about the Earth’s atmosphere and the warming effects of the sun. Such dynamic relationships between the Earth and the sun influence all life on Earth.

Voices Around the World“We marvel at the mountains, but it’s the water that everything depends on. . . . Snow, glaciers, permafrost, surging hot springs, aquamarine ramparts of ice — the very capillaries of the rock itself are permeated with water. It comes sleeking down black rock faces, it drips into hidden cavern pools. If the Alps had a voice, it would be the musical notes of water. Water is what is literally holding the high mountains together, and if the ice and permafrost begin to lose their grip, as is already happening, the mountains start to crumble.”

— Erla Zwingle, “Meltdown: The Alps Under Pressure,” National Geographic, February 2006

Guide to ReadingEssentialEssential QuestionQuestionHow does Earth’s position in rela-tion to the sun affect life on Earth?

Content Vocabulary

Academic Vocabulary• contrast (p. 51)• affects (p. 51)• regulated (p. 52)

Places to Locate• Tropic of Cancer (p. 51)• Tropic of Capricorn (p. 52)

Reading StrategyCategorizing Complete a graphic organizer similar to the one below by listing the major characteristics of the summer and winter solstices.

Hikers in the Alps

Northern Hemisphere

Summer solstice Winter solstice

••••

••••

• weather (p. 51)• climate (p. 51)• axis (p. 51)• temperature

(p. 51)• revolution

(p. 51)

• equinox (p. 51)• solstice (p. 51)• greenhouse

effect (p. 52)• global warming

(p. 53)

50 Unit 1

sectionaudio

spotlightvideo

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MAIN Idea

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FocusDaily Focus Transparency 3.1

Guide to ReadingAnswers to Graphic:

Northern Hemisphere

Summer solstice Winter solstice

• about June 21• direct sun at the

Tropic of Cancer• summer in

Northern Hemisphere

• longest daylight in Northern Hemisphere

• about Dec. 22• direct sun at the

Tropic of Capricorn

• winter in Northern Hemisphere

• shortest daylight in Northern Hemisphere

Resource Manager

Teacher Edition• Activating Prior

Knowledge, p. 51

Additional Resources• Guided Reading 3-1,

URB, p. 43• RENTG, pp. 16–18

Teacher Edition• Compare/Contrast, p. 53

Additional Resources• Map Overlay Trans. 1-4• Quizzes and Tests, p. 25

Teacher Edition• Visual/Spatial, p. 51

Additional Resources• Enrichment Act.,

URB p. 41

Teacher Edition• Expository Writing,

p. 52

Additional Resources• Foldables, p. 45

Teacher Edition• Using Geo. Skills, p. 51

Additional Resources• Daily Focus Skills

Trans. 3-1

Reading Strategies

Critical Thinking

Differentiated InstructionR C D W SWriting

SupportSkill Practice

To generate student interest and provide a springboard for class discussion, access the Chapter 3, Section 1 video at glencoe.com.



Section 1CHAPTER

Essential Question

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THE W

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Chapter 3 51

Climate and WeatherMAINMAIN IdeaIdea The relationship between the Earth

and the sun affects climate, which influences life on Earth in dramatic ways.

GEOGRAPHY AND YOU Did you know that as you are sitting in geography class it is nighttime in some parts of the world? Read to learn how the Earth-sun relationship causes night and day.

Climate is often confused with weather, which is a short-term aspect of climate. Weather is the condition of the atmosphere in one place during a limited period of time. When people look out the window or watch the news to see whether they need umbrellas or sunscreen, they are checking the weather.

Climate is the term for the weather patterns that an area typically experiences over a long period of time. People in Seattle, Washington, for example, frequently use umbrellas because of the rainy, wet climate. In contrast, people in the dry, desert climate of Phoenix, Arizona, must use sunscreen to protect themselves from the sun.

Earth’s Tilt and RotationEarth’s tilt is one reason for variations in sun-

light. As the diagram above shows, the Earth’s axis — an imaginary line running from the North Pole to the South Pole through the planet’s cen-ter— is currently tilted at an angle of about 23½°. Because of the tilt of this axis, not all places on the planet receive the same amount of direct sunlight at the same time.

For this reason, the angle of tilt affects the temperature — the measure of how hot or cold a place is. Areas that receive a large amount of direct sunlight have warmer temperatures than places that receive little direct sunlight. Temperature is usually measured in degrees on a set scale. The most common scales for measuring temperature are Fahrenheit (°F) and Celsius (°C).

Whether or not a particular place on Earth receives light also depends on the side of the planet that is facing the sun. Earth rotates on its axis, making one complete rotation every 24 hours. Rotating from west to east, the Earth turns first one hemisphere and then the other toward the sun, alternating between the light of day and the darkness of night.

Earth’s RevolutionWhile planet Earth is rotating on its axis, it is

also traveling in an orbit around the sun, our near-est star. It takes the Earth a few hours more than 365 days — one year — to complete one revolution,or trip around the sun.

The Earth’s revolution and its tilt cause changes in the angle and amount of sunlight that reach different locations on the planet. These changes follow a regular progression known as the sea-sons. During the course of a year, people on most parts of the Earth experience distinct dif-ferences in the length of days and the daily tem-perature as the seasons change.

The seasons are reversed north and south of the Equator. When it is spring in the Northern Hemisphere, it is fall in the Southern Hemisphere. When it is winter in the Southern Hemisphere, it is summer in the Northern Hemisphere. Around March 21, the sun’s rays fall directly on the Equator. This day is called an equinox (meaning “equal night”) because daylight and nighttime hours are equal.

The Tropics of Cancer and Capricorn As the Earth continues its revolution around the sun, it moves so that eventually the sun’s rays directly strike the Tropic of Cancer at 23½° N, the northernmost point on the Earth to receive the direct rays of the sun. These direct rays reach the Tropic of Cancer about June 21, bringing the Northern Hemisphere its longest day of sunlight. This date, known as the summer solstice, marks the beginning of sum-mer in the Northern Hemisphere.

D

S

R

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51

TeachD Differentiated

InstructionVisual/Spatial Use a globe and a stationary flashlight to demon-strate how the tilt of Earth’s axis affects how sunlight reaches the planet’s surface. Show students how tilting the globe changes which parts of the Earth receive direct sunlight. BL

S Skill PracticeUsing Geography Skills Ask students to study the graphic “Effects of Earth’s Tilt.” Ask: According to the graphic, what time of year or season is it in the Northern Hemisphere? (winter) How do you know? (The Northern Hemisphere is pointing away from the sun and the Southern Hemisphere is pointing toward it. OL

R Reading StrategyActivating Prior Knowledge Before students read the passage, Ask: When do you notice it start to get dark earlier in the day, in winter or summer? (winter) Point out to students that they already have experience with the informa-tion in the passage. BL

Differentiated Instruction

Differentiated Instruction Strategies

BL Have students use the dictionary to provide

definitions for new terms in the diagram.

AL Have students assign the terms coniferous,

deciduous, and permafrost to appropriate climate regions and explain their choices.

ELL Have students list words that fit in the

overlapping segment of the diagram.

Objective: Use words from the Key Terms and Reinforce-ment activity to understand the difference between climate and weather.

Focus: Have students create a Venn diagram to hold terms that differentiate climate from weather.

Teach: Climate refers to patterns and conditions over the long term. Weather refers to conditions in a particular place and time.

Assess: Evaluate student diagrams for accuracy. Close: Review the class diagram and discuss results.

Comparing and Contrasting: Climate vs. WeatherCHAPTER

1

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Key Terms and Reinforcement

Natural Disasters

Tropics

Brainstorm Ideas

Ask students the following question: How does the weather in our community affect the way you live? Create a list of the student responses on the board.

Key Terms and ReinforcementKey Terms and Reinforcement

Natural DisastersNatural Disasters

TropicsTropics

CHAPTER3

Differentiated Instruction, p. 9


Section 1CHAPTER

52 Unit 1

By about September 23, the Earth has revolved so that the sun’s rays directly strike the Equator again. This equinox marks the beginning of fall in the Northern Hemisphere. Gradually the sun’s direct rays strike farther south, reaching their southernmost latitude of 23½° S, at the Tropic of Capricorn about December 22. The winter sol-stice is the day of shortest daylight in the Northern Hemisphere, beginning the season of winter.

The Poles The most dramatic variation in the amount of sunlight occurs at the Poles. For six months of the year, one Pole is tilted toward the sun and receives continuous sunlight, while the other Pole is tilted away from the sun and receives little to no sunlight.

At the North Pole, the sun never sets from about March 20 to September 23. At the South Pole, continuous daylight lasts from about September 23 to March 20. The tilt of the Earth’s axis as it revolves around the sun causes this natu-ral phenomenon, known as the midnight sun. The occurrence of the midnight sun goes almost unno-ticed in sparsely populated Antarctica. Parts of northern North America (including Alaska) and northern Europe in the Arctic, however, have become popular tourist destinations as lands of the midnight sun.

