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
© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650
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
ORGANIZATION AND MANAGEMENT
In today’s classrooms, educational pedagogy is often founded on
To facilitate ease in classroom manageability, the AIMS Teaching
Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The
Module is organized in three sections:
practical application of Bloom’s Taxonomy is to evaluate students’
I. Introducing this ATM
thinking skills on these levels, from the simple to the complex:
will give you the specific information you need to integrate the
program into your classroom curriculum.
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
II. Preparation for Viewing
4. Analysis (relating and differentiating parts of a whole),
provides suggestions and strategies for motivation, language
5. Synthesis (relating parts to a whole)
preparedness, readiness, and focus prior to viewing the program
6. Evaluation (making a judgment or formulating an opinion).
with your students.
The AIMS Teaching Module is designed to facilitate these intellectual
III. After Viewing the Program
capabilities, and to integrate classroom experiences and assimilation
provides suggestions for additional activities plus an assortment of
of learning with the students’ life experiences, realities, and
consumable assessment and extended activities, designed to broaden
expectations. AIMS’ learner verification studies prove that our AIMS
comprehension of the topic and to make connections to other
Teaching Modules help students to absorb, retain, and to demonstrate
curriculum content areas.
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.
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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© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650
FEATURES
INTRODUCING THE ATM
Introduction To The Program
After Viewing the Program
Introduction to the Program is designed to
After your students have viewed the
enable students to recall or relate prior
program, you may introduce any or all of
Your AIMS Teaching Module is designed to
knowledge about the topic and to prepare
these activities to interact with other
accompany a video program written and
them for what they are about to learn.
curriculum
content
areas,
provide
reinforcement, assess comprehension skills,
produced by some of the world’s most
credible and creative writers and producers
Introduction To Vocabulary
or provide hands-on and in-depth extended
of educational programming. To facilitate
Introduction to Vocabulary is a review of
study of the topic.
diversity and flexibility in your classroom
language used in the program: words,
and to provide assessment tools, your AIMS
phrases, and usage. This vocabulary
Teaching Module features these components:
introduction is designed to ensure that all
learners,
including
learners,
limited
will
English
Themes
proficiency
have
full
This section tells how the AIMS Teaching
understanding of the language usage in the
Module is correlated to the curriculum.
content of the program.
Themes offers suggestions for interaction
with
other
curriculum
content
areas,
Discussion Ideas
enabling teachers to use the teaching
Discussion Ideas are designed to help you
module to incorporate the topic into a
assess students’ prior knowledge about the
variety of learning areas.
topic and to give students a preview of what
they will learn. Active discussion stimulates
Overview
interest in a subject and can motivate even
The Overview provides a synopsis of content
the most reluctant learner. Listening, as well
covered in the video program. Its purpose is
as
to give you a summary of the subject matter
Encourage your students to participate at the
and
rate they feel comfortable. Model sharing
to
enhance
your
introductory
speaking,
is
active
participation.
personal experiences when applicable, and
preparation.
model listening to students’ ideas and
opinions.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
Focus
learners can be expected to gain from each
Help learners set a purpose for watching the
program. After completion of the AIMS
program with Focus, designed to give
Teaching Module, your students will be able
students a focal point for comprehension
to demonstrate dynamic and applied
continuity.
comprehension of”” the topic.
Jump Right In
Preparation for Viewing
Jump
In preparation for viewing the video
instructions for quick management of the
Right
In
provides
abbreviated
program, the AIMS Teaching Module offers
program.
activity and/or discussion ideas that you
may use in any order or combination.
