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Chapter 3: Climates of the Earth

Chapter 3: Climates of the Earth

Chapter Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners

Levels Chapter Section Section Section Chapter BL OL AL ELL Resources Opener 1 2 3 Assess FOCUS

BL Daily Focus Skills Transparencies 3-1 3-2 3-3 TEACH BL ELL Guided Reading Activity, URB* p. 43 p. 44 p. 45 BL ELL Vocabulary Activity, URB* p. 35 BL OL AL ELL Reinforcing Skills Activity, URB p. 39 OL Enrichment Activity, URB p. 41 pp. 16– pp. 19– pp. 22– BL ELL Reading Essentials and Note-Taking Guide* 18 21 24 BL OL AL ELL National Geographic Atlas* ✓ ✓✓✓ 1-4, BL OL AL ELL Map Overlay Transparencies, Strategies, and Activities 1-1 1-2 1-5 BL OL AL ELL National Geographic World Desk Map ✓ ✓✓✓✓ BL OL AL ELL Writer’s Guidebook for Social Studies ✓ ✓✓✓✓ OL AL World History Primary Source Documents Library ✓ ✓✓✓✓ National Geographic World Regions Video Program ✓ ✓✓✓✓ BookLink for Social Studies ✓ ✓✓✓✓ StudentWorks™ Plus ✓ ✓✓✓✓ BL OL AL ELL Section Spotlight Video Program ✓✓✓ BL OL AL ELL World Music: A Cultural Legacy ✓ ✓✓✓✓ BL OL AL ELL High School Writing Process Transparencies ✓ ✓✓✓✓ ✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

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048A-048D_CH03_CPG_895263.indd 48A 1/27/10 12:44:39 PM Plus • Interactive Lesson Planner • Printable reports of daily • Interactive Teacher Edition assignments All-In-One Planner and Resource Center • Fully editable blackline masters • Standards Tracking System • Section Spotlight Videos Launch • Differentiated Lesson Plans

Levels Chapter Section Section Section Chapter BL OL AL ELL Resources Opener 1 2 3 Assess TEACH (continued) High School Character Education ✓ ✓✓✓✓

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

High School Reading in the Content Area Strategies ✓ ✓✓✓✓ and Activities Success with English Learners ✓ ✓✓✓✓

Differentiated Instruction for the Geography ✓ ✓✓✓✓ Teacher Classroom Resources Literacy Strategies in Social Studies ✓ ✓✓✓✓

Standards-Based Instruction ✓ ✓✓✓✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓✓✓✓

TeacherWorks™ Plus ✓ ✓✓✓✓

National Geographic Focus on Geography Literacy ✓ ✓✓✓✓ Teacher Guide ASSESS BL OL AL ELL Section Quizzes and Chapter Tests p. 25 p. 26 p. 27 p. 29 BL OL AL ELL Authentic Assessment With Rubrics p. 33 BL OL AL ELL ExamView Assessment Suite 3-1 3-2 3-3 Ch. 3 CLOSE BL ELL Reteaching Activity, URB p. 37 BL OL ELL Dinah Zike’s Reading and Study Guide Foldables p. 45 Graphic Organizer Transparencies, Strategies, and pp. 21–22 Activities ✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

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048A-048D_CH03_CPG_895263.indd 48B 1/27/10 12:44:47 PM Chapter Integrating Technology

Using a Widget Teach With Technology

What is a widget? The McGraw-Hill widget is a program for any computer with Internet access that acts as a one-stop launching pad for both software- and online-based programs. How can the widget help my students and me? The widget is a convenient way for you and your students to access McGraw-Hill’s technology tools, both software-based and online. Some features of the widget include: • customizable links to frequently used Glencoe Web pages • recognition of, and compatibility with, Glencoe DVD and CD-ROM programs • QuickPass entry for fast access to chapter content and activities Visit glencoe.com to download the free student and teacher versions for the McGraw-Hill widget.

Geography ONLINE You can easily launch a wide range of digital products glencoe.com Visit and enter code from your computer’s desktop with the McGraw-Hill WGC2630C3T for Chapter 3 resources. widget. Student Teacher Parent World Geography and Cultures Online Learning Center (Web Site) • Section Audio ●●● • Spanish Chapter Audio Summaries ●●● • Section Spotlight Videos ●●● • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In-Motion Animations ●●● • Study Central™ ●●● • Nations of the World Atlas ●●● • Glencoe Graphing Tool ●●● • btw — Current Events Web Site ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ● • Beyond the Textbook ●●● 48C

048A-048D_CH03_CPG_895263.indd 48C 1/27/10 12:44:52 PM Additional Resources

• Timed Readings Plus in Social Studies helps The following videotape program is available from students increase their reading rate and fluency while Glencoe as a supplement to Chapter 3: maintaining comprehension. The 400-word passages are similar to those found on state and national • Valley Forge (ISBN 0-76-704671-4) assessments. To order, call Glencoe at 1-800-334-7344. To find class- • Reading in the Content Area: Social Studies room resources to accompany many of these videos, concentrates on six essential reading skills that help check the following pages: students better comprehend what they read. The book A&E Television: www.aetv.com includes 75 high-interest nonfiction passages written The History Channel: www.historychannel.com at increasing levels of difficulty. • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English. • Content Vocabulary Workout (Grades 6-8) acceler- ates reading comprehension through focused vocabu- lary development. Social Studies content vocabulary comes from the glossaries of Glencoe’s Middle School Social Studies texts. www.jamestowneducation.com Reading List Generator CD-ROM

Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading Index to National Geographic Magazine: level, author, genre, theme, or area of interest. The following articles relate to this chapter: • The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections. • “Great Green North,” by Tim Appenzeller, May 2005. • A brief summary of each selection is included. “Nary a Drop to Spare,” by Chris Carroll, July 2005. • Leveled reading suggestions for this chapter: • “In Hot Water,” by Chris Carroll, August 2005. For students at a Grade 7 reading level: • “The : Our Stormy Star,” by Fran Downey, April 2005. • Exploring Arctic Ice, by Jane Ellen Stevens • “Eclipsed,” by Margaret G. Zackowitz, July 2004. For students at a Grade 8 reading level: National Geographic Society Products To order the • A Reef Comes to Life: Creating an Undersea Exhibit, following, call National Geographic at 1-800-368-2728: by Carolyn Meyer • National Geographic Atlas of the World (Book). For students at a Grade 9 reading level: Access National Geographic’s new dynamic MapMachine • Global Warming, by Jenny Tesar Web site and other geography resources at: For students at a Grade 10 reading level: www.nationalgeographic.com • The World of Whales: The Complete Illustrated Guide, www.nationalgeographic.com/maps by Stanley M. Minasian, et al.

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048A-048D_CH03_CPG_895263.indd 48D 1/27/10 12:44:59 PM CHAPTER INTRODUCTION CHAPTER

Focus More About Geographers study how people, of places, and environments are the Photo distributed on ’s surface. affects where and how Visual Literacy Glaciers form in people live. An understanding of the Earth regions of high snowfall in winter Earth’s climates and the factors that influence them adds to a more and cool temperatures in summer. complete view of life on Earth. This ensures that the accumulating snow does not melt. As the snow builds up over time, it turns to ice. Then, under the pressure of its Essential Questions own weight, it flows outward and Section 1: Earth-Sun downward, sometimes carrying Relationships rocks, silt, and other debris along How does Earth’s position in rela- with it. Huge chunks of ice that tion to the sun affect life on Earth? break off of glaciers where they Section 2: Factors meet the sea become icebergs. Affecting Climate What factors can affect how climates are distributed on Earth’s surface? Teach Section 3: World Climate Patterns As you begin teaching How do geographers classify this chapter, read the Big Idea out Earth’s climate and vegetation? loud to students. Explain that the Big Idea is a broad, or high-level, concept that will help them under- stand what they are about to learn. Use the Essential Question for each section to help students focus on the Big Idea.

Geography ONLINE Visit glencoe.com and enter code WGC9952C3 for Chapter 3 resources. Monaco Glacier, Svalbard, Norway, is a popular hunting ground for polar bears.

48 Unit 1

048-053_C03_S1_879995.indd 48 1/22/10 11:11:09 AM 048-053_C03_S1_879995.indd 49 1/22/10 11:11:35 AM Section 1 Section 2 Earth-Sun Relationships Factors Affecting Climate Essential Question How does Earth’s posi- Essential Question What factors can affect tion in relation to the sun affect climate? how climates are distributed on Earth’s sur- (Energy from the sun warms the Earth. Different face? (Distribution of climates on Earth’s surface areas on Earth have different climates based on can be influenced by latitude, elevation, land- when and how much of the sun’s energy reaches forms, winds, and proximity to .) Point them.) Point out that in Section 1, students will out that in Section 2, students will learn about learn about the relationship between the sun these factors that affect climates. OL and Earth’s climates. OL

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048-065_CH03_895263.indd 48 1/27/10 12:39:57 PM CHAPTER INTRODUCTION

Identifying Make a Vocabulary Book to help you organize and learn Dinah Zike’s the content vocabulary terms intro- duced as you read about the climates Foldables of the Earth. You may need to make Purpose This Foldable helps more than one Vocabulary Book. students organize the content vocabulary. Encourage students to make the folding tabs as large as necessary. If students include illustrations, the tabs and area beneath the tabs may need to be larger. Remind stu- Essential Questions dents to make as many books as they need to cover the vocabulary.

Reading and Writing As you read the chapter, write a THE WORLD term on each tab and its definition underneath. You may Geography ONLINE want to illustrate visual terms such as rain shadow. Visit glencoe.com and enter code WGC2630C3T for Chapter 3 resources.

