Sample Lesson. Contents. Letter from Bert Bower, TCI Founder and CEO 2. Benefits of Geography Alive!

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1 Sample Lesson Welcome to Geography Alive! This document contains everything you need to teach the sample lesson Life in the Central Andes: Adapting to a Mountainous Region. We invite you to use this sample lesson today to discover how the TCI Approach can make geography come alive for your students. Contents Letter from Bert Bower, TCI Founder and CEO 2 Benefits of Geography Alive! 3 Program Contents 4 Student Edition: Sample Lesson 13: Life in the Central Andes: Adapting to a Mountainous Region 5 Lesson Guide 17 Assessment 24 Interactive Student Notebook 25 Placards 30 Visuals Watch a lesson demonstration 2. Learn about strategies behind the program 3. Discover the new and improved Teacher Subscription and Student Subscription

2 Welcome! Geography Alive! Regions and People Welcome to the second edition of Geography Alive! Regions and People. Since the program first was released, I ve been snapping photos of my students in action at Mission High School in San Francisco Unified and asking other teachers to send me photos of their students using the program as well. Despite the great diversity of classes in which the images were taken in both middle and high school classes, in urban and suburban settings, in mainstream and English Language Development classes one similarity always strikes me: students are actively involved in geography and having a great time. welcome Together we will creatively challenge students to use the tools of geography to view, analyze, and understand the world around them. Our goal in creating Geography Alive! was to rescue the study of geography from a mind numbing, encyclopedic romp around the globe. So we created an engaging, case study approach worthy of the high standards set by the professional geographers at the National Council for Geographic Education. Each activity not only aligns with the National Geography Standards, but is framed by an Essential Question and built around an interactive classroom activity. I encourage you to try this sample lesson from Geography Alive! with your students today. And I d love one day to receive a photo of your students in action, totally absorbed in the study of geography, and to welcome you to the growing TCI community of inspired, active social studies teachers. Best, Bert Bower TCI Founder and CEO 2

3 benefits Benefits of Geography Alive! Think like a geographer. At TCI, we want to turn students into geographic thinkers by teaching them how to view, analyze, and understand the world around them. Geography Alive! Regions and People asks students to use the skills and strategies of real geographers to look at critical, contemporary geographic issues. The TCI program is the most stimulating geography program anywhere because students learn in the course of investigating real geographic challenges that the world faces today. This casestudy approach hooks students and keeps them engaged all year long. For example, students Analyze statistics on pollution, invasive species, and habitat loss in the Great Lakes ecosystem. Explore the impact of population trends by creating and analyzing population pyramids. Study three women micro-entrepreneurs to learn how they are changing the human characteristics of their African communities. Geography Alive! was created by teachers, for teachers in partnership with scholars from the National Council for Geographic Education. The program is flexible and easy to use, providing a variety of ways to meet diverse student needs and curriculum configurations. Teachers can Select the regions and lessons they wish to cover with their students. Teachers can choose one lesson per region or teach any number of lessons in a region to build student knowledge. Modify instruction for English language learners, learners reading and writing below grade level, learners with special education needs, and advanced learners. Engage students further with Global Connections readings that help students explore the Essential Question on a worldwide scale. Add Mapping Laps, in which students simulate the use of geographic information systems and apply the geography inquiry process in depth to one of seven world regions. Geography Alive! will help you ignite your students passion for geography and re-ignite your passion for teaching it! Geography Alive! Regions and People 3

4 Program Contents Unit 3: Latin America 9 Spatial Inequality in Mexico City: From Cardboard to Castles 10 Indigenous Cultures: The Survival of the Maya of Mesoamerica 11 Dealing with Extreme Weather: Hurricanes in the Caribbean Unit 7: Monsoon Asia 27 Waiting for the Rains: The Effects of Monsoons in South Asia 28 Tech Workers and Time Zones: India s Comparative Advantage 29 Mount Everest: Climbing the World s Tallest Physical Feature Geography Alive! Regions and People 12 Land Use Conflict in the Amazon Rainforest 30 China: The World s Most Populous Country In Geography Alive! Regions and People, an Essential Question organizes each lesson and its corresponding activity. By reading the Student Edition and participating in the classroom activity, students gain a deeper understanding of the content. 13 Life in the Central Andes: Adapting to a Mountainous Region Unit 4: Europe and Russia 14 Supranational Cooperation in the European Union 15 Population Dilemmas in Europe 16 Invisible Borders: Transboundary Pollution in Europe 31 Population Density in Japan: Life in a Crowded Country 32 The Global Sneaker: From Asia to Everywhere Unit 8: Oceania and Antarctica 33 Relative and Absolute Location: What Makes Australia Unique? 34 The Pacific Islands: Adapting to Life Surrounded by Ocean Sample Lesson: 13 Life in the Central Andes: Adapting to a Mountainous Region 17 Russia s Varied Landscape: Physical Processes at Work 18 New Nation-States from the Old Soviet Empire: Will They Succeed? 35 Antarctica: Researching Climate Change at the Coldest Place on Earth Unit 5: Africa Unit 1: The Geographer s World 1 The Tools of Geography 2 A Spatial Way of Thinking 19 The Nile River: A Journey from Source to Mouth 20 Life in the Sahara and the Sahel: Adapting to a Desert Region Unit 2: Canada and the United States 3 Settlement Patterns and Ways of Life in Canada 4 The Great Lakes: The U.S. and Canada s Freshwater Treasures 5 Urban Sprawl in North America: Where Will It End? 21 Micro-entrepreneurs: Women s Role in the Development of Africa 22 Nigeria: A Country of Many Cultures 23 Resources and Power in Post-apartheid South Africa FREE 30 DAY TRIAL contents 6 National Parks: Saving the Natural Heritage of the U.S. and Canada 7 Consumption Patterns in the United States: The Impact of Living Well 8 Migration to the United States: The Impact on People and Places Unit 6: Southwest and Central Asia 24 Oil in Southwest Asia: How Black Gold Has Shaped a Region 25 Istanbul: A Primate City Throughout History 26 The Aral Sea: Central Asia s Shrinking Water Source Test-drive with a 30 Day Trial With the Teacher Subscription, teachers can get an entire class interacting with one computer, an internet connection and a projector. Students thrive on the immediate feedback they get using the Student Subscription s Reading Challenges. 4

