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Climate, Landscapes and Life: The Tropics

INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

INTRODUCING Climate, Landscapes and Life: The Tropics

Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Word Search Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Where in the world is the Tropic of Capricorn? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Tropical Regions' Natural Vegitation and Cultivated Crops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Vocabulary Match-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . .19 ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

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Congratulations!

You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable instructional guidelines and tools designed to make your teaching role efficient and rewarding. The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000. This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs.

RATIONALE

In today's classrooms, educational pedagogy is often founded on Benjamin S. Bloom's "Six Levels of Cognitive Complexity." The practical application of Bloom's Taxonomy is to evaluate students' thinking skills on these levels, from the simple to the complex: 1. Knowledge (rote memory skills), 2. Comprehension (the ability to relate or retell), 3. Application (the ability to apply knowledge outside its origin), 4. Analysis (relating and differentiating parts of a whole), 5. Synthesis (relating parts to a whole) 6. Evaluation (making a judgment or formulating an opinion). The AIMS Teaching Module is designed to facilitate these intellectual capabilities, and to integrate classroom experiences and assimilation of learning with the students' life experiences, realities, and expectations. AIMS' learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today's classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities.

ORGANIZATION AND MANAGEMENT

To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in three sections:

I. Introducing this ATM

will give you the specific information you need to integrate the program into your classroom curriculum.

II. Preparation for Viewing

provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students.

III. After Viewing the Program

provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas.

AIMS Teaching Module written by

© Copyright 2002 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia at: Toll Free: 1-800-367-2467 Fax: 818-341-6700 Web: www.aimsmultimedia.com Email: [email protected]

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FEATURES INTRODUCING THE ATM

Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the world's most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom and to provide assessment tools, your AIMS Teaching Module features these components:

Introduction To The Program

Introduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn.

After Viewing the Program

After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills,

Introduction To Vocabulary

Introduction to Vocabulary is a review of language used in the program: words, phrases, and usage. This vocabulary introduction is designed to ensure that all learners, including learners, limited will English have full proficiency

or provide hands-on and in-depth extended study of the topic.

Themes

This section tells how the AIMS Teaching Module is correlated to the curriculum. Themes offers suggestions for interaction with other curriculum content areas,

understanding of the language usage in the content of the program.

Discussion Ideas

Discussion Ideas are designed to help you assess students' prior knowledge about the topic and to give students a preview of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students' ideas and opinions.

enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas.

Overview

The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation.

Objectives

The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of"" the topic.

Focus

Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity.

Jump Right In Preparation for Viewing

In preparation for viewing the video program, the AIMS Teaching Module offers activity and/or discussion ideas that you may use in any order or combination. Jump Right In provides abbreviated instructions for quick management of the program.

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SUGGESTED ACTIVITIES

The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommodate your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your classroom lesson time, the AIMS hourglass gives you an estimate of the time each activity should require. Some of the activities fall into these categories:

Critical Thinking

Critical Thinking activities are designed to stimulate learners' own opinions and ideas. These activities require students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences.

In The Newsroom

Each AIMS Teaching Module contains a newsroom activity designed to help students make the relationship between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, researching, producing, directing, and interviewing as they create their own classroom news program.

Cultural Diversity

Each AIMS Teaching Module has an activity called Cultural Awareness, Cultural Diversity, or Cultural Exchange that encourages students to share their backgrounds, cultures, heritage, or knowledge of other countries, customs, and language.

Extended Activities

These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own questions, or

Meeting Individual Needs

These activities are designed to aid in classroom continuity. Reluctant will learners from and learners acquiring English benefit these activities geared to enhance comprehension of language in order to fully grasp content meaning.

Hands On

These are experimental or tactile activities that relate directly to the material taught in the program. Your students will have opportunities to make discoveries and formulate ideas on their own, based on

apply what they have learned to other media or content areas.

Link to the World

These activities offer ideas for connecting learners' classroom activities to their community and the rest of the world.

Curriculum Connections

Many

ART

of

the

suggested

what they learn in this unit.

activities are intended to integrate the content of the ATM program into other content classroom experience experience. curriculum. into a areas These whole of the crosslearning

Writing

Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas.

Culminating Activity

To wrap up the unit, AIMS Teaching suggestions Modules for offer to ways

connections turn the classroom teaching

reinforce what students have learned and how they can use their new knowledge to enhance their worldview.

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ADDITIONAL ATM FEATURES

Vocabulary

Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will read or find the definition of each vocabulary word, then use the word in a written sentence.

Test

The AIMS Teaching Module Test permits you to assess students' understanding of what they have learned. The test is formatted in one of several standard test formats to give your students a range of experiences in testtaking techniques. Be sure to read, or remind students to read, the directions carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers.

After Viewing

· Select Suggested into If Activities your that gather integrate curriculum. classroom

applicable,

materials or resources. · Choose the best way for students to work on each activity. Some activities work best for the whole group. Other activities are designed for students to work independently, in pairs, or in small groups. Whenever possible,

Checking Comprehension

Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students' needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test.

Additional Programs

AIMS

Multimedia

encourage students to share their work with the rest of the group. · Duplicate the appropriate number of Vocabulary, Checking Comprehension, and consumable activity pages for your students.

After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs.

Answer Key

Reproduces tests and work pages with answers marked. · You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups.