Chapter 3 49

048-053_C03_S1_879995.indd 48 1/22/10 11:11:09 AM 048-053_C03_S1_879995.indd 49 1/22/10 11:11:35 AM Section 3 World Climate Patterns Essential Question How do geographers classify Earth’s climate and vegetation? (Climates are usually classified into regions based on temperature and precipitation. Vegetation is classified by type and the conditions necessary for growth.) Point out to students that in Section 3, they will learn about Earth’s climate patterns. OL

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048-065_CH03_895263.indd 49 1/27/10 12:40:12 PM CHAPTER Section 1 SECTION 1 Earth-Sun section spotlight MAIN Idea audio video Guide to Reading Relationships Focus Essential Question From the Alps in the heart of , scientists gather How does Earth’s position in rela- Daily Focus Transparency 3.1 tion to the sun affect life on Earth? data about melting glaciers and changes in the snow line. Their research reveals information about the Content Vocabulary • (p. 51) • equinox (p. 51) Earth’s atmosphere and the warming effects of the sun. • climate (p. 51) • solstice (p. 51) Such dynamic relationships between the Earth and the • axis (p. 51) • greenhouse • temperature effect (p. 52) sun influence all life on Earth. (p. 51) • global warming • revolution (p. 53) Voices Around the World (p. 51) Academic Vocabulary “We marvel at the mountains, but it’s the water that everything depends on. • contrast (p. 51) . . . Snow, glaciers, permafrost, surging hot springs, aquamarine ramparts of Guide to Reading • affects (p. 51) ice — the very capillaries of the rock itself are permeated with water. It comes Answers to Graphic: • regulated (p. 52) sleeking down black rock faces, it drips into hidden cavern pools. If the Alps Places to Locate had a voice, it would be the musical notes of water. Water is what is literally Northern Hemisphere • Tropic of Cancer (p. 51) holding the high mountains together, and if the ice and permafrost begin to • Tropic of Capricorn (p. 52) lose their grip, as is already happening, the mountains start to crumble.” Summer solstice Winter solstice Reading Strategy — Erla Zwingle, “Meltdown: The Alps Under Pressure,” Categorizing Complete a graphic National Geographic, February 2006 • about June 21 • about Dec. 22 organizer similar to the one below • direct sun at the • direct sun at the by listing the major characteristics of the summer and winter solstices. Tropic of Cancer Tropic of • summer in Capricorn Northern Hemisphere Northern • winter in Northern Hemisphere Hemisphere Summer solstice Winter solstice • longest daylight in • shortest daylight in Northern Northern • • Hemisphere Hemisphere • • • • • •

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

Resource Manager 50 Unit 1

R Reading Critical048-053_C03_S1_879995.indd 50 Differentiated Writing Skill 1/22/10 11:12:02 AM 048-053_C03_S1_879995.indd 51 1/22/10 11:12:32 AM Strategies C Thinking D Instruction W Support S Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Activating Prior • Compare/Contrast, p. 53 • Visual/Spatial, p. 51 • Expository Writing, • Using Geo. Skills, p. 51 Knowledge, p. 51 p. 52 Additional Resources Additional Resources Additional Resources Additional Resources • Map Overlay Trans. 1-4 • Enrichment Act., Additional Resources • Daily Focus Skills • Guided Reading 3-1, • Quizzes and Tests, p. 25 URB p. 41 • Foldables, p. 45 Trans. 3-1 URB, p. 43 • RENTG, pp. 16–18

048-065_CH03_895263.indd 50 1/27/10 12:40:18 PM Climate and Weather CHAPTER Section 1

MAIN Idea The relationship between the Earth and the sun affects climate, which influences life on Earth in dramatic ways. GEOGRAPHY AND YOU Did you know that as you Essential Question are sitting in geography class it is nighttime in some S Teach parts of the world? Read to learn how the Earth-sun relationship causes night and day. Differentiated D Instruction Climate is often confused with weather, which Visual/Spatial Use a globe and is a short-term aspect of climate. Weather is the condition of the atmosphere in one place during a stationary flashlight to demon- a limited period of time. When people look out strate how the tilt of Earth’s axis the window or watch the news to see whether affects how sunlight reaches the they need umbrellas or sunscreen, they are planet’s surface. Show students checking the weather. Climate is the term for the weather patterns that Earth’s Revolution how tilting the globe changes an area typically experiences over a long period of While planet Earth is rotating on its axis, it is which parts of the Earth receive time. People in Seattle, Washington, for example, also traveling in an orbit around the sun, our near- direct sunlight. BL frequently use umbrellas because of the rainy, wet est star. It takes the Earth a few hours more than climate. In contrast, people in the dry, desert 365 days — one year — to complete one revolution, climate of Phoenix, Arizona, must use sunscreen or trip around the sun. S Skill Practice to protect themselves from the sun. The Earth’s revolution and its tilt cause changes Using Geography Skills Ask in the angle and amount of sunlight that reach different locations on the planet. These changes THE WORLD students to study the graphic Earth’s Tilt and Rotation follow a regular progression known as the sea- “Effects of Earth’s Tilt.” Ask: Earth’s tilt is one reason for variations in sun- sons. During the course of a year, people on According to the graphic, what light. As the diagram above shows, the Earth’s most parts of the Earth experience distinct dif- time of year or season is it in the axis — an imaginary line running from the North ferences in the length of days and the daily tem- Pole to the South Pole through the planet’s cen- perature as the seasons change. Northern Hemisphere? (winter) ter— is currently tilted at an angle of about The seasons are reversed north and south of R How do you know? (The Northern 23½°. Because of the tilt of this axis, not all the Equator. When it is spring in the Northern Hemisphere is pointing away from places on the planet receive the same amount of Hemisphere, it is fall in the Southern Hemisphere. the sun and the Southern Hemisphere direct sunlight at the same time. When it is winter in the Southern Hemisphere, it For this reason, the angle of tilt affects the is summer in the Northern Hemisphere. Around is pointing toward it. OL temperature — the measure of how hot or cold a March 21, the sun’s rays fall directly on the place is. Areas that receive a large amount of direct Equator. This day is called an equinox (meaning R Reading Strategy sunlight have warmer temperatures than places D “equal night”) because daylight and nighttime that receive little direct sunlight. Temperature is hours are equal. Activating Prior Knowledge usually measured in degrees on a set scale. The Before students read the passage, most common scales for measuring temperature The Tropics of Cancer and Capricorn As the Earth are Fahrenheit (°F) and Celsius (°C). continues its revolution around the sun, it moves Ask: When do you notice it start Whether or not a particular place on Earth so that eventually the sun’s rays directly strike the to get dark earlier in the day, in receives light also depends on the side of the Tropic of Cancer at 23½° N, the northernmost winter or summer? (winter) Point planet that is facing the sun. Earth rotates on its point on the Earth to receive the direct rays of the out to students that they already axis, making one complete rotation every 24 sun. These direct rays reach the Tropic of Cancer have experience with the informa- hours. Rotating from west to east, the Earth about June 21, bringing the Northern Hemisphere turns first one hemisphere and then the other its longest day of sunlight. This date, known as tion in the passage. BL toward the sun, alternating between the light of the summer solstice, marks the beginning of sum- day and the darkness of night. mer in the Northern Hemisphere. Differentiated Chapter 3 51 Instruction

CHAPTER 048-053_C03_S1_879995.indd 50 1/22/10 11:12:02 AM 048-053_C03_S1_879995.indd 51 1/22/10 11:12:32 AM 13 Comparing and Contrasting: Climate vs. Weather Key Terms and Reinforcement Key Terms and Reinforcement

Objective: Use words from the Key Terms and Reinforce- Differentiated Instruction Strategies ment activity to understand the difference Have students use the dictionary to provide between climate and weather. Natural Disasters Natural Disasters BL definitions for new terms in the diagram. Focus: Have students create a Venn diagram to hold Tropics Tropics terms that differentiate climate from weather. Have students assign the terms coniferous, AL deciduous, and permafrost to appropriate Brainstorm Ideas Ask students the following question: How does the weather in our community Teach: Climate refers to patterns and conditions over affect the way you live? Create a list of the student responses on the board. the long term. Weather refers to conditions in climate regions and explain their choices. Inc. Companies, The McGraw-Hill a division of Companies, © Glencoe/McGraw-Hill Copyright a particular place and time. Have students list words that fit in the 9 ELL Assess: Evaluate student diagrams for accuracy. overlapping segment of the diagram. Differentiated Close: Review the class diagram and discuss results. Instruction, p. 9 51

048-065_CH03_895263.indd 51 1/27/10 12:40:39 PM By about September 23, the Earth has revolved CHAPTER Section 1 so that the sun’s rays directly strike the Equator The Greenhouse Effect again. This equinox marks the beginning of fall in the Northern Hemisphere. Gradually the sun’s MAIN Idea The natural process of the greenhouse direct rays strike farther south, reaching their effect has been influenced by human activity. southernmost latitude of 23½° S, at the Tropic of GEOGRAPHY AND YOU Have you heard news W Writing Support Capricorn about December 22. The winter sol- accounts of the dangers of global warming? Read to stice is the day of shortest daylight in the Northern learn how global warming can affect Earth. Expository Writing Ask stu- Hemisphere, beginning the season of winter. dents to research cities, towns, or The Poles The most dramatic variation in the Even on the sunniest days in the warmest cli- people living in the “land of the amount of sunlight occurs at the Poles. For six mates, only part of the sun’s radiation passes midnight sun” and write a few months of the year, one Pole is tilted toward the through the Earth’s atmosphere. The atmosphere paragraphs about what life is like sun and receives continuous sunlight, while the reflects some radiation back into space. Enough in such a place. OL other Pole is tilted away from the sun and radiation, however, reaches the Earth to warm receives little to no sunlight. the land, water, and air. At the North Pole, the sun never sets from Because the atmosphere traps some heat and about March 20 to September 23. At the South keeps it from escaping back into space too Pole, continuous daylight lasts from about quickly, Earth’s atmosphere is like the glass in a W Answers September 23 to March 20. The tilt of the Earth’s greenhouse — it traps the sun’s energy for grow- axis as it revolves around the sun causes this natu- ing plants even in cold weather. Without this When the sun’s rays hit 1. ral phenomenon, known as the midnight sun. The greenhouse effect, the Earth would be too cold the Tropic of Cancer, the occurrence of the midnight sun goes almost unno- for most living things. Southern Hemisphere ticed in sparsely populated . Parts of In order to support plant growth, conditions receives less direct sunlight northern (including Alaska) and in a greenhouse must be regulated. If too much than the Northern Hemi- northern Europe in the Arctic, however, have become popular tourist destinations as lands of sphere and is therefore the midnight sun. cooler. When the sun’s rays Regions What factor distin- 1. Regions Why are the seasons reversed in the hit the Tropic of Capricorn, guishes weather from climate? Northern and Southern Hemispheres? the situation is reversed. 2. Place Explain the difference between the equinoxes 2. During the equinoxes the and the solstices. The Earth’s Seasons Northern and Southern Use StudentWorks™ Plus or glencoe.com. Essential Question Hemispheres have similar temperatures because the sun’s rays fall directly on the Equator. During the solstices one hemisphere experiences cooler temperatures while the other experiences warmer temperatures.

