Geoactive 1 Stage 4 Global Geography

408 Pages·2010·85.064 MB·\408

by  Susan Bliss

Geoactive 1
STAGE 4 GLOBAL GEOGRAPHY
Third edition
Susan Bliss | John Paine
Contributing author
Paul McCartan
Third edition published 2010 by
John Wiley & Sons Australia, Ltd
42 McDougall Street, Milton, Qld 4064
First edition published 1998
Second edition published 2005
Typeset in 9.5/12.5 pt LinoLetter
© Susan Bliss, John Paine 1998, 2005, 2010
The moral rights of the authors have been asserted.
National Library of Australia
Cataloguing-in-publication entry
Author: Bliss, Sue, 1944–
Title: Geoactive 1: stage 4 global geography/
Susan Bliss and John Paine.
Edition: 3rd ed.
ISBN: 978 1 7421 6006 1 (pbk)
978 1 7421 6141 9 (web)
Notes: Includes index.
Target audience: For secondary school age.
Subjects: Geography — Textbooks.
Physical geography — Textbooks.
Other authors/
contributors: Paine, J. (John)
Dewey number: 910.02
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Cover image: © Digital Stock/Corbis Corporation; © Photodisc
Internal design images: © Digital Stock/Corbis Corporation;
© Digital Vision
Cartography by MAPgraphics Pty Ltd Brisbane and the Wiley
Art Studio
Illustrated by Phillip Blythe, D’lan Davidson, Stephen Francis,
Mike Gorman, Steve Hunter, Craig Jackson, Terry St Ledger,
Paul Lennon, Janice McCormack, Bronwyn Searle, Graeme
Tavendale and the Wiley Art Studio
Printed in China by
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10 9 8 7 6 5 4 3
CoCnotnetnetnsts
Preface vi Chapter 3 Geographical research 48
About eBookPLUS vii
3.1 Geographical inquiry 50
How to use this book viii
3.2 Understanding weather maps 52
Coverage of syllabus x
3.3 Signs in the sky: cloud identification 54
Acknowledgements xii
3.4 Photographs 56
3.5 GEOskillbuilder — Making a line drawing 58
3.6 Local area fieldwork 60
TOPIC 1
3.7 Fieldwork: shopping in communities 68
INVESTIGATING THE WORLD
Working geographically 70
ICT activities 72
Chapter 1 The nature of geography 2
1.1 Geography at work and play 4
TOPIC 2
1.2 Geographers investigate the world 6
GLObAL ENVIRONMENTS
1.3 Geographers use atlases 8
1.4 Geographers study environments 10
1.5 Interaction of physical and human Chapter 4 Global environments 74
environments 12
4.1 Locating global environments 76
1.6 Case study: precious pandas 14
4.2 From the mountains to the sea 78
ICT activities 16
4.3 Environments and communities 80
4.4 Environments and change 82
Chapter 2 Our world, our heritage 18
ICT activities 84
2.1 Geographers use maps 20
2.2 Locating places using grid references 24 Chapter 5 Mountain lands 86
2.3 Map projections 26
5.1 The restless Earth 88
2.4 Latitude and longitude 28
5.2 Mountain building 90
2.5 Longitude and world time zones 30
5.3 Volcanic mountains 92
2.6 Latitude and the global pattern of
5.4 Living with volcanoes 94
climate 32
5.5 GEOskillbuilder — Understanding contours 96
2.7 Climatic zones 34
5.6 Shaping mountains 98
2.8 Global patterns: physical features 36
5.7 The Tasman Glacier 100
2.9 Global patterns: human features 38
5.8 Mountains and climate 102
2.10 World Heritage sites 40
5.9 Communities in Nepal 104
2.11 Gifts from the past to the future 42
5.10 Avalanches: a natural hazard in mountain
2.12 Protecting World Heritage sites 44
lands 108
ICT activities 46
Working geographically 110
ICT activities 112
Chapter 6 Deserts 114 TOPIC 3
6.1 Where are deserts located? 116 GLObAL CHANGE
6.2 Why are deserts so hot and dry? 118
6.3 GEOskillbuilder — Interpreting and Chapter 9 The changing nature of the
constructing climatic graphs 120 world 198
6.4 Desert landforms 122
9.1 What is globalisation? 200
6.5 A desert ecosystem 124
9.2 The role of technology 202
6.6 Communities in the Sahara: the Bedouin 126
9.3 Economic impacts of globalisation 204
6.7 Water from fog in the desert 130
9.4 Nike: a case study of a TNC 206
6.8 Communities in Cairo: a city in the desert 132
9.5 Cultural impacts of globalisation 208
6.9 Communities change the desert 134
9.6 Changing global relationships: the diamond
6.10 Nouakchott: desertification 136
industry 210
Working geographically 138
Working geographically 214
ICT activities 140
ICT activities 216
Chapter 7 Rainforests 142 Chapter 10 An unequal world 218
7.1 Where are rainforests located? 144 10.1 Extremes of poverty and wealth 220
7.2 Why are tropical rainforests so hot and 10.2 Reducing inequalities: the United Nations 222
wet? 146 10.3 Access to food 224
7.3 Rainforest ecosystems 148 10.4 Access to opportunities in the global food