JUMP RIGHT IN

· Administer the Test to assess students' comprehension of what they have learned, and to provide them with practice in test-taking procedures. · Use the Culminating Activity as a forum for students to display, summarize, · Use Preparation for Viewing extend, or share what they have learned with each other, the rest of the school, or a local community organization. suggestions to introduce the topic to students. Themes, Overview, and

Preparation

· Read Climate, Landscapes and Life: The Tropics Objectives to become familiar with program content and expectations.

Reproducible Activities

The AIMS Teaching Module provides a selection of reproducible activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups. ·

Viewing

· Set up viewing monitor so that all students have a clear view. Depending on your classroom size and learning range, you may choose to have students view Climate, Landscapes and Life: The Tropics together or in small groups. · Some students may benefit from viewing the video more than one time.

Checking Vocabulary

The checking Vocabulary activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabulary activity allows students to use the related words and phrases in a different context.

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Climate, Landscapes and Life: The Tropics

Themes

Earth's climatic regions, natural vegetation, habitats, and human modification of the landscape are major themes in Geography and Earth Science curriculums. In Climate,

Objectives

· To show the geographical locations of the various tropical regions around the world · To provide an overview of the natural vegetation, wildlife habitats, and humanmodified landscapes found in the world's major climatic zones · To examine the practice of shifting cultivation employed in the rainforests of the rainy tropics, and its effect on the natural vegetation of the region · To illustrate the seasonal patterns of rainfall and drought that govern the climates of the wet-dry and monsoon tropics · To explore the areas of human population in the tropics and the different types of land use employed by that population · To illustrate the role that altitude plays in determining climate

Introduction to Vocabulary

Write the following words on the board and explain that they will be referenced in the video. Some students may be unfamiliar with the terms. If the meaning of any word is unclear to the group, ask volunteers to use an appropriate reference source to check the term and report their findings to the class.

Landscapes and Life: The Tropics, students

will visit the world's many tropical regions, learn the climatic influences that shape each of them, and gain insight into the human cultural history of the various locales.

alluvial, arboreal, climate, exotic river, monsoon, montane, savanna, seasonality, selva, shifting cultivation Discussion Ideas

Lead students in a discussion of how the climates in the tropical regions affect the living organisms found there. Ask them to consider the types of adaptations necessary to survive in the rainy tropics, or in a tropical desert. What adjustments do they think they would have to make to their lifestyle if they were suddenly transported to a climate radically different from their current one? What human-generated modifications to their environment do they know of? Which do they believe to be justified, and which - if any - do they think may not be justified with regards to their effect on the environment?

Overview

The Earth's tropics lie in lands near the equator whose climatic regions are based on their latitude, altitude above sea level, and the seasonality and amount of precipitation they receive. These regions have very little seasonal change in temperature and, at lower elevations, are always warm.

Introduction to the Program

Students will learn the locations of tropical regions around the globe, the factors of climate and geography that shape each region, their natural vegetation, habitats, and human-modified landscapes. Regions through which this program guides students include the rainy tropics, the wet-dry and monsoon tropics, tropical and subtropical deserts, and tropical highlands. These are illustrated by such locales as lush, humid rainforests filled with arboreal wildlife, highly industrialized cities, and the world's largest desert. In addition, students learn geographical terms that help them identify and locate the various regions, and to understand processes integral to different tropical locales. The human geography of these diverse lands is represented through the agricultural activities, styles of architecture, livelihoods, handicrafts, music and cultural traditions found in each region. Discuss the list with the class. Explain that they will be viewing a video in which they will see many of the things they mentioned, along with additional facts and details about the tropical regions of the planet. To prepare students for,

Climates,

Landscapes and Life: The Tropics, discuss

with them what comes to mind when they think about regions called "the tropics." Write on the board any ideas generated by the group; expect them to include such descriptions or items as:

heat, humidity, rain, sunshine, the equator, palm trees, sandy beaches, the Pacific, the Caribbean, Hawaii, Florida, islands, hurricanes, rainforest, tropical fruits, endangered species

Focus

Ask students to think for a few moments about the climate and land use in your community and in your state. How do they think those things impact the region and their lives? Tell them to keep these thoughts in mind as they view the program and to determine for themselves how the climate and land use in the various tropical regions impacts the living organisms found there. Let them know you will discuss these and other aspects following the screening.

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SUGGESTED ACTIVITIES

Writing and Connection to Biology

The tropics are vibrant, sensual regions. Ask students to use their five senses and their imaginations to explore the tropics. Have students each choose a tropical region, then work individually to write a paragraph, short essay, or short story answering such questions as: What would you see there ... colors, shapes, people, animals, plants, buildings? What tastes would you expect ... sweet, sour, spicy, bitter? What smells would you expect ... odors that assault you, fragrances that entice? What sounds would you expect ... languages, music, traffic, animals, waves, quiet noises or loud ones? What would you expect to feel ... would the air be warm or cool ... windy or calm ... rainy or dry ... what textures would your surroundings have, your food ... how do you think your emotions would feel? Encourage students to use highly descriptive, picturesque language in their writing. Ask for volunteers to share their writings with the class.