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© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650
Critical Thinking
SUGGESTED ACTIVITIES
In The Newsroom
Critical Thinking activities are
Each AIMS Teaching Module
designed
stimulate
contains a newsroom activity
activities you can direct in the classroom or
learners’ own opinions and
designed to help students make the
have your students complete independently,
ideas. These activities require students to use
relationship between what they learn in the
in pairs, or in small work groups after they
the thinking process to discern fact from
classroom and how it applies in their world.
have viewed the program. To accommodate
opinion, consider their own problems and
The purpose of In The Newsroom is to
your range of classroom needs, the activities
formulate
draw
actively involve each class member in a
are organized into skills categories. Their
conclusions, discuss cause and effect, or
whole learning experience. Each student will
labels will tell you how to identify each
combine what they already know with what
have an opportunity to perform all of the
activity and help you correlate it into your
they have learned to make inferences.
tasks involved in production: writing,
The Suggested Activities offer ideas for
possible
to
solutions,
researching, producing, directing, and
classroom curriculum. To help you schedule
your classroom lesson time, the AIMS
Cultural Diversity
interviewing as they create their own
hourglass gives you an estimate of the time
Each AIMS Teaching Module
classroom news program.
each activity should require. Some of the
has an activity called Cultural
Awareness, Cultural Diversity,
activities fall into these categories:
Extended Activities
or Cultural Exchange that encourages
These
activities
provide
students to share their backgrounds,
opportunities for students to
These activities are designed
cultures, heritage, or knowledge of other
work separately or together to
to aid in classroom continuity.
countries, customs, and language.
Meeting Individual Needs
Reluctant
learners
conduct
learners acquiring English
These are experimental or
activities geared to enhance comprehension
tactile activities that relate
of language in order to fully grasp content
directly to the material taught
benefit
from
Many
of
the
Link to the World
in the program. Your students
These activities offer ideas
for connecting learners’
and formulate ideas on their own, based on
suggested
media or content areas.
will have opportunities to make discoveries
meaning.
Curriculum Connections
research,
apply what they have learned to other
Hands On
these
will
further
explore answers to their own questions, or
and
classroom activities to their
what they learn in this unit.
community and the rest of the world.
Writing
Culminating Activity
activities are intended to
ART
integrate the content of the
ATM program into other
Every AIMS Teaching Module
To wrap up the unit, AIMS
content
will
Teaching
areas
of
the
contain
an
activity
Modules
cross-
designed for students to use
suggestions
connections turn the classroom teaching
the writing process to express
reinforce what students have
their ideas about what they have learned.
learned and how they can use their new
The writing activity may also help them to
knowledge to enhance their worldview.
classroom
experience
experience.
curriculum.
into
a
These
whole
learning
make the connection between what they are
learning in this unit and how it applies to
other content areas.
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© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650
for
offer
ways
to
ADDITIONAL ATM FEATURES
Test
After Viewing
The AIMS Teaching Module Test permits you
•
Select
Suggested
into
Activities
Vocabulary
to assess students’ understanding of what
integrate
Every ATM contains an activity that
they have learned. The test is formatted in
curriculum.
reinforces the meaning and usage of the
one of several standard test formats to give
materials or resources.
vocabulary
If
your
that
classroom
applicable,
gather
the
your students a range of experiences in test-
program content. Students will read or find
taking techniques. Be sure to read, or
the definition of each vocabulary word, then
remind students to read, the directions
work on each activity. Some activities
use the word in a written sentence.
carefully and to read each answer choice
work best for the whole group. Other
before making a selection. Use the Answer
activities are designed for students to
Key to check their answers.
work independently, in pairs, or in
words
introduced
in
Checking Comprehension
•
small groups. Whenever possible,
Checking Comprehension is designed to
help you evaluate how well your students
understand,
retain,
and
recall
the
Choose the best way for students to
Additional
AIMS
encourage students to share their work
Multimedia
with the rest of the group.
Programs
information presented in the AIMS Teaching
After you have completed this AIMS
Module. Depending on your students’ needs,
Teaching Module you may be interested in
you may direct this activity to the whole
more of the programs that AIMS offers. This
Vocabulary, Checking Comprehension,
group yourself, or you may want to have
list includes several related AIMS programs.
and consumable activity pages for your
students
work
on
the
activity
•
students.
page
independently, in pairs, or in small groups.
