1 Use the Activities in This Book to Help You Revise and Prepare for Your

Year 9 Geography AP3 Revision Booklet

Name – ______

Form - ______

Use the activities in this book to help you revise and prepare for your end of year assessment in Geography.

1. What will I be tested on? You will need to answer a range of questions about all of the topics from Year 9 Geography. Below is a list of some of the things you could be asked to do. - Give a definition or recall a fact - Find information or describe a pattern on a graph or map. - Write using specific case study details - Write fully developed paragraphs in a PEE style - Draw and label a diagram of key processes

2. What will the assessment look like? The assessment will look a lot like the major end of unit assessments you have completed this year. There will be 4 sections - Development - Globalisation - Hazards - Fragile Earth

There will be a small number of multiple choice questions in each section, as well as questions using maps, photographs and diagrams.

3. Where can I find the information to help me revise? All the information you need is in your orange book. Go through your book and use highlighters and post-it notes to pick out key information. If you have work missing you need to borrow a book and catch it up.

Pages Due Done Signed

I will show responsibility by completing my revision booklet to the best standard so I am well prepared for my assessment.

I will reflect on my class and home learning to prepare for

my assessment. I will read through my growth tasks to

reflect on how I could improve for my assessment.

Marked by: Unit 1: Development Revision Quiz ………………….……… /10 1. Which of these is the best definition of development?

a) Giving people more money to improve their quality of life. b) Teaching people to read and write to give them a better standard of living. c) Giving people choices to lead a life that the government values. /1 d) Giving people choices to lead a life that they value.

2. What does the term ‘GDP’ mean? a) The amount of money earned by a country in a year. b) The amount of money earned by a country in a year divided by the global population. c) The amount of money earned by a country in a year divided by the number of people living there. d) The amount of money made by a country. /1

3. Zimbabwe has a GDP of $953. Would I find it above or below the Brandt Line? a) Above, because it is an MEDC b) Below, because it is an MEDC c) Above, because it is an LEDC d) Below, because it is an LEDC /1

4. Choose the best definition of physical capital. a) The factories, roads and technology a country needs to develop. b) The physical geography of a country, e.g. rivers. c) How people use the natural environment to develop. /1 d) The main developed city in a country.

5. Which of these best explains why a difference in physical capital means China is more developed than Madagascar? a) Madagascar has more factories but fewer roads so it is hard for it to develop. b) China has more factories and road so it can sell goods to make money. c) China has more roads so people can travel to other countries easily. d) Madagascar has more technology than China but hasn’t got the /1 facilities to use it.

6. Which of these best explains why its human capital makes Rwanda an LEDC? a) Education is poor so many people do not have skills to help the country develop. b) There are not many factories so it is hard for Rwanda to develop. c) People in Rwanda do not have jobs so it is an LEDC. d) Not many people live in the capital city so it is an LEDC. /1

7. Which of these best describes the ‘sustainable development goals? d) A set of 17 goals set out to help people around the world improve their lives. e) A set of 17 goals to help countries raise their standard of living now and in the future. f) A set of 17 goals to make sure all countries are MEDCs by 2030. g) A set of 17 goals to make sure governments develop their own countries. /1 2

8. Choose the best definition of sustainable development. a) Development that allows people to enjoy a good standard of living today. b) Development that allows people to enjoy a good standard of living today and in the future. /1 c) Development that will keep going forever. d) Development that means people get richer every year, raising the standard of living.

9. Which statement best explains why Rwanda is an LEDC? a) Rwanda has poor schools which have not been invested in.. b) Rwanda has struggled to secure peace, so communities do not work together supportively c) The Rwandan government is corrupt; it is not interested in helping its poorest people d) Rwanda has not received much help from other countries or the UN /1

10. How does sport encourage development in Rwanda? a) It helps young people to believe in themselves. b) It helps young people to become professional footballers. c) It gives young people confidence to develop new skills and support each other d) It gives young people time to relax away from stressful lives. /1 .

We will mark your mastery quiz in our Geography lessons and you will then complete the GROW task underneath when you know your score.

