Geography for Global Citizens
Chapter 3 Deserts
Learning about …
PAGE
80
1
a Read the two quotes on page 78 and describe the difference of opinion the
two people have about deserts.
b Examine the date when each statement was made. Why do you think these
views are so different?
2 In your own words, describe what a desert is.
3 Describe the main characteristics of deserts.
4 Study [3.2]. Describe the spatial distribution of the largest deserts in the world.
5
Using [3.3] indicate whether there are any hot deserts located near the:
a
Equator
b Tropic of Capricorn
c
Tropic of Cancer.
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
6 List and discuss the features of the four kinds of deserts.
7 Explain why the four types of deserts have different spatial distributions.
Learning to …
PAGE
80
1 Make a list of ten words you would use to describe a desert. Compare your list
with those of other class members. Compile a list of all the different words and
display this in your classroom.
2
Use [3.3] and an atlas to state the latitude and longitude of the following deserts:
a
Sahara Desert
b Arabian Desert
c
Thar Desert
d Mojave Desert (pronounced mo-harv-ee)
e
Simpson Desert
f
Kalahari Desert.
3 Use table [3.2] to construct a bar graph showing the size of the five largest
deserts in the world.
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
Learning about …
PAGE
84
1 In your own words, define atmospheric, hydrologic, geomorphic and biotic processes.
2 Describe why it is difficult to separate atmospheric, hydrologic, geomorphic and
biotic processes.
3
Explain how the following contribute to the formation of hot deserts.
a
Global circulation patterns
b Cold ocean currents
c
The rainshadow effect
4 Draw a diagram to explain the rainshadow effect.
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
5 In your own words, explain why conditions in the desert are harsh.
6 Describe why hot deserts are cool at night.
7 What can you conclude about the daily temperature range in hot deserts?
8 Describe the important role that weather and climate play in influencing deserts.
Learning to …
PAGE
84
1 Copy the following words and phrases into the space provided, unscrambling
them as you do. Write a sentence using each term.
a
fintailroitn
b nsihadrowa
c
eewlard
d lcod coaen ucrertsn
2 Over a period of time, observe the cloud cover at night in your area. Also record
the daily temperature range. Create a four-column table to show these over the
number of days you have recorded the data. What conclusions can you draw
about the temperature range on cloudy nights?
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
3 Use the data in table [3.5] to construct a climatic graph for Wadi Halfa.
4
Use table [3.5] and your graph to answer the following questions for Wadi Halfa.
a
What is the average annual rainfall?
b Describe the distribution of rainfall.
c
What is the highest average temperature?
d What is the lowest average temperature?
e
Calcuate the annual temperature range.
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
Learning about …
PAGE
89
1 Explain the role that hydrologic processes play in deserts.
2
Explain the meaning of the following words.
a
Erosion
b Deposition
c
Water erosion
d Wind erosion
3 Define chemical weathering.
4 Define frost weathering.
5 Explain why water travels fast across the surface of a desert.
6 Are all deserts sandy? Explain.
7 List and describe the five main types of deserts when classified according to their
ground material.
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
Learning to …
PAGE
89
1 As a class exercise, see how water erosion operates in arid lands by either using a
sand tray, or a bare patch of dirt, and running water across the surface. Observe
how the surface changes and what features are formed as a result. How do
your observations compare with the desert landform features formed by running
water? Record your observations.
Working in groups, design a series of cartoons that explain chemical weathering,
frost weathering, erosion and deposition.
Observations
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
Cartoons
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
Learning about …
PAGE
92
1
Explain the meaning of the following words in relation to desert vegetation:
a Xerophytic
b Drought resisters
c
Drought escapers
2 Use [3.22] to explain how plant root systems help plants find water and survive.
3 Draw a sketch of two of the plants found in the Sonoran Desert.
4 Describe six ways animals can adapt to the harsh desert environment.
5
a Describe the benefit of camels having fat toes.
b Does a camel sweat as much as a human? How is this a benefit to surviving
in the desert?
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
c
Describe the role of the special blood vessels at the base of a camel’s brain.
d Explain how the ability to store body fat and the ability to cope with salty
water help camels to survive in the desert.
e Explain why the camel is known as the ‘ship of the desert’.
Learning about …
PAGE
95
1 Explain why so few people live in deserts.
2 Describe the different uses of deserts by humans.
3 Describe the difference between hunters, gatherers and nomads.
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
4 Discuss some of the major minerals found in deserts. Give examples of countries
where these occur in large quantities.
5 What attractions are there for tourists in deserts?
6 Explain how deserts are used for scientific research. Give examples.
7 Explain the dangers associated with nuclear testing in deserts.
8 Explain how the discovery of oil and natural gas in some countries could create
global tension.
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
Learning about …
PAGE
98
1 Explain why water supply is an important management issue in hot deserts. Give
examples to illustrate your points.
2 What is salinity? How can it be managed?
3
a Explain the meaning of desertification.
b List the causes of desertification.
c
List the major effects of desertification.
4 Explain how tourism can have both positive and negative impacts on the desert
environment.
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
Learning about …
PAGE
99
1 How many Australian desert mammals are endangered or extinct?
2 Explain why we should conserve Australia’s deserts.
3 Write half a page expressing your opinion on the future of the world’s hot
desert lands.
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
Learning to …
PAGE
99
1
Study the cartoon [3.37]:
a
What views are being expressed?
b What is your view? Why?
c
As a class, or in groups, discuss the issues raised in the cartoon.
2 As a class, on the board build up a mind map using the topic: ‘the future of hot
deserts’.
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
Learning about …
PAGE
105
1 Who are the Bedouin and where did they live originally?
2 The Bedouin are known as ‘the Bedu’ in Arabic. Explain what this means in English.
3 Describe how environmental conditions influenced the traditional agricultural
practices of the Bedouin.
4
a Describe the lifestyle of the traditional Bedouin.
b Discuss how the Bedouin’s traditional life was influenced by the environment
in which they lived.
5
a When did the relocation of the Bedouin community take place?
b Describe the actual relocation project.
c
Discuss the impacts of the relocation project on the Bedouin community.
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
6 Discuss the impact desertification has had on the Bedouin community.
7 Discuss the impact that tourism has had on the Bedouin community.
8 Explain the dramatic cultural changes the Bedouin have experienced.
9 Describe the role that government play in relocating the Bedouin.
10 What are the ‘unrecognised’ villages?
11 Decsribe the positive influence the government has had on the Bedouin’s lifestyle.
12 What is Oxfam? What role has Oxfam played in assisting the Bedouin community?
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.
Geography for Global Citizens
Chapter 3 Deserts
13 Explain how locals have responded to the changes their community has faced.
Skills activities
PAGE
106
1
What is an easting?
2
What is a northing?
3
What is an area reference?
4
What is a grid reference?
5
Refer to [3.46]. State the area reference for each of the following:
• C
• D
• E
• F
Refer to [3.47]. State the grid reference for each of the following: 1⁄2 line each
• B
• C
• D
• E
• F
• G
• H
6
Copyright © Brian Parker, Kate Lanceley, Debra Owens, Rebecca Fitzpatrick 2004. Published by Macmillan Education Australia. Unauthorised copying prohibited.