7.4 Why are rainforests so important? 150 market 226
7.5 Daintree River National Park 152 10.5 Access to water: quantity and quality 228
7.6 Rainforest communities of Borneo 154 10.6 A roof over our heads 230
7.7 Communities in the Amazon rainforest 156 10.7 Inequalities in health 232
7.8 Rainforests under threat 158 10.8 The HIV/AIDS crisis in developing
7.9 Disappearing habitats 160 countries 234
7.10 Highways of destruction 162 10.9 Inequalities in education 236
7.11 GEOskillbuilder — Constructing and 10.10 AusAID: acting to reduce inequalities 238
interpreting graphs 164 Working geographically 240
7.12 The good news on rainforests 166
ICT activities 242
Working geographically 168
ICT activities 170 Chapter 11 Global resource use and
sustainability 244
Chapter 8 Polar lands 172 11.1 Natural resources: distribution and access 246
8.1 Where are the polar lands? 174 11.2 Population growth and natural resources 248
8.2 The Inuit communities of northern 11.3 Conflict over water resources in southern
Canada 176 Africa 250
8.3 Antarctica: the facts 178 11.4 Unsustainable use of natural resources 252
8.4 Cold, dry and windy 180 11.5 Unsustainable use of ocean
8.5 Ice, ice and more ice 182 resources 254
8.6 Living in a freezer 184 11.6 Disappearing oil
resources 256
8.7 Communities in Antarctica 186
11.7 Sustainability of natural
8.8 Antarctica and ecological sustainability 188
resources 258
8.9 Ecological sustainability: Antarctica and
11.8 Promoting ecological
climate change 190
sustainability: WWF 260
8.10 Mapping Antarctica 192
Working geographically 262
Working geographically 194
ICT activities 264
ICT activities 196
iv Contents
TOPIC 4 Chapter 15 Tourism: a geographical
issue 338
GLObAL ISSuES AND THE ROLE
Of CITIzENSHIP 15.1 Tourism: a rapidly growing industry 340
15.2 Who travels where? 342
Chapter 12 Global geographic issues and 15.3 The perfect industry? 344
citizenship 266 15.4 Tourism’s ugly side 346
15.5 Tourism, terrorism and disease 348
12.1 What are global geographical issues? 268
15.6 The impact of tourism on the
12.2 Why is ecological sustainability
environment 350
important? 270
15.7 Ecotourism: the last resort? 352
12.3 Land degradation 272
15.8 Ecotourism as sustainable tourism 354
12.4 Energy use 274
15.9 Tourism: topographic map 356
12.5 Use of ocean
Working geographically 358
resources 276
12.6 Urbanisation 278 ICT activities 360
12.7 Importance of
human rights 280
12.8 Indigenous people and
self-determination 282
ICT activities 284
Chapter 13 Climate change 286
13.1 Heating the Earth 288
13.2 Evidence of climate change 290
13.3 Climate change in the Arctic 294
13.4 Climate change in the Pacific 296
13.5 Climate change in Bangladesh 298
13.6 Sustainable energy for a sustainable
future 300 Chapter 16 Access to fresh water 362
13.7 The climate change challenge: actions to
16.1 The water cycle 364
save the planet 304
13.8 Different perspectives 308 16.2 How much fresh water is there? 366
16.3 Why is fresh water scarce? 368
Working geographically 310
16.4 Managing water scarcity 370
ICT activities 312
16.5 Harvesting water for agriculture: Bali 374
16.6 Water pollution 376
Chapter 14 Threatened habitats 314 16.7 Water pollution in China 378
14.1 How would it feel to lose your home? 316 Working geographically 380
14.2 Wetlands: ecological balance under ICT activities 382
threat 318
14.3 Forest habitats and deforestation 320 Glossary 384
14.4 Polar bears and global warming 322 Index 388
14.5 Disappearing tigers 324
14.6 Managing elephant habitats 326
14.7 Coral reefs: habitats at risk 328
14.8 Protecting coral reefs 330
14.9 What can you do to protect threatened
habitats? 332
Working geographically 334
ICT activities 336
Contents v
Preface
Geoactive 1, third edition has been written for the • The student Activities are divided into three
NSW Stage 4 Global Geography syllabus. The sections: Understanding revises basic concepts
needs of students and teachers have been carefully and terms; Thinking and applying requires
researched, with meetings, surveys and reviews higher levels of understanding and often calls
used to revise the text, activities, illustrations and on students to apply different intelligences;
layout of this third edition. The core idea of the text and Using your skills applies the skills learned
is to engage students in different forms of learning in the section or revises those skills learned in
as they acquire the skills to work geographically, previous sections.