BIOLOGY

30-60 Minutes

Meeting Individual Needs

Have students work alone or in small groups to look up the words alluvial, drought, monsoon, and tropical in the dictionary or other resource. What are the definitions of the words? What is an example of each? (alluvial refers to soils that have been deposited by running water, as in a river delta; drought refers to an extended period without rainfall, and can be experienced in desert regions; a monsoon is a wind which brings torrential rains, particularly in south and south east Asia; tropical refers to regions that lie between the Tropic of Cancer and Tropic of Capricorn, have little seasonal change in the length of days and nights, and sea level temperatures that do not drop below freezing, such as Hawaii, most of Mesoamerica, South America and Africa.)

35 Minutes

Connection to Geography and Earth Science

Hurricanes are truly the storms of the tropics, and the period of June 1 through November is "hurricane season" in the Caribbean, Central America, Mexico, and the eastern and gulf coasts of the United States. Have students work in small groups to define and explain: what a hurricane is, where and how hurricanes are formed; the roles played by warm, humid ocean air, wind patterns, and air pressure play in the formation of a hurricane; the parts of a hurricane; the size of a hurricane as defined by the Saffir-Simpson Hurricane Scale and the damages caused by one; and storm rotation (the Coriolis effect). Assign a team to track the hurricanes of the current season. Post a large map of the tropics in the room and have the team plot each storm's latitudinal and longitudinal progress. They can also keep an eye out by way of the many Hurricane Watch websites on the Internet. Request that the team, or its spokesperson report periodically to the class.

GE OG RA PH Y

EA RT H SC IE NC E

Extended

Connection to Multiculturalism and to Foreign Language Classes

In most of the countries of the tropics the national language is a tongue other than English. Ask students who are fluent in (or who are studying) a language spoken in the tropics to compose a short paragraph in that language describing a day in the life of people from that region and to provide a translation into English. Ask for volunteers to first read their paragraphs in the original language, followed by their English translation.

FOREIGN GE LANGUA

45 Minutes

Connection to History

The various regions of the tropics are lands rich in history. Divide the class into four groups, assigning each group one of the four tropical regions: rainy tropics, wet-dry and monsoon tropics, tropical and subtropical deserts, and tropical highlands. Have each group research their region to create a timeline of significant historical occurrences, then have a volunteer from each group present their findings to the class.

HI ST OR Y

60 Minutes

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Connection to Literature

The location chosen as the backdrop for a work of literature may serve various purposes. Sometimes authors choose locations other than their "home turf" in order to separate their story from the everyday background and social mores of their own region. Ask your school librarian or media specialist for a list of tropical-themed books, or have students read one or more of the following novels. Ask them to analyze their thoughts about the novels' central idea(s) and what part the tropical locale plays in the story - is the author writing about his/her own territory, or does the book's setting serve as an exotic "foreign" locale? Have students write a summary of their analysis, then lead a class discussion on the role of location in literature.

LIT ERA TUR E

Extended

The Cay by Theodore Taylor Lord of the Flies by William Golding Robinson Crusoe by Daniel Defoe Their Eyes Were Watching God by Zora Neale Hurston Things Fall Apart by Chinua Achebe Treasure Island by Robert Louis Stevenson When I was Puerto Rican by Esmeralda Santiago When the Garcia Girls Lost Their Accent by Julia Alvarez

Note: questions of class, exploitation, colonialism and racism arise in some of these books, and should be explored along with the historical aspects of that particular time, social structure and geographical location.

In the Newsroom

In the tropics and in other regions, the process of desertification is slowly damaging more and more of the environment and affecting the livelihood of large numbers of the human population. Desertification is the loss of soil fertility or productivity in drought prone areas. A number of factors can lead to this type of soil damage; some damaging factors include: drought, deforestation, overcultivation, poor irrigation and soil erosion. In the tropics, the areas most severely affected by desertification are India and Bangladesh. Australia and other parts of Asia are also affected. Have students work in small groups to research the current situation in these areas as well as possibilities to halt or deter the problem. Have the teams put together an "Environmental NewsWatch" show based on their investigative reporting - with volunteers writing, producing, directing, and serving as anchorpersons. If video equipment is available, select a camera operator and record their presentation for review at a later time.

2 Hours

Multiculturalism/Health

A great number of the fruits, vegetables and grains we eat are of tropical origin, such as bananas, oranges, pineapples, potatoes and rice. To illustrate a discussion of nutrition and diets common in the tropics, bring to class a selection of fresh tropical fruits and other foods for students to sample. An alternative approach is to have students locate tropical cuisine recipes on the Internet, prepare their selected dish at home and hold a potluck luncheon at school for the class. In anticipation of the meal, or following, discuss with students the various ingredients that the different cuisines have in common. How are various dishes featured in the cuisine of the region: i.e., is a particular dish prepared only for special holidays? If any students originate from a tropical region, you might consider inviting them to help lead this exercise.

HE AL TH

Extended

Culminating Activity

Have students work in small groups to create a multi-media presentation about the geographic information they've learned from the program. Brainstorm with the class the topics that should be covered, as well as the types of materials and media they would like to include in their presentation. Have each group present to the entire class; you may wish to set up a school-wide screening so that the class may show their presentations to the entire student population.