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6 Life in the Central Andes: Adapting to a Mountainous Region 13.1 Introduction La Paz, Bolivia, is the highest big city in the world, sitting at 12,000 feet above sea level in the central Andes Mountains of South America. This high elevation can produce some odd effects. Golfers in La Paz can hit a golf ball much farther than they can at sea level. At a nearby ski resort, a skier may need to wear an oxygen tank to go skiing. These effects are the result of thin air. The air is thinner at high elevations because the force of gravity pulls air downward, which means that there is less oxygen in the air at high elevations. This is why the skier in La Paz requires an oxygen tank. The thin air is also the reason a golf ball will travel farther at 12,000 feet. At that elevation, there is less air to cause friction on the ball and slow it down. The people of La Paz are accustomed to living at high elevations. Like all of the people who live in the Andes Mountains, they have had to adapt to the effects of high elevation. The Andes include some of the highest mountain peaks in the world, with many of them rising much higher than La Paz. The various elevation levels in these mountains influence the way people live. In this chapter, you will read about life in the central Andes. You will also learn about altitudinal zonation, a term that refers to the division of mountainous land into zones based on altitudes, or elevations. You will find out about the four main elevation zones in the Andes and how the people living there have adapted to each zone. CHAPTER 13 Student Edition Lesson Guide Lesson Masters Interactive Student Notebook Placards Visuals 6 Essential Question Graphic Organizer How do people adapt to living in a mountainous region? This diagram represents the Andes Mountains of South America. Notice that the mountain is divided into four zones based on elevation. Each zone has its own range of temperatures. It also has its own distinct plant and animal life. The features of each zone influence how people live. Think about this diagram as you try to answer the Essential Question. Tierra Helada 20 F 55 F Tierra Fría 55 F 65 F Tierra Templada 65 F 75 F Tierra Caliente 75 F 80 F Elevation 12,000 15,000 feet 6,000 12,000 feet 3,000 6,000 feet 0 3,000 feet A mountain valley and snow-covered volcano in Ecuador 191

7 A Mountain City La Paz, Bolivia, is the highest big city in the world. It is located at 12,000 feet in the heart of the Andes Mountains. The Andes run the length of South America. The only higher mountains in the world are the Himalayas of Asia. The people of the Andes have had to adapt to life at high elevations The Geographic Setting South America, the world s fourth largest continent, encompasses 12 countries and a wide range of environments. The continent has deserts, tropical rainforests, and several mountain ranges, with the greatest mountains being the Andes. The Andes: Backbone of South America The Andes consist of several mountain ranges that are known in Spanish as cordilleras. These cordilleras form the longest chain of high mountains on Earth, stretching for approximately 4,500 miles from north to south, along the west coast of South America. The Andes have appropriately been nicknamed the backbone of South America. The Andes Mountains pass through seven countries, featuring many different landscapes along the way. Some parts of the Andes are covered with dense forest, whereas other regions are rocky and bare. More than 50 mountains within the Andes reach elevations of more than 20,000 feet. These lofty peaks are always covered with snow and ice. The Andes can be grouped in three sections. The northern Andes cross Venezuela and Colombia. The southern Andes run through Chile and Argentina. The central Andes cover Ecuador, Peru, and Bolivia. This chapter focuses on the central Andes. The Four Elevation Zones of the Andes In the introduction, you read about altitudinal zonation, learning that there are four main elevation zones in the Andes. These elevation zones are also called climate zones because elevation helps determine climate. The four elevation zones are illustrated in the diagram on the next page. The elevation zones in the Andes are known by their Spanish names. The lowest zone is called tierra caliente, or hot country. Above that is a zone known as tierra templada, or cool country. Next comes tierra fría, or cold country. The highest elevation zone is known as tierra helada, which means frost country. The link between climate and elevation is based on two factors. The first factor is solar energy, which is the heat and light emitted by the sun. This energy from the sun warms Earth s surface. Some solar energy is also reflected by Earth back into the atmosphere, with the air closest to the surface absorbing most of the reflected heat. The second factor is the force of gravity. Gravity pulls air in the atmosphere down toward Earth. As a result of this process, the air becomes denser at lower elevations. The denser the air, the more heat it can absorb. As you move higher, the air becomes thinner and holds less heat. For every 1,000-foot rise in elevation, the temperature of the air drops by around 3.5 F. The higher you go in the Andes Mountains, the cooler the temperature becomes. This is true even in regions that are near the equator. For example, both of Ecuador s two largest cities, Guayaquil and Quito, lie near the equator. Guayaquil has an annual average temperature of 77 F, but Quito s average temperature is much cooler, just 55 F. The reason for the difference is elevation. Guayaquil is located at sea level, whereas Quito sits at an elevation of 9,350 feet. One city lies in tierra caliente, the other in tierra fría. Student Edition Lesson Guide Lesson Masters Interactive Student Notebook Placards Visuals Chapter 13