Regions What factor distin-guishes weather from climate?

The Earth’s Seasons

The Greenhouse EffectMAINMAIN IdeaIdea The natural process of the greenhouse

effect has been influenced by human activity.

GEOGRAPHY AND YOU Have you heard news accounts of the dangers of global warming? Read to learn how global warming can affect Earth.

Even on the sunniest days in the warmest cli-mates, only part of the sun’s radiation passes through the Earth’s atmosphere. The atmosphere reflects some radiation back into space. Enough radiation, however, reaches the Earth to warm the land, water, and air.

Because the atmosphere traps some heat and keeps it from escaping back into space too quickly, Earth’s atmosphere is like the glass in a greenhouse — it traps the sun’s energy for grow-ing plants even in cold weather. Without this greenhouse effect, the Earth would be too cold for most living things.

In order to support plant growth, conditions in a greenhouse must be regulated. If too much

1. Regions Why are the seasons reversed in the Northern and Southern Hemispheres?

2. Place Explain the difference between the equinoxes and the solstices.

Use StudentWorks™ Plus or glencoe.com.

W

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Essential Question

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52

Hands-On Chapter Project

Step 1

W Writing SupportExpository Writing Ask stu-dents to research cities, towns, or people living in the “land of the midnight sun” and write a few paragraphs about what life is like in such a place. OL

Answers1. When the sun’s rays hit

the Tropic of Cancer, the Southern Hemisphere receives less direct sunlight than the Northern Hemi-sphere and is therefore cooler. When the sun’s rays hit the Tropic of Capricorn, the situation is reversed.

2. During the equinoxes the Northern and Southern Hemispheres have similar temperatures because the sun’s rays fall directly on the Equator. During the solstices one hemisphere ex periences cooler temperatures while the other experiences warmer temperatures.

Answer: time; weather is day-to-day, climate is long-term

Holding a Climate Fair

Step 1: Model the Greenhouse Effect The greenhouse effect is essential to all of Earth’s climates. Have students work in groups to design miniature greenhouses to help them explore the greenhouse effect.

Essential Question: How does the sun affect climate and weather?

Directions: Write the Essential Question on the board and ask students to read it. Provide materials such as egg cartons, plas-tic wrap, clear plastic boxes, wooden pallets, thermometers, and sheets of glass, but allow each group to construct its own greenhouse. Students may research greenhouses in gar-dening books or on the Internet. Have each group fill its completed greenhouse with potting soil. Next, have them plant lima beans in their greenhouses, place them in

direct sunlight, and monitor the progress of their plants. After a designated time, have the class evaluate the success of each green-house design.

Summarizing Have each group explain what they learned about the Essential Question by building and using their green-houses. Students will use what they learned about climate and weather to study ward-robes around the world in Section 2. (Chapter project continued on page 57.) OL



Section 1CHAPTER

MAIN Idea

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THE W

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SECTION 1 REVIEWVocabulary 1. Explain the significance of: weather, climate, axis, temperature,

revolution, equinox, solstice, greenhouse effect, global warming.

Main Ideas 2. Explain the greenhouse effect. Then describe how this natural

process has been influenced by human activity. 3. Use a chart like the one below to describe how the relation-

ship between the Earth and the sun affects climate. List characteristics of the Earth-sun relationship and describe their effects on climate.

Critical Thinking 4. Answering the EssentialEssential QuestionQuestion What effects does

the Earth’s tilt on its axis have on your daily life? 5. Comparing and Contrasting Explain the differences in the

weather you would expect in Alaska and in Florida. 6. Analyzing Information What would you pack if you were

visiting Argentina in December? 7. Analyzing Visuals Study the diagram of the Earth’s seasons

on page 52. In what months do the sun’s rays directly strike the Equator? The Tropics of Cancer and Capricorn?

Writing About Geography 8. Expository Writing Review the text in Section 1 about global

warming. Then write a paragraph explaining the ways in which agriculture may be affected.

heat escapes, the plants will freeze. If too much heat is trapped, the plants will wilt or dry out.

The greenhouse effect of Earth’s atmosphere fol-lows some of the same general rules. Normally, the atmosphere provides just the right amount of insulation to promote life on the planet. The 50 percent of the sun’s radiation that reaches the Earth is converted into infrared radiation, or heat. Clouds and greenhouse gases — atmospheric com-ponents such as water vapor and carbon dioxide (CO2) — absorb the heat reflected by the Earth and radiate it back again so that a balance is created.

Many scientists, however, claim that in recent decades a rise in atmospheric CO2 levels has coin-cided with a general rise in global temperatures. This trend — known as global warming — is believ ed to be caused in part by human activities, such as the burning of coal, oil, and natural gas. These fossil fuels release carbon dioxide, a green-house gas, in the atmosphere that traps more heat.

Some scientists report that global warming will make weather patterns more extreme. Water, for example, will evaporate more rapidly from oceans, increasing humidity and rainfall generally. Rapid water evaporation from soil, however, will cause land to dry out more quickly between rains. Some areas may even become drier than before.

Scientists do not all agree on the nature of global warming and its effects. Some claim that a natural cycle, not human activity, is causing rising temperatures. Others claim that the evi-dence for global warming is inconclusive and that it is too early to forecast future effects.

Human-Environment InteractionHow has human activity contributed to global warming?

Geography ONLINE

Study Central™ To review this section, go to glencoe.com and click on Study Central.

Chapter 3 53

Earth-Sun Relationship Effects on Climate

Tilt

Rotation

Revolution

C

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53

Answers

Section 1 Review

C Critical ThinkingComparing and Contrasting Ask students to read the passage. Ask: What is the difference between the greenhouse effect and global warming? (The green-house effect is a natural phenomenon in which our atmosphere insulates Earth. Global warming is a trend of rising global temperatures.) OL

Answer: by burning fossil fuels

AssessGeography ONLINE

Study Central™ provides sum-maries, interactive games, and online graphic organizers to help students review content.

CloseIdentifying Ask students to name three phenomena that influence climate. (Answers should include three of the following: Earth’s tilt, Earth’s rotation, Earth’s revolution, the greenhouse effect.)

1. Definitions for the vocabulary terms are found in the section and the Glossary.

2. The greenhouse effect occurs when radia-tion from the sun warms the Earth andcarbon dioxide in the atmosphere traps the rising heat and radiates it back towards Earth. Burning fossil fuels releases carbon dioxide, adding more to the atmosphere so more heat is trapped and radiated back to Earth.

3. tilt: areas receive differing amounts of direct sunlight, which affects temperature; rotation: alternates the Eastern and Western Hemispheres between night and day; revolution: affects the angle and amount of sunlight reaching different loca-tions on the planet, which causes seasons

4. Answers will vary depending on location.

5. Because of Florida’s location, the state receives more direct sunlight than Alaska year-round, so it will have warmer weather.

6. summer clothes 7. March 21, September 23; June 21 and

December 22 8. Paragraphs should demonstrate an under-

standing of global warming and its effect on climate and weather.



Section 2CHAPTER

MAIN Idea

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SECTION Factors Affecting ClimateLatitude, wind patterns, ocean currents, and landforms create extremely cold temperatures and climate condi-tions in Antarctica. Only a few brave researchers and scientists spend months at a time in one of the last wil-derness places on Earth. Antarctica provides them with an excellent natural laboratory in which to study Earth.

Voices Around the World“There are no places left like Antarctica: a wilderness continent that offers scien-tists unique views of the workings of the Earth. . . . [W]inds roll down the polar plateau at speeds up to 180 miles an hour. Some of the world’s most violent squalls and mountainous seas batter the lonely archipelagoes off the Antarctic Peninsula. . . . Antarctica influences weather patterns across the Southern Hemisphere, shapes ocean currents throughout the world, and acts as a sobering litmus for humanity’s use and abuse of the planet.”

— Roff Smith, “Frozen Under,”

National Geographic, December 2001

Guide to ReadingEssentialEssential QuestionQuestionWhat factors can affect how climates are distributed on Earth’s surface?

Content Vocabulary

Academic Vocabulary• retains (p. 55)• creates (p. 56)• factors (p. 57)

Places to Locate• low latitudes (p. 55)• high latitudes (p. 55)• Arctic Circle (p. 55)• Antarctic Circle (p. 55)• midlatitudes (p. 55)

Reading StrategyOrganizing As you read about fac-tors affecting Earth’s climate, create a web diagram like the one below by listing factors that cause both winds and ocean currents.