Extended

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Name

VOCABULARY The following words and terms are from Climates, Landscapes and Life: The Tropics. Read each definition. On the line next to the definition write the letter of the vocabulary word that matches the definition. Then use a separate piece of paper to write each word in a sentence. A) alluvial B) arboreal C) climate D) exotic river E) monsoon F) montane G) savanna H) seasonality I) selva J) shifting cultivation

1. ________ dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts of Mesoamerica, such as in Costa Rica

2. ________ a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees and drought-resistant woody shrubs

3. ________ large stream that originates in a well-watered area far from the desert that it flows through

4. ________ the practice of cutting down areas of existing forest to use the land for farming or pasturing of livestock. Once the land becomes infertile, it is abandoned; also known as slash-and-burn agriculture

5. ________ a seasonal wind that brings heavy summer rains to Southern and South East Asia

6. ________ refers to animals that are tree-dwelling

7. ________ the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, latitude, elevation, and distance from mountain ranges and major bodies of water

8. ________ the occurrence of weather phenomena as specific times of year, such as summer rains or winter snowfall

9. ________ describes soil made up of sand, gravel, silt, or clay deposited by running water

10. ________ describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated

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Name

CHECKING COMPREHENSION Read the following sentences and circle the letters of the words that best fill each blank. Distances north and south on the globe are measured in degrees In the tropics, the sun based on because 12 8 10 5 . Because of this, 6 1 from 2 . The tropics lie between the 7 9 3 and 4 .

. At sea level, temperatures 11

. The tropics can be divided into climatic regions , where the forest floor has sparse vegetation 13 . New Delhi, India, Bangkok, Thailand, 16 21 23 from 17 . Living 19 . Because temperature . The montane temperate which thrives in the tropical 25 , is found in the

. In the rainy tropics, the natural vegetation is dense rainforest, or . The heavy rainfall feeds many large rivers. The Amazon 14 18 22 . The world's largest desert,

. Shifting cultivation, practiced in the rainy tropics, has 15 , stretches across

. Continents where there are large expanses of wet-dry and monsoon tropics include

and Guangzhou, China are major cities in organisms in the desert survive through 20 highland. zone of the tropical highlands supports 24 highlands at an elevation of 12,000 feet. 1. a) Celsius b) Fahrenheit c) of latitude 2. a) thermometer b) equator c) barometer 3. a) arctic circle b) antarctic circle c) Tropic of Cancer 4. a) and the north pole b) and the south pole c) Tropic of Capricorn 5.

. Perennial rivers that cross the deserts are called . The principal subsistence crop in the Americas is

with elevation, the summits of high mountains, such as the Andes in the tropical highlands, are

, domesticated in the Andes, also grow well in the highlands. The world's highest capital city,

7. a) rarely rise above 80° Fahrenheit b) are usually above 115° Fahrenheit c) never drop below freezing 8. a) the political regimes of countries located there b) the seasonality and amount of precipitation they receive c) their degrees of longitude 9. a) selva b) desert c) savanna 10. a) the region's herbivores constantly devour the groundcover b) little sunlight penetrates the tree canopy c) no rainfall can penetrate the tree canopy 11. a) is the longest river in the world b) frequently dries up in the summer heat c) carries more water to the sea than the Earth's next three largest rivers combined

a) rises and sets at about the same time all year b) never dips below the horizon c) is farther from Earth than at latitudes closer to the poles 6. a) there is at least a low level of daylight year `round b) there is little seasonal change in the length of days and nights c) there is a lower risk of sunburn in the tropics than elsewhere

12. a) damaged the environment of the rainy tropics by destroying large parts of the rainforest b) increased the population's agricultural output tenfold c) had no impact on the local environment

10

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

Name

CHECKING COMPREHENSION (CONTINUED)

13. a) North America, Europe and Antarctica b) Africa, Latin America, Australia, and Asia c) Asia, Europe and Greenland 14. a) the rainy tropics b) the tropical highlands c) the monsoon tropics 15. a) the Gobi b) the Sahara c) the Sonoran 16. a) South America b) South Asia c) North Africa 17. a) Morocco to Egypt b) India to Laos c) California to Texas 18. a) predation b) migration c) adaptation 19. a) arroyos b) exotic c) wadis

20. a) decreases b) increases c) does not change 21. a) volcanic in nature b) covered with snow year `round c) fertile grounds for cultivation 22. a) substantial human populations b) only sparse vegetation c) the mountain peaks that rise above 23. a) rice b) yucca c) corn 24. a) Bananas b) Potatoes c) Sapotes 25. a) Washington, D.C., United States b) Mexico City, Mexico c) La Paz, Bolivia

11

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

Name

WORD SEARCH PUZZLE Read each vocabulary definition below. On the line before each definition write the appropriate letter, then find each in the word search. Look up, down, across, backwards and diagonally to find the words. P D Z WORD BANK A) agriculture B) alluvial C) arboreal D) climate E) desert F) drought G) exotic river H) liana I) monsoon J) montane K) precipitation L) savanna M) seasonality N) selva O) tropical B R A G G Q R Q D J Z E K H S A L E M C R I L T A I Y B M N B A X C T V N E P M H Q Q G R L C L A E R O M C X Z C V Z T I C R I V E M B V C K B I V W Q G L C Z P A L L U V I X I R L W K X X K T K A N A Z U V A W K C R R G H T N C Z W Y B C I H Q V B H P M O B G X O G G W O M R J K C W N T A N E Y N B V X R S N C V O E X O G U A C L K G S M I M H O N S R T N R S W C A W W S E L V A A J I X G V T T W E A B Y S G N Y V T K N O O S N A Q P M O

1. 2. 3. 4. 5. 6. 7. 8. 9.

