Third Year Third Month Activities

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1 National Council for Geographic Education Curriculum & Instruction Committee Geography Club Submitted by: Steve Pierce Third Year Third Month Activities Geography for Life: National Geography Standards The World in Spatial Terms Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information. Standard 3: How to analyze the spatial organization of people, places, and environments on Earth s surface. Places and Regions Standard 4: The physical and human characteristics of places. Physical Systems Standard 8: The characteristics and spatial distribution of ecosystems on Earth s surface. Human Systems Standard 9: The characteristics, distribution, and migration of human populations on Earth s surface. This Month s Activities I. Map Scraps Warm-up Challenge your map skills and knowledge by identifying the place shown on each map scrap. Use clues on the map scrap and an atlas to help identify the place and answer the questions. II. Activity: South America Three student activities on South America accompany this month s material. There are also some Internet resources on the Amazon region. III. Geo-Questions Test your knowledge of South America with these questions. National Council for Geographic Education Page 1 of 8

2 I. Warm-up Activity: Map Scraps Examine each Map Scrap and try to determine the location. Use an atlas and other reference materials to answer the questions. Map Scrap Map: American Automobile Association Questions 1. What state s panhandle is shown on this map scrap? 2. What five states are shown on this map scrap? 3. Name the flat plains region that lies south of the area shown. 4. What river forms much of the border between Oklahoma and Texas? 5. What mountains lie west of the area shown? Map Scrap Questions 1. The land on the map scrap lies east of which sea? 2. Name the four countries shown on this map scrap. 3. Which gulf separates one of the countries from the other three? 4. Russia s second-largest city lies at the eastern of the gulf. Name the city. 5. What large peninsula lies east of the countries on this map? Map: National Geographic Society National Council for Geographic Education Page 2 of 8

3 II. Activity: South America Note to teachers/sponsors: The activities that follow are suggestions. You are encouraged to adapt them as you need to, so they are useful to the ages and abilities of your group. Feel free to pick and choose from these activities. Also, use them as springboards to other activities that fit the interests of your students. Introduction South America is a continent of diverse landscapes and people, teeming cities and largely uninhabited rainforests and deserts. This activity will lead students to explore the land and people of South America. Materials Student Activities that accompany this month. Note: Inca Odyssey is a separate file listed with this month s activities on the Geography Club webpage. Outline map of South America Internet Resources PBS Journey into Amazonia A great Amazon resource from PBS - with particular emphasis on the flora and fauna (plants and animals) of the Amazon region. Amazon Life Information, maps, and graphics about the Amazon; use the links on the left to navigate. Student Activities 1. Where Do People Live? 2. Country Descriptors 3. Inca Odyssey (separate file listed with this month s activities on the Geography Club webpage) National Council for Geographic Education Page 3 of 8

4 Country Descriptors Categorize the following terms under the country each describes. Each term can be used only once and only four terms can be used for each country. Word List Patagonia Atacama Desert Easter Island Atlantic Ocean Caribbean Sea Buenos Aires llanos Santiago Sucre Isthmus of Panama Lake Titicaca Angel Falls Lake Maracaibo Machu Picchu Orinoco River La Paz Caracas Bogotá Sao Paulo Mt. Aconcagua Tierra del Fuego Rio de Janeiro landlocked Amazon River Lima Altiplano Rio de la Plata Cusco Brazil Venezuela Chile Argentina Bolivia Peru Colombia Taken from: South America: A Resource Notebook 2006 Steven C. Pierce. Used by permission National Council for Geographic Education Page 4 of 8

5 Where Do People Live? Where In this activity students will examine South America s population distribution to determine where most of the population is clustered. They will also make a connection between where people live and climate, natural vegetation, and physical features. Internet Resources Map of South America Day and Night Map of South America at Night Engage Students Begin by showing students an image of South America at night. Ask the following questions: 1. What do the heaviest concentrations of light represent? 2. Is there a pattern to the concentrations of light? 3. What does this image tel us about where South America s largest cities are located? 4. What areas of South America have low population as indicated by few or no lights? Student Activities 1. Construct a chart of South America s countries and populations. List them on the chart from highest to lowest population. 2. Construct a chart of South America s largest cities. List them on the chart from highest to lowest population. 3. Locate these cities on a map. Are most of the cities located near the coast or farther inland? 4. What physical features, climate, and natural vegetation are prevalent in the inland regions of the continent? Taken from: South America: A Resource Notebook 2006 Steven C. Pierce Used by permission National Council for Geographic Education Page 5 of 8