Adélie penguin, Antarctica

Winds and Ocean Currents

• prevailing wind (p. 56)

• Coriolis effect (p. 56)

• doldrums (p. 57)

• current (p. 57)

• El Niño (p. 58)• windward

(p. 59)• leeward (p. 59)• rain shadow

(p. 59)

2

54 Unit 1

sectionaudio

spotlightvideo

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Winds and Ocean Currents

temperature differences

changes in air pressure

the Coriolis effect

Teacher Edition• Visualizing, p. 55• Using Word Parts, p. 59


URB, p. 44• RENTG, pp. 19–21

Teacher Edition• Analyzing Info., p. 55• Determining Cause and

Effect, p. 56

Additional Resources• Quizzes and Tests, p. 26

Teacher Edition• Verbal/Linguistic, p. 58

Additional Resources• Diff. Instr. for the Geo.

Classroom, pp. 9–11

Teacher Edition• Descriptive Writing,

p. 56• Narrative Writing,

p. 57

Additional Resources• Map Overlay Trans. 1-2

Teacher Edition• Visual Literacy, p. 57

Additional Resources• Daily Focus Skills Trans.

3-2

Reading Strategies

Critical Thinking






Section 2CHAPTER

THE W

ORLD

Chapter 3 55

Latitude, Elevation, and ClimateMAINMAIN IdeaIdea Latitude and elevation affect the angle

of the sun’s rays and temperatures on Earth.

GEOGRAPHY AND YOU Did you know that some parts of the Earth experience daylight nearly 24 hours a day for six months? Read to learn how latitude affects the amount of sun a place receives.

During the Earth’s annual revolution around the sun, the sun’s direct rays fall upon the planet in a regular pattern. This pattern can be corre-lated with bands, or zones, of latitude to describe climate regions. Within each latitude zone, cli-mate follows general patterns.

Low LatitudesBetween 30° S and 30° N latitude is a zone

known as the low latitudes. This zone includes the Tropic of Capricorn, the Equator, and the Tropic of Cancer. Portions of the low latitudes receive the direct rays of the sun year-round. Places located in the low latitudes have warm to hot climates.

High LatitudesThe Earth’s polar areas, which stretch from

60° N to 90° N and from 60° S to 90° S, are called the high latitudes. When either the Northern or the Southern Hemisphere is tilted toward the sun, its polar area receives nearly continuous, but indirect, sunlight. From about March 21 to about September 23, the polar area from north of the Arctic Circle (latitude 66½° N) experiences continuous daylight or twilight. The polar area south of the Antarctic Circle (latitude 66½° S) experiences continuous daylight or twi-light for the other six months of the year.

MidlatitudesThe most variable weather on Earth is found

in the midlatitudes, between 30° N and 60° N in the Northern Hemisphere and between 30° S and 60° S in the Southern Hemisphere. The mid-latitudes generally have a temperate climate — one that ranges from fairly hot to fairly cold — with dramatic seasonal weather changes.

Warm/hot and cool/cold air masses affect mid-latitude weather throughout the year. Although warm, tropical, wet air masses from near the Equator predominate in summer, they are still present in winter. In fact, they are the source of the rain and snow the midlatitudes receive during win-ter. Cool/cold air masses bring this part of the world its relief from the hot, humid weather in summer, as well as the cold of winter.

ElevationAt all latitudes, elevation influences climate

because of the relationship between the eleva-tion of a place and its temperature. The table below shows how elevation can influence tem-perature regardless of latitude. The Earth’s atmo-sphere thins as altitude increases. Thinner air is less dense and retains less heat. As elevation increases, temperatures decrease by about 3.5°F (1.9°C) for each 1,000 feet (305 m). This effect occurs at all latitudes. For example, in Ecuador, the city of Quito (KEE•toh) is nearly on the Equator. However, Quito lies in the Andes at an elevation of more than 9,000 feet (2,743 m), so average temperatures there are about 32°F (18°C) cooler than in the coastal lowlands.

Sunlight is bright in Quito and other places with high elevation because the thinner atmo-sphere filters fewer rays of the sun. Even in bright sunlight, the world’s highest mountains—the Andes and the Alps, for example—are cold, snowy places year-round.

Regions What happens to tem-perature as elevation increases?

The Influence of Elevation on Temperature

Elevation Latitude & Longitude

AverageTemperature

Quito, Ecuador 9,223 ft.(2,811 m)

0°09´ S78°29´ W

58°F (14°C)

Nairobi, Kenya 5,327 ft.(1,623 m)

1°19´ S36°55´ E

67°F (19°C)

Bujumbura,Burundi

2,568 ft.(782 m)

3°19´ S29°19´ E

77°F (25°C)

Manaus, Brazil 276 ft.(84 m)

3°09´ S59°59´ W

81°F (27°C)

Telluride,Colorado

8,760 ft.(2,670 m)

37°57´ N107°49´ W

39°F (3°C)

Source: www.weatherbase.com

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Essential Question

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55

AdditionalSupport

TeachR Reading Strategy

Visualizing Before students read the passage, ask them to use a world map, globe, or atlas to help them visualize the locations of the low, high, and midlatitudes. Stu-dents can create a table to further help them visualize the material in the passage. OL BL ELL

C Critical ThinkingAnalyzing Information Tell students that Mount Everest is 29,028 feet (8,848 m) tall. Tell them also that Mauna Kea, Hawaii’s tallest mountain, is 13,796 feet (4,205 m) tall. Ask: Given what you know about the effect of elevation, where would it be colder and the air thinner? (Students may say that the taller mountain has the thinner air and colder environment.) Ask: Why? (Mount Everest has a much higher elevation above sea level.) AL

For additional practice on this skill, see the Skills Handbook.

Answer: They decrease.

BL Reading Essentials/Note-Taking Guide, p. 19

OL Reinforcing Skills Activity, URB, p. 39

AL Differentiated Instruction, p. 10

ELL Vocabulary Activity 3, URB, p. 35

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Chapter 3, Section 2 (Pages 54–59)

Essential QuestionEssential QuestionWhat factors can affect how climates are distributed on Earth’s surface?

As you read about the factors affecting Earth’s climate, create a web dia-

gram like the one below by listing factors that cause both winds and

ocean currents.

Latitude, Elevation, and Climate

After you read the section, write a sen-tence explaining the organization and list three main ideas.

During the Earth’s annual revolution around the sun, the sun’s direct rays fall upon the planet in a regular pattern corre-lated with latitude.

Within each latitude zone, climate follows general patterns. Low latitudes, between 30˚ S and 30˚ N latitude, including the Tropic of Cancer, the Tropic of Capricorn, and the Equator, have warm to hot climates. High latitudes are the Earth’s polar areas. When either the Northern Hemisphere or the Southern Hemisphere is tilted toward the sun, its polar area receives nearly continuous, but indirect, sunlight. The most variable weather on Earth is found in the midlatitudes. Midlatitudes have a temperate climate with dramatic seasonal weather changes.

At all latitudes, elevation influences climate because of the relationship between elevation of a place and its temperature. Earth’s atmosphere thins as altitude increases. Thinner air is less dense and retains less heat.

Name Date Class

A diagram is a graphic representation of a process or event. Diagrams illustrate placement, movement,change, cycles, or relationships through drawings and symbols. It is important to read and understandtitles, labels, and symbols on a diagram. These will help you understand what the diagram is illustrating.

The following diagrams show the formation and movement of midlatitude cyclones, or areas of lowpressure that occur between 30ºN and 60ºN or 30ºS and 60ºS. In the United States, midlatitude cyclonescause most storms, usually with heavy rain or snow, especially during the winter.

Do the winds of a cyclone spin clockwise or counterclockwise?

What kind of air meets warm, moist air to start a cyclone spinning?

What might the curved line with spikes represent?

Around what kind of area do cyclone winds begin to spin?

What does the higher millibar measurement in a high-pressure area mean?

Does atmospheric pressure increase or decrease toward the center of a low-pressure area?

According to the diagram on the right, what part of the United States is likely to experience storms?

Classifying Vegetation

Reviewing Climate Regions

Rivers

Geology Labs On-Line www.sciencecourseware.org/VirtualRiver contains interactive exercises to help students learn the processes of river discharge, flooding, and flooding frequency. Students can print out a certificate of completion after they successfully complete each exercise.

The Greenhouse Effect

Drawing Conclusions

Avalanche Specialist

Tell students that geographers may work to help the U.S. National Forests or other government agencies predict and prevent avalanches. Ask interested students to learn more about this career.

Classifying VegetationClassifying Vegetation

Reviewing Climate ZonesReviewing Climate Zones

The Greenhouse EffectThe Greenhouse Effect

Drawing ConclusionsDrawing Conclusions

Copyright © Glencoe/M

cGraw-Hill Companies, a division of The M

cGraw-Hill Companies, Inc.

Name Date Class

is the condition of the atmosphere in one place during a limited period of time.

Climate Weather Temperature

It takes about one year for the Earth to compete one .

axis degree revolution

The day when daylight and nighttime hours are of equal length is called .

a solstice an equinox a hemisphere

Without , the Earth would be too cold for most living things.

global warming the greenhouse effect the escaping atmosphere

Global winds blow in generally constant patterns called .

prevailing winds doldrums smog

is considered a famous recurring climatic event.