____ ____ ____ ____ ____ ____ ____ ____ ____

a type of woody vine found in tropical rainforests a prolonged period without precipitation describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated large stream that originates in a well-watered area far from the desert that it flows through dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts of Mesoamerica, such as in Costa Rica describes lands located between 23.5o north and 23.5o south of the equator type of land use that involves cultivating the soil for the purpose of raising crops and livestock a seasonal wind that brings heavy summer rains to Southern and South East Asia a region of dry land where months of drought may be broken by short periods of intense rainfall; very sparse vegetation grows here a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees and drought-resistant woody shrubs the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, latitude, elevation, and distance from mountain ranges and major bodies of water the occurrence of weather phenomena as specific times of year, such as summer rains or winter snowfall describes soil made up of sand, gravel, silt, or clay deposited by running water the part of the water cycle in which water falls to Earth in such forms as rain, snow, hail, or sleet refers to animals that are tree-dwelling

10. ____ 11. ____ 12. ____ 13. ____ 14. ____ 15. ____

12

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

Name

WHERE IN THE WORLD IS THE TROPIC OF CAPRICORN? The tropics lie between the Tropic of Cancer and the Tropic of Capricorn. On the illustration of the globe below, the lines of latitude and longitude have been removed. Use the appropriate references, as needed, and draw in the lines of latitude for: the equator, the Tropic of Cancer and the Tropic of Capricorn. In addition, write in the degrees of latitude for each.

13

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

Name

TROPICAL REGIONS' NATURAL VEGETATION AND CULTIVATED CROPS Use information from appropriate research materials and from the video Climates, Landscapes and Life: The Tropics to match up the natural vegetation and agricultural plants listed below with the tropical region(s) in which they grow. Since some plants grow in more than one region, list those where appropriate. bananas barley beans cacao cactus chili peppers citrus fruits coconut palms coffee corn/maize cotton date palms epiphytes/air plants gourds jojoba lianas mangos manioc/cassava millet oil palms papayas pineapples plantains potatoes pumpkins rice rubber trees selva sorghum squash sugarcane taro tea wheat

Rainy Tropics - natural vegetation and agricultural crops:

Wet-Dry and Monsoon Tropics - natural vegetation and agricultural crops:

Tropical and Subtropical Deserts - natural vegetation and agricultural crops:

Tropical Highlands - natural vegetation and agricultural crops:

14

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

Name TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1.

______

The tropics lie between the Tropic of Capricorn to the north of the equator and the Tropic of Cancer to the south of the equator.

2.

______

In the tropics the sun rises and sets at approximately the same time throughout the year, so there is little seasonal change in the length of days and nights.

3.

______

A broad expanse of selva is one of the major features of the tropical and subtropical desert regions.

4.

______

The Mississippi is a major exotic river in the U.S.

5.

______

The predominate method of subsistence farming in the rainy tropics is shifting cultivation, or slash and burn agriculture.

6.

______

Corn is an important agricultural crop in the wet-dry tropics and in the tropical highlands.

7.

______

Vast grassland plains of Africa's wet-dry tropics are known as wadis.

8.

______

More water is carried to the sea by the Amazon than by Earth's three next largest rivers combined.

9.

______

Urban development in the rainy tropics dates to the Maya and to earlier ceremonial centers of the Olmec culture.

10.

______

The elevation in tropical regions plays a significant role in climate, as temperature increases with elevation at a rate of about 3.3° Celsius per 1,000 feet.

15

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

Name

VOCABULARY MATCH-UP Draw a line from the vocabulary words on the left to their correct definitions on the right.

agriculture

a seasonal wind that brings heavy summer rains to Southern and South East Asia

alluvial

a prolonged period without precipitation

climate

describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated

desert

type of land use that involves cultivating the soil for the purpose of raising crops and livestock

drought

dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts of Mesoamerica, such as in Costa Rica

liana

describes lands located between 23.5° north and 23.5° south of the equator

monsoon

the part of the water cycle in which water falls to Earth in such forms as rain, snow, hail, or sleet

montane

a region of dry land where months of drought may be broken by short periods of intense rainfall; very sparse vegetation grows here

precipitation

describes soil made up of sand, gravel, silt, or clay deposited by running water

savanna

a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees and drought-resistant woody shrubs

selva

the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, latitude, elevation, and distance from mountain ranges and major bodies of water

tropical

a type of woody vine found in tropical rainforests

16

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

Name

TEST Fill in the blank or circle the letter for the correct answer to each question.