8 Geoterms altitudinal zonation the division of land into zones based on elevation, which in turn helps determine climate and vegetation snow line the lowest elevation on mountains where snow remains year-round terracing the creation of flat areas on mountain slopes for the purpose of farming tree line the highest elevation where trees grow on a mountain vertical trade the trading of crops between lowland and highland areas Tierra Helada 20 F 55 F Tierra Fría 55 F 65 F Student Edition Lesson Guide Lesson Masters Interactive Student Notebook Placards Visuals 8 Tierra Templada 65 F 75 F Tierra Caliente 75 F 80 F Altitudinal Zonation in the Andes This diagram shows the four elevation zones of the Andes. Notice how the climate cools the higher you go. That s because the air gets thinner and holds less heat. Life in the Central Andes: Adapting to a Mountainous Region 193

9 Tierra Caliente 75 F 80 F The Tierra Caliente The tierra caliente is the lowest elevation zone in the central Andes. Conditions here are tropical. People dress in light clothing and live in houses open to the air. They also have to cope with tropical diseases like malaria The Tropical Lowlands: Tierra Caliente A worker is picking bananas on a plantation in Ecuador. The temperature is high, so he stops frequently to wipe the sweat from his brow. He also must watch out for spiders because tarantulas often hide within banana stalks. A tarantula bite may not be deadly, but it is extremely painful. This banana plantation is located in the tierra caliente. Consisting mostly of tropical lowlands, this elevation zone lies at the foot of the Andes on both the eastern and western sides. People who live in the tierra caliente must adapt to a hot year-round climate. Physical Characteristics The tierra caliente is the lowest of the four elevation zones of the Andes, extending from sea level to approximately 3,000 feet. The climate of this zone is generally hot and humid, with the average temperature ranging from 75 F to 80 F. Broadleaf evergreen forests cover the eastern slopes of the Andes Mountains heading into the Amazon River basin. On the western slopes of the Andes, the natural vegetation ranges from lush rainforests to tropical grasslands. The Pacific coast of Peru is different. This area is also situated within the tropics, but it receives little rainfall. Here the land is mostly desert. Great sand dunes rise up in some places, whereas other parts are flat and rocky. Where there is water from rivers or streams, however, the vegetation is tropical. Student Edition Lesson Guide Lesson Masters Interactive Student Notebook Placards Visuals 9 Banana Plantation Bananas thrive in the tierra caliente. They are grown on large plantations like this one. Many plantation workers are descended from Africans brought to South America as slaves. 194 Chapter 13

10 Human Adaptations The tropical heat of the tierra caliente can make it an extremely difficult place to live. As a result, the area is less populated than the cooler, higher elevation zones. Some inhabitants are descended from the Africans who were brought by the Spanish to labor on large plantations as slaves. Indigenous peoples also live in some parts of the tropical rainforest. People in this elevation zone have adapted to life within the tropics. Farmers plant crops that can do well in the heat, with some of the most common crops being bananas, rice, and sugarcane. People dress in light clothing, and they live in houses that are open to the cooling breezes. Their houses are often constructed of bamboo or wood, with palm-thatch roofs, and some houses have been raised on stilts to provide protection against flooding The Pleasant Uplands: Tierra Templada In the rolling hills of Ecuador s tierra templada, gardeners are raising flowers, tending long rows of carnations, daisies, and roses. The flowers they grow will be shipped to buyers thousands of miles away. In fact, many of the roses enjoyed by Americans on Valentine s Day come from Ecuador because the mild weather of Ecuador provides the perfect climate for cultivating flowers. Physical Characteristics The tierra templada is the second elevation zone of the Andes. It lies between approximately 3,000 and 6,000 feet above sea level. At these elevations, the climate is temperate, with temperatures ranging from 65 F to 75 F, with rarely any frost. This pleasant weather lasts throughout the year, which is why people often call the tierra templada the Land of Eternal Spring. In this zone, the types of vegetation change with elevation. At the lower elevations, tropical plants such as palms, bamboo, and jungle vines are quite common. At the higher elevations, broadleaf evergreen forests are typical. Tierra Templada 65 F 75 F The Tierra Templada The tierra templada is the second elevation zone in the Andes. It has a pleasant, springlike climate yearround. This mild weather appealed to European settlers. Some of the largest cities in Latin America are found here. Student Edition Lesson Guide Lesson Masters Interactive Student Notebook Placards Visuals 10 Human Adaptations The mild climate of the tierra templada makes it a good place to live. As a result, this elevation zone is more populated than the tierra caliente. Many of the people who live here are mestizos. Mestizos are a mixture of indigenous and European peoples. European cultural influences are strong within the tierra templada. Farmers in this zone choose their crops based on elevation. At lower levels, they grow heat-loving crops, like bananas and oranges. Higher up, they grow corn, beans, and other vegetables. They also grow flowers for export. However, the main commercial crop of the tierra templada is coffee because the conditions here are ideal for growing high-quality coffee beans. Most of the coffee is grown on small farms, but there are also large coffee plantations. People who live in the tierra templada have adapted their housing and dress to the comfortable climate. They live in solid homes made of concrete brick or plaster and covered with tile roofs. More well-off residents may live on large estates called haciendas. During the heat of the day, people wear light clothing, but they switch to warmer clothing for the cool mornings and evenings. Flower Growing Flowers like these roses are an important crop in the tierra templada. Most flowers are shipped to Europe and the United States. Flower prices rise and fall depending on events in those markets. Flowers are one of the first things people stop buying in hard times. Life in the Central Andes: Adapting to a Mountainous Region 195