Rain shadow Coriolis effect El Niño

The side of a mountain range facing away from the wind is called its side.

leeward windward wayward

grows where human activity has not changed the environment.

Mixed forest Prairie Natural vegetation

Underground springs can support a(n) , an area of lush vegetation.

oasis chaparral steppe

Trees whose leaves change color and fall in autumn are called .

coniferous deciduous evergreen

Leveled Activities

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Section 2CHAPTER

PACIFIC OCEAN

PACIFIC OCEAN

ATLANTIC OCEAN

INDIAN OCEAN

ARCTIC OCEAN

NORTH AMERICA

SOUTHAMERICA

AUSTRALIA

EUROPE

AFRICA

ANTARCTICA

ASIA

60˚N

30˚N

TROPIC OF CANCER

ARCTIC CIRCLE

TROPIC OF CAPRICORN

30˚S

60˚S

120˚E60˚E0˚60˚W120˚W

PRIM

E M

ERID

IAN

EQUATOR

ANTARCTIC CIRCLE

0˚

Westerlies

Westerlies

EasterliesPolar

Easterlies

Polar

Westerlies

Westerlies

Westerlies

Westerlies

Northea

sterly

trade winds

trade winds

trade winds

trade win

ds

Northeas

terly

Northeas

terly

Northeas

terly

Southeasterly

Southeasterly

trade winds

trade winds

trade windstrade winds

Southeasterly

SoutheasterlySoutheasterly

Doldrums(calm)

Doldrums(calm)

Doldrums(calm)

Horse latitudes

(calm)

Doldrums(calm)

Horse latitudes (calm)



Easterlie

sPolar

Easterlie

sPolar

N

S

W E

2,000 miles

2,000 kilometers

0

0

Winkel Tripel projection

Cold wind Warm wind Polar front

High latitudes MidlatitudesLow latitudes

56 Unit 1

World Zones of Latitude and Wind Patterns

Winds and Ocean CurrentsMAINMAIN IdeaIdea Wind and water combine with the

effects of the sun to influence Earth’s weather and climate.

GEOGRAPHY AND YOU How does wind affect the weather in your community? Does it bring cold air or warm air? Read to learn about the patterns of global winds and ocean currents that affect climate.

Air moving across the surface of the Earth is called wind. Winds occur because sunlight heats the Earth’s atmosphere and surface unevenly. Rising warm air creates areas of low pressure, and sinking cool air causes areas of high pres-sure. The cool air then flows in to replace the warm rising air. These movements over the Earth’s surface cause winds, which distribute the sun’s energy around the planet.

Wind PatternsWinds blow because of temperature differences

on Earth’s surface, with tropical air moving toward the Poles and polar air moving toward the Equator. Global winds blow in fairly constant patterns called prevailing winds, as shown on the map above. The direction of prevailing winds is determined by latitude and is affected by the Earth’s movement. Because Earth rotates to the east, the global winds are displaced clockwise in the Northern Hemisphere and counterclockwise in the Southern Hemisphere. This phenomenon, called the Coriolis effect, causes prevailing winds to blow diagonally rather than along strict north-south or east-west directions.

Winds are often named for the direction from which they blow, but they sometimes were given names from the early days of sailing. Named for their ability to move trading ships through the region, the prevailing winds of the low latitudes are called trade winds. They blow from the north-

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56

Additional Support

W Writing SupportDescriptive Writing Ask stu-dents to study the map and write a paragraph about the doldrums. (Paragraphs should mention that the doldrums are an area of calm winds at the Equator. The area is bounded by trade winds that flow from east to west.) OL

C Critical ThinkingDetermining Cause and Effect Explain to students that Earth receives the sun’s energy through a chain of causes and effects. Direct students to deter-mine this chain, ending with the sun’s energy being distributed around the planet. (The sun heats the Earth’s atmosphere and surface unevenly, causing warm and cool air masses. The warm air rises and the cool air flows in to replace the warm air. These movements cause winds, which distribute some of the sun’s thermal energy around Earth.) OL


Activity: Interdisciplinary Connection

Music Ask: How can wind create music? Have students create wind chimes to help them investigate this question. Students may work independently or in groups to research the kinds of materials and forms of construction

used around the world to make wind chimes. Have students hang their completed wind chimes outdoors and listen for the differences in tone that accompany various wind speeds and patterns. OL


Section 2CHAPTER

MAIN Idea

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PACIFIC OCEAN

PACIFIC OCEAN

ATLANTIC OCEAN

INDIAN OCEAN

ARCTIC OCEAN

NORTH AMERICA

SOUTHAMERICA

AUSTRALIA

EUROPE

AFRICA

ANTARCTICA

ASIA

60˚N

30˚N

0˚

TROPIC OF CANCER

ARCTIC CIRCLE

ANTARCTIC CIRCLE

TROPIC OF

CAPRICORN

30˚S

60˚S

120˚E60˚E60˚W 0˚120˚W

PRIM

E M

ERID

IAN

EQUATOR

North Equatorial Current

Equatorial Countercurrent

South Equatorial Current

N. Pacific Current

Gulf

Stream

North

Atlanti

c

Curre

nt

Labrador

Current

Falk

land

Curr

ent

GuineaCurrent

Benguela

Current

PeruCurrent

Braz

ilCu

rren

t

Antarctic Circumpolar Current

West Australia Current

South Equatorial

Current EastAustraliaCurrent

EquatorialCountercurrent

North Equatorial

Japa

n Current

Cana

ryCu

rrent

Current

CaliforniaCurrent

AlaskaCurrent

N

S

W E

2,000 miles

2,000 kilometers

0

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Cold current Warm current

Chapter 3 57

east toward the Equator from about latitude 30° N and from the southeast toward the Equator from about latitude 30° S. Westerlies are the pre-vailing winds in the midlatitudes, blowing diago-nally west to east between about 30° N and 60° N and between about 30° S and 60° S. In the high latitudes, the polar easterlies blow diagonally east to west, pushing cold air toward the midlatitudes.

The Horse LatitudesAt the Equator, global winds are diverted north

and south, leaving a narrow, generally windless band called the doldrums. Two other narrow bands of calm air encircle the globe just north of the Tropic of Cancer and just south of the Tropic of Capricorn. In the days of wind-powered sail-ing ships, crews feared being stranded in these windless areas. With no moving air to lift the sails, ships were stranded for weeks in the hot, still weather. Food supplies dwindled, and perish-able cargoes spoiled as the ships sat.

To lighten the load so the ships could take advantage of the slightest breeze, sailors would toss excess cargo and supplies overboard, includ-ing livestock being carried to colonial settle-ments. This practice gave rise to the name by which the calm areas at the edges of the Tropics are known — the horse latitudes.

Ocean CurrentsJust as winds move in patterns, cold and warm

streams of water, known as currents, move through the oceans. Ocean currents are caused by many of the same factors that cause winds, includ-ing the Earth’s rotation, changes in air pressure, and differences in water temperature. The Coriolis effect is also observed in ocean currents.

World Ocean Currents

1. Regions What air currents flow over the midlatitudes?

2. Movement How do ocean currents develop? How is this process similar to the development of wind patterns?


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Step 2

S Skill PracticeVisual Literacy Have students study the “World Ocean Currents” map and compare it to the “World Zones of Latitude and Wind Patterns” map on page 56. Tell students that wind patterns and ocean currents are both driven by the un even heating of Earth’s surface. Ask: Which map shows more regular patterns? (wind pat-terns) Why do you think the wind pattern and ocean currents are so different? (Ocean currents are blocked by the landmasses. Wind currents can flow over land.) OL

W Writing SupportNarrative Writing Ask students to write a short story about colo-nists aboard a ship caught in the doldrums. Tell them to consider how the colonists might try to sail with little or no wind. AL


Step 2: Climate and Clothes Have the teams of students from Step 1 investigate how climate affects how people live and how they dress.

Directions Assign each group a region of the world. Have each group research the

climate of the region and plan a year-round wardrobe for people living there. Students can create an illustrated poster that shows the different items of clothing worn at dif-ferent times of the year. Have groups explain why each item of clothing repre-sents a response to the regional climate.

Summarizing After each group has researched a region and made a poster, have the class compare wardrobes and determine which region requires the great-est variety of clothing. OL

(Chapter Project continues on page 61.)

Answers1. westerlies

2. Earth’s rotation, changes in air pressure, differences in water temperature, the Coriolis effect; the same fac-tors cause both of them



Section 2CHAPTER

58 Unit 1

As ocean currents circulate, cold water from the polar areas moves slowly toward the Equator, warming as it moves toward the low latitudes. This water forms the warm ocean currents. The warm water, in turn, moves away from the Equator, cooling as it nears the polar areas.