1. The tropics are between the latitudes of ____________ north of the equator and ____________ south of the equator. a) 15.5°; 15.5° b) 20.5°; 20.5° c) 23.5°; 23.5°

2. Since the sun rises and sets ____________ throughout the year in the tropics, there is (____________ seasonal change in the length of days and nights. a) at radically different times; a significant b) at approximately the same time; little c) at the same time; no

3. In the rainforest, the forest floor is ____________ because ____________ . a) sparsely vegetated; only a little light penetrates the canopy of trees b) heavily covered with grass and shrubs; debris from the trees generates an extremely fertile soil c) completely bare of vegetation; no rain can get through the canopy of trees

4. The predominant type of subsistence farming practiced in the rainy tropics is ____________ , also known as ____________ . a) kelp farming; hydroponics b) share cropping; tenant farming c) shifting cultivation; slash and burn agriculture

5. Natural vegetation in the wet-dry and monsoon tropics varies depending on ____________ . a) what crops are selling for the highest prices b) the length and intensity of the dry season c) the types of fertilizer being used

17

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

Name

TEST (CONTINUED)

6. ____________ are grasslands of the wet-dry tropics that are most common in Africa.

a) Savannas b) Arroyos c) Wadis

7. Deserts are most commonly found on the ____________ of continents, between latitudes of about (insert blank) a) southern coast; 25° and 50° north and south b) highest altitudes; 35° and 60° east and west c) western side; 15° and 30° north and south

8. Exotic perennial rivers such as the ____________ carry water across major deserts. a) Nile, Indus, and Colorado b) Danube, Volga, Missouri c) Rhine, Seine, Thames

9. The difference in climate and vegetation from the base to the summit of a high tropical mountain corresponds to the difference between ____________ a) a wadi and an arroyo b) a humid region and a rainforest c) an equatorial location and the poles

10. Some cities of the tropical highlands found at locations of 7,000 feet or higher are ____________. a) Manaos, Brazil and Nairobi, Kenya b) Mexico City, Mexico and Quito, Ecuador c) New Delhi, India and Bangkok, Thailand

18

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

2561-EN-VID: 2597-EN-VID: 2598-EN-VID: 2599-EN-VID: 2600-EN-VID: 2628-EN-VID: 2627-EN-VID: 2741-EN-VID: 2742-EN-VID: 2743-EN-VID: 2744-EN-VID: 2745-EN-VID: 2767-EN-VID: 2817-EN-VID: Climate, Landscapes and Life: Mid-latitude and Polar Regions Geography of the World Series: Africa: The Land and Resources Geography of the World Series: Africa: The People Geography of the World Series: South Asia: The Land and Resources Geography of the World Series: South Asia: The People Geography of the World Series: Central Asia: The Land and Resources Geography of the World Series: Central Asia: The People Countries and Cultures of the Andes: Bolivia Countries and Cultures of the Andes: Chile Countries and Cultures of the Andes: Ecuador Countries and Cultures of the Andes: Peru Myanamar: The Land That Once Was Burma Columbia: Gateway to South America Juanita's Dream: A Mayan's Guide to Guatemala

19

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

ANSWER KEY for page 9

VOCABULARY The following words and terms are from Climates, Landscapes and Life: The Tropics. Read each definition. On the line next to the definition write the letter of the vocabulary word that matches the definition. Then use a separate piece of paper to write each word in a sentence. A) alluvial B) arboreal C) climate D) exotic river E) monsoon F) montane G) savanna H) seasonality I) selva J) shifting cultivation

I 1. ________ dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts of Mesoamerica, such as in Costa Rica G 2. ________ a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees and drought-resistant woody shrubs D 3. ________ large stream that originates in a well-watered area far from the desert that it flows through A 4. ________ the practice of cutting down areas of existing forest to use the land for farming or pasturing of livestock. Once the land becomes

infertile, it is abandoned; also known as slash-and-burn agriculture

J 5. ________ a seasonal wind that brings heavy summer rains to Southern and South East Asia E

6. ________ refers to animals that are tree-dwelling

B 7. ________ the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, latitude, elevation, and distance from mountain ranges and major bodies of water

H 8. ________ the occurrence of weather phenomena as specific times of year, such as summer rains or winter snowfall A 9. ________ describes soil made up of sand, gravel, silt, or clay deposited by running water F 10. ________ describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated

20

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

ANSWER KEY for page 10

CHECKING COMPREHENSION Read the following sentences and circle the letters of the words that best fill each blank. Distances north and south on the globe are measured in degrees In the tropics, the sun based on because 12 8 10 5 . Because of this, 6 1 from 2 . The tropics lie between the 7 9 3 and 4 .

. At sea level, temperatures 11

. The tropics can be divided into climatic regions , where the forest floor has sparse vegetation 13 . New Delhi, India, Bangkok, Thailand, 16 21 23 from 17 . Living 19 . Because temperature . The montane temperate which thrives in the tropical 25 , is found in the

. In the rainy tropics, the natural vegetation is dense rainforest, or . The heavy rainfall feeds many large rivers. The Amazon 14 18 22 . The world's largest desert,

. Shifting cultivation, practiced in the rainy tropics, has 15 , stretches across

. Continents where there are large expanses of wet-dry and monsoon tropics include

and Guangzhou, China are major cities in organisms in the desert survive through 20 highland. zone of the tropical highlands supports 24 highlands at an elevation of 12,000 feet. 1. a) Celsius b) Fahrenheit c) of latitude 2. a) thermometer b) equator c) barometer 3. a) arctic circle b) antarctic circle c) Tropic of Cancer 4. a) and the north pole b) and the south pole c) Tropic of Capricorn 5.