A. You can define basic key terms from Unit 1: Development with accuracy. B. You can describe human and physical capital, and how they affect development in a country. C. You can explain what sustainable development is, and can describe the sustainable development goals. D. You can describe the challenges and opportunities for development in Rwanda in basic detail. A. Complete GROW TASK 1 to revise key concepts and vocabulary from Unit 1. B. Complete GROW TASK 2 to explain how human and physical capital support development. C. Complete GROW TASK 3 to recap sustainable development D. Complete GROW TASK 4 to revise your case study: Football for Hope.

Grow Task 1: Key concepts and vocabulary

1. Use your glossary to find the key term that matches with each definition 2. In the space next to each word, draw a picture to help you remember it.

Giving people choices to lead a life that Development they value.

More Economically Developed Country

…………………………… A country with a lower state of economic development …………………………… The amount of money a country gains in a year. …………………………… The non-tangible (not touchable) things a country needs to develop. …………………………… Development that meets the needs of the present generation, without compromising the ability of future generations to meet …………………………… their own needs.

Grow Task 2: Human and Physical capital

Complete this table to describe the difference between human and physical capital

Physical capital Human capital

Definition: Definition

Symbol Symbol

Examples Examples

Roads for travel Education Enough houses for everybody

Machines and factories Airports Equality

Money Hospitals Trust and justice Clean water Toilets

STRETCH: What is the physical and human capital of Rwanda like? 4

Grow Task 3: Sustainable Development

Write a definition for sustainable development.

…………………………………………………………………………………………………………………………….

Name 3 sustainable development goals

1. 2. 3.

Complete the venn diagram to describe development and sustainable development.

Get rich quick Mainly for money Helps natures too Sometimes irresponsible Responsible Helps me now Helps people tomorrow Eco-friendly Economic benefits Raises standard of living

Development Sustainable dev

Complete the mind map to show how these sustainable development goals would improve standard of living.

Grow Task 4: Football for Hope

Match the key terms to their description

Football for Hope An activity people play in Football For Hope to teach them girls and boys are equal.

Ronaldo Skills for Life When people are not equal to each other

Civil war A charity that supports young people in Rwanda to grow their confidence and character through football

Inequality When two groups from the same country fight each other.

Answer these true or false questions about Football for Hope

a) Football for Hope is a charity in Rwanda ______b) Football for Hope helps people under the age of 16 ______c) One activity is Ronaldo for Equality, where boys and girls pass the ball to each other and learn to see each other as equals ______d) One activity is David Beckham for HIV prevention, where the ball is like a virus and children learn how it spreads and how to stop it. ______e) Football for Hope is especially important in Rwanda because the community has to learn to trust each other after World War 2. ______f) Football for Hope helps to meet several Sustainable Development Goals, such as #17, Peace and Justice ______

STRETCH: Correct the sentences that are false.

Finish off this model answer to explain how Football for Hope supports development in Rwanda.

i) Write in the footballs 3 key ideas you want to include in your answer.

ii) Finish off the model answer, including your 3 key ideas

Rwanda is an LEDC country in Africa. Its GDP per capita is $643. However, many charities are trying to help it develop, such as Football for Hope. Football for Hope helps development by ______

STRETCH: What does Football for Hope help more with? Getting rich or growing your character? Why?

Extra space

Marked by: Unit 2: Globalisation Revision Quiz ………………….……… /10 1. Choose the best definition of ‘globalisation’. a) People trading goods and services

b) The process of countries around the world becoming increasingly inter-connected. c) People sharing ideas and religions using technology. d) People in the past trading goods so countries became more and more connected.

2. Choose one economic benefit of globalisation. /1 a) People can share their ideas and beliefs because they learn about other cultures. b) Governments work together to improve the lives of people in developing countries. c) Businesses are able to trade with people around the world and this creates jobs. d) People can work together to protect the environment around the world to prevent global warming.

3. As people communicate between different countries, knowledge is spread around the world. How can this help countries to develop? a) It helps people to share ideas and solve problems b) It helps people to find out more about each other c) It helps people to plan holidays to different countries d) It helps people to get a job in other countries /1

4. When did globalisation start? a) Over 200 years ago. b) Over 2000 years ago. c) 20 years ago. d) Globalisation happens now using technology. /1

5. Which statement best describes the difference between first and second wave globalisation? a) First wave globalisation is slow and second wave globalisation is fast. /1 b) First wave globalisation is fast and second wave globalisation is slow. c) Second wave globalisation takes weeks and first wave globalisation takes days. d) Second wave globalisation includes sharing ideas and first wave does not.