Ocean currents affect climate in the coastal lands along which they flow. Cold ocean currents cool the lands they pass. Warm ocean currents bring warmer temperatures. For example, the North Atlantic Current flows near western Europe. This current gives western Europe a relatively mild cli-mate in spite of its northern latitude.

Weather and the Water CycleWind and water work together to affect weather

in another important way. Driven by temperature, condensation creates precipitation — moisture fall-ing to the Earth in the form of rain, sleet, hail, or snow. The sudden cloudburst that cools a steamy summer day is an example of how precipitation both affects and is affected by temperature. Water vapor forms in the atmosphere from evaporated surface water. As rising air cools when elevation increases, the water vapor condenses into liquid droplets, forming clouds. Further cooling causes rain to fall, which can help lower the temperature on warm days.

El NiñoClimate is also affected by recurring phenomena,

or events, that alter weather patterns. The most famous of these recurring climatic events is

El Niño (ehl NEE•nyoh). It is a periodic change in the pattern of ocean currents, water temperatures, and weather in the mid-Pacific region.

El Niño does not occur every year, but its frequency appears to have increased beginning in the 1970s. In an El Niño year, the normally low atmospheric pressure over the western Pacific rises, and the normally high pressure over the eastern Pacific drops. This reversal causes the trade winds to diminish or even to reverse direc-tion. The change in wind pattern reverses the equatorial ocean currents, drawing warm water from near Indonesia east to Ecuador, where it spreads along the coasts of Peru and Chile.

Changing air pressures resulting from El Niño influence climates around the world. Precipitation increases along the coasts of North and South America, warming winters and increasing the risk of floods. In Southeast Asia and Australia, drought and occasional massive forest fires occur.

Scientists are not sure what causes El Niño or why it appears to be occurring more frequently. Preliminary studies have linked it to global warming. The costs in human and economic terms of the weather catastrophes associated with El Niño make learning more about this cli-matic event vitally important.

Place What happens to global winds at the Equator?

The Influence of El Niño

1. Human-Environment Interaction How might El Niño impact the lives of people in North America?

2. Place What happens to the water temperatures and wind patterns in an El Niño year?

D

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MAIN Idea

Essential Question

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D Differentiated InstructionVerbal/Linguistic Pair a strug-gling student (Student A) with an on-level student (Student B). Have both students read the passage. Then, Student A will listen as Student B explains El Niño. Student A can then ask clarifying questions of Student B. Next, Student A explains El Niño to Student B. Finally, Student B asks clarifying questions of Student A. BL

Answer: Winds are diverted north and south, leaving a narrow windless band.

Answers1. El Niño brings increased

rain, warming winters and causing flooding.

2. As cold water pools in the western Pacific, warm water moves east and pools in the eastern Pacific. Dry air descends over the western Pacific. The winds move east over warm waters, and the warm air rises in the eastern Pacific, creating rain.

Answers1. El Niño brings increased

rain, warming winters and causing flooding.

2. As cold water pools in the western Pacific, warm water moves east and pools in the eastern Pacific. Dry air descends over the western Pacific. The winds move east over warm waters, and the warm air rises in the eastern Pacific, creating rain.

Did You Know?Did You Know?

Astronomy The Tropic of Cancer and the Tropic of Capricorn are named for the constel-lations through which the sun appears to be traveling when its rays strike these lines of latitude directly.

Treacherous Waters The Maelstrom is a swift current in the Norwegian Sea off the coast of Norway. Strong winds cause this dangerous current to form huge whirlpools that can destroy small ships. After American author Edgar Allan Poe wrote about the Maelstrom, its name came to mean any whirlpool or any kind of severe turmoil.

Additional Support


Section 2CHAPTER

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THE W

ORLD

Landforms and ClimateMAINMAIN IdeaIdea Landforms and bodies of water influ-

ence Earth’s climate patterns.

GEOGRAPHY AND YOU Do you live near moun-tains? A large body of water? Read to find out how these features can affect climate.

The climates of places located at the same lati-tude can be very different, depending on the pres-ence or absence of certain physical features. Large bodies of water, for example, are slower to heat and to cool than land. As a result, water tempera-tures are more uniform and constant than land temperatures. Coastal lands receive the benefit of this moderating influence and experience less changeable weather than do inland areas.

Mountain ranges, too, influence precipitation and affect climate. As the diagram shows, winds are pushed upward when they meet a mountain range. The rising air cools and releases most of its moisture in the form of precipitation on the

windward side — the side of the mountain range facing the wind. After the precipitation is released, winds become warmer and drier as they descend on the opposite, or leeward, side of the mountains. The hot, dry air produces little precipitation in an effect known as a rain shadow.The rain shadow effect often causes dry areas — and even deserts — to develop on the lee-ward sides of mountain ranges.

Movement What happens to winds after they release precipitation?

SECTION 2 REVIEWVocabulary 1. Explain the significance of: prevailing wind, Coriolis effect,

doldrums, current, El Niño, windward, leeward, rainshadow.

Main Ideas 2. How do wind and water combine with the effects of the sun to

influence Earth’s weather and climate? 3. Explain how landforms and bodies of water influence Earth’s

climate patterns. 4. Use a table like the one below to explain how latitude and

elevation affect the angle of the sun’s rays and temperatures on Earth.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion Describe the general

differences in climate between the low latitudes and the midlatitudes. What factors account for these differences?

6. Identifying Cause and Effect How does the presence of mountain ranges influence climate?

7. Analyzing Visuals Study the maps of wind patterns and ocean currents on pages 56–57. Describe the patterns of warm currents and cold currents on both maps. Are they similar or different?

Writing About Geography 8. Expository Writing Study the map of wind currents on

page 56. Suppose you are on a ship sailing in the low lati-tudes. Write a paragraph explaining what might happen as you drift near the Equator.

Geography ONLINE


Chapter 3 59

Location Effect

Low latitudes

High latitudes

Midlatitudes

Elevation

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Answers

Section 2 Review

R Reading StrategyUsing Word Parts Tell students that the word part lee- comes from a word meaning “shelter.” Tell students that when they need to distinguish the leeward and windward sides of a mountain, remember that the leeward side is sheltered from the wind by the windward side. BL

Answer: winds become warmer and drier



CloseCompare and Contrast Ask: What is the difference in climate between the high latitudes and the midlatitudes? (The high lati-tudes are cold, dry polar regions. The midlatitudes are variable and can be hot or cold with a wide range of seasonal changes.)


2. The sun heats the Earth unevenly, which causes ocean and wind currents. Those cur-rents, combined with the sun shining on the Earth at certain times of year, combine to influence a region’s climate and weather.

3. Large bodies of water take longer to heat and cool than land so the water tempera-tures are more uniform and moderate the weather of coastal lands.

4. Low latitudes: receive more direct sunlight all year, so warm all year-round; High lati-tudes: receive less direct sunlight all year, so cold/cool year-round; Midlatitudes: amount of direct sunlight varies; seasonal climate patterns; Elevation: cooler the higher the elevation.

5. The low latitudes are warm to hot all year. The midlatitudes have a temperate climate and experience dramatic seasonal changes. Proximity to the direct rays of the sun causes these differences.

6. Mountains located near large bodies of water block rain clouds from reaching inland, resulting in one side being cooler and wetter, the other warmer and drier.

7. They are different. Wind currents are more uniform than ocean currents. Cold winds and cold currents originate close to the high latitudes, but only cold currents make their way into the mid- and low latitudes.

8. Paragraphs should address what would happen as the ship approaches the doldrums.



Section 3CHAPTER SECTION

60 Unit 1

3 World Climate PatternsOrdinary climate patterns vary from region to region. However, factors such as winds and air pressure can cre-ate pockets of dramatic climate. For example, most of Australia has a dry climate, but during the summer the trade winds meet, creating intense thunderstorms and bringing monsoons to the continent’s northern coast.

Voices Around the World“Here at last, in Weipa, was the wet I’d been looking for — the lush growth along the shore, the brooding thundery skies, the heavy curtains of rain. Nearly three feet of rain had fallen here in the past month, and more drenchings were on the way. ‘All this can get to be really depressing,’ a woman named Lorisa Morgan told me one morning when I dropped by the community center and thrift shop. ‘You get so tired after a while of mold growing on everything. You want to go out for a nice dinner? First you have to clean the mold off your belt and shoes. We have to store our videos and computer disks in the refrig-erator to keep the mold from ruining them.’”

— Roff Smith, “The Wet Down Under,” National Geographic, November 2004

Guide to ReadingEssential Essential QuestionQuestionHow do geographers classify Earth’s climate and vegetation?

Content Vocabulary

Academic Vocabulary• widespread (p. 61)• exceeds (p. 61)• consists (p. 61)

Places to Locate• Tropics (p. 61)• Sahara (p. 61)

Reading StrategyOrganizing Complete a graphic organizer similar to the one below by filling in a brief description of each climate region.