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

Hands-On Chapter Project 52 Unit 1 Step 1

Holding a Climate Fair 048-053_C03_S1_879995.inddDirections: 52 Write the Essential Question direct sunlight, and monitor the progress of 1/22/10 11:12:37 AM 048-053_C03_S1_879995.indd 53 1/22/10 11:12:40 AM on the board and ask students to read it. their plants. After a designated time, have Step 1: Model the Greenhouse Effect Provide materials such as egg cartons, plas- the class evaluate the success of each green- The greenhouse effect is essential to all of tic wrap, clear plastic boxes, wooden pallets, house design. Earth’s climates. Have students work in thermometers, and sheets of glass, but allow Summarizing Have each group explain groups to design miniature greenhouses to each group to construct its own greenhouse. what they learned about the Essential help them explore the greenhouse effect. Students may research greenhouses in gar- Question by building and using their green- Essential Question: How does the sun dening books or on the Internet. Have each houses. Students will use what they learned affect climate and weather? group fill its completed greenhouse with about climate and weather to study ward- potting soil. Next, have them plant lima robes around the world in Section 2. beans in their greenhouses, place them in (Chapter project continued on page 57.) OL 52

048-065_CH03_895263.indd 52 1/27/10 12:40:47 PM heat escapes, the plants will freeze. If too much heat is trapped, the plants will wilt or dry out. CHAPTER Section 1 The greenhouse effect of Earth’s atmosphere fol- MAIN Idea lows some of the same general rules. Normally, the atmosphere provides just the right amount of insulation to promote life on the planet. The 50 percent of the sun’s radiation that reaches the C Critical Thinking Earth is converted into infrared radiation, or heat. Clouds and greenhouse gases — atmospheric com- Comparing and Contrasting ponents such as water vapor and carbon dioxide Ask students to read the passage. (CO ) — absorb the heat reflected by the Earth and 2 C Ask: What is the difference radiate it back again so that a balance is created. between the greenhouse effect Many scientists, however, claim that in recent and global warming? (The green- decades a rise in atmospheric CO2 levels has coin- cided with a general rise in global temperatures. house effect is a natural phenomenon This trend — known as global warming — is in which our atmosphere insulates believed to be caused in part by human activities, Earth. Global warming is a trend of such as the burning of coal, oil, and natural gas. rising global temperatures.) OL These fossil fuels release carbon dioxide, a green- Scientists do not all agree on the of house gas, in the atmosphere that traps more heat. global warming and its effects. Some claim that Some scientists report that global warming will a natural cycle, not human activity, is causing Answer: by make weather patterns more extreme. Water, for rising temperatures. Others claim that the evi- burning fossil fuels example, will evaporate more rapidly from oceans, dence for global warming is inconclusive and increasing humidity and rainfall generally. Rapid that it is too early to forecast future effects. water evaporation from soil, however, will cause Human-Environment Interaction land to dry out more quickly between rains. Some How has human activity contributed to global areas may even become drier than before. warming? THE WORLD Assess

Geography ONLINE SECTION REVIEW Study Central™ provides sum- 1 maries, interactive games, and Vocabulary Critical Thinking online graphic organizers to help 1. Explain the significance of: weather, climate, axis, temperature, 4. Answering the Essential Question What effects does students review content. revolution, equinox, solstice, greenhouse effect, global the Earth’s tilt on its axis have on your daily life? warming. 5. Comparing and Contrasting Explain the differences in the weather you would expect in Alaska and in Florida. Main Ideas 6. Analyzing Information What would you pack if you were 2. Explain the greenhouse effect. Then describe how this natural visiting Argentina in December? process has been influenced by human activity. Close 7. Analyzing Visuals Study the diagram of the Earth’s seasons 3. Use a chart like the one below to describe how the relation- Identifying Ask students to on page 52. In what months do the sun’s rays directly strike ship between the Earth and the sun affects climate. List the Equator? The Tropics of Cancer and Capricorn? name three phenomena that characteristics of the Earth-sun relationship and describe their influence climate. (Answers should effects on climate. Writing About Geography include three of the following: Earth’s 8. Expository Writing Review the text in Section 1 about global Earth-Sun Relationship Effects on Climate warming. Then write a paragraph explaining the ways in tilt, Earth’s rotation, Earth’s revolution, Tilt which agriculture may be affected. the greenhouse effect.) Rotation Revolution Geography ONLINE Study Central™ To review this section, go to glencoe.com and click on Study Central. Section 1 Review Chapter 3 53

048-053_C03_S1_879995.indd 52 1/22/10 11:12:37 AM 048-053_C03_S1_879995.indd 53 1/22/10 11:12:40 AM Answers

1. Definitions for the vocabulary terms are 3. tilt: areas receive differing amounts of 5. Because of Florida’s location, the state found in the section and the Glossary. direct sunlight, which affects temperature; receives more direct sunlight than Alaska 2. The greenhouse effect occurs when radia- rotation: alternates the Eastern and year-round, so it will have warmer weather. tion from the sun warms the Earth and Western Hemispheres between night and 6. summer clothes carbon dioxide in the atmosphere traps day; revolution: affects the angle and 7. March 21, September 23; June 21 and the rising heat and radiates it back towards amount of sunlight reaching different loca- December 22 tions on the planet, which causes seasons Earth. Burning fossil fuels releases carbon 8. Paragraphs should demonstrate an under- dioxide, adding more to the atmosphere 4. Answers will vary depending on location. standing of global warming and its effect so more heat is trapped and radiated back on climate and weather. to Earth.

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048-065_CH03_895263.indd 53 1/27/10 12:40:55 PM CHAPTER Section 2 SECTION 2 Factors section spotlight audio video MAIN Idea Guide to Reading Affecting Climate Focus Essential Question Latitude, wind patterns, currents, and landforms What factors can affect how Daily Focus Transparency 3.2 climates are distributed on Earth’s create extremely cold temperatures and climate condi- surface? tions in Antarctica. Only a few brave researchers and Content Vocabulary scientists spend months at a time in one of the last wil- • prevailing wind • El Niño (p. 58) derness places on Earth. Antarctica provides them with (p. 56) • windward an excellent natural laboratory in which to study Earth. • Coriolis effect (p. 59) (p. 56) • leeward (p. 59) • doldrums • rain shadow Voices Around the World (p. 57) (p. 59) • current (p. 57) “There are no places left like Antarctica: a wilderness that offers scien- Academic Vocabulary tists unique views of the workings of the Earth. . . . [W]inds roll down the polar Guide to Reading • retains (p. 55) plateau at speeds up to 180 miles an hour. Some of the world’s most violent Answers to Graphic: • creates (p. 56) squalls and mountainous seas batter the lonely archipelagoes off the Antarctic • factors (p. 57) Peninsula. . . . Antarctica influences weather patterns across the Southern Winds and Ocean Hemisphere, shapes ocean currents throughout the world, and acts as a Currents Places to Locate • low latitudes (p. 55) sobering litmus for humanity’s use and abuse of the planet.” temperature changes in air • high latitudes (p. 55) • Arctic Circle (p. 55) — Roff Smith, differences pressure “Frozen Under,” • Antarctic Circle (p. 55) National Geographic, (p. 55) the Coriolis effect • midlatitudes December 2001 Reading Strategy Organizing As you read about fac- tors affecting Earth’s climate, create a web diagram like the one below by listing factors that cause both winds and ocean currents. To generate student interest and provide a springboard for class Winds and Ocean Currents discussion, access the Chapter 3, Section 2 video at glencoe.com.

Adélie penguin, Antarctica

Differentiated Instruction 54 Unit 1

R Reading Critical054-059_C03_S2_879995.indd 54 Differentiated Writing Skill 11/24/09 10:31:48 AM 054-059_C03_S2_879995.indd 55 11/24/09 10:31:56 AM Strategies C Thinking D Instruction W Support S Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Visualizing, p. 55 • Analyzing Info., p. 55 • Verbal/Linguistic, p. 58 • Descriptive Writing, • Visual Literacy, p. 57 • Using Word Parts, p. 59 • Determining Cause and p. 56 Effect, p. 56 Additional Resources • Narrative Writing, Additional Resources Additional Resources • Diff. Instr. for the Geo. p. 57 • Daily Focus Skills Trans. • Guided Reading 3-2, Additional Resources Classroom, pp. 9–11 3-2 URB, p. 44 • Quizzes and Tests, p. 26 Additional Resources • RENTG, pp. 19–21 • Map Overlay Trans. 1-2

048-065_CH03_895263.indd 54 1/27/10 12:40:59 PM Warm/hot and cool/cold air masses affect mid- Latitude, Elevation, latitude weather throughout the year. Although CHAPTER Section 2 and Climate warm, tropical, wet air masses from near the Equator predominate in summer, they are still present in winter. In fact, they are the source of the MAIN Idea Latitude and elevation affect the angle rain and snow the midlatitudes receive during win- of the sun’s rays and temperatures on Earth. ter. Cool/cold air masses bring this part of the Essential Question GEOGRAPHY AND YOU Did you know that some world its relief from the hot, humid weather in Teach parts of the Earth experience daylight nearly 24 hours summer, as well as the cold of winter. a day for six months? Read to learn how latitude R Reading Strategy affects the amount of sun a place receives. Elevation Visualizing Before students read the passage, ask them to use During the Earth’s annual revolution around At all latitudes, elevation influences climate the sun, the sun’s direct rays fall upon the planet because of the relationship between the eleva- a , globe, or atlas to help in a regular pattern. This pattern can be corre- tion of a place and its temperature. The table them visualize the locations of the lated with bands, or zones, of latitude to describe below shows how elevation can influence tem- low, high, and midlatitudes. Stu- perature regardless of latitude. The Earth’s atmo- climate regions. Within each latitude zone, cli- dents can create a table to further mate follows general patterns. sphere thins as altitude increases. Thinner air is less dense and retains less heat. As elevation C help them visualize the material in increases, temperatures decrease by about 3.5°F the passage. OL BL ELL Low Latitudes (1.9°C) for each 1,000 feet (305 m). This effect Between 30° S and 30° N latitude is a zone occurs at all latitudes. For example, in Ecuador, known as the low latitudes. This zone includes the city of Quito (KEE•toh) is nearly on the C Critical Thinking the Tropic of Capricorn, the Equator, and the Equator. However, Quito lies in the Andes at an Analyzing Information Tell Tropic of Cancer. Portions of the low latitudes elevation of more than 9,000 feet (2,743 m), so receive the direct rays of the sun year-round. average temperatures there are about 32°F students that Mount Everest is