and to ensure that the activities form the basis of • End-of-chapter Working geographically pages
learning how to learn. allow students to practise concepts and skills
The sample spreads on pages viii–ix and the developed within chapters and to begin
overview of the exciting new eBookPLUS on preparation for the School Certificate test at
page vii explain the main features of this print the end of Stage 5.
and digital package of student resources and • There are many new, up-to-date and topical
teacher support. sample studies, graphs, statistics, maps and
The following are some of the highlights of this diagrams.
new edition of the student text. • A new chapter, Climate change, presents this
• The textbook features a more student-friendly complex global issue at a level that Stage 4
layout, with text, activities and a range of visual students can understand.
information. Particular attention has been paid • A new and exciting dimension in the teaching
to literacy and reading level in all chapters, with and learning of Geography is provided through
shorter paragraphs and greater use of bullet a range of online resources for each topic in
points to enhance understanding and highlight eBookPLUS (see page vii). These innovative
concepts. tools for the Geography teacher use the full
• Most of the text is in double-page format but, potential of digital media to integrate ICT and
where the topic is large, a four-page format is stimulate students in inquiry-based learning.
used.
• Geoterms on pages provide definitions of
geography-specific terms in context as they are
used. As well, a full list of Key terms appears in
the chapter opener and in a combined glossary
at the end of the book.
• Geofacts have been included on many pages
to interest and engage students in bite-sized
geography facts.
• A comprehensive range of GEOskillbuilder
features is included in relevant sections according
to syllabus requirements. These skillbuilders
provide a detailed step-by-step guide to important
practical geographical skills. GEOskills toolbox
features provide additional information on
key skills.
vi Preface
Next generation teaching and learning
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HCoownt teon utsse this book
The following examples highlight the structure and main features of this textbook and eBookPLUS.
Chapters begin
with Inquiry 13
questions KEY TERMS
based on the Climate change abcayllru flb vooioandl fpionlogatipnr: iannt: athreea t owthael raem roicuhn st eodf icmaerbnotsn adrioex dideep osited
syllabus. a(CcOti2v)it pierso.d Iut cceadn tboe d mireeactsluyr aendd f oinr dai rceocutnlytr syu oprp aonrt i nhduimviadnu al.
climate: the predicted weather at a particular place, based
INQUIRY QUESTIONS oclnim thaet ea vcehraanggee o: fa wneya cthhaenr geev einn tcsl iomvaetre m oavneyr tyimeaer,s whether The Key
✚ What is causing climate change? ddueelt atoic n paltauinra: lfl parto acreesas wesh eorre h au rmivaenr( asc)t eivmitpietsies into a basin terms used
✚ Where is climate change occurring? ecotourism: nature-based tourism that involves educating
✚ Hanodw hisu mcliamna etnev cirhoannmgee natfsfe?cting physical tseoumusirtsiassitnisoa nabbsleo: sutoutu bthrsiesta mnna cateunsrda s ilnu ecjenhcv tairsso m ngmaosneeensyt . o iInrt t piosa lerotccicoallleo esgc icoanlolym ies in the chapter
✚ What can we do about climate change? demiscishsairognesd tirnatdo itnhge s acthmeomspeh: beureying and selling of permits are clearly
to emit greenhouse gases. A permit allows emissions up to
a prescribed cap or limit.
enhanced greenhouse effect: increased ability of the defined.
Earth’s atmosphere to trap heat
fossil fuels: fuels that come from the breakdown of organic
A short section matter; for example, coal, oil and natural gas. They have
formed in the ground over millions of years.
global warming: describes the observable trend of rising
introduces world temperatures over the past century, particularly
during the last couple of decades
each chapter. gtrraepepnehdo iuns teh ee faftemcto:s tphhee rrees rualtth oefr t thhea snu rne’sfl ehcetaetd b oeuint gin to
Climate change is the environmental challenge sgpreaecne.h Tohuiss ec aguasseess :a g saigsensifi icna tnhte i nactmreoasspeh iner tee mthpaet rtaratupr e.
of the century. Its impact is already being felt energy emitted from the Earth’s surface; primarily carbon
on communities around the globe. Evidence dioxide, methane and nitrous oxide
smheoltwinsg t hina tp toelamrp aenrda tmuoreusn atarein i nrecgreioanssin agn, dic see ias imocneoly rse ht htehreaetne: ai5cr0ee a 0s h0oe0f ef srteqss uihnaw rteha ekte imlro iomcdeee ttrhrnea swt cooofr lmlda,np tdlhe.et Te hGlyere rceeo navlreaerns d
levels are rising. Extreme weather events are ice sheet and the East and West Antarctic ice sheets.