Answer Key
Students can verify their written answers
Reproduces tests and work pages with
through discussion or by viewing the video a
answers marked.
•
You may choose to have students take
consumable
activities
home,
or
complete them in the classroom,
second time. If you choose, you can
independently, or in groups.
reproduce the answers from your Answer
Key or write the answer choices in a Word
Duplicate the appropriate number of
JUMP RIGHT IN
•
Bank for students to use. Students can use
this completed activity as a study guide to
Preparation
prepare for the test.
•
comprehension of what they have
Read Climate, Landscapes and Life: The
Tropics
Administer the Test to assess students’
Themes,
Overview,
learned, and to provide them with
and
Reproducible Activities
Objectives to become familiar with
The AIMS Teaching Module provides a
program content and expectations.
practice in test-taking procedures.
•
Use the Culminating Activity as a forum
for students to display, summarize,
selection of reproducible activities, designed
•
Use
Viewing
extend, or share what they have
learning unit. Whenever applicable, they
suggestions to introduce the topic to
learned with each other, the rest of the
are arranged in order from low to high
students.
school,
to specifically reinforce the content of this
difficulty
level,
to
allow
a
Preparation
for
or
organization.
seamless
facilitation of the learning process. You may
Viewing
choose to have students take these activities
•
Set up viewing monitor so that all
students have a clear view.
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
Checking Vocabulary
learning range, you may choose to
The checking Vocabulary activity provides
have students view Climate, Landscapes
the opportunity for students to assess their
and Life: The Tropics together or in
knowledge of new vocabulary with this word
small groups.
game or puzzle. The format of this
vocabulary activity allows students to use the
related words and phrases in a different
•
Some students may benefit from
viewing the video more than one time.
context.
5
© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650
a
local
community
Climate, Landscapes and Life: The Tropics
Themes
Objectives
Introduction to Vocabulary
Earth’s climatic regions, natural vegetation,
• To show the geographical locations of the
Write the following words on the board and
habitats, and human modification of the
various tropical regions around the world
explain that they will be referenced in the
landscape are major themes in Geography
• To provide an overview of the natural veg-
video. Some students may be unfamiliar with
and Earth Science curriculums. In Climate,
etation, wildlife habitats, and human-
the terms. If the meaning of any word is
Landscapes and Life: The Tropics, students
modified landscapes found in the world’s
unclear to the group, ask volunteers to use
will visit the world’s many tropical regions,
major climatic zones
an appropriate reference source to check the
learn the climatic influences that shape each
• To examine the practice of shifting cultiva-
of them, and gain insight into the human cul-
tion employed in the rainforests of the
tural history of the various locales.
rainy tropics, and its effect on the natural
alluvial, arboreal, climate, exotic river, mon-
vegetation of the region
soon, montane, savanna, seasonality, selva,
• To illustrate the seasonal patterns of rain-
Overview
term and report their findings to the class.
shifting cultivation
fall and drought that govern the climates
The Earth’s tropics lie in lands near the equa-
of the wet-dry and monsoon tropics
Discussion Ideas
tor whose climatic regions are based on
• To explore the areas of human population
their latitude, altitude above sea level, and
in the tropics and the different types of
Lead students in a discussion of how the cli-
the seasonality and amount of precipitation
land use employed by that population
mates in the tropical regions affect the living
they receive. These regions have very little
• To illustrate the role that altitude plays in
organisms found there. Ask them to consider
seasonal change in temperature and, at
the types of adaptations necessary to survive
determining climate
lower elevations, are always warm.
in the rainy tropics, or in a tropical desert.