Places located in the low latitudes have warm to (18°C) cooler than in the coastal lowlands. THE WORLD 29,028 feet (8,848 m) tall. Tell hot climates. them also that Mauna Kea, The Influence of Elevation on Temperature Hawaii’s tallest mountain, is High Latitudes Elevation Latitude & Average 13,796 feet (4,205 m) tall. Ask: The Earth’s polar areas, which stretch from Longitude Temperature 60° N to 90° N and from 60° S to 90° S, are Quito, Ecuador 9,223 ft. 0°09´ S 58°F (14°C) Given what you know about the (2,811 m) 78°29´ W called the high latitudes. When either the effect of elevation, where would Nairobi, Kenya 5,327 ft. 1°19´ S 67°F (19°C) Northern or the Southern Hemisphere is tilted (1,623 m) 36°55´ E it be colder and the air thinner? toward the sun, its polar area receives nearly Bujumbura, 2,568 ft. 3°19´ S 77°F (25°C) (Students may say that the taller continuous, but indirect, sunlight. From about R Burundi (782 m) 29°19´ E mountain has the thinner air and March 21 to about September 23, the polar area Manaus, Brazil 276 ft. 3°09´ S 81°F (27°C) from north of the Arctic Circle (latitude 66½° N) (84 m) 59°59´ W colder environment.) Ask: Why? experiences continuous daylight or twilight. The Telluride, 8,760 ft. 37°57´ N 39°F (3°C) (Mount Everest has a much higher Colorado (2,670 m) 107°49´ W polar area south of the Antarctic Circle (latitude elevation above sea level.) AL 66½° S) experiences continuous daylight or twi- Source: www.weatherbase.com light for the other six months of the year. For additional practice on this skill, see the Skills Handbook. Midlatitudes Sunlight is bright in Quito and other places The most variable weather on Earth is found with high elevation because the thinner atmo- Answer: They sphere filters fewer rays of the sun. Even in in the midlatitudes, between 30° N and 60° N in decrease. the Northern Hemisphere and between 30° S bright sunlight, the world’s highest mountains— and 60° S in the Southern Hemisphere. The mid- the Andes and the Alps, for example—are cold, latitudes generally have a temperate climate — one snowy places year-round. that ranges from fairly hot to fairly cold — with Regions What happens to tem- dramatic seasonal weather changes. perature as elevation increases? Additional Chapter 3 55 Support

054-059_C03_S2_879995.indd 54 2/4/10 9:42:28 AM 054-059_C03_S2_879995.indd 55 Leveled Activities 2/4/10 9:42:46 AM

BL Reading Essentials/ OL Reinforcing Skills Activity, AL Differentiated Instruction, ELL Vocabulary Activity 3, Note-Taking Guide, p. 19 URB, p. 39 p. 10 URB, p. 35

Chapter 3, Section 2 (Pages 54–59) Name Date Class Name Date Class

Classifying Vegetation Classifying Vegetation

Essential Question A diagram is a graphic representation of a process or event. Diagrams illustrate placement, movement, What factors can affect how climates are distributed on Earth’s surface? change, cycles, or relationships through drawings and symbols. It is important to read and understand titles, labels, and symbols on a diagram. These will help you understand what the diagram is illustrating. As you read about the factors affecting Earth’s climate, create a web dia- The following diagrams show the formation and movement of midlatitude cyclones, or areas of low gram like the one below by listing factors that cause both winds and pressure that occur between 30ºN and 60ºN or 30ºS and 60ºS. In the United States, midlatitude cyclones ocean currents. cause most storms, usually with heavy rain or snow, especially during the winter. Reviewing Climate Zones Reviewing Climate Regions is the condition of the atmosphere in one place during a limited period of time. Climate Weather Temperature

It takes about one year for the Earth to compete one . axis degree revolution

Rivers The day when daylight and nighttime hours are of equal length is called . a solstice an equinox a hemisphere Labs On-Line www.sciencecourseware.org/VirtualRiver contains interactive exercises to help students learn the processes of river discharge, flooding, and flooding frequency. Students can print out a certificate of Without , the Earth would be too cold for most living things. completion after they successfully complete each exercise. global warming the greenhouse effect the escaping atmosphere Copyright © Glencoe/McGraw-Hill Companies, a division of The McGraw-Hill Companies, Inc. Latitude, Elevation, and Climate The Greenhouse Effect The Greenhouse Effect Global winds blow in generally constant patterns called . prevailing winds doldrums smog During the Earth’s annual revolution around the sun, the sun’s direct rays fall upon the planet in a regular pattern corre- is considered a famous recurring climatic event. lated with latitude. Rain shadow Coriolis effect El Niño After you read the Within each latitude zone, climate follows general patterns. section, write a sen- Low latitudes, between 30˚ S and 30˚ N latitude, including the Drawing Conclusions Drawing Conclusions The side of a mountain range facing away from the wind is called its side. Tropic of Cancer, the Tropic of Capricorn, and the Equator, have tence explaining the leeward windward wayward organization and warm to hot climates. High latitudes are the Earth’s polar areas. When either the Northern Hemisphere or the Southern list three main ideas. grows where human activity has not changed the environment. 55 Hemisphere is tilted toward the sun, its polar area receives nearly Do the winds of a cyclone spin clockwise or counterclockwise? continuous, but indirect, sunlight. The most variable weather on Mixed forest Prairie Natural vegetation What kind of air meets warm, moist air to start a cyclone spinning? Earth is found in the midlatitudes. Midlatitudes have a temperate Underground springs can support a(n) , an area of lush vegetation. climate with dramatic seasonal weather changes. What might the curved line with spikes represent? At all latitudes, elevation influences climate because of the oasis chaparral steppe relationship between elevation of a place and its temperature. Around what kind of area do cyclone winds begin to spin? Avalanche Specialist

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. a division of The McGraw-Hill Companies, Copyright © Glencoe/McGraw-Hill, Earth’s atmosphere thins as altitude increases. Thinner air is less What does the higher millibar measurement in a high-pressure area mean? Trees whose leaves change color and fall in autumn are called . dense and retains less heat. Tell students that geographers may work to help the U.S. National Forests or other government agencies predict and prevent avalanches. Ask interested students to coniferous deciduous evergreen Does atmospheric pressure increase or decrease toward the center of a low-pressure area? learn more about this career. According to the diagram on the right, what part of the United States is likely to experience storms?

048-065_CH03_895263.indd 55 2/4/10 10:00:11 AM CHAPTER Section 2 World Zones of Latitude and Wind Patterns

120˚W 60˚W 0˚ 60˚E 120˚E r la es Po rli te ARCTIC CIRCLE Eas r es ola rli 60 P te W Writing Support ˚N Eas s s s rlie rlie rlie te te te Descriptive Writing Ask stu- es es EUROPE es W W W dents to study the map and write NORTH 30 Horse latitudes ˚N AMERICA ATLANTIC Horse latitudes a paragraph about the doldrums. (calm) OCEAN (calm) TROPIC OF CANCER y y y (Paragraphs should mention that l ly l l r r r r e e e e s PACIFIC PACIFIC t s t t s st s s s s d a d a d a d a n the doldrums are an area of calm he in e n e n e i OCEAN OCEAN rt th i rth i rth w o w r w PRIME MERIDIAN o w o N e No e N e N de rad ad ad ra winds at the Equator. The area is EQUATOR t Doldrums tr Doldrums tr Doldrums t Doldrums 0˚ W S (calm) S (calm) S (calm) S (calm) ou ou ou ou bounded by trade winds that flow th t t th t e tr he t he t e ra a SOUTH ad a ra a ra a d s e s N d s INDIAN d s e t t e t e t from east to west.) OL w e AMERICA w e w e w e r i r r r i l n l i l OCEAN i l n y y n y n y d d W E d d s s s ICORN s TROPIC OF CAPR S Horse latitudes Horse latitudes C (calm) (calm) Critical Thinking ˚S 30 W W W e e e st st st Determining Cause and er er er lies lies lies Effect Explain to students that Earth receives the sun’s energy 60˚S IRCLE Cold wind High latitudes RCTIC C 0 2,000 kilometers ANTA E Po Ea Po through a chain of causes and ast la st la Warm wind Midlatitudes er r er r li lie 0 2,000 miles es s Polar front Low latitudes effects. Direct students to deter- Winkel Tripel projection ANTARCTICA mine this chain, ending with the sun’s energy being distributed around the planet. (The sun heats the Earth’s atmosphere and surface Winds and Ocean Wind Patterns unevenly, causing warm and cool Currents Winds blow because of temperature differences air masses. The warm air rises and on Earth’s surface, with tropical air moving the cool air flows in to replace the toward the Poles and polar air moving toward MAIN Idea Wind and water combine with the the Equator. Global winds blow in fairly constant warm air. These movements cause effects of the sun to influence Earth’s weather and patterns called prevailing winds, as shown on the climate. winds, which distribute some of the map above. The direction of prevailing winds is sun’s thermal energy around GEOGRAPHY AND YOU How does wind affect the determined by latitude and is affected by the Earth.) OL weather in your community? Does it bring cold air or Earth’s movement. Because Earth rotates to the warm air? Read to learn about the patterns of global east, the global winds are displaced clockwise in For additional practice on this winds and ocean currents that affect climate. the Northern Hemisphere and counterclockwise skill, see the Skills Handbook. in the Southern Hemisphere. This phenomenon, Air moving across the surface of the Earth is called the Coriolis effect, causes prevailing winds called wind. Winds occur because sunlight heats to blow diagonally rather than along strict north- the Earth’s atmosphere and surface unevenly. south or east-west directions. Rising warm air creates areas of low pressure, Winds are often named for the direction from C and sinking cool air causes areas of high pres- which they blow, but they sometimes were given sure. The cool air then flows in to replace the names from the early days of sailing. Named for warm rising air. These movements over the their ability to move trading ships through the Earth’s surface cause winds, which distribute the region, the prevailing winds of the low latitudes Additional sun’s energy around the planet. are called trade winds. They blow from the north- Support 56 Unit 1

054-059_C03_S2_879995.indd 57 2/4/10 9:42:56 AM 054-059_C03_S2_879995.inddActivity: 56 Interdisciplinary Connection 2/4/10 9:42:48 AM