6. Which statement best describes the similarity between first and second wave globalisation? a) Both types of globalisation happen today. b) Both types of globalisation involved people trading goods and services. c) Both types of globalisation are fast. /1 d) Both types of globalisation are slow.

7. Which of these is an advantage of globalisation? a) Countries can work together to solve environmental problems around the globe. This is an environmental factor. b) Trade between countries is faster than ever. This is a political factor. c) Cultures can travel around the world. This is an economic factor. /1 d) News travels around the world in seconds. This is an economic factor. 8

8. Which of these best describes how businesses benefit from globalisation? a) It helps businesses to find the best workers /1 b) It helps businesses to find the cheapest workers c) It helps businesses to find the most workers d) It helps businesses to find the hardest workers . 9. Which of these best describes an advantage of globalisation in China? a) Many people can get jobs in technology to improve their lives. b) Business people become very wealthy and can have a high standard of living. c) Trading helps companies become rich, so they can pay taxes to the government. d) Chinese people get to learn more about other countries beyond China. /1 10. Which of these best describes a disadvantages of globalisation in China? a) All workers have to live in factories, sometimes in quite crowded rooms. b) Work in factories is dull and repetitive – in EUPA people make just 1 part of a machine. c) Wages in most factories are quite low – in Apple workers earn $2 per hour. d) Workers in many factories do not have much time to themselves. /1

We will mark your mastery quiz in our Geography lessons and you will then complete the GROW task underneath when you know your score.

A. You can define globalisation and give some basic advantages of the increased connections between countries. B. You can describe the difference between first and second wave globalisation, helping you to understand its origins. C. You can accurately identify the difference between political, environmental, economic and social advantages of globalisation. D. You can suggest the opportunities and challenges globalisation creates in China.

A. Complete GROW TASK 1 to explain the advantages of globalisation. B. Complete GROW TASK 2 to practice describing the similarities and differences between first and second wave globalisation C. Complete GROW TASK 3 to describe the impact of globalisation on China. D. Complete GROW TASK 4 to practice working with a model answer

to explain the impact of globalisation on China.

Grow Task 1: Advantages of globalisation

Write out a definition of globalisation

Globalisation is ……………………………………………………………………………………………………… …………………………………………………………………………………………………………………………..

Complete this spider diagram to explain the advantages of globalisation

Information can spread all Countries can trade with each other every though around the world in seconds they are very far apart.

Advantages of globalisation

Scientists can share inventions

We can buy things in the and work together shops which were made in other countries

Stretch: Why is trade such an important advantage of globalisation? Use the words ‘GDP’ and ‘standard of living’ in your answer.

Grow Task 2: First and second wave globalisation

Sort these ideas into the correct place in the table

In the past Happening now Slow Fast Traded goods Traded ideas Lots of countries Not many countries Lots of trade Less trade connection Cheap to travel Expensive to travel News travelled slowly News travelled quickly

First wave globalisation Second wave globalisation Not many countries Lots of countries

Stretch: Draw a symbol to mean first wave globalisation and one to mean second wave globalisation. 10

Grow Task 3: The impact of globalisation in China.

Sort out these impacts of globalisation onto this line from advantage to disadvantage.

*China earns 48% of its GDP from trade *China makes cheap electricals to trade *Workers earn $2/hour in the Apple Factory *You can live at work *Workers do the same job every single day *Workers work for long hours *The government uses trade money to build schools *Standard of living improves *Workers in the Apple factory share rooms with up to 7 people.

Disadvantage ☺ Advantage ☺

Complete these speech bubbles to explain what these people think of globalisation.

Factory owner

Factory workers

Stretch: Overall, is globalisation an opportunity or a challenge for China? Why do you think this?

Grow Task 4: Model answer – globalisation in China.

Read this answer and number or label where you find the following features.

In this answer, I must include… Tick 1. A clear point sentence 2. A number fact or piece of case study evidence 3. Why does this make globalisation a good thing for China? 4 How will it make life better for Chinese people?