11 Tierra Fría 55 F 65 F The Tierra Fría The tierra fría reaches elevations of 12,000 feet. Many native peoples live in this zone. They have developed larger lungs to take in more oxygen from the thin air at these heights. Five hundred years ago, the centers of the Inca Empire were located here. Market Day in Peru The people at this market are wearing the dress of highland Indians. Highland markets are centers of vertical trade. Potatoes and wheat from the highlands are traded here for bananas and oranges from the lowlands The Cool Highlands: Tierra Fría A woman rises early in the highland city of Cuzco, Peru. This is tierra fría, and the morning air is cold. The woman puts on a warm sweater and shawl and heads off to the market to buy food, walking down ancient stone streets built by her ancestors, the Incas. A light frost on the stones makes them slippery, so she steps carefully. She is accustomed to life in the highlands. Physical Characteristics Covering much of the central Andes Mountains, the tierra fría elevation zone lies between 6,000 and 12,000 feet. The average temperatures within this zone vary from 55 F to 65 F, but the nights are colder. At higher elevations, the temperatures often dip below freezing. Mountains and valleys are the main physical features of the tierra fría elevation zone. The mountains are steep and rugged, but flat basins and plateaus can be found among the peaks. A high plateau called the Altiplano lies at an average elevation of over 11,000 feet between Peru and Bolivia. This plateau contains Lake Titicaca, the world s highest navigable lake. A navigable lake is one that is large and deep enough for large boats. Lake Titicaca is rumored to hold hidden treasure, according to legends that say the Incas threw gold into the lake to protect it from the Spanish invaders. Vegetation within the tierra fría depends partly on the amount of rainfall. In some places, enough precipitation occurs to support dense forests of pines and other conifers. In other places the land is so dry that only shrubs and grasses can survive there. Elevation is another factor that affects what grows where. The tree line in the central Andes lies between 10,000 and 12,000 feet. The tree line is the highest elevation at which trees will grow. Human Adaptations Approximately half the population of the central Andes are indigenous peoples. Most of these people live in the tierra fría. The two main indigenous groups are the Quechua and the Aymara. Both of these groups were once part of the mighty Inca Empire. Over the centuries, the native peoples of the Andes have adapted to life at high elevations. They wear warm woolen clothes to protect themselves from the cold. They also build thickwalled houses out of stone or adobe brick. Even their bodies have adapted to high elevations, as they have developed larger lungs that can draw more oxygen from the thin mountain air. Farmers have adapted their practices to the highland environment. They grow crops that do well at high elevations. These crops include potatoes, wheat, barley, corn, apples, and pears. Farmers also use terracing to carve fields out of steep hillsides, building walls on the slopes and filling them in with soil to create flat land for planting. They irrigate these terraces with mountain streams. This method of farming goes back many centuries. The Incas used terracing to build a great civilization. Student Edition Lesson Guide Lesson Masters Interactive Student Notebook Placards Visuals Chapter 13

12 Another sign of adaptation to life at high elevations is vertical trade. This is the trade of farm products between the higher and lower elevation zones of the Andes Mountains. Highland farmers cannot grow crops from the lower zones, such as bananas, oranges, and tomatoes. Therefore, traders bring those products up to the highland markets. The traders also take highland crops, such as potatoes and wheat, down to the lowland markets. Through vertical trade, people who live in one elevation zone can have access to foods grown in other elevation zones. In this way, they are able to achieve a more balanced and varied diet. Inca Terraces In the 1400s, the Incas created an advanced civilization in the Andes. These are the ruins of Machu Picchu, an Inca city in Peru. Notice the terraced fields at the edge of the city. Student Edition Lesson Guide Lesson Masters Interactive Student Notebook Placards Visuals 12 Making Freeze-Dried Potatoes Long ago, Indians in the high Andes learned how to make chuño, or freeze-dried potatoes. They leave the potatoes out in the cold night air to freeze. The next day, they squeeze the water out of the thawing potatoes. They rinse them in the riverbed and then leave them out to dry. Chuño can be stored for years without spoiling. Life in the Central Andes: Adapting to a Mountainous Region 197