. Perennial rivers that cross the deserts are called . The principal subsistence crop in the Americas is

with elevation, the summits of high mountains, such as the Andes in the tropical highlands, are

, domesticated in the Andes, also grow well in the highlands. The world's highest capital city,

7. a) rarely rise above 80° Fahrenheit b) are usually above 115° Fahrenheit c) never drop below freezing 8. a) the political regimes of countries located there b) the seasonality and amount of precipitation they receive c) their degrees of longitude 9. a) selva b) desert c) savanna 10. a) the region's herbivores constantly devour the groundcover b) little sunlight penetrates the tree canopy c) no rainfall can penetrate the tree canopy 11. a) is the longest river in the world b) frequently dries up in the summer heat c) carries more water to the sea than the Earth's next three largest rivers combined

a) rises and sets at about the same time all year b) never dips below the horizon c) is farther from Earth than at latitudes closer to the poles 6. a) there is at least a low level of daylight year `round b) there is little seasonal change in the length of days and nights c) there is a lower risk of sunburn in the tropics than elsewhere

12. a) damaged the environment of the rainy tropics by destroying large parts of the rainforest b) increased the population's agricultural output tenfold c) had no impact on the local environment

21

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

ANSWER KEY for page 11

CHECKING COMPREHENSION (CONTINUED)

13. a) North America, Europe and Antarctica b) Africa, Latin America, Australia, and Asia c) Asia, Europe and Greenland 14. a) the rainy tropics b) the tropical highlands c) the monsoon tropics 15. a) the Gobi b) the Sahara c) the Sonoran 16. a) South America b) South Asia c) North Africa 17. a) Morocco to Egypt b) India to Laos c) California to Texas 18. a) predation b) migration c) adaptation 19. a) arroyos b) exotic c) wadis

20. a) decreases b) increases c) does not change 21. a) volcanic in nature b) covered with snow year `round c) fertile grounds for cultivation 22. a) substantial human populations b) only sparse vegetation c) the mountain peaks that rise above 23. a) rice b) yucca c) corn 24. a) Bananas b) Potatoes c) Sapotes 25. a) Washington, D.C., United States b) Mexico City, Mexico c) La Paz, Bolivia

22

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

ANSWER KEY for page 12

WORD SEARCH PUZZLE Read each vocabulary definition below. On the line before each definition write the appropriate letter, then find each in the word search. Look up, down, across, backwards and diagonally to find the words. P D Z WORD BANK A) agriculture B) alluvial C) arboreal D) climate E) desert F) drought G) exotic river H) liana I) monsoon J) montane K) precipitation L) savanna M) seasonality N) selva O) tropical B R A G G Q R Q D J Z E K H S A L E M C R I L T A I Y B M N B A X C T V N E P M H Q Q G R L C L A E R O M C X Z C V Z T I C R I V E M B V C K B I V W Q G L C Z P A L L U V I X I R L W K X X K T K A N A Z U V A W K C R R G H T N C Z W Y B C I H Q V B H P M O B G X O G G W O M R J K C W N T A N E Y N B V X R S N C V O E X O G U A C L K G S M I M H O N S R T N R S W C A W W S E L V A A J I X G V T T W E A B Y S G N Y V T K N O O S N A Q P M O

1. 2. 3. 4. 5. 6. 7. 8. 9.

____ H F ____ J ____ ____ G

a type of woody vine found in tropical rainforests a prolonged period without precipitation describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated large stream that originates in a well-watered area far from the desert that it flows through

____ dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts of Mesoamerica, such as in Costa Rica N O ____ describes lands located between 23.5o north and 23.5o south of the equator ____ A I ____ ____ E type of land use that involves cultivating the soil for the purpose of raising crops and livestock a seasonal wind that brings heavy summer rains to Southern and South East Asia a region of dry land where months of drought may be broken by short periods of intense rainfall; very sparse vegetation grows here

10. ____ a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees and drought-resistant woody shrubs L D 11. ____ the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, latitude, elevation, and distance from mountain ranges and major bodies of water M 12. ____ 13. ____ B K 14. ____ 15. ____ C the occurrence of weather phenomena as specific times of year, such as summer rains or winter snowfall describes soil made up of sand, gravel, silt, or clay deposited by running water the part of the water cycle in which water falls to Earth in such forms as rain, snow, hail, or sleet refers to animals that are tree-dwelling

23

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

ANSWER KEY for page 13

WHERE IN THE WORLD IS THE TROPIC OF CAPRICORN? The tropics lie between the Tropic of Cancer and the Tropic of Capricorn. On the illustration of the globe below, the lines of latitude and longitude have been removed. Use the appropriate references, as needed, and draw in the lines of latitude for: the equator, the Tropic of Cancer and the Tropic of Capricorn. In addition, write in the degrees of latitude for each.