Globalisation creates many opportunities for China to become more developed. For example,

China earns 48% of its GDP, all the money it earns in a year, from trade. This means that factory owners can become very rich from trading the things it makes in its factories with other countries.

The factory owners then pay high taxes to the Chinese government, who can use the money to spend on things for the whole country. For example, the Chinese government could spend the money on building schools to support the education of young people. This would mean that in the future, the country would have more human capital to support development.

Now write your own paragraph to explain a disadvantage of globalisation in China. HINT: Look back in your orange book to find your comparison of EUPA and the Apple Factory.

In this answer, I must include… Tick 1. A clear point sentence 2. A number fact or piece of case study evidence 3. Why does this make globalisation a bad thing for China? 4 How will it make life harder for Chinese people?

…………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… Stretch: Highlight all your case study evidence so it will stand out later. Use the tick list to assess your answer with green pen. 12

Marked by: Unit 3: Hazards Revision Quiz ………………….……… /10 1. Choose the best definition of a hazard. a) Anything that is dangerous.

b) Anything that could cause death. /1 c) Anything that could cause death or damage to people and their property. d) Anything that could cause people to migrate away from their homes for safety.

2. Which of these statements describe the bigger hazard? Hazard A Hazard B How likely? 5/10 How likely? 9/10 How many people would die? 40,000 How many people would die? 100 Cost to repair? £1.3 million Cost to repair? £10,000

a) Hazard A; It will cause more damage to people and property. b) Hazard A: It is more likely to happen. c) Hazard B: It will cause more damage to people and property. d) Hazard B: It is more likely to happen. /1

3. Which statement best describes the Pacific Ring of Fire? a) A ring of volcanoes around the edges of the Pacific plate. b) A ring of fire around the edges of the Pacific plate. c) An area of tectonic activity surrounding Japan. d) A ring of volcanoes and earthquakes surrounding the Pacific plate caused by a destructive plate boundary. /1 4. Which statement best describes the location of the Pacific Ring of Fire? a) A ring of volcanoes surrounding the Pacific Ocean and Pacific Plate, next to the Eurasian and North American plates. b) A ring of volcanoes around the Eurasian Plate, surrounding the Pacific Ocean c) A ring of volcanoes covering countries like Japan, in the Pacific Ocean. d) A ring of volcanoes at the plate boundary of the Pacific plate, which are under the

Pacific Ocean. /1 5. Which statement best describes how a volcano forms at a destructive plate boundary? a) Two plates crash together because of convection and push up to make a volcano. b) Two plates crash together and one sinks under the other. The melted plate pushes up through the crust and forms a volcano. c) Two plates move away from each other causing magma to rise up through the mantle and this forms a volcano. d) Two plates rub alongside each other due to convection and magma escapes, creating a volcano.

6. Choose the best definition of an earthquake. /1 a) A shaking of the earth, caused by natural processes. b) A shaking of the earth which happens suddenly. c) An event caused when one tectonic plate is subducted under another. d) An event caused when there is friction between two tectonic plates. /1 13

7. Choose the best description of how an earthquake happens. a) Two tectonic plates rub together and overcome friction b) Two tectonic plates rub together and release elastic potential energy c) Friction stored as two tectonic plates become stuck on each other is released over time. d) Elastic potential energy stored as two tectonic plates become stuck on each /1 other is released suddenly.

8. Which type of energy is released to create an earthquake? a) Friction b) Seismic waves c) Elastic potential energy /1 d) Kinetic potential energy

9. Which of these is a primary impact of an earthquake? b) Businesses are forced to close, causing economic difficulties b) Fires break out, caused by broken gas pipes c) Houses collapse, trapping people in the rubble d) Coordinating the rescue efforts is difficult because of broken phone lines. /1

10. Choose the statement that best explains why homelessness is a secondary impact of earthquakes. a) It is not necessarily caused by an earthquake. b) Homelessness is caused after the earthquake is finished; it takes longer to happen. c) Homelessness is not a direct consequence of the earth’s shaking. d) Homelessness is caused if buildings fall down; it is dependent on this happening first.