Music Ask: How can wind create music? Have used around the world to make wind chimes. students create wind chimes to help them Have students hang their completed wind investigate this question. Students may work chimes outdoors and listen for the differences independently or in groups to research the in tone that accompany various wind speeds kinds of materials and forms of construction and patterns. OL

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048-065_CH03_895263.indd 56 2/4/10 10:00:17 AM World Ocean Currents CHAPTER Section 2

120˚W 60˚W0˚ 60˚E 120˚E ARCTIC OCEAN

Alaska ARCTIC CIRCLE 60˚N ic Current nt Labrador a Current tl A S Skill Practice h t rt n N NORTH o e . N rr EUROPE P u Visual Literacy Have students ac AMERICA C ific Cu am ASIA t r California re t ren study the “World Ocean Currents” 30 N re t n ur ˚ Current S e C n lf r n t u r a u p PACIFIC map and compare it to the “World G a C TROPIC OF CANCER J y OCEAN r ATLANTIC a Zones of Latitude and Wind n North Equatorial Current OCEAN a ial C N ator AFRICA orth Equ Patterns” map on page 56. Tell

Equatorial Countercurrent PRIME MERIDIAN G Current EQUATOR uinea students that wind patterns and 0˚ Cu Equatorial S rrent South Equatorial Current SOUTH INDIAN Countercurrent ocean currents are both driven PACIFIC AMERICA t

n B OCEAN OCEAN e e by the uneven heating of Earth’s r r C torial n ua u u Eq P g South C r e r u East r l e surface. Which map shows i e t Ask: TROPIC OF u en z n la Curr AUSTRALIA a t Australia CAPRICORN C r

u B N Current more regular patterns? (wind pat- r

30˚S r t e urren

nt West Australia C W E terns) Why do you think the wind S pattern and ocean currents are

Current Falkland tic Circumpolar Current Antarc so different? (Ocean currents are 60˚S 0 2,000 kilometers ANTARCTIC CIRCLE blocked by the landmasses. Wind Cold current 0 2,000 miles ANTARCTICA currents can flow over land.) OL Winkel Tripel projection Warm current W Writing Support 1. Regions What air currents flow over the midlatitudes? Narrative Writing Ask students 2. Movement How do ocean currents develop? How is this process east toward the Equator from about latitude similar to the development of wind patterns? to write a short story about colo- 30° N and from the southeast toward the Equator nists aboard a ship caught in the from about latitude 30° S. Westerlies are the pre- Use StudentWorks™ Plus or glencoe.com. vailing winds in the midlatitudes, blowing diago- doldrums. Tell them to consider MAIN Idea nally west to east between about 30° N and 60° N how the colonists might try to sail and between about 30° S and 60° S. In the high To lighten the load so the ships could take with little or no wind. AL latitudes, the polar easterlies blow diagonally east advantage of the slightest breeze, sailors would to west, pushing cold air toward the midlatitudes. toss excess cargo and supplies overboard, includ- ing livestock being carried to colonial settle- The Horse Latitudes ments. This practice gave rise to the name by which the calm areas at the edges of the Tropics Answers At the Equator, global winds are diverted north are known — the horse latitudes. and south, leaving a narrow, generally windless 1. westerlies band called the doldrums. Two other narrow 2. Earth’s rotation, changes in bands of calm air encircle the globe just north of Ocean Currents air pressure, differences in the Tropic of Cancer and just south of the Tropic W Just as winds move in patterns, cold and warm of Capricorn. In the days of wind-powered sail- streams of water, known as currents, move water temperature, the ing ships, crews feared being stranded in these through the oceans. Ocean currents are caused by Coriolis effect; the same fac- windless areas. With no moving air to lift the many of the same factors that cause winds, includ- tors cause both of them sails, ships were stranded for weeks in the hot, ing the Earth’s rotation, changes in air pressure, still weather. Food supplies dwindled, and perish- and differences in water temperature. The Coriolis able cargoes spoiled as the ships sat. effect is also observed in ocean currents. Hands-On Chapter 3 57 Chapter Project Step 2

054-059_C03_S2_879995.indd 56 2/4/10 9:42:48 AM 054-059_C03_S2_8Holding79995.indd 57 a Climate Fair climate of the region and plan a year-round2/4/10 Summarizing 9:42:56 AM After each group has wardrobe for people living there. Students researched a region and made a poster, Step 2: Climate and Clothes Have the can create an illustrated poster that shows have the class compare wardrobes and teams of students from Step 1 investigate the different items of clothing worn at dif- determine which region requires the great- how climate affects how people live and ferent times of the year. Have groups est variety of clothing. OL how they dress. explain why each item of clothing repre- (Chapter Project continues on page 61.) Directions Assign each group a region sents a response to the regional climate. of the world. Have each group research the

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048-065_CH03_895263.indd 57 2/4/10 10:00:34 AM As ocean currents circulate, cold water from El Niño (ehl NEE•nyoh). It is a periodic change in CHAPTER Section 2 the polar areas moves slowly toward the Equator, the pattern of ocean currents, water temperatures, warming as it moves toward the low latitudes. and weather in the mid-Pacific region. This water forms the warm ocean currents. The El Niño does not occur every year, but its warm water, in turn, moves away from the frequency appears to have increased beginning in MAIN Idea Differentiated Equator, cooling as it nears the polar areas. the 1970s. In an El Niño year, the normally low D Ocean currents affect climate in the coastal lands atmospheric pressure over the western Pacific Instruction along which they flow. Cold ocean currents cool rises, and the normally high pressure over the Verbal/Linguistic Pair a strug- the lands they pass. Warm ocean currents bring eastern Pacific drops. This reversal causes the warmer temperatures. For example, the North trade winds to diminish or even to reverse direc- gling student (Student A) with an Atlantic Current flows near western Europe. This tion. The change in wind pattern reverses the on-level student (Student B). Have current gives western Europe a relatively mild cli- equatorial ocean currents, drawing warm water both students read the passage. mate in spite of its northern latitude. from near Indonesia east to Ecuador, where it Then, Student A will listen as spreads along the coasts of Peru and Chile. Weather and the Water Cycle Changing air pressures resulting from El Niño Student B explains El Niño. Student Wind and water work together to affect weather influence climates around the world. Precipitation A can then ask clarifying questions in another important way. Driven by temperature, increases along the coasts of North and South of Student B. Next, Student A condensation creates precipitation — moisture fall- America, warming winters and increasing the risk explains El Niño to Student B. ing to the Earth in the form of rain, sleet, hail, or of floods. In Southeast Asia and Australia, drought Finally, Student B asks clarifying snow. The sudden cloudburst that cools a steamy and occasional massive forest fires occur. summer day is an example of how precipitation Scientists are not sure what causes El Niño or questions of Student A. BL both affects and is affected by temperature. Water why it appears to be occurring more frequently. vapor forms in the atmosphere from evaporated Preliminary studies have linked it to global surface water. As rising air cools when elevation warming. The costs in human and economic increases, the water vapor condenses into liquid terms of the weather catastrophes associated Answers droplets, forming clouds. Further cooling causes with El Niño make learning more about this cli- rain to fall, which can help lower the temperature matic event vitally important. 1. El Niño brings increased on warm days. Place What happens to global rain, warming winters and winds at the Equator? causing flooding. El Niño Climate is also affected by recurring phenomena, 2. As cold water pools in the D or events, that alter weather patterns. The most Essential Question western Pacific, warm water famous of these recurring climatic events is 1. Human-Environment Interaction How might El moves east and pools in the Niño impact the lives of people in North America? eastern Pacific. Dry air The Influence of El Niño 2. Place What happens to the water temperatures and descends over the western wind patterns in an El Niño year? Pacific. The winds move east over warm waters, and the warm air rises in the eastern Pacific, creating rain.

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

Additional Support 58 Unit 1

054-059_C03_S2_879995.indd 58 2/4/10 9:43:08 AM 054-059_C03_S2_879995.indd 59 2/4/10 9:43:11 AM Did You Know?

Astronomy The Tropic of Cancer and the Treacherous Waters The Maelstrom is a Tropic of Capricorn are named for the constel- swift current in the Norwegian Sea off the coast lations through which the sun appears to be of Norway. Strong winds cause this dangerous traveling when its rays strike these lines of current to form huge whirlpools that can destroy latitude directly. small ships. After American author Edgar Allan Poe wrote about the Maelstrom, its name came to mean any whirlpool or any kind of severe turmoil.

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048-065_CH03_895263.indd 58 2/4/10 10:00:45 AM Landforms and CHAPTER Section 2 Climate

MAIN Idea Landforms and bodies of water influ- ence Earth’s climate patterns. R Reading Strategy GEOGRAPHY AND YOU Do you live near moun- Using Word Parts Tell tains? A large body of water? Read to find out how these features can affect climate. students that the word part lee- comes from a word meaning The climates of places located at the same lati- “shelter.” Tell students that when tude can be very different, depending on the pres- they need to distinguish the ence or absence of certain physical features. Large leeward and windward sides of bodies of water, for example, are slower to heat windward side — the side of the mountain range and to cool than land. As a result, water tempera- facing the wind. After the precipitation is a mountain, remember that the tures are more uniform and constant than land released, winds become warmer and drier as leeward side is sheltered from the temperatures. Coastal lands receive the benefit of they descend on the opposite, or leeward, side of wind by the windward side. BL this moderating influence and experience less the mountains. The hot, dry air produces little changeable weather than do inland areas. precipitation in an effect known as a rain shadow. Mountain ranges, too, influence precipitation The rain shadow effect often causes dry Answer: winds and affect climate. As the diagram shows, winds areas — and even deserts — to develop on the lee- become warmer and drier are pushed upward when they meet a mountain R ward sides of mountain ranges. range. The rising air cools and releases most of Movement What happens to its moisture in the form of precipitation on the winds after they release precipitation?