• natural vegetation (p. 61)

• oasis (p. 61)• coniferous

(p. 62)• deciduous

(p. 62)

• mixed forest (p. 62)

• prairie (p. 62)• permafrost

(p. 63)• hypothesis

(p. 64)• smog (p. 64)

Climate Description

Tropical

Dry

Midlatitude

High latitude

Highland

Flooding in New South Wales, Australia

sectionaudio

spotlightvideo

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MAIN Idea

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Climate Description

Tropicallow latitudes, hot and wet year-round or hot with wet summers and dry winters

Drylittle precipitation, desert or steppe (grassland)

Midlatitudevariable weather patterns and seasonal changes

High latitudebitterly cold winters, and short, cool summers

Highland varies by elevation


URB, p. 45• RENTG, pp. 22–24• Vocab. Act., URB p. 35

Teacher Edition• Determining Cause and

Effect, p. 62

Additional Resources• Quizzes and Tests, p. 27

Teacher Edition• Visual/Spatial, p. 61

Additional Resources• Reteaching Act.,

URB p. 37• Graphic Organizer

Transp., pp. 21–22

Teacher Edition• Persuasive Writing,

p. 63

Additional Resources• Authentic Assess.,

p. 33

Teacher Edition• Visual Literacy, pp. 61, 62

Additional Resources• Daily Focus Skills Trans.

3-3• Reinforcing Skills Act.,

URB p. 39• Map Overlay Trans. 1-4,

1-5

Reading Strategies

Critical Thinking






Section 3CHAPTER

Essential Question

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Chapter 3 61

Climate RegionsMAIN MAIN IdeaIdea Geographers divide the Earth into

regions that have similar climates.

GEOGRAPHY AND YOU Does it rain much where you live? Or is it very cold with lots of snow? Read to learn about the climate region where you live.

Climates are organized into regions—tropical, dry, midlatitudes, high latitude, and highland. But since climates can vary within these broad regions, they are further divided into smaller ones. Each of these divisions has its own characteristic soils and natural vegetation—the original plant life growing in an area. Together with animal life, these elements form biomes.

Tropical ClimatesTropical climates are found in or near the low

latitudes — the Tropics. The two most wide-spread kinds of tropical climate regions are tropical wet and tropical dry.

Hot and wet throughout the year, tropical wet climates have an average temperature of 80°F (27°C). The warm, humid air is saturated with moisture, producing rain almost daily. Yearly rainfall averages about 80 inches (203 cm). This continual rain tends to leach, or draw out, nutri-ents from the soil in these climates. Wildlife is also abundant.

Tropical rain forest vegetation grows thickly in layers. Tall trees form a canopy over shorter trees and bushes. Shade-loving plants grow on the trees. The world’s largest tropical rain forest is in the Amazon River basin. Similar climate and vegetation exist in other parts of South America, the Caribbean, Asia, and Africa.

Tropical dry climates have dry winters and wet summers, accompanied by high year-round tem-peratures. In the dry season, the ground is covered with clumps of coarse grass. Fewer trees exist in these regions, also called savannas, than in the rain forests. Tropical savannas are found in Africa, Central and South America, Asia, and Australia.

Dry ClimatesGeographers have identified two types of dry

climates, based on the vegetation in each. Both desert and steppe climates occur in low latitudes and midlatitudes.

Dry areas with sparse plant life are called deserts. Yearly rainfall in deserts seldom exceeds10 inches (about 25 cm), and temperatures vary widely from the heat of day to the cool of night and from season to season. Desert climates occur in just under one-third of the Earth’s total land area. The Sahara alone extends over almost the entire northern one-third of the African continent.

The natural vegetation of deserts consists of scrub and cactus, plants that tolerate low and unreliable precipitation, low humidity, and wide temperature ranges. In some desert areas, under-ground springs may support an oasis, an area of lush vegetation. Some deserts have dunes or rocky surfaces, and others have fertile soil that can yield crops through irrigation.

Often bordering deserts are dry, largely tree-less grasslands called steppes. Yearly rainfall in steppe areas averages 10 to 20 inches (25 to 51 cm). The world’s largest steppe stretches across eastern Europe and western and central Asia. Steppes are also found in North America, South America, Africa, and Australia.

Latitude, Climate, and Vegetation

1. Regions How do changes in temperature and moisture affect vegetation?

2. Place What sort of temperatures would you expect to find in a temperate grassland biome? A rain forest biome?

DS

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Step 3

TeachD Differentiated

InstructionVisual/Spatial Direct students to draw a concept map to help them visualize the relationships among tropical and dry climates. Remind them to use connecting words and phrases to link the concepts in their maps. OL

S Skill PracticeVisual Literacy Have students draw a larger version of the “Latitude, Climate, and Vegetation” diagram. Students should include drawings and photographs of the plants found in the region. Students can also create another diagram that shows the organ-isms in each region. AL

Answers1. less vegetation as it gets

drier and cooler; aridity mat-ters less at higher latitudes

2. grassland: fairly hot to fairly cold; rain forest: warm to hot


Step 3: The World Café Groups of stu-dents create menus of foods native to particular climate regions.

Directions Write the Essential Question on the board. Divide students into groups and assign a major climate region to each.

Have each group compile a list of dishes made from plant products common to its assigned climate region. Students may then use encyclopedias, cookbooks, or Internet resources for research.

Synthesizing Have all the groups work together to create the menu for a world café that includes dishes for each climate

region. Ask students how this exercise helped them answer the Essential Question and understand the relationships between Earth’s climate regions. OL

(Chapter Project continues on the Visual Summary page.)


Section 3CHAPTER

62 Unit 1

Midlatitude ClimatesThe midlatitudes include four temperate cli-

mate regions. Midlatitude climates experience variable weather patterns and seasonal changes that give rise to a variety of natural vegetation.

Along western coastlines, between the latitudes of 30° N and 60° N and 30° S and 60° S, are re gions with a marine west coast climate. For example, the Pacific coast of North America has a marine west coast climate. Ocean winds bring cool summers and cool, damp winters. Abundant rainfall sup-ports the growth of both coniferous and deciduous trees. Coniferous trees, most of which are ever-greens, have cones. Deciduous trees, most of which have broad leaves, change color and drop their leaves in autumn. Typical of marine west coast cli-mates are mixed forests with both kinds of trees.

Lands surrounding the Mediterranean Seahave mild, rainy winters and hot, sunny sum-mers. The natural vegetation includes thickets of woody bushes and short trees known as Mediterranean scrub. Geographers classify as Mediterranean any coastal midlatitude areas

with similar climate and vegetation. Such areas include southwest Australia.

In the southeastern United States, a humid sub-tropical climate brings short, mild winters and nearly year-round rain. The wind patterns and high pressure related to nearby oceans keep humidity levels high in these areas. Vegetation consists of prairies, or inland grasslands, and for-ests of evergreen and deciduous trees.

In some midlatitude regions of the Northern Hemisphere, landforms influence climate more than winds, precipitation, or ocean temperatures do. Humid continental climate regions do not experience the moderating effect of ocean winds because of their northerly continental, or inland, locations. The farther north one travels in these humid continental areas, the longer and more severe are the snowy winters, and the shorter and cooler are the summers. Vegetation in humid con-tinental regions is similar to that found in marine west coast areas, with evergreens outnumbering deciduous trees in the northernmost areas.

World Climate Regions

C

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C Critical ThinkingDetermining Cause and Effect Ask: Why does such a large portion of the world’s human population live in a midlatitude climate region? (more land, temperatures are mod-erate at most elevations, climate is good for growing crops) OL


S Skill PracticeVisual Literacy Have students study the “World Climate Regions” map. Ask students if they see a pattern in the location of Earth’s deserts. (Most of the deserts fall along or near 30° north and south of the Equator.) BL

Objective: To identify related climate regions worldwide. Focus: Have students identify their own climate

region and the same climate on other con-tinents. List the countries within the same climate region.

Teach: Help students name the countries with the same climate as their local area and compare factors like latitude and distance to coast.

Assess: Evaluate student lists for accuracy. Close: Ask students to compare their results.

Map Overlay Transp. 1-4: World Climates

60°E60°W 120°E120°W 0°

0°

30°S

60°S

60°N

30°N

PACIFIC

OCEAN

ATLANTIC

OCEAN

ATLANTIC

OCEAN

INDIAN

OCEAN

PACIFIC

OCEAN

ARCTIC OCEAN Scale at the Equator2,500

2,5000 mi.

0 km

N

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Locating Climate Regions

Differentiated Instruction Strategies BL Ask students to draw a horizontal line

through your location and identify how many climate regions it crosses.

AL

Ask students to find a plant hardiness zone map for North America and compare it to a detailed climate map.

ELL Ask students to define the characteris-tics of the local climate.