13 Tierra Helada 20 F 55 F The Tierra Helada The tierra helada is the highest zone of the central Andes. Conditions here can be harsh. The climate is cold, and vegetation is sparse. People grow hardy crops like quinoa, a grain that is rich in protein. They also work in mines. The mines of Bolivia were once among the richest in the world The Icy High Elevations: Tierra Helada Every year, many Quechua Indians hike to a shrine in the mountains high above the city of Cuzco. They travel there to worship the apus, or mountain gods. We make offerings to the mountains, says one pilgrim, asking them to send water for our crops and livestock. The shrine above Cuzco is set in the tierra helada, the highest elevation zone of the Andes. The pilgrims who make this journey have to be careful to walk slowly because the air is very thin. If people move too quickly at this high elevation, they can experience altitude sickness from a lack of oxygen. Altitude sickness can cause headaches, fatigue, shortness of breath, and nausea. Physical Characteristics The tierra helada lies between 12,000 and 15,000 feet, with average temperatures varying from 20 F to 55 F. This is an extreme environment. The climate is very cold and windy. It often freezes at night, and snow falls at the higher elevations. At the upper edge of this zone lies the snow line, which is the elevation at which permanent snow and ice begin. Above the snow line, snow remains on the ground year-round. Most of the tierra helada lies above the tree line, which means that trees are very rare in this elevation zone. The most common forms of plant life are low-lying shrubs and hardy grasses, which are found in alpine meadows called paramos or punas. Human Adaptations The tierra helada is a challenging environment for humans, which is why relatively few people live at these extreme elevations. Most of the people who live here are indigenous peoples like the Quechua and the Aymara. Student Edition Lesson Guide Lesson Masters Interactive Student Notebook Placards Visuals 13 Spinning Wool These highland women are spinning wool from an alpaca into yarn. The yarn will then be woven into cloth. Alpaca wool is finer and straighter than sheep wool. It is one of the best fibers for making soft, warm garments. 198 Chapter 13

14 People have adapted to life in the tierra helada in various ways. As in the tierra fría, they dress in warm clothing. They plant the few crops that will grow at high elevations, including a native grain called quinoa, along with certain types of potatoes. They also raise llamas and alpacas, two types of animals that are related to the camel. Llamas and alpacas produce thick wool for blankets, bags, and clothing. Llamas also make good pack animals for transporting heavy loads across the mountains. Some of the people who live in this elevation zone work in mines. The high Andes have many mineral deposits, including tin, lead, copper, and silver. Working conditions in the mines are quite dangerous, with many miners contracting lung disease or getting injured on the job. However, mining does provide one of the few sources of cash income in this harsh environment. Above the Snow Line The highest part of the Andes lies just above the tierra helada. This area extends from the snow line to the tops of the tallest mountain peaks. In this cold and rocky region, snow and ice cover much of the land. This part of the Andes is generally not inhabited, but it still plays a key role in Andean life. The reason is glaciers. These large ice fields cover the highest peaks in the Andes, storing large amounts of water above the snow line. In the summer, water from melting glaciers flows down to people living at lower elevations. Streams fed by these glaciers form a crucial part of the water supply. Glaciers are very sensitive to changes in climate. They can grow or shrink, depending on the changes in temperature and precipitation that occur over time. If glaciers melt too fast, the result can be disastrous for the people who are living below them. Glaciers don t always behave nicely, said a scientist who studies them. Some glaciers have a nasty habit of storing up large amounts of water and then releasing it suddenly in a massive melt which may involve floods, landslides, or avalanches. Shrinking Andes Glaciers This satellite image shows a shrinking glacier in the Andes. There is still enough ice in this glacier to feed mountain streams year round. But if the glacier disappears, some of those streams may run dry part of the year. Student Edition Lesson Guide Lesson Masters Interactive Student Notebook Placards Visuals Beginning to Think Globally In this chapter, you read about the four elevation zones in the central Andes Mountains. Each of these elevation zones has its own climate and vegetation. You have also learned how people have adapted to the conditions in each zone. In other parts of the world, people have made different adaptations to mountain living. In general, however, relatively few people in the world live at high elevations because the conditions of life there are just too difficult. In the future, mountains may become more attractive to people as places to live. There are signs that the world s climate is getting warmer, and if this warming trend continues, life will change at higher elevations. For example, tree lines and snow lines are likely to rise. As mountains become warmer, more people may choose to live at higher elevations. At the same time, a warmer climate is likely to have a negative effect on mountain glaciers. Keep this in mind as you look at glaciers in the next section. Life in the Central Andes: Adapting to a Mountainous Region 199

15 13.8 Global Connections The map to the right shows glaciers around the world. There are about 160,000 glaciers worldwide today. Some of these glaciers are found in lowland cold areas such as Antarctica, whereas others have formed on high mountain peaks. Can you find examples of both lowland glaciers and mountain glaciers on the map? What is happening to mountain glaciers around the world? Many mountain glaciers are retreating, or shrinking. Look at the image of the Gangotri Glacier on the next page, which is a mountain glacier that is located in the Himalayas. The lines on the photograph show how Gangotri Glacier has retreated over time. Not all glaciers are shrinking, however. Some are staying the same size or even expanding. Why are some mountain glaciers retreating? Most scientists blame climate change for the shrinking of glaciers. These scientists say that Earth s climate has been slowly warming. These rising temperatures are causing glaciers to melt more than they have in the past. As their ice turns to water, the glaciers retreat. Glaciers Around the World, N 20 S 40 N 40 S Tropic of Cancer Equator 60 N Tropic of Capricorn 60 S Rocky Mountains 80 N Glaciers Ice sheets 0 1,000 2,000 miles 0 1,000 2,000 kilometers Robinson projection 80 S Great 160 W NORTH AMERICA Plains 160 W 140 W 140 W 120 W SOUTH AMERICA A n d e s Mountains 120 W 100 W 100 W 80 W Brazilian Highlands Pampas 80 W 60 W 60 W Student Edition Lesson Guide Lesson Masters Interactive Student Notebook Placards Visuals 15 What impact do retreating glaciers have on people living in mountainous regions? Approximately 75 percent of the world s fresh water is frozen inside glaciers. When glaciers melt, they provide water for people to use. For example, the glaciers near Quito, Ecuador, supply about 80 percent of this South American city s water. If Quito s glaciers continue to shrink, they will provide less and less water to the city. It s kind of like a bank account, said one scientist. When you ve withdrawn all the water, there isn t any more ft. Lake level 100 feet 200 feet 300 feet 1.2 miles 1 mile feet 351 feet Village 200 Chapter 13