Tropic of Cancer 23.5° N. Latitude

Equator 0° Latitude

Tropic of Capricorn 23.5° S. Latitude

24

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

ANSWER KEY for page 14

TROPICAL REGIONS' NATURAL VEGETATION AND CULTIVATED CROPS Use information from appropriate research materials and from the video Climates, Landscapes and Life: The Tropics to match up the natural vegetation and agricultural plants listed below with the tropical region(s) in which they grow. Since some plants grow in more than one region, list those where appropriate. bananas barley beans cacao cactus chili peppers citrus fruits coconut palms coffee corn/maize cotton date palms epiphytes/air plants gourds jojoba lianas mangos manioc/cassava millet oil palms papayas pineapples plantains potatoes pumpkins rice rubber trees selva sorghum squash sugarcane taro tea wheat

Rainy Tropics - natural vegetation and agricultural crops: bananas, cacao, coconut palms, epiphytes/air plants, lianas, mangos, manioc/cassava, oil palms, papayas, plantains, rubber trees, selva, taro

Wet-Dry and Monsoon Tropics - natural vegetation and agricultural crops: citrus fruits, corn/maize, cotton, millet, pineapples, rice, sorghum, sugarcane

Tropical and Subtropical Deserts - natural vegetation and agricultural crops: beans, cactus, chili peppers, corn/maize, date palms, gourds, jojoba, pumpkins, squash

Tropical Highlands - natural vegetation and agricultural crops: barley, coffee, corn/maize, potatoes, tea, wheat

25

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

ANSWER KEY for page 15

TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1.

F ______

The tropics lie between the Tropic of Capricorn to the north of the equator and the Tropic of Cancer to the south of the equator.

2.

T ______

In the tropics the sun rises and sets at approximately the same time throughout the year, so there is little seasonal change in the length of days and nights.

3.

F ______

A broad expanse of selva is one of the major features of the tropical and subtropical desert regions.

4.

______

F

The Mississippi is a major exotic river in the U.S.

5.

T ______

The predominate method of subsistence farming in the rainy tropics is shifting cultivation, or slash and burn agriculture.

6.

T ______

Corn is an important agricultural crop in the wet-dry tropics and in the tropical highlands.

7.

F ______

Vast grassland plains of Africa's wet-dry tropics are known as wadis.

8.

T ______

More water is carried to the sea by the Amazon than by Earth's three next largest rivers combined.

9.

T ______

Urban development in the rainy tropics dates to the Maya and to earlier ceremonial centers of the Olmec culture.

10.

F ______

The elevation in tropical regions plays a significant role in climate, as temperature increases with elevation at a rate of about 3.3° Celsius per 1,000 feet.

26

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

ANSWER KEY for page 16

VOCABULARY MATCH-UP Draw a line from the vocabulary words on the left to their correct definitions on the right.

agriculture

a seasonal wind that brings heavy summer rains to Southern and South East Asia

alluvial

a prolonged period without precipitation

climate

describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated

desert

type of land use that involves cultivating the soil for the purpose of raising crops and livestock

drought

dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts of Mesoamerica, such as in Costa Rica

liana

describes lands located between 23.5° north and 23.5° south of the equator

monsoon

the part of the water cycle in which water falls to Earth in such forms as rain, snow, hail, or sleet

montane

a region of dry land where months of drought may be broken by short periods of intense rainfall; very sparse vegetation grows here

precipitation

describes soil made up of sand, gravel, silt, or clay deposited by running water

savanna

a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees and drought-resistant woody shrubs

selva

the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, latitude, elevation, and distance from mountain ranges and major bodies of water

tropical

a type of woody vine found in tropical rainforests

27

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

ANSWER KEY for page 17

TEST Fill in the blank or circle the letter for the correct answer to each question.

1. The tropics are between the latitudes of ____________ north of the equator and ____________ south of the equator. a) 15.5°; 15.5° b) 20.5°; 20.5° c) 23.5°; 23.5°

2. Since the sun rises and sets ____________ throughout the year in the tropics, there is (____________ seasonal change in the length of days and nights. a) at radically different times; a significant b) at approximately the same time; little c) at the same time; no

3. In the rainforest, the forest floor is ____________ because ____________ . a) sparsely vegetated; only a little light penetrates the canopy of trees b) heavily covered with grass and shrubs; debris from the trees generates an extremely fertile soil c) completely bare of vegetation; no rain can get through the canopy of trees

4. The predominant type of subsistence farming practiced in the rainy tropics is ____________ , also known as ____________ . a) kelp farming; hydroponics b) share cropping; tenant farming c) shifting cultivation; slash and burn agriculture

5. Natural vegetation in the wet-dry and monsoon tropics varies depending on ____________ . a) what crops are selling for the highest prices b) the length and intensity of the dry season c) the types of fertilizer being used

28

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

ANSWER KEY for page 18

TEST (CONTINUED)

6. ____________ are grasslands of the wet-dry tropics that are most common in Africa.

a) Savannas b) Arroyos c) Wadis

7. Deserts are most commonly found on the ____________ of continents, between latitudes of about (insert blank) a) southern coast; 25° and 50° north and south b) highest altitudes; 35° and 60° east and west c) western side; 15° and 30° north and south

8. Exotic perennial rivers such as the ____________ carry water across major deserts. a) Nile, Indus, and Colorado b) Danube, Volga, Missouri c) Rhine, Seine, Thames

9. The difference in climate and vegetation from the base to the summit of a high tropical mountain corresponds to the difference between ____________ a) a wadi and an arroyo b) a humid region and a rainforest c) an equatorial location and the poles

10. Some cities of the tropical highlands found at locations of 7,000 feet or higher are ____________. a) Manaos, Brazil and Nairobi, Kenya b) Mexico City, Mexico and Quito, Ecuador c) New Delhi, India and Bangkok, Thailand

29

© Copyright 2002 · AIMS Multimedia · Climate, Landscapes and Life: The Tropics · #2650

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