Introduction to the Program
Students will learn the locations of tropical
What adjustments do they think they would
have to make to their lifestyle if they were
Climates,
suddenly transported to a climate radically
mate and geography that shape each
Landscapes and Life: The Tropics, discuss
different from their current one? What
region, their natural vegetation, habitats,
with them what comes to mind when they
human-generated modifications to their
and human-modified landscapes. Regions
think about regions called “the tropics.”
environment do they know of? Which do
through which this program guides students
Write on the board any ideas generated by
they believe to be justified, and which - if
include the rainy tropics, the wet-dry and
the group; expect them to include such
any - do they think may not be justified with
monsoon tropics, tropical and subtropical
descriptions or items as:
regards to their effect on the environment?
illustrated by such locales as lush, humid
heat, humidity, rain, sunshine, the equator,
Focus
rainforests filled with arboreal wildlife,
palm trees, sandy beaches, the Pacific, the
highly industrialized cities, and the world’s
Caribbean, Hawaii, Florida, islands, hurri-
Ask students to think for a few moments
largest desert. In addition, students learn
canes, rainforest, tropical fruits, endangered
about the climate and land use in your com-
geographical terms that help them identify
species
munity and in your state. How do they think
regions around the globe, the factors of cli-
To
prepare
students
for,
deserts, and tropical highlands. These are
those things impact the region and their
and locate the various regions, and to
understand processes integral to different
Discuss the list with the class. Explain that
lives? Tell them to keep these thoughts in
tropical locales. The human geography of
they will be viewing a video in which they
mind as they view the program and to deter-
these diverse lands is represented through
will see many of the things they mentioned,
mine for themselves how the climate and
the agricultural activities, styles of architec-
along with additional facts and details about
land use in the various tropical regions
ture, livelihoods, handicrafts, music and cul-
the tropical regions of the planet.
impacts the living organisms found there. Let
them know you will discuss these and other
tural traditions found in each region.
aspects following the screening.
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© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650
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
BIOLOGY
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,
30-60 Minutes
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.
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, partic-
35 Minutes
ularly 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.)
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”
GE OG RA PH
Y
in the Caribbean, Central America, Mexico, and the eastern and gulf coasts of the United States. Have students
EA RT H
SC IE NC E
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
Extended
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.
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
FOREIGN
GE
LANGUA
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.
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
HI ST OR Y
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.
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© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650
60 Minutes
Connection to Literature
The location chosen as the backdrop for a work of literature may serve various purposes. Sometimes authors
LIT ERA TUR
E
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’
Extended
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.
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,
2 Hours
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.
Multiculturalism/Health
A great number of the fruits, vegetables and grains we eat are of tropical origin, such as bananas, oranges,
HE AL TH
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 lun-
Extended
cheon 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.
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.
8
© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650
Extended
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
9
© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650
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
8
because
12
10
5
. Because of this,
6
1
from
2
. The tropics lie between the
. At sea level, temperatures
7
. In the rainy tropics, the natural vegetation is dense rainforest, or
. The heavy rainfall feeds many large rivers. The Amazon
11
and Guangzhou, China are major cities in
20
14
18
. The world’s largest desert,
highland.
24
22
4
.
, where the forest floor has sparse vegetation
. Shifting cultivation, practiced in the rainy tropics, has
15
13
. New Delhi, India, Bangkok, Thailand,
, stretches across
. Perennial rivers that cross the deserts are called
19
with elevation, the summits of high mountains, such as the Andes in the tropical highlands, are
zone of the tropical highlands supports
and
. The tropics can be divided into climatic regions
9
. Continents where there are large expanses of wet-dry and monsoon tropics include
organisms in the desert survive through
3
. The principal subsistence crop in the Americas is
16
from
17
. Living
. Because temperature
21
23
. The montane temperate
which thrives in the tropical
, domesticated in the Andes, also grow well in the highlands. The world’s highest capital city,
25
, is found in the
highlands at an elevation of 12,000 feet.
1.
7.
a) Celsius
a) rarely rise above 80˚ Fahrenheit
b) Fahrenheit
b) are usually above 115˚ Fahrenheit
c) of latitude
c) never drop below freezing
2.
8.
a) thermometer
a) the political regimes of countries located there
b) equator
b) the seasonality and amount of precipitation they receive
c) barometer
c) their degrees of longitude
3.