THE WORLD Assess SECTION 2 REVIEW Geography ONLINE Study Central™ provides sum- Vocabulary Critical Thinking 1. Explain the significance of: prevailing wind, Coriolis effect, 5. Answering the Essential Question Describe the general maries, interactive games, and doldrums, current, El Niño, windward, leeward, rain differences in climate between the low latitudes and the online graphic organizers to help shadow. midlatitudes. What factors account for these differences? students review content. 6. Identifying Cause and Effect How does the presence of Main Ideas mountain ranges influence climate? 2. How do wind and water combine with the effects of the sun to 7. Analyzing Visuals Study the maps of wind patterns and ocean influence Earth’s weather and climate? currents on pages 56–57. Describe the patterns of warm currents 3. Explain how landforms and bodies of water influence Earth’s and cold currents on both maps. Are they similar or different? Close climate patterns. 4. Use a table like the one below to explain how latitude and Writing About Geography Compare and Contrast Ask: elevation affect the angle of the sun’s rays and temperatures 8. Expository Writing Study the map of wind currents on What is the difference in climate on Earth. page 56. Suppose you are on a ship sailing in the low lati- between the high latitudes and tudes. Write a paragraph explaining what might happen as you drift near the Equator. the midlatitudes? (The high lati- Location Effect tudes are cold, dry polar regions. Low latitudes The midlatitudes are variable and High latitudes Geography ONLINE can be hot or cold with a wide Midlatitudes Study Central™ To review this section, go to Elevation glencoe.com and click on Study Central. range of seasonal changes.)

Section 2 Review Chapter 3 59

054-059_C03_S2_879995.indd 58 2/4/10 9:43:08 AM 054-059_C03_S2_879995.indd 59 2/4/10 9:43:11 AM Answers

1. Definitions for the vocabulary terms are 4. Low latitudes: receive more direct sunlight 6. Mountains located near large bodies of found in the section and the Glossary. all year, so warm all year-round; High lati- water block rain clouds from reaching 2. The sun heats the Earth unevenly, which tudes: receive less direct sunlight all year, inland, resulting in one side being cooler causes ocean and wind currents. Those cur- so cold/cool year-round; Midlatitudes: and wetter, the other warmer and drier. rents, combined with the sun shining on amount of direct sunlight varies; seasonal 7. They are different. Wind currents are more the Earth at certain times of year, combine climate patterns; Elevation: cooler the uniform than ocean currents. Cold winds to influence a region’s climate and weather. higher the elevation. and cold currents originate close to the 3. Large bodies of water take longer to heat 5. The low latitudes are warm to hot all year. high latitudes, but only cold currents make and cool than land so the water tempera- The midlatitudes have a temperate climate their way into the mid- and low latitudes. tures are more uniform and moderate the and experience dramatic seasonal changes. 8. Paragraphs should address what would weather of coastal lands. Proximity to the direct rays of the sun happen as the ship approaches the causes these differences. doldrums. 59

048-065_CH03_895263.indd 59 2/4/10 10:00:49 AM CHAPTER Section 3 SECTION 3 World Climate section spotlight MAIN Idea audio video Guide to Reading Patterns Focus Essential Question Ordinary climate patterns vary from region to region. How do geographers classify Earth’s Daily Focus Transparency 3.3 climate and vegetation? However, factors such as winds and air pressure can cre- ate pockets of dramatic climate. For example, most of Content Vocabulary • natural • mixed forest Australia has a dry climate, but during the summer the vegetation (p. 62) trade winds meet, creating intense thunderstorms and (p. 61) • prairie (p. 62) bringing monsoons to the continent’s northern coast. • oasis (p. 61) • permafrost • coniferous (p. 63) (p. 62) • hypothesis Voices Around the World • deciduous (p. 64) (p. 62) • smog (p. 64) “Here at last, in Weipa, was the wet I’d been looking for — the lush growth along the shore, the brooding thundery skies, the heavy curtains of rain. Nearly Guide to Reading Academic Vocabulary • widespread (p. 61) three feet of rain had fallen here in the past month, and more drenchings were Answers to Graphic: • exceeds (p. 61) on the way. ‘All this can get to be really depressing,’ a woman named Lorisa • consists (p. 61) Morgan told me one morning when I dropped by the community center and Climate Description thrift shop. ‘You get so tired after a while of mold growing on everything. You Places to Locate low latitudes, hot and wet • Tropics (p. 61) want to go out for a nice dinner? First you have to Tropical year-round or hot with wet • Sahara (p. 61) clean the mold off your belt and shoes. We have to summers and dry winters store our videos and computer disks in the refrig- Reading Strategy erator to keep the mold from ruining them.’” little precipitation, desert or Organizing Complete a graphic Dry steppe (grassland) organizer similar to the one below — Roff Smith, “The Wet Down Under,” by filling in a brief description of variable weather patterns National Geographic, November 2004 Midlatitude each climate region. and seasonal changes bitterly cold winters, and Climate Description High latitude short, cool summers Tropical Highland varies by elevation Dry Midlatitude High latitude Flooding in New South Wales, Australia Highland

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

Differentiated Instruction 60 Unit 1

R Reading Critical060-065_C03_S3_879995.indd 60 Differentiated Writing Skill 1/22/10 11:15:43 AM 060-065_C03_S3_879995.indd 61 1/22/10 11:16:03 AM Strategies C Thinking D Instruction W Support S Practice Additional Resources Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Guided Reading 3-3, • Determining Cause and • Visual/Spatial, p. 61 • Persuasive Writing, • Visual Literacy, pp. 61, 62 URB, p. 45 Effect, p. 62 p. 63 • RENTG, pp. 22–24 Additional Resources Additional Resources • Vocab. Act., URB p. 35 Additional Resources • Reteaching Act., Additional Resources • Daily Focus Skills Trans. • Quizzes and Tests, p. 27 URB p. 37 • Authentic Assess., 3-3 • Graphic Organizer p. 33 • Reinforcing Skills Act., Transp., pp. 21–22 URB p. 39 • Map Overlay Trans. 1-4, 1-5

048-065_CH03_895263.indd 60 1/27/10 12:42:13 PM Dry areas with sparse plant life are called Climate Regions deserts. Yearly rainfall in deserts seldom exceeds CHAPTER Section 3 10 inches (about 25 cm), and temperatures vary MAIN Idea Geographers divide the Earth into widely from the heat of day to the cool of night regions that have similar climates. and from season to season. Desert climates GEOGRAPHY AND YOU Does it rain much where occur in just under one-third of the Earth’s total you live? Or is it very cold with lots of snow? Read land area. The Sahara alone extends over almost Essential Question to learn about the climate region where you live. the entire northern one-third of the African Teach continent. Differentiated Climates are organized into regions—tropical, The natural vegetation of deserts consists of D dry, midlatitudes, high latitude, and highland. But scrub and cactus, plants that tolerate low and Instruction since climates can vary within these broad regions, unreliable precipitation, low humidity, and wide temperature ranges. In some desert areas, under- Visual/Spatial Direct students they are further divided into smaller ones. Each to draw a concept map to help of these divisions has its own characteristic soils ground springs may support an oasis, an area of and natural vegetation—the original plant life lush vegetation. Some deserts have dunes or them visualize the relationships growing in an area. Together with animal life, rocky surfaces, and others have fertile soil that among tropical and dry climates. these elements form . can yield crops through irrigation. Remind them to use connecting Often bordering deserts are dry, largely tree- Tropical Climates less grasslands called steppes. Yearly rainfall in words and phrases to link the Tropical climates are found in or near the low steppe areas averages 10 to 20 inches (25 to 51 concepts in their maps. OL latitudes — the Tropics. The two most wide- cm). The world’s largest steppe stretches across spread kinds of tropical climate regions are eastern Europe and western and central Asia. S Skill Practice tropical wet and tropical dry. Steppes are also found in North America, South Hot and wet throughout the year, tropical wet America, Africa, and Australia. Visual Literacy Have students climates have an average temperature of 80°F draw a larger version of the (27°C). The warm, humid air is saturated with “Latitude, Climate, and Vegetation” moisture, producing rain almost daily. Yearly Latitude, Climate, and Vegetation diagram. Students should include rainfall averages about 80 inches (203 cm). This continual rain tends to leach, or draw out, nutri- drawings and photographs of the ents from the soil in these climates. Wildlife is plants found in the region. also abundant. Students can also create another Tropical rain forest vegetation grows thickly diagram that shows the organ- in layers. Tall trees form a canopy over shorter trees and bushes. Shade-loving plants grow on isms in each region. AL the trees. The world’s largest tropical rain forest D is in the Amazon River basin. Similar climate S and vegetation exist in other parts of , the Caribbean, Asia, and Africa. Tropical dry climates have dry winters and wet Answers summers, accompanied by high year-round tem- 1. less vegetation as it gets peratures. In the dry season, the ground is covered drier and cooler; aridity mat- with clumps of coarse grass. Fewer trees exist in these regions, also called savannas, than in the rain ters less at higher latitudes forests. Tropical savannas are found in Africa, 2. grassland: fairly hot to fairly Central and South America, Asia, and Australia. cold; rain forest: warm to hot Dry Climates 1. Regions How do changes in temperature and moisture affect Geographers have identified two types of dry vegetation? climates, based on the vegetation in each. Both 2. Place What sort of temperatures would you expect to find in a desert and steppe climates occur in low latitudes temperate grassland ? A rain forest biome? and midlatitudes. Hands-On Chapter 3 61 Chapter Project Step 3

060-065_C03_S3_879995.indd 60 1/22/10 11:15:43 AM 060-065_C03_S3_879995.inddHolding 61 a Climate Fair Have each group compile a list of dishes1/22/10 11:16:03region. AM Ask students how this exercise made from plant products common to its helped them answer the Essential Question Step 3: The World Café Groups of stu- assigned climate region. Students may then and understand the relationships between dents create menus of foods native to use encyclopedias, cookbooks, or Internet Earth’s climate regions. OL particular climate regions. resources for research. (Chapter Project continues on the Visual Directions Write the Essential Question Synthesizing Have all the groups work Summary page.) on the board. Divide students into groups together to create the menu for a world and assign a major climate region to each. café that includes dishes for each climate