16 40 W 20 W 0 W E U R O P E Alps Atlas Mts. AFRICA N S 20 E E 40 E S a h a r a Congo Basin Kalahari Desert 60 E Ural Mts. 80 E Arabian Peninsula Ethiopian Highlands 100 E 120 E A S I A Himalayas Deccan Plateau 140 E 160 E 80 E Gobi Desert AUSTRALIA 60 N 40 N Tropic of Cancer 20 N Equator 0 Range Great Dividing 20 S Tropic of Capricorn 40 S Student Edition Lesson Guide Lesson Masters Interactive Student Notebook Placards Visuals 60 S W 20 W ANTARCTICA 0 20 E 40 E 60 E 80 E 100 E 120 E 140 E 160 E 80 S Lake Raphstreng Tsho This diagram shows changes in Raphstreng Tsho, a glacial lake in the Himalaya mountain range of Asia. As the glaciers that feed the lake melt, its water level rises. Between 1986 and 1996, the lake s water level rose by 89 feet Gangotri Glacier Gangotri Glacier This satellite image shows the Gangotri Glacier in It is one of the largest glaciers in the Himalayas. The lines added to the image show how this glacier has shrunk since mile kilometer Life in the Central Andes: Adapting to a Mountainous Region 201

17 S o c i a l S t u d i e s S k i l l B u i l d e r Life in the Central Andes: Adapting to a Mountainous Region How do people adapt to living in a mountainous region? Overview In this chapter, students learn how people have adapted to the varied environments of the Andes Mountains. In a Social Studies Skill Builder, they assume the role of magazine editors organizing a feature article on life in the central Andes. They read about the physical characteristics of four elevation zones tierra caliente, tierra templada, tierra fría, and tierra helada and categorize photographs and other geographic information on how people have adapted to life in each zone. Afterward, they extend their learning by researching how people have adapted to living in other mountainous regions around the world. Objectives Students will describe the physical characteristics of four elevation zones: tierra caliente, tierra templada, tierra fría, and tierra helada. identify ways in which people of the central Andes have adapted to life in each of the four elevation zones. analyze the impact of retreating mountain glaciers on people living in mountainous regions around the world. C H A P T E R 13 Materials Geography Alive! Regions and People Interactive Student Notebooks Visuals 13A and 13B Placards 13A 13C (3 sets; print additional sets from TeachTCI) Lesson Masters Information Master 13 (1 transparency) Student Handout 13 (cut apart) 17 Geoterms Students will define and explain the importance of these key geographic terms: altitudinal zonation, snow line, terracing, tree line, vertical trade. Life in the Central Andes: Adapting to a Mountainous Region 153

18 P r o c e d u r e s Preview 1 Have students complete Part 1 of Preview 13 in their Interactive Student Notebooks. Ask several volunteers to share their responses. 2 Project Visual 13A: A Village in the Andes Mountains. On the elevation profile, point out the approximate elevation of this location Chinchero, Peru. Have students complete Part 2 of Preview 13 and share their ideas. 3 Explain the connection between the Preview and the upcoming activity. Tell students that our physical environment is one influence on how we live. For example, people in a desert might live very differently from people in a tropical rainforest because the physical environments are so different. Students may have noted that they would likely have different routines and activities if they lived in the Andes. In this chapter, they will learn about the physical characteristics of the central Andes and how people have adapted to the varied environments in this mountainous region. Essential Question and Geoterms 1 Introduce Chapter 13 in Geography Alive! Regions and People. Explain that in this chapter, students will learn about ways in which people of the central Andes have adapted to living in a mountainous region. Have students read Section Afterward, ask them to identify at least four details in the photograph of the Andes Mountains that reflect ideas in the text they just read. 2 Introduce the Graphic Organizer and the Essential Question. Have students examine the diagram of elevation zones in the Andes Mountains. Ask, What do you see? What landform is represented in this diagram? How is the mountain divided? How do these four zones differ from one another? What might life be like for people living in each of these elevation zones? Have students read the accompanying text. Make sure they understand the Essential Question, How do people adapt to living in a mountainous region? You may want to post the Essential Question in the room or write it on the board for the duration of the activity. 3 Have students read Section Then have them work individually or in pairs to complete Geoterms 13 in their Interactive Student Notebooks. Have them share their answers in pairs, or have volunteers share their answers with the class. Visual 13A 18 Social Studies Skill Builder 1 Arrange the classroom and prepare materials. Create a magazine publishing company by setting up three identical sets of graphics stations: three stations on one side of the room, three on the other, and three in the back. Place two desks together to create each station. Station 1 Station 2 Station 3 Station 3 Station 2 Station 1 Station 1 Station 2 Station Chapter 13