6 III. Geo-Questions Test your knowledge of South America with these questions. 1. The Pampas and Patagonia are found in which South American country? 2. What mountain range dominates the continent of South America? 3. Which two national capitals are located on the Rio de la Plata? 4. The national capital of which country is located almost on the Equator? 5. What navigable lake is located high in the Andes on the Peru-Bolivia border? 6. The world s highest waterfal is located in Venezuela.What is the name of this waterfall? 7. Which Andean country is known for its Incan heritage and the ancient city of Machu Picchu? 8. What vast river basin dominates the northern part of Brazil and parts of several other South American countries? 9. The world s driest desert is located along Chile s Pacific coast.what is the name of this desert? 10. Which South American country is connected to North America at the Isthmus of Panama? 11. Which South American country was once a colony of Netherlands? 12.Which landlocked country s northern region is partly covered by an interior plain called the Gran Chaco? 13.Oil is a major export of which northern South American country? 14.Tierra del Fuego is a region located in southern Argentina and which other country? 15.Rio de Janeiro and Sao Paulo are two major cities of which country? 16.What is the name of the high plain located mainly in Bolivia between separate ranges of the Andes Mountains? 17. Which political unit of South America remains a colony of a European country? 18.On which river will you find the Iguaçu Falls? 19.What physical feature do coastal Norway and coastal Chile have in common? 20. The Islas Malvinas, claimed by Argentina, are administered by the United Kingdom and known by what name? National Council for Geographic Education Page 6 of 8

7 ANSWERS I. Map Scraps Map Oklahoma 2. Colorado, Kansas, Oklahoma, New Mexico, Texas 3. Llano Estacado (Staked Plain) 4. Red River 5. Rocky Mountains II. Map Baltic Sea 2. Finland, Estonia, Latvia, Lithuania 3. Gulf of Finland 4. St. Petersburg 5. Scandinavian Peninsula South America Inca Odyssey Location of the Inca Empire 1. The Inca Empire was centered in Peru, and included parts of Ecuador, Bolivia, Chile, and Argentina. 2. Cusco was the capital of the Inca Empire. 3. The height of the empire was from Machu Picchu is the lost city. It was rediscovered in 1911 by Hiram Bingham. Conquest of the Inca Empire 1. Francisco Pizarro led the Spanish Atahualpa was the leader of the Inca Empire. 4. Battle of Cajamarca Discovering Inca Achievements 1. Quechua 2. A quipu is a series of knotted cords used for accounting and census purposes by the Inca. Information on a quipu was carried by runners from city to city. 3. The Inca had a far reaching system of roads throughout their mountainous realm. Runners carried messages. Llamas were used a pack animals. Rope suspension bridges spanned rivers and steep valleys. The Inca did not use the wheel. 4. The Inca grew potatoes, corn, squash, beans, peppers, peanuts, and cassava. 5. The Inca used stone for building. Macchu Picchu is an example of their expert stone work Country Descriptors Brazil Rio de Janeiro Sao Paulo Atlantic Ocean Amazon River Venezuela Caracas Lake Maracaibo Orinoco River Angel Falls Chile Santiago Atacama Desert Easter Island Tierra del Fuego Argentina Buenos Aires Patagonia Rio de la Plata Mt. Aconcagua Bolivia La Paz landlocked Altiplano Sucre Peru Lima Cusco Machu Picchu Lake Titicaca Colombia Bogotá Isthmus of Panama llanos Caribbean Sea Where Do People Live? Engage Students National Council for Geographic Education Page 7 of 8

8 1. The presence of lights indicates concentrations of people, thus more light generally means larger cities. 2. Concentrations of light are found more in coastal areas or near the coast. 3. Most major cities are located on or near the coast. 4. The interior of South America, particularly the Amazon Basin and southern Argentina are sparsely populated. The Andes Mountains also have few people. Student Activities 1. Student charts will vary 2. Student charts will vary 3. Most are located within 150 miles of the coast. 4. The Andes Mountains, the tropical rainforest of the Amazon Basin, and desert regions such as the Patagonia in southern Argentina are in areas with low population. III. Geo-Questions 1. Argentina 2. Andes Mountains 3. Buenos Aires, Argentina and Montevideo, Uruguay 4. Quito, Ecuador 5. Lake Titicaca 6. Angel Falls 7. Peru 8. Amazon River 9. Atacama Desert 10. Colombia 11. Suriname 12. Paraguay 13. Venezuela 14. Chile 15. Brazil 16. altiplano 17. French Guiana 18. Parana River 19. fjords (glacially carved inlets) 20. Falkland Islands National Council for Geographic Education Page 8 of 8

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