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048-065_CH03_895263.indd 61 1/27/10 12:42:29 PM CHAPTER Section 3 Midlatitude Climates The midlatitudes include four temperate cli- with similar climate and vegetation. Such areas mate regions. Midlatitude climates experience include southwest Australia. variable weather patterns and seasonal changes In the southeastern United States, a humid sub- that give rise to a variety of natural vegetation. tropical climate brings short, mild winters and Along western coastlines, between the latitudes nearly year-round rain. The wind patterns and C Critical Thinking of 30° N and 60° N and 30° S and 60° S, are regions high pressure related to nearby oceans keep Determining Cause and with a marine west coast climate. For example, the humidity levels high in these areas. Vegetation Effect Ask: Why does such Pacific coast of North America has a marine west consists of prairies, or inland grasslands, and for- coast climate. Ocean winds bring cool summers ests of evergreen and deciduous trees. a large portion of the world’s and cool, damp winters. Abundant rainfall sup- In some midlatitude regions of the Northern human population live in a ports the growth of both coniferous and deciduous Hemisphere, landforms influence climate more C midlatitude climate region? trees. Coniferous trees, most of which are ever- than winds, precipitation, or ocean temperatures (more land, temperatures are mod- greens, have cones. Deciduous trees, most of which do. Humid continental climate regions do not have broad leaves, change color and drop their experience the moderating effect of ocean winds erate at most elevations, climate is leaves in autumn. Typical of marine west coast cli- because of their northerly continental, or inland, good for growing crops) OL mates are mixed forests with both kinds of trees. locations. The farther north one travels in these For additional practice on this Lands surrounding the Mediterranean Sea humid continental areas, the longer and more have mild, rainy winters and hot, sunny sum- severe are the snowy winters, and the shorter and skill, see the Skills Handbook. mers. The natural vegetation includes thickets of cooler are the summers. Vegetation in humid con- woody bushes and short trees known as tinental regions is similar to that found in marine S Skill Practice Mediterranean scrub. Geographers classify as west coast areas, with evergreens outnumbering Mediterranean any coastal midlatitude areas deciduous trees in the northernmost areas. Visual Literacy Have students study the “World Climate Regions” map. Ask students if they see a World Climate Regions pattern in the location of Earth’s deserts. (Most of the deserts fall along or near 30° north and south of the Equator.) BL

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Differentiated Instruction 62 Unit 1

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0 mi. 2,500 120°W 60°W 0° 60°E 120°E 0 km 2,500 ARCTIC OCEAN Scale at the Equator Locating Climate Regions

60°N

30°N ATLANTIC Objective: To identify related climate regions worldwide. Differentiated Instruction Strategies OCEAN PACIFIC OCEAN PACIFIC 0° OCEAN Focus: Have students identify their own climate Ask students to draw a horizontal line

30 °S BL ATLANTIC region and the same climate on other con- OCEAN through your location and identify

60°S tinents. List the countries within the same N how many climate regions it crosses. climate region. Teach: Help students name the countries with the Ask students to find a plant hardiness AL zone map for North America and Map Overlay Transp. 1-4: same climate as their local area and compare World Climates factors like latitude and distance to coast. compare it to a detailed climate map. Assess: Evaluate student lists for accuracy. ELL Ask students to define the characteris- Close: Ask students to compare their results. tics of the local climate. 62 High-Latitude Climates Snow and ice, often more than 2 miles (3 km) thick, constantly cover the surfaces of ice cap CHAPTER Section 3 In high-latitude climates, freezing tempera- regions. Lichens are the only form of vegetation tures are common throughout the year because that can survive in these areas, where monthly of the lack of direct sunlight. As a result, the temperatures average below freezing. amount and variety of vegetation are limited. Just south of the Arctic Circle lie the subarctic Highland Climates climate regions. Winters here are bitterly cold, W Writing Support High mountain areas, even along the Equator, and summers are short and cool. Subarctic Have share some of the same characteristics of high- Persuasive Writing regions have the world’s widest temperature students research the reported ranges, varying from winter to summer by as latitude climates because of the thinning of the much as 120°F (49°C). In parts of the subarctic, atmosphere at high altitudes. With highland cli- changes occurring in the polar mates, the higher the elevation, the cooler the tem- only a thin layer of surface soil thaws each sum- W regions, such as rising tempera- mer. Below it is permanently frozen subsoil, or peratures. Natural vegetation also varies with tures and accelerated glacial elevation. Mixed forests lie at the bases of moun- permafrost. Brief summer growing seasons may melting. They should read several support needled evergreens. tain ranges. Higher up are meadows with small Closer to the Poles are tundra climate regions. trees, shrubs, and wildflowers. sources about the issues, focusing Winter darkness and bitter cold last for several Regions What happens as you particularly on the proposed months, and the sun’s indirect rays during long move north through humid continental regions? causes of these changes. Students summer days have limited warming effects. The will then write a paper supporting layer of thawed soil is even thinner than in the subarctic. Trees cannot establish roots, so vege- their own position about the tation is limited to low bushes, very short grasses, 1. Regions Why does the amount of vegetation causes of the rising temperatures mosses, and lichens (LY• kuhns). decrease as you move toward higher latitudes? and glacial melting. AL 2. Location Which type of climate and vegetation are found only along coastal areas?

World Natural Vegetation Regions Use StudentWorks™ Plus or glencoe.com. THE WORLD Answers 120˚W 60˚W 0˚ 60˚E 120˚E ARCTIC OCEAN 1. because of colder ARCTIC CIRCLE temperatures 60˚N 2. everything except for high- Moscow Seattle Ottawa London land for both climate and Chicago Tashkent Beijing vegetation Madrid Tokyo 30˚N Los Angeles Washington, TROPIC OF CANCER D.C. ATLANTIC Cairo PACIFIC Mexico City OCEAN Hong Kong PACIFIC Mumbai OCEAN Answer: more OCEAN Caracas (Bombay) Bangkok Dakar severe winters, shorter and cooler EQUATOR 0˚ summers Tropical rain forest Kinshasa INDIAN Jakarta Tropical grassland OCEAN Lima (savanna) Desert scrub and TROPIC OF CAPRICORN desert waste Rio de Janeiro PRIME MERIDIAN Johannesburg 30˚S Santiago Temperate grassland Cape Town Mediterranean scrub Buenos Aires N 0 4,000 kilometers Sydney Deciduous forest 0 4,000 miles Coniferous forest W E Winkel Tripel projection Mixed forest (deciduous S and coniferous) 60˚S C CIRCLE Tundra ANTARCTI Ice cap Highland (vegetation varies with elevation) Additional Chapter 3 63 Support

060-065_C03_S3_879995.indd 62 1/22/10 11:16:07 AM 060-065_C03_S3_879995.indd 63 Activity: Interdisciplinary Connection 1/22/10 11:16:16 AM

Science Ask: How acidic is your rain? Have samples of local rain or snow and use a pH meter students use library or Internet resources to or litmus strips to determine acidity levels. Invite research the level at which acid precipitation students to make predictions about the effects (acid rain) begins to affect the environment. Ask of acid precipitation on the local environment students to hypothesize about the acidity of based on their findings. AL their local precipitation. Students will then collect

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048-065_CH03_895263.indd 63 1/27/10 12:42:45 PM sunlight back into space, cooling the atmosphere CHAPTER Section 3 Climate Changes and lowering surface temperatures. Human interaction with the environment also MAIN Idea Climate changes over time. Although affects climate. Burning fossil fuels releases gases the causes of change are unclear, evidence sug- that mix with water in the air, forming acids that gests that human activity has influenced some of fall in rain and snow. Acid rain can destroy for- Answer: Car the changes. ests. Fewer forests may result in climatic change. and factory exhaust is heated in GEOGRAPHY AND YOU Does your community The exhaust released from burning fossil fuels in the atmosphere by the sun, form- have problems with smog? Read to learn how automobile engines and factories is heated in the ing a chemical haze. human activity can influence . atmosphere by the sun’s ultraviolet rays, forming smog, a visible chemical haze in the atmosphere that endangers people’s health. Other human- Climates change gradually over time, although driven changes result from dams and river diver- the causes of these changes are unclear. Scientists sions. These projects, intended to supply water to search for answers by studying the interrelation- Geography ONLINE dry areas, may cause new areas to flood or to dry ships among ocean temperatures, greenhouse out and may affect climate over time. Objectives and answers to the gases, wind patterns, and cloud cover. Student Web Activity can be During the last 1 to 2 million years, for exam- Human-Environment Interaction found at glencoe.com under ple, the Earth passed through four ice ages, eras How does the burning of fossil fuels create smog? the Web Activity Lesson Plan when glaciers covered large areas of the planet’s surface. One hypothesis, or scientific explana- Geography ONLINE for this program. tion, for these ice ages is that the Earth absorbed Student Web Activity Visit glencoe.com, select the less solar energy because of variations in the World Geography and Cultures Web site, and sun’s output of energy or because of variations click on Student Web Activities—Chapter 3 for an activ- in the Earth’s orbit. Another hypothesis suggests ity about global climate change. Assess that dust clouds from volcanic activity reflected Geography ONLINE SECTION 3 REVIEW Study Central™ provides sum- Vocabulary Critical Thinking maries, interactive games, and 1. Explain the significance of: natural vegetation, oasis, conifer- 4. Answering the Essential Question How are the five online graphic organizers to help ous, deciduous, mixed forest, prairie, permafrost, hypothesis, major climate regions related to the three zones of latitude? students review content. smog. 5. Comparing and Contrasting What factors account for the similarities and differences between the subdivisions in tropi- Main Ideas cal climate zones? 2. Describe one hypothesis for climate change. Then list exam- 6. Drawing Conclusions What are the two main categories of ples of human activities that affect climate. factors causing climate change? 3. Create a table like the one below to show how geographers Close 7. Analyzing Visuals Study the map of world vegetation regions divide the Earth into regions with similar climates. Add infor- on page 63. What vegetation type dominates Russia? Canada? Making Generalizations mation and a brief description about each of the world’s cli- Ask: What generalization can mate regions. Writing About Geography 8. Summary Writing On the map of world climate regions on you make about the climates in Earth’s Climates the three different latitudes? Climate Region Features page 62, locate the climate regions for Tashkent, Cape Town, Lima, Chicago, London, and Jakarta. Then write a paragraph (The low latitudes are tropical, the summarizing the relationship between climate and settlement. midlatitudes are varied, and the high latitudes are very cold.) Geography ONLINE Study Central™ To review this section, go to glencoe.com and click on Study Central. Section 3 Review 64 Unit 1

060-065_C03_S3_879995.indd 64 1/22/10 11:16:22 AM 060-065_C03_S3_879995.indd 65 1/22/10 11:16:46 AM Answers