19 Place graphics at each station. Place Placard 13A at each Station 1, Placard 13B at each Station 2, and Placard 13C at each Station 3. (Note: Print additional sets of placards from TeachTCI.) Cut the cards from a copy of Student Handout 13: Zone Cards. 2 Place students in pairs. You may want to prepare a transparency that shows students with whom they will work and where they will sit. 3 Introduce the activity. e class will now be the publishing company where they work. Explain that the magazine is preparing a feature article on life in the central Andes, but the graphics for the article have been accidentally scattered about the room. It is the editors job to label and organize the graphics for the article. First they will read and take notes about the physical characteristics of one of four elevation zones of the central Andes and the ways in ey will then examine the graphics photographs and other geographic information and determine which belong in that section of the feature article. Assign one third of the pairs to use the stations in each part of the room. 4 Project a transparency of Information Master 13: Creating a Feature Article on Life in the Central Andes. Review the directions with students. rst Zone Card from Student Handout 13, and have them begin. Allow ample time (about two class periods) for completing the activity. Remind pairs to have you check their completed feature article layout (Reading Notes) for each zone before they begin work on another. Alternatively, circulate around the room to check students work. er the activity, review the entire set of Reading Notes as a class. Use Guide to Reading Notes 13 to check that students categorized the graphics correctly. 7 Wrap up the activity. Ask students to rank the four elevation zones according to where they would most want to live, using 1 for the most desirable and 4 for the least desirable. Encourage them to think about the types of adaptations people have made in each zone. Ask several volunteers to share their ranking and the reasoning behind it. P r o c e d u r e s Placards 13A 13C Student Handout 13 Information Master Global Connections 1 Introduce the Global Connections. en explain that they will now examine the role of glaciers in the lives of people living in mountainous regions around the world. 2 Project Visual 13B: Global Connections. Reveal only the map, and ask, What interesting details do you see? Where are glaciers located around the world? nd glaciers? Visual 13B Life in the Central Andes: Adapting to a Mountainous Region 155

20 P r o c e d u r e s 3 Reveal the satellite image of the Gangotri Glacier. Help students analyze the image by asking, In what mountain range is the Gangotri Glacier located? What happened to the glacier between 1780 and 2001? About how many miles did the glacier retreat in those years? 4 Have students read Section 13.8 and examine the rest of the information in the section. Then lead a discussion of the questions that follow. Use the additional information given to enrich the discussion. What is happening to mountain glaciers around the world? Most of the world s mountain glaciers are retreating. According to NASA s National Snow and Ice Data Center, Glacier National Park in Montana has lost 110 of its glaciers over the past 150 years. Scientists predict that in the next 25 years the park will lose the remaining 26. A similar phenomenon is happening in the Canadian Rockies and the mountains of Alaska. Retreating mountain glaciers are not unique to North America. Peru s mountain glaciers have lost nearly 25% of their area, and scientists predict that the majority will disappear by The glacial area in the Ruwenzori Mountains of Uganda has decreased by 75% since the 1990s. Not all mountain glaciers are retreating. Visitors to the Moreno Glacier in Argentina are awed by the sight of blocks of ice dropping into the lake below the advancing glacier, which moves at a rate of 30 centimeters per day. Why are some mountain glaciers retreating? Most scientists blame climate change for this phenomenon. Glaciers are particularly sensitive to changes in temperature and precipitation. During warmer, drier seasons, glaciers melt more rapidly. During colder, rainy seasons, they melt more slowly. Scientists track these changes by measuring individual glaciers and comparing their size over time. For a variety of reasons, climate records show that the Earth s climate is slowly warming. Many scientists believe that this trend is responsible for the increased rate at which glaciers are retreating. What impact do retreating glaciers have on people in mountainous regions? People in these regions depend on glaciers as a water source. Up to 95% of the water in the river systems of dry countries is supplied by glaciers. Even Germany, which has a more temperate climate, derives 40% of its natural water supply from mountain glaciers. Scientists are also concerned that melting mountain glaciers have the potential to cause devastating natural disasters. Glaciers typically store large amounts of water; when this water is released suddenly, it can cause flooding, landslides, and avalanches. In 1941, a chunk of the glacier overlooking Lake Palcacocha in the city of Huaraz, Peru, fell into the lake, triggering a massive flood that killed 5,000 to 7,000 people and destroyed one third of the city Chapter 13