Section 3CHAPTER

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PACIFICOCEAN

PACIFIC OCEAN

ATLANTIC OCEAN

INDIAN OCEAN

ARCTIC OCEAN

60˚N

30˚NTROPIC OF CANCER

ARCTIC CIRCLE

30˚S

60˚S

120˚E60˚E0˚60˚W120˚W

EQUATOR

ANTARCTIC CIRCLE

0˚

TROPIC OF CAPRICORN

PRIM

E M

ERID

IAN

Los Angeles

Rio de Janeiro Johannesburg

Hong Kong

Sydney

Mumbai (Bombay)

Seattle

Chicago

Ottawa

Washington, D.C.

Mexico City

Caracas

Moscow

Tashkent

Bangkok

Jakarta

Tokyo

Dakar

London

Madrid

Cairo

Beijing

Cape Town

Kinshasa

Buenos Aires

Lima

Santiago

N

S

W E 4,000 miles

4,000 kilometers

0

0


Mediterranean scrub

Coniferous forestDeciduous forest

Mixed forest (deciduousand coniferous)

Desert scrub anddesert wasteTemperate grassland

Tropical grassland (savanna)

Tropical rain forest

Ice capHighland (vegetationvaries with elevation)

Tundra

THE W

ORLD

Chapter 3 63

High-Latitude ClimatesIn high-latitude climates, freezing tempera-

tures are common throughout the year because of the lack of direct sunlight. As a result, the amount and variety of vegetation are limited.

Just south of the Arctic Circle lie the subarctic climate regions. Winters here are bitterly cold, and summers are short and cool. Subarctic regions have the world’s widest temperature ranges, varying from winter to summer by as much as 120°F (49°C). In parts of the subarctic, only a thin layer of surface soil thaws each sum-mer. Below it is permanently frozen subsoil, or permafrost. Brief summer growing seasons may support needled evergreens.

Closer to the Poles are tundra climate regions. Winter darkness and bitter cold last for several months, and the sun’s indirect rays during long summer days have limited warming effects. The layer of thawed soil is even thinner than in the subarctic. Trees cannot establish roots, so vege-tation is limited to low bushes, very short grasses, mosses, and lichens (LY• kuhns).

Snow and ice, often more than 2 miles (3 km) thick, constantly cover the surfaces of ice cap regions. Lichens are the only form of vegetation that can survive in these areas, where monthly temperatures average below freezing.

Highland ClimatesHigh mountain areas, even along the Equator,

share some of the same characteristics of high-latitude climates because of the thinning of the atmosphere at high altitudes. With highland cli-mates, the higher the elevation, the cooler the tem-peratures. Natural vegetation also varies with elevation. Mixed forests lie at the bases of moun-tain ranges. Higher up are meadows with small trees, shrubs, and wildflowers.

Regions What happens as you move north through humid continental regions?

World Natural Vegetation Regions

1. Regions Why does the amount of vegetation decrease as you move toward higher latitudes?

2. Location Which type of climate and vegetation are found only along coastal areas?


W

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63

AdditionalSupport

W Writing SupportPersuasive Writing Have students research the reported changes occurring in the polar regions, such as rising tempera-tures and accelerated glacial melting. They should read several sources about the issues, focusing particularly on the proposed causes of these changes. Students will then write a paper supporting their own position about the causes of the rising temperatures and glacial melting. AL

Answer: more severe winters, shorter and cooler summers

Answers1. because of colder

temperatures

2. everything except for high-land for both climate and vegetation

Answers1. because of colder

temperatures

2. everything except for high-land for both climate and vegetation

Activity: Interdisciplinary Connection

Science Ask: How acidic is your rain? Have students use library or Internet resources to research the level at which acid precipitation (acid rain) begins to affect the environment. Ask students to hypothesize about the acidity of their local precipitation. Students will then collect

samples of local rain or snow and use a pH meter or litmus strips to determine acidity levels. Invite students to make predictions about the effects of acid precipitation on the local environment based on their findings. AL



Section 3CHAPTER

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Climate ChangesMAIN MAIN IdeaIdea Climate changes over time. Although

the causes of change are unclear, evidence sug-gests that human activity has influenced some of the changes.

GEOGRAPHY AND YOU Does your community have problems with smog? Read to learn how human activity can influence climate change.

Climates change gradually over time, although the causes of these changes are unclear. Scientists search for answers by studying the interrelation-ships among ocean temperatures, greenhouse gases, wind patterns, and cloud cover.

During the last 1 to 2 million years, for exam-ple, the Earth passed through four ice ages, eras when glaciers covered large areas of the planet’s surface. One hypothesis, or scientific explana-tion, for these ice ages is that the Earth absorbed less solar energy because of variations in the sun’s output of energy or because of variations in the Earth’s orbit. Another hypothesis suggests that dust clouds from volcanic activity reflected

Vocabulary 1. Explain the significance of: natural vegetation, oasis, conifer-

ous, deciduous, mixed forest, prairie, permafrost, hypothesis, smog.

Main Ideas 2. Describe one hypothesis for climate change. Then list exam-

ples of human activities that affect climate. 3. Create a table like the one below to show how geographers

divide the Earth into regions with similar climates. Add infor-mation and a brief description about each of the world’s cli-mate regions.

Critical Thinking 4. Answering the EssentialEssential QuestionQuestion How are the five

major climate regions related to the three zones of latitude? 5. Comparing and Contrasting What factors account for the

similarities and differences between the subdivisions in tropi-cal climate zones?

6. Drawing Conclusions What are the two main categories of factors causing climate change?

7. Analyzing Visuals Study the map of world vegetation regions on page 63. What vegetation type dominates Russia? Canada?

Writing About Geography 8. Summary Writing On the map of world climate regions on

page 62, locate the climate regions for Tashkent, Cape Town, Lima, Chicago, London, and Jakarta. Then write a paragraph summarizing the relationship between climate and settlement.

SECTION 3 REVIEW

Geography ONLINE


64 Unit 1

Earth’s Climates Climate Region Features

sunlight back into space, cooling the atmosphere and lowering surface temperatures.

Human interaction with the environment also affects climate. Burning fossil fuels releases gases that mix with water in the air, forming acids that fall in rain and snow. Acid rain can destroy for-ests. Fewer forests may result in climatic change. The exhaust released from burning fossil fuels in automobile engines and factories is heated in the atmosphere by the sun’s ultraviolet rays, forming smog, a visible chemical haze in the atmosphere that endangers people’s health. Other human-driven changes result from dams and river diver-sions. These projects, intended to supply water to dry areas, may cause new areas to flood or to dry out and may affect climate over time.

Human-Environment Interaction How does the burning of fossil fuels create smog?

Geography ONLINE

Student Web Activity Visit glencoe.com, select the

click on Student Web Activities—Chapter 3 for an activ-ity about global climate change.

World Geography and Cultures Web site, and

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64

Answers

Section 3 Review

Answer: Car and factory exhaust is heated in the atmosphere by the sun, form-ing a chemical haze.

Geography ONLINE

Objectives and answers to the Student Web Activity can be found at glencoe.com under the Web Activity Lesson Plan for this program.



CloseMaking Generalizations Ask: What generalization can you make about the climates in the three different latitudes? (The low latitudes are tropical, the midlatitudes are varied, and the high latitudes are very cold.)


2. Answers should have one of the following: variations in the sun’s energy output, changes in the Earth’s orbit, or volcanic activity; burning fossil fuels, damming and diverting rivers

3. Highland: varies based on elevation; Desert: hot, dry, sparse vegetation; Mediterranean: coastal midlatitude with thickets of woody bushes and short trees; Humid subtropical: short, mild winters,

rain nearly all year; Steppe: dry, treeless grasslands; Tropical wet: hot and wet all year, near low latitudes; Tropical dry: hot all year, rainy summers, dry winters; Marine west coast: cool summers, cool damp win-ters, abundant rainfall, western coastlines in midlatitudes; Humid continental: more severe winters and shorter, cooler summers as you move north; Subarctic: bitterly cold winters, short and cool summers; Tundra: cold summers, bitterly cold winters, no trees; Ice cap: permanent ice

4. Three are directly related to latitude (tropics, midlatitudes and high latitudes), two are based on landforms or rainfall (dry, highland).

5. Both are in the low latitudes. Tropical wet is wet year-round. Tropical dry is wet during the summer.

6. natural and human causes 7. coniferous forest; coniferous and mixed forests 8. Paragraphs should address that many of the

world’s cities are in the midlatitudes because people tend to settle in climates favorable to survival.





VISUAL SUMMARY

THE W

ORLD

Chapter 3 65

CHAPTER VISUAL SUMMARY 3Study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.

• The relationship of the Earth to the sun affects climate patterns around the world.

• The Earth’s tilt and revolution cause the seasons by changing the relationship of the Earth’s surface to the sun.