1. Definitions for the vocabulary terms are rain nearly all year; Steppe: dry, treeless 4. Three are directly related to latitude (tropics, found in the section and the Glossary. grasslands; Tropical wet: hot and wet all midlatitudes and high latitudes), two are 2. Answers should have one of the following: year, near low latitudes; Tropical dry: hot based on landforms or rainfall (dry, highland). variations in the sun’s energy output, all year, rainy summers, dry winters; Marine 5. Both are in the low latitudes. Tropical wet is changes in the Earth’s orbit, or volcanic west coast: cool summers, cool damp win- wet year-round. Tropical dry is wet during activity; burning fossil fuels, damming and ters, abundant rainfall, western coastlines in the summer. diverting rivers midlatitudes; Humid continental: more 6. natural and human causes severe winters and shorter, cooler summers 3. Highland: varies based on elevation; 7. coniferous forest; coniferous and mixed forests Desert: hot, dry, sparse vegetation; as you move north; Subarctic: bitterly cold winters, short and cool summers; Tundra: 8. Paragraphs should address that many of the Mediterranean: coastal midlatitude with world’s cities are in the midlatitudes because thickets of woody bushes and short trees; cold summers, bitterly cold winters, no trees; Ice cap: permanent ice people tend to settle in climates favorable to Humid subtropical: short, mild winters, survival. 64

048-065_CH03_895263.indd 64 1/27/10 12:42:50 PM Study anywhere, anytime by downloading quizzes and flashcards to your CHAPTER 3 VISUAL SUMMARY PDA from glencoe.com. MAIN Idea VISUAL SUMMARY

Organizing Information Ask EARTH-SUN RELATIONSHIPS • The relationship of the Earth to the sun affects climate patterns the students to use the informa- around the world. tion on the Visual Summary page • The Earth’s tilt and revolution cause the seasons by changing to help them create their own the relationship of the Earth’s surface to the sun. • When the sun is directly over the Tropic of Cancer, it is summer study guide. Some ideas students in the Northern Hemisphere. When it is directly over the Tropic can use: of Capricorn, it is winter in the Northern Hemisphere. • Make note cards of each bullet point; • Write questions based on the information on the page and use them to quiz each other; or Latitude and Temperature • Create a graphic organizer, such as a concept map or outline. Very Cold 60° N Visual Literacy Ask: What is Inuit boy with sled dogs during midnight sun, Canada the “midnight sun” referenced in Warm-Cool the photo at the top? (At the high

Tr 30° N FACTORS AFFECTING CLIMATE THE WORLD opic latitudes, there are times of the year of Can cer • Latitude plays a major role in climate. The farther one gets from that the sun is always shining.) the Equator, the cooler the climate. Hot • High elevations are generally cooler than the surrounding Equator landscape. • Other factors that help determine climate are wind and water Did You Know? Hot Tr currents, recurring phenomena such as El Niño, and large Essential Question opic o The hottest temperatures ever f Capricorn landforms. 30° S recorded in the world were in Warm-Cool Death Valley, California, and El 60° S Very Cold Azizia, Libya, where temperatures reached 134°F (56.6°C) and 136°F (57.7°C), respectively. Both areas are found in mid- or low-latitudes, which get far more direct sun WORLD CLIMATE PATTERNS than higher latitudes. Vostok, • Geographers divide the world into major climate regions. Antarctica, has been recorded as • The major climate regions are tropical, dry, midlatitude, high latitude, and highland climates. Each of these can be broken the coldest place on Earth. The down into smaller categories. temperature there has dropped • Each climate region has its own characteristic natural vegetation. as low as –129°F (–89.4°C). • Climate patterns change over time as a result of both natural processes and human activity.

Viedma glacier breaking into lake, Argentina Hands-On Chapter 3 65 Chapter Project Step 4: Wrap-Up

060-065_C03_S3_879995.indd 64 1/22/10 11:16:22 AM 060-065_C03_S3_879995.inddHolding 65 a Climate Fair climate. Some students can demonstrate1/22/10 11:16:46Allow AM students to present their Climate Fair the factors that influence climate, such as to other students in the school. Step 4: Holding the Climate the greenhouse effect. Other students can Synthesizing After the Fair, ask students Fair Students will synthesize what they show how climate influences humans in the to share what the project has taught them learned in Steps 1, 2, and 3. way we dress and what we eat. Still other about how people live in Earth’s Directions Have students organize into students can hold an ongoing discussion on climates. OL groups to present information about Earth’s how human activity influences climate.

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048-065_CH03_895263.indd 65 1/27/10 12:43:05 PM CHAPTER 3 CHAPTER 3 ASSESSMENT STANDARDIZED TEST PRACTICE

Answers, Analyses, TEST-TAKING TIP If you find a question that is more difficult for you, skip it and go on to answer the and Tips other questions. Then return to the more difficult question. Reviewing Vocabulary 1. A Students struggling with this Reviewing Vocabulary Reviewing Main Ideas question will probably choose Directions: Choose the word or words that best complete the Directions: Choose the best answers to complete the sentences or to sentence. answer the following questions. between answers A and B. In the question, the phrase “day-to-day” 1. Day-to-day conditions of the atmosphere make up . Section 1 (pp. 50–53) implies a short-term occurrence. A weather 5. Why is the greenhouse effect necessary to life? The correct answer is A. B climate A People’s activities increase the greenhouse effect. C axis B Without the greenhouse effect, Earth would be too cold 2. B As with the question D equinox for life. above, students will probably C Farmers grow crops in greenhouses. choose between A and B. Since D Scientists are afraid that climate change will harm society. weather occurs over the short 2. Long-term atmospheric conditions that people can expect to be generally true make up . term, students may conclude Section 2 (pp. 54–59) A weather that long-term conditions make 6. During El Niño years, weather in western South America up climate. B climate becomes . C solstice A hotter and drier D tilt B warmer and rainier TEST-TAKING TIP C colder and rainier D colder and drier Tell students that answers 3. Because of , winds tend to blow diagonally rather from related questions may than from due north, south, east, or west. help them. The answers to A weather questions 1 and 2 are related. B rain shadow C the Coriolis effect Section 3 (pp. 60–64) D El Niño 3. C The Coriolis effect is covered 7. Each climate region has its own kind of . extensively in the chapter, and is A rock structure B tectonic plate illustrated on the World Zones of 4. Grasslands in midlatitude climates are called . C natural vegetation BiG Idea Latitude and Wind Patterns map. A savannas D Coriolis effect B mixed vegetation 4. C Mixed vegetation implies C prairies that more than grassland is found D tundras in the region. Students should know that savannas are found in the tropics and tundra is found in high-latitude climates close to the Poles. GO ON Reviewing Main Ideas 5. B Students may be confused 66 Unit 1 because all the answer options are true statements. The question asks for an explanation of why life 066-067_C03_STP_879995.indd 66 7. C Answers A and B are terms for geologic 11/24/09 10:04:18 AM 066-067_C03_STP_879995.indd 67 12/22/09 4:19:05 PM depends on the greenhouse TEST-TAKING TIP structures, and are not specific to climate effect. Only answer B addresses regions. Students struggling to choose that question. Students may have prior knowledge of between C and D should remember that differ- some subjects from news reports, books, ent climates support very different vegetation. 6. B Answers B and C are possible or from other credible sources outside answers since precipitation of school. The information provided on increases along the coast of South the test is most important, but other America during El Niño years. El information can be helpful in selecting Niño also causes warmer winters, an answer. so the combination of warmer and rainier makes choice B correct.

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066-067_CH03_STP_895263.indd 66 1/27/10 12:46:25 PM ASSESSMENT CHAPTER 3 ASSESSMENT Critical Thinking Document-Based Questions Directions: Choose the best answers to complete the sentences or to Directions: Analyze the document and answer the short-answer answer the following questions. questions that follow the document. to eradicate poverty. If students find the language in the passage 8. How do human activities impact climate? The United Nations Framework Convention on Climate Change confusing, have them read the A The sun may give off varying amounts of solar energy. went into force in 1994. The excerpt below explains why its passage quickly, then read the framers believed it was necessary. B Volcanic eruptions may increase cloud cover. questions. Then students should C People add gases to the atmosphere by burning fossil fuels. The Parties to this Convention, read the passage again slowly, D Scientists do research to learn what causes climate change. Acknowledging that change in the Earth’s climate and its underlining key phrases to help Base your answer to question 9 on the map and on your knowledge adverse effects are a common concern of humankind, answer the questions. of Chapter 3. Concerned that human activities have been substantially increasing the atmospheric concentrations of greenhouse Extended Response Temperature Variation gases, that these increases enhance the natural greenhouse effect, and that this will result on average in an additional 12. Students’ answers will vary warming of the Earth’s surface and atmosphere and may but should include the terminol- adversely affect natural and humankind, . . . ogy used to discuss climate Acknowledging that the global nature of climate change calls regions in this chapter. Answers for the widest possible cooperation by all countries and their participation in an effective and appropriate international should also reflect an understand- response, in accordance with their common but differentiated ing of the factors that affect responsibilities and respective capabilities and their social and climate. economic conditions, . . . Affi rming that responses to climate change should be coordi- nated with social and economic development in an integrated manner with a view to avoiding adverse impacts on the latter, taking into full account the legitimate priority needs of devel- oping countries for the achievement of sustained economic growth and the eradication of poverty. . . .

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

11. What attitude does the framework take regarding social and economic development? Extended Response 12. Exploring the BiG Idea 9. Going from the Equator to the North Pole, average In which climate region do you live? What temperatures ______. factors infl uence the climate there? STOP A become progressively warmer B become warmer, then colder C become colder, then warmer Geography ONLINE D become progressively colder For additional test practice, use Self-Check Quizzes— Chapter 3 on glencoe.com.

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

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Geography ONLINE 066-067_C03_STP_879995.indd 66 11/24/09 10:04:18 AM 066-067_C03_STP_879995.inddCritical 67 Thinking Document-Based Questions 12/22/09 4:19:05 PM Have students visit the Web 8. C Answers A and B do not describe human 10. They are concerned that the increase in site at glencoe.com to review activities. Answer D is also incorrect because atmospheric greenhouse gases from human Chapter 3 and take the Self- studying climate does not change climate. Only activity will result in additional warming Check Quiz. answer C is correct. of the Earth’s surface and atmosphere, and will adversely affect natural ecosystems and 9. D Students should know that the com- humankind. The passage states this concern in pass rose indicates that north is at the top the first paragraph, and describes it more fully Need Extra Help? of the map and that the North Pole is at the in the second paragraph. Have students refer to the pages “top” of the world. The map shows tempera- 11. Countries should work together in listed if they miss any of the tures becoming progressively colder from response to climate change to avoid adverse questions. the bottom of the map to the top. impacts on economic growth and attempts 67

066-067_CH03_STP_895263.indd 67 1/27/10 12:46:28 PM