9.
a) arctic circle
a) selva
b) antarctic circle
b) desert
c) Tropic of Cancer
c) savanna
4.
10.
a) and the north pole
a) the region’s herbivores constantly devour the groundcover
b) and the south pole
b) little sunlight penetrates the tree canopy
c) Tropic of Capricorn
c) no rainfall can penetrate the tree canopy
5.
11.
a) rises and sets at about the same time all year
a) is the longest river in the world
b) never dips below the horizon
b) frequently dries up in the summer heat
c) is farther from Earth than at latitudes closer to the poles
c) carries more water to the sea than the Earth’s next three largest
rivers combined
6.
a) there is at least a low level of daylight year ‘round
12.
b) there is little seasonal change in the length of days and nights
a) damaged the environment of the rainy tropics by destroying large
c) there is a lower risk of sunburn in the tropics than elsewhere
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.
20.
a) North America, Europe and Antarctica
a) decreases
b) Africa, Latin America, Australia, and Asia
b) increases
c) Asia, Europe and Greenland
c) does not change
14.
21.
a) the rainy tropics
a) volcanic in nature
b) the tropical highlands
b) covered with snow year ‘round
c) the monsoon tropics
c) fertile grounds for cultivation
15.
22.
a) the Gobi
a) substantial human populations
b) the Sahara
b) only sparse vegetation
c) the Sonoran
c) the mountain peaks that rise above
16.
23.
a) South America
a) rice
b) South Asia
b) yucca
c) North Africa
c) corn
17.
24.
a) Morocco to Egypt
a) Bananas
b) India to Laos
b) Potatoes
c) California to Texas
c) Sapotes
18.
25.
a) predation
a) Washington, D.C., United States
b) migration
b) Mexico City, Mexico
c) adaptation
c) La Paz, Bolivia
19.
a) arroyos
b) exotic
c) wadis
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.
WORD BANK
A) agriculture
B) alluvial
P
X
V
G
K
M
R
W
S
A
V
A
N
N
A
D
R
O
U
G
H
T
C
E
J
T
B
Y
O
Q
Z
S
E
A
S
O
N
A
L
I
T
Y
V
O
P
B
N
X
C
M
N
R
W
V
X
W
S
T
S
M
V
C
O
L
I
S
S
W
A
G
E
G
K
N
O
L
M
T
M
V
P
X
X
Z
R
Z
Q
B
O
N
C
C
I
B
W
A
I
K
U
R
W
V
G
M
T
L
X
C
V
Q
L
R
T
V
G
Y
B
X
R
A
A
Z
R
C
G
L
L
K
A
H
B
H
O
J
N
E
C
I
K
L
U
W
A
W
T
C
P
G
K
E
R
V
V
B
C
V
K
N
K
N
I
M
G
C
Y
O
Z
E
I
Z
I
X
A
C
C
H
O
W
W
N
B
G
R
J
K
A
M
I
A
B
B
C
N
M
Q
R
G
Q
Z
H
L
C
L
I
M
A
T
E
H
G
A
Q
D
E
S
E
R
T
Y
N
X
V
P
Q
R
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
1.
____
a type of woody vine found in tropical rainforests
2.
____
a prolonged period without precipitation
3.
____
describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated
4.
____
large stream that originates in a well-watered area far from the desert that it flows through
5.
____
dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts of Mesoamerica, such as in Costa Rica
6.
____
describes lands located between 23.5o north and 23.5o south of the equator
7.
____
type of land use that involves cultivating the soil for the purpose of raising crops and livestock
8.
____
a seasonal wind that brings heavy summer rains to Southern and South East Asia
9.