• When the sun is directly over the Tropic of Cancer, it is summer in the Northern Hemisphere. When it is directly over the Tropic of Capricorn, it is winter in the Northern Hemisphere.

EARTH-SUN RELATIONSHIPS

• Latitude plays a major role in climate. The farther one gets from the Equator, the cooler the climate.

• High elevations are generally cooler than the surrounding landscape.

• Other factors that help determine climate are wind and water currents, recurring phenomena such as El Niño, and large landforms.

FACTORS AFFECTING CLIMATE

• Geographers divide the world into major climate regions.• The major climate regions are tropical, dry, midlatitude, high

latitude, and highland climates. Each of these can be broken down into smaller categories.

• Each climate region has its own characteristic natural vegetation.

• Climate patterns change over time as a result of both natural processes and human activity.

WORLD CLIMATE PATTERNS

Inuit boy with sled dogs during midnight sun, Canada

Warm-Cool

Very Cold

Latitude and Temperature

Very Cold

Hot

Hot

Warm-Cool

60° N

30° N

60° S

30° S

Tropic of Cancer

Tropic of Capricorn

Equator

Viedma glacier breaking into lake, Argentina

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MAIN Idea

Essential Question

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65

Hands-On Chapter ProjectStep 4: Wrap-Up

Organizing Information Ask the students to use the informa-tion on the Visual Summary page to help them create their own study guide. Some ideas students can use:• Make note cards of each bullet

point;• Write questions based on the

information on the page and use them to quiz each other; or

• Create a graphic organizer, such as a concept map or outline.

Visual Literacy Ask: What is the “midnight sun” referenced in the photo at the top? (At the high latitudes, there are times of the year that the sun is always shining.)

Did You Know?The hottest temperatures ever recorded in the world were in Death Valley, California, and El Azizia, Libya, where temperatures reached 134°F (56.6°C) and 136°F (57.7°C), respectively. Both areas are found in mid- or low-latitudes, which get far more direct sun than higher latitudes. Vostok, Antarctica, has been recorded as the coldest place on Earth. The temperature there has dropped as low as –129°F (–89.4°C).


Step 4: Holding the Climate Fair Students will synthesize what they learned in Steps 1, 2, and 3.

Directions Have students organize into groups to present information about Earth’s

climate. Some students can demonstrate the factors that influence climate, such as the greenhouse effect. Other students can show how climate influences humans in the way we dress and what we eat. Still other students can hold an ongoing discussion on how human activity influences climate.

Allow students to present their Climate Fair to other students in the school.

Synthesizing After the Fair, ask students to share what the project has taught them about how people live in Earth’s climates. OL


CHAPTER 3ASSESSMENT

66 Unit 1

CHAPTER 3

TEST-TAKING TIP

If you find a question that is more difficult for you, skip it and go on to answer the other questions. Then return to the more difficult question.

Reviewing VocabularyDirections: Choose the word or words that best complete the sentence.

1. Day-to-day conditions of the atmosphere make up .

A weather

B climate

C axis

D equinox

2. Long-term atmospheric conditions that people can expect to be generally true make up .

A weather

B climate

C solstice

D tilt

3. Because of , winds tend to blow diagonally rather than from due north, south, east, or west.

A weather

B rain shadow

C the Coriolis effect

D El Niño

4. Grasslands in midlatitude climates are called .

A savannas

B mixed vegetation

C prairies

D tundras

Reviewing Main IdeasDirections: Choose the best answers to complete the sentences or to answer the following questions.

Section 1 (pp. 50–53)

5. Why is the greenhouse effect necessary to life?

A People’s activities increase the greenhouse effect.

B Without the greenhouse effect, Earth would be too cold for life.

C Farmers grow crops in greenhouses.

D Scientists are afraid that climate change will harm society.


6. During El Niño years, weather in western South America becomes .

A hotter and drier

B warmer and rainier

C colder and rainier

D colder and drier


7. Each climate region has its own kind of .

A rock structure

B tectonic plate

C natural vegetation

D Coriolis effect

STANDARDIZED TEST PRACTICE

GO ON

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BiG Idea

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66

Answers, Analyses, and Tips

7. C Answers A and B are terms for geologic structures, and are not specific to climate regions. Students struggling to choose between C and D should remember that differ-ent climates support very different vegetation.

Reviewing Vocabulary1. A Students struggling with this question will probably choose between answers A and B. In the question, the phrase “day-to-day” implies a short-term occurrence. The correct answer is A.

2. B As with the question above, students will probably choose between A and B. Since weather occurs over the short term, students may conclude that long-term conditions make up climate.

3. C The Coriolis effect is covered extensively in the chapter, and is illustrated on the World Zones of Latitude and Wind Patterns map.

4. C Mixed vegetation implies that more than grassland is found in the region. Students should know that savannas are found in the tropics and tundra is found in high-latitude climates close to the Poles.

Reviewing Main Ideas5. B Students may be confused because all the answer options are true statements. The question asks for an explanation of why life depends on the greenhouse effect. Only answer B addresses that question.

6. B Answers B and C are possible answers since precipitation increases along the coast of South America during El Niño years. El Niño also causes warmer winters, so the combination of warmer and rainier makes choice B correct.

TEST-TAKING TIPTell students that answers from related questions may help them. The answers to questions 1 and 2 are related.

TEST-TAKING TIPStudents may have prior knowledge of some subjects from news reports, books, or from other credible sources outside of school. The information provided on the test is most important, but other information can be helpful in selecting an answer.

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CHAPTER 3ASSESSMENT

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Chapter 3 67

ASSESSMENT

Geography ONLINE

For additional test practice, use Self-Check Quizzes—Chapter 3 on glencoe.com.

Need Extra Help?

Critical ThinkingDirections: Choose the best answers to complete the sentences or to answer the following questions.

8. How do human activities impact climate?

A The sun may give off varying amounts of solar energy.

B Volcanic eruptions may increase cloud cover.

C People add gases to the atmosphere by burning fossil fuels.

D Scientists do research to learn what causes climate change.

Base your answer to question 9 on the map and on your knowledge of Chapter 3.

9. Going from the Equator to the North Pole, average temperatures ______.

A become progressively warmer

B become warmer, then colder

C become colder, then warmer

D become progressively colder

Document-Based QuestionsDirections: Analyze the document and answer the short-answer questions that follow the document.

The United Nations Framework Convention on Climate Change went into force in 1994. The excerpt below explains why its framers believed it was necessary.

The Parties to this Convention,

Acknowledging that change in the Earth’s climate and its adverse effects are a common concern of humankind,

Concerned that human activities have been substantially increasing the atmospheric concentrations of greenhouse gases, that these increases enhance the natural greenhouse effect, and that this will result on average in an additional warming of the Earth’s surface and atmosphere and may adversely affect natural ecosystems and humankind, . . .

Acknowledging that the global nature of climate change calls for the widest possible cooperation by all countries and their participation in an effective and appropriate international response, in accordance with their common but differentiated responsibilities and respective capabilities and their social and economic conditions, . . .

Affi rming that responses to climate change should be coordi-nated with social and economic development in an integrated manner with a view to avoiding adverse impacts on the latter, taking into full account the legitimate priority needs of devel-oping countries for the achievement of sustained economic growth and the eradication of poverty. . . .

10. Why were the writers of the framework concerned about climate?

11. What attitude does the framework take regarding social and economic development?

Extended Response12. Exploring the BiG BiG IdeaIdea

In which climate region do you live? What factors infl uence the climate there?

If you missed questions. . . 1 2 3 4 5 6 7 8 9 10 11 12Go to page. . . 51 51 56 62 52 58 61 64 55 64 64 61–63

STOP

Temperature Variation

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67

Have students refer to the pages listed if they miss any of the questions.

Need Extra Help?

Geography ONLINE

Have students visit the Web site at glencoe.com to review Chapter 3 and take the Self-Check Quiz.

to eradicate poverty. If students find the language in the passage confusing, have them read the passage quickly, then read the questions. Then students should read the passage again slowly, underlining key phrases to help answer the questions.

Extended Response12. Students’ answers will vary but should include the terminol-ogy used to discuss climate regions in this chapter. Answers should also reflect an understand-ing of the factors that affect climate.

Critical Thinking8. C Answers A and B do not describe human activities. Answer D is also incorrect because studying climate does not change climate. Only answer C is correct.

9. D Students should know that the com-pass rose indicates that north is at the top of the map and that the North Pole is at the “top” of the world. The map shows tempera-tures becoming progressively colder from the bottom of the map to the top.

Document-Based Questions10. They are concerned that the increase in atmospheric greenhouse gases from human activity will result in additional warming of the Earth’s surface and atmosphere, and will adversely affect natural ecosystems and humankind. The passage states this concern in the first paragraph, and describes it more fully in the second paragraph.11. Countries should work together in response to climate change to avoid adverse impacts on economic growth and attempts

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