21 Processing Have students complete Processing 13 in their Interactive Student Notebooks. Enrichment Resources For related research materials on life in the central Andes, refer students to the Geography Alive! Regions and People Enrichment Resources at Assessment Masters for the chapter assessment appear in the Lesson Masters. You may want to distribute Student Handout 36: Test Terms Glossary and Rubrics before assigning the assessment. Mastering the Content 1. C 2. D 3. C 4. A 5. B 6. A 7. B 8. B Applying Geography Skills 1. 59% 2. tropical wet and tropical wet and dry 3. Bananas are best grown in a hot and humid climate. They like a lot of sunlight and rain. Exploring the Essential Question Step 1: One elevation zone should be circled. Step 2: The letter should include the elements listed in the prompt. These elements are identified by letter in the sample response below. Note the transition words in this response. a. Dear friend, b. When you move to Ecuador, you should live in the tierra fría. c. To begin with, you won t have to worry about getting too hot even though you will be living on the equator. Temperatures in the tierra fría average between 55 and 65 degrees. Just be sure to bring winter clothes with you. This area also has a good mix of vegetation. You will find forests and mountain meadows. In addition, farmers there raise foods that you like, including potatoes, apples, and corn. Finally, I think you will like living where the Incas used to live. You will have fun visiting Inca ruins. d. In closing, I think the terra fría will be the coolest, prettiest, and most historic place you could choose in Ecuador. e. Your friend, Student Handout 36 P r o c e d u r e s 21 Life in the Central Andes: Adapting to a Mountainous Region 157

22 D i f f e r e n t i a t i n g I n s t r u c t i o n English Language Learners In Step 5 of the Social Studies Skill Builder, students visit three stations to view placards with assorted graphics and to categorize the graphics by elevation zone. When students visit the stations for the first time, circulate around the room to make sure they are making correct connections between the images and the categories. Learners Reading and Writing Below Grade Level In Part 1 of the Reading Notes, students read about and take notes on the physical characteristics of each elevation zone. Provide photocopies of Sections 13.3 to 13.6 of the book. As students read these pages, have them highlight or underline important details they will need to complete Part 1 of the Reading Notes. In the Processing, instead of having students read and respond to researched articles about mountainous regions around the world, have them create a cover for a magazine about life in the central Andes. Have them follow these guidelines: Create an imaginative subtitle. Include three photographs or drawings of human adaptations from at least two elevation zones. Write a brief caption for each picture explaining what the adaptation is and why it is important. Add creative touches to make the magazine cover catch people s attention. 22 Learners with Special Education Needs For the Processing assignment, instead of having students research to find an article about life in a mountain range of their choice, provide a selection of screened articles from which they can choose. Advanced Learners After the Social Studies Skill Builder, have pairs of students actually create the feature article, following these guidelines: Create an imaginative title and introduction. Include one page for each elevation zone: tierra helada, tierra fría, tierra templada, and tierra caliente. Each page should have one paragraph about the physical characteristics of the zone and one paragraph about human adaptations to the zone. Include at least two pictures for each page. Students can use the ones from the activity or create their own. Each picture should be accompanied by a brief caption. Add creative touches to make the article appealing to readers. 158 Chapter 13

23 tierra caliente tierra caliente tierra templada tierra templada Zone Cards tierra fría tierra fría S t u d e n t H a n d o u t 1 3 tierra helada tierra helada 23 tierra caliente tierra templada tierra fría tierra helada tierra caliente tierra templada tierra fría tierra helada Teachers Curriculum Institute Life in the Central Andes: Adapting to a Mountainous Region 131

24 Assessment To protect the integrity of assessment questions, this feature has been removed from the sample lesson. These videos will help you learn more about our print and online assessment tools. Creating Printable Assessments (2:33 min) Creating Online Assessments (2:25 min) 24

25 P r e v i e w 1 3 Part 1: In the space below, list or draw six things you typically do every day. You might include daily routines, such as riding the bus to school. Or you might include activities like going to soccer practice. Part 2: Examine the visual that your teacher is projecting. List or draw three details about the physical geography of this location. 25 How might your routines and activities change if you lived here? Why might they change? How do you think the physical geography of this location influences the routines and activities of the people who live here? 106 Chapter 13 Teachers Curriculum Institute

26 Read Sections 13.1 and Then create an illustrated dictionary of the Geoterms by completing these tasks: Create a symbol or an illustration to represent each term. Write a definition of each term in your own words. Write a sentence that includes the term and the words mountainous region. Geoterm and Symbol Definition Sentence altitudinal zonation snow line G e o t e r m s 1 3 terracing 26 tree line vertical trade Teachers Curriculum Institute Life in the Central Andes: Adapting to a Mountainous Region 107

27 R e a d i n g N o t e s 1 3 Part 1: Physical Characteristics Read the section of Chapter 13 that corresponds with your assigned elevation zone. Record the elevation range and at least two other physical characteristics of that zone. Illustrate each of those two items The Icy High Elevations: Tierra Helada Elevation range: ( ) feet above sea level Physical characteristics: 13.5 The Cool Highlands: Tierra Fría Elevation range: ( ) feet above sea level Physical characteristics: The Pleasant Uplands: Tierra Templada Elevation range: ( ) feet above sea level Physical characteristics: 13.3 The Tropical Lowlands: Tierra Caliente Elevation range: ( ) feet above sea level Physical characteristics: 108 Chapter 13 Teachers Curriculum Institute

28 Part 2: Human Adaptations Find the three graphics that show human adaptations in your assigned elevation zone. Write their letters below. Check your answers with your managing editor (teacher). Then write a short caption that explains how each graphic shows how people have adapted to living in this zone. Graphic Caption: Graphic Caption: Graphic Caption: Graphic Caption: Graphic Caption: R e a d i n g N o t e s 1 3 Graphic Caption: 28 Graphic Caption: Graphic Caption: Graphic Caption: Graphic Caption: Graphic Caption: Graphic Caption: Teachers Curriculum Institute Life in the Central Andes: Adapting to a Mountainous Region 109