____
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
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
12. ____
the occurrence of weather phenomena as specific times of year, such as summer rains or winter snowfall
13. ____
describes soil made up of sand, gravel, silt, or clay deposited by running water
14. ____
the part of the water cycle in which water falls to Earth in such forms as rain, snow, hail, or sleet
15. ____
refers to animals that are tree-dwelling
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
corn/maize
millet
selva
barley
cotton
oil palms
sorghum
beans
date palms
papayas
squash
cacao
epiphytes/air plants
pineapples
sugarcane
cactus
gourds
plantains
taro
chili peppers
jojoba
potatoes
tea
citrus fruits
lianas
pumpkins
wheat
coconut palms
mangos
rice
coffee
manioc/cassava
rubber trees
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
alluvial
a seasonal wind that brings heavy summer rains to Southern and South East Asia
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
savanna
selva
tropical
describes soil made up of sand, gravel, silt, or clay deposited by running water
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
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:
Climate, Landscapes and Life: Mid-latitude and Polar Regions
2597-EN-VID:
Geography of the World Series: Africa: The Land and Resources
2598-EN-VID:
Geography of the World Series: Africa: The People
2599-EN-VID:
Geography of the World Series: South Asia: The Land and Resources
2600-EN-VID:
Geography of the World Series: South Asia: The People
2628-EN-VID:
Geography of the World Series: Central Asia: The Land and Resources
2627-EN-VID:
Geography of the World Series: Central Asia: The People
2741-EN-VID:
Countries and Cultures of the Andes: Bolivia
2742-EN-VID:
Countries and Cultures of the Andes: Chile
2743-EN-VID:
Countries and Cultures of the Andes: Ecuador
2744-EN-VID:
Countries and Cultures of the Andes: Peru
2745-EN-VID:
Myanamar: The Land That Once Was Burma
2767-EN-VID:
Columbia: Gateway to South America
2817-EN-VID:
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
8
because
12
10
5
. Because of this,
6
1
from
2
. The tropics lie between the
. At sea level, temperatures
7
. In the rainy tropics, the natural vegetation is dense rainforest, or
. The heavy rainfall feeds many large rivers. The Amazon
11
organisms in the desert survive through
20
14
18
. The world’s largest desert,
9
zone of the tropical highlands supports
24
22
4
.
, where the forest floor has sparse vegetation
15
13
. New Delhi, India, Bangkok, Thailand,
, stretches across
. Perennial rivers that cross the deserts are called
19
with elevation, the summits of high mountains, such as the Andes in the tropical highlands, are
highland.
and
. Shifting cultivation, practiced in the rainy tropics, has
. Continents where there are large expanses of wet-dry and monsoon tropics include
and Guangzhou, China are major cities in
3
. The tropics can be divided into climatic regions
. The principal subsistence crop in the Americas is
16
from
17
. Living
. Because temperature
21
23
. The montane temperate
which thrives in the tropical
, domesticated in the Andes, also grow well in the highlands. The world’s highest capital city,
25
, is found in the
highlands at an elevation of 12,000 feet.
1.
7.
a) Celsius
a) rarely rise above 80˚ Fahrenheit
b) Fahrenheit
b) are usually above 115˚ Fahrenheit
c) of latitude
c) never drop below freezing
2.
8.
a) thermometer
a) the political regimes of countries located there
b) equator
b) the seasonality and amount of precipitation they receive
c) barometer
c) their degrees of longitude
3.
9.
a) arctic circle
a) selva
b) antarctic circle
b) desert
c) Tropic of Cancer
c) savanna
4.
10.
a) and the north pole
a) the region’s herbivores constantly devour the groundcover
b) and the south pole
b) little sunlight penetrates the tree canopy
c) Tropic of Capricorn
c) no rainfall can penetrate the tree canopy
5.
11.
a) rises and sets at about the same time all year
a) is the longest river in the world
b) never dips below the horizon
b) frequently dries up in the summer heat
c) is farther from Earth than at latitudes closer to the poles
c) carries more water to the sea than the Earth’s next three largest
rivers combined
6.
a) there is at least a low level of daylight year ‘round
12.
b) there is little seasonal change in the length of days and nights
a) damaged the environment of the rainy tropics by destroying large
c) there is a lower risk of sunburn in the tropics than elsewhere
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.