A. You can choose the appropriate definition of a hazard and decide how hazardous a situation is. B. You can describe the location of the Pacific Ring of Fire and explain what it is. C. You can describe how a volcano forms and how an earthquake forms, reading and understanding key words with accuracy. D. You can choose primary and secondary impacts of an earthquake and explain why you made the choice.

A. Complete GROW 1 to practice key terms and ideas from Unit 3. B. Complete GROW 2 and use the map to describe the location of the Pacific Ring of Fire. C. Complete GROW 3 to practice explaining how an earthquake happens. D. Complete GROW 4 to practice improving the accuracy of your

writing about earthquakes

Grow 1: Key terms and ideas

Complete the table to explain what a hazard is in detail.

Write a definition of a hazard Write a list of 5 things that are hazards.

Draw a picture of something that is a hazard Which of the hazards from your list is most dangerous? Why?

Stretch: Are all volcanoes and earthquakes hazards? How do you know?

Grow 2: Using a map to describe the Pacific Ring of Fire

Look at the map below.

Complete the key

Describe the location of volcanoes and earthquakes using the framework below to help you *general rule *example location *example country

…………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………….

Why is the UK not at risk from an earthquake? *general rule *why can an earthquake not happen? …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………….

Name a continent with a small number of volcanoes. Explain how the map shows this. ……………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………….

Stretch: How did a volcano form at point X? Write a paragraph to explain.

Grow 3: How does an earthquake happen?

Draw out one or more diagrams to show how an earthquake happens. Use the ticklist to help you do your labels. HINT: You can draw more than one diagram.

I must label… Tick. 1 Two plates are rubbing together. 2 The tectonic plates get stuck because of friction 3 Elastic potential energy builds up between the two plates 4 Elastic potential energy released all in one go 5 Seismic waves spread out, shaking the plates

Stretch: Is this diagram better or worse than the one in your orange book. Think of 3 reasons why. 16

Grow 4: Writing about earthquakes with accuracy.

Read the following paragraph to explain how an earthquake forms. Highlight the mistakes and correct them with green pen.

An earthquake happens at a plate boundary. Two plates crash together and rub together. They get stuck on each other because there is too much gravity. The tectonic plates are floating on top of the core, and convection currents are moving the magma underneath them even though the plates are stuck. Eventually, enough gravitational potential energy builds up that the plates can start moving again. They slip and release the elastic potential energy slowly. The plates shake in a forwards direction. This shaking is a volcano.

Now rewrite your best paragraph to explain how an earthquake forms.

In my answer, I must include…. Tick 1 Where do earthquakes happen? 2 How do the plates move? 3 What force is created between them? 4 What type of energy builds up? 5 What happens when enough energy builds up? 6 Exactly which part of this process is an earthquake? 7 Check answer for spellings and punctuation.

…………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………

Stretch: Highlight all the key words you have used in your answer. Write a definition for all of them. 17

Marked by: Unit 4: Fragile Earth Revision Quiz ………………….……… /10 1. Choose the best definition of an ‘earth system’. a) When carbon moves through the land, sea and atmosphere.

b) A network involving the atmosphere, land and oceans. c) The hydrological cycle is an example of an Earth system. d) A system on earth involving the land and the atmosphere. /1

2. Give an example of a source of carbon in the carbon cycle. e) Coal f) Water g) Photosynthesis /1 h) Glucose

3. Explain why carbon moves from the atmosphere into plants. a) For plants to use for photosynthesis to make glucose to grow. b) To help plants to breathe and to survive. c) For plants to use in respiration to produce energy. d) To ensure that the atmosphere is balanced in terms of gases. /1

4. Which of these statements best describes the location of the Amazon rainforest? a) The Amazon rainforest is in South America, below the Brandt line. /1 b) The Amazon rainforest is in South America, below the Equator. c) The Amazon rainforest covers 9 countries in South America, mainly Colombia and Ecuador. d) The Amazon rainforest covers the Amazon River drainage basin, and is mainly found in Brazil.