20.
a) North America, Europe and Antarctica
a) decreases
b) Africa, Latin America, Australia, and Asia
b) increases
c) Asia, Europe and Greenland
c) does not change
14.
21.
a) the rainy tropics
a) volcanic in nature
b) the tropical highlands
b) covered with snow year ‘round
c) the monsoon tropics
c) fertile grounds for cultivation
15.
22.
a) the Gobi
a) substantial human populations
b) the Sahara
b) only sparse vegetation
c) the Sonoran
c) the mountain peaks that rise above
16.
23.
a) South America
a) rice
b) South Asia
b) yucca
c) North Africa
c) corn
17.
24.
a) Morocco to Egypt
a) Bananas
b) India to Laos
b) Potatoes
c) California to Texas
c) Sapotes
18.
25.
a) predation
a) Washington, D.C., United States
b) migration
b) Mexico City, Mexico
c) adaptation
c) La Paz, Bolivia
19.
a) arroyos
b) exotic
c) wadis
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.
WORD BANK
A) agriculture
B) alluvial
P
X
V
G
K
M
R
W
S
A
V
A
N
N
A
D
R
O
U
G
H
T
C
E
J
T
B
Y
O
Q
Z
S
E
A
S
O
N
A
L
I
T
Y
V
O
P
B
N
X
C
M
N
R
W
V
X
W
S
T
S
M
V
C
O
L
I
S
S
W
A
G
E
G
K
N
O
L
M
T
M
V
P
X
X
Z
R
Z
Q
B
O
N
C
C
I
B
W
A
I
K
U
R
W
V
G
M
T
L
X
C
V
Q
L
R
T
V
G
Y
B
X
R
A
A
Z
R
C
G
L
L
K
A
H
B
H
O
J
N
E
C
I
K
L
U
W
A
W
T
C
P
G
K
E
R
V
V
B
C
V
K
N
K
N
I
M
G
C
Y
O
Z
E
I
Z
I
X
A
C
C
H
O
W
W
N
B
G
R
J
K
A
M
I
A
B
B
C
N
M
Q
R
G
Q
Z
H
L
C
L
I
M
A
T
E
H
G
A
Q
D
E
S
E
R
T
Y
N
X
V
P
Q
R
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
1.
____
H
a type of woody vine found in tropical rainforests
2.
F
____
a prolonged period without precipitation
3.
J
____
describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated
4.
____
G
large stream that originates in a well-watered area far from the desert that it flows through
5.
6.
____
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
7.
____
A
type of land use that involves cultivating the soil for the purpose of raising crops and livestock
8.
I
____
a seasonal wind that brings heavy summer rains to Southern and South East Asia
9.
____
E
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. ____
the occurrence of weather phenomena as specific times of year, such as summer rains or winter snowfall
13. ____
B
describes soil made up of sand, gravel, silt, or clay deposited by running water
K
14. ____
the part of the water cycle in which water falls to Earth in such forms as rain, snow, hail, or sleet
15. ____
C
refers to animals that are tree-dwelling
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© 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
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© 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
corn/maize
millet
selva
barley
cotton
oil palms
sorghum
beans
date palms
papayas
squash
cacao
epiphytes/air plants
pineapples
sugarcane
cactus
gourds
plantains
taro
chili peppers
jojoba
potatoes
tea
citrus fruits
lianas
pumpkins
wheat
coconut palms
mangos
rice
coffee
manioc/cassava
rubber trees
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
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© 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
______
4.
______
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
F
A broad expanse of selva is one of the major features of the tropical and subtropical desert regions.
3.3˚ Celsius per 1,000 feet.
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© 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
alluvial
a seasonal wind that brings heavy summer rains to Southern and South East Asia
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
savanna
selva
tropical
describes soil made up of sand, gravel, silt, or clay deposited by running water
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
a type of woody vine found in tropical rainforests
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© 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
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© 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
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© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650