5. Which of these statements accurately describes the physical landscape of the Amazon

rainforest? a) It is flat, it has dense vegetation and it has a tropical climate all year round. b) The Andes are in the Amazon, it has dense vegetation and it has a tropical climate all year round. c) It has a seasonal climate, it has a low altitude and it surrounds the Amazon River. d) It is a large tropical forest and surrounds the Amazon River. It is dry and hot. /1 6. Choose the best definition of biodiversity. a) The total number of species that live in an area. b) The total number of animals and plants that live in an area. c) The total number of rare animals and plants that live in an area. /1 d) The total number of endangered species that live in an area.

7. Select the best explanation of how high biodiversity in the Amazon benefits human society. a) Local people can use the rainforest as a source of food. b) Local people can use the rainforest as a place to find medicines and resources c) All people can use the rainforest as a source of food. d) All people can use the rainforest as a place to find medicines and resources. /1

8. Choose the best definition of the term ‘carbon sink’. /1 a) When trees in the rainforest absorb and use carbon. b) A forest or ocean which absorbs and uses carbon dioxide from the atmosphere. c) When plants around the world change carbon dioxide into oxygen. d) When plants around the world and under the sea convert carbon dioxide into oxygen.

9. How does the Amazon rainforest act as a carbon sink? a) Plants take in carbon dioxide for photosynthesis and use it for growth and to store. b) Plants use the carbon for respiration to create glucose to grow new cells, e.g. fruit cells. c) Plants use it for photosynthesis to convert glucose into oxygen. d) Plants take in carbon dioxide to use for growing and then release carbon into the atmosphere. /1

10. Which statement best explains the impact of the Amazon rainforest on global warming? a) The Amazon rainforest is a carbon sink so it absorbs CO2 and can minimise global warming. b) The Amazon rainforest is getting cut down and this causes all global warming. c) Without the Amazon there would be no oxygen so global warming would get worse. d) The Amazon prevents global warming by filling the atmosphere with oxygen. /1

A. You can use your knowledge to answer a range of questions about the carbon cycle. Well done. B. You understand where the Amazon is and can identify a number of characteristics of the rainforest. C. You have been able to accurately identify what biodiversity is and how it benefits people. D. You have understood the term ‘carbon sink’ and been able to explain why the Amazon is a carbon sink.

A. Complete GROW TASK 1 to practice key terms from Unit 4. B. Complete GROW TASK 2 to describe how the Amazon affects people and development C. Complete GROW TASK 3 to explain how the carbon sink works D. Complete GROW TASK 4 to explain why deforestation in the Amazon is a global problem.

Grow 1: Key terms relating to Fragile Earth

Match the key terms with their definitions.

1. Earth system A. The cutting down of trees 2. Carbon B. The number of different species that live in a cycle certain area. 3. Carbon sink C. A network connecting the land, sea and air. eg: the water cycle. 4. Biodiversity D. Any object or item that is valuable or useful 5. Deforestation E. A forest or ocean that absorbs carbon from the atmosphere. 6. Resource F. The path that carbon takes through the land, sea and air.

Stretch: Write out a sentence containing each of these key words. You should have 6 sentences in total.

Grow 2: How does the Amazon affect people and development?

Complete this spider diagram to explain how the Amazon affects people and development.

Trees in the Amazon absorb Many medicinal plants are carbon dioxide from the found in the Amazon atmosphere. rainforest.

How does the Amazon affect people and development?

Animals and plants in the Brazil can get resources

Amazon can inspire new from the Amazon eg: rubber inventions. or cocoa.

Stretch: Classify these impacts as economic, social, political or environmental.

Grow 3: How does the carbon sink work?

Fill up this leaf to explain how trees and plants in the Amazon absorb carbon dioxide.

Use the tick list to help you include the right level of detail.

I must include…. Tick 1 Where do trees get their carbon from? 2 What happens in photosynthesis? 3 What do plants make in photosynthesis? 4 What do plants use the products of photosynthesis for? 5. Why does this make plants a carbon sink?

Grow 4: Why is deforestation in the Amazon a global problem?

Point Point

How does the Amazon rainforest How does one species in the Amazon function as a carbon sink? help people?

What problems will it cause if the What problems will it cause if the

carbon sink disappears? species disappears?

How will this affect people all over the How will this affect people all over the world? world?

Stretch: Write out your best two paragraphs to answer the question. 22