occurring in more places, more often. mitigation: implementing policies to reduce greenhouse
actMivoistite ssc aieren tciosntstr bibeuliteivneg tthoa ctl immaantey chhuamnagne . gmlaarosgn ees mcoloiimsns:ai oatin cws ri enagdni dos nyessnt haeanmnd c trheea vstei nbrskriesnsg ds ihreecatvioyn r asienafsaolln oavlelyr
We know it is crucial that we act urgently to photosynthesis: process in plants using the energy
Sakreil llsis cteodve arte d swlholueonm wgm-a gtunelsokrtmbi nma dsle .uweratv trihmviasinl coghf. aELloalecrtanhlgl’sye eatocn oedsn gyslsoutbreeam ltlhyse ,a nd fcreareaanonrsdmbei lwoyw sh iaurnyebnddpll;rei lgnaa ehtocenents de-t ro areig nncny odae n sw osvoxaheuyborrgltrce etwe nsasaom:tu eeorrnuc aeennrstgd oiy ncf scatloirumbudoreecn, esf dosuis octshhxiai lda tfes uc eaisnlonstl o ab re
sea ice: frozen sea water
the beginning sgrineken: ahnoyu spero gcaess fsr,o amc ttihveit ya tomr mosepchhearneism that removes a
storm surge: temporary increase in sea level from storm
ochf aepactehr . ✚ Using and comparing thematic maps (page 305) APbanyc asifiee arci aOlelc vveeiael wnri.s oTefh cCisah ulroisswet-mdly bainysg Igs illsoalbanandld, wK iasir ritmbharientiag, ti.nen tehde astoshucfu etsfsiu tvptatairutieinynrsaeaeb bgnleelte n pe:e nodrpeearustgicloayrnti,bi sroee ntsso w o amuictrethcieooetnus tst ha etenhnidrad tnad meneevgeedeelsroti n p—tghm efteoh nnree te aexbdaismli topyfl e,
286 Geoactive 1
Presentation within chapters is in two-page or four-page sections for ease of study and teaching.
11.4 Activities are
Unsustainable use of
natural resources Unsustainable waste ACTIVITIES graded and
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fgeeaotgurraepsh eicxapll ain AU SsIeNriGe sS oATf EsaLtLeIlTliEte I MimAaGgEeSs TtOak SeHnO aWt d CifHfeArNeGntE t OimVeEsR TIME in 1960, 1990 and 2001 Minamata0 MrMeicinnoaam1rm0adtaaetdaR 1idv9eis6r2e20as kem ftctohhooeendy sm ucaemhtreace itundhr. eyb F y fiiw s sphhhei cs.ohwp lawel alwoswh eend 10 Ra eI6iUifnnme0s r1kia nyt9igolgeoi6 na tmt0herhs ee eay.t nmoDrseduceas a siphn locesa rf2 v iooMb0enfe0 iMl nt i1tvhaih.neemeda m a vmintiaeaa pMw tda, u iet.soyse nttaihamsekea nfbtoeoerr tttthwhheee-e eslaanpss rttteh aed rGeeiontfeorrmcesd b inox a
skills and can show how features change over time. One image years 1962 and 1974. at the end of
is selected as the base image. Successive images at By 1974 the number of cases b Describe the number of cases and the spread
the same scale can be overlaid, allowing us to compare of Minamata disease was of Minamata disease between the years 1962
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features to
teach skills. 252 Geoactive 1 CHAPTER 11 | Global resource use and sustainability 253
Sample study features
provide topical case studies.
viii How to use this book
End-of-chapter Working geographically pages focus on students’ understanding
and analysis of stimulus material to begin preparation for the School Certificate.
ARCTIC OCEAN
Arctic Circle
Working geographically
ATLANTIC
Tropic of Cancer OCEAN
KSqeuNleeOscttWi othnLe.E aDltGerEn aAtiNveD A U, BN, CD oErR DS thTaAtN bDesItN aGnswers the 5 i W((nABh s))au tb 23ps50et arppcneeedrrn acctereadnng tthe o oufs pinego?ple in developing countries live EquaAtoTrLANTIC POACCEIAFINC
1 H((((ABCDo)w))) mAAAAbbbbaoooonuuuuytttt p 1571e000 bo000ipl lmmmlieoi niillllilllviiioooennn in extreme poverty? 6 W((((CDABh))))i c h57GG 0Moo0aa ippllllsseee rr45n ccn aaeeinnnnuddttm 56 Development Goals focus on health? Tropic oOf CCa0pEriAcoNrn 2000 4000 km IONCDEIAANNN PatrtiemnadrLN95aye00no s s cttdsooce a ht 18htroa09aao0tnilo 5n, 0e2t0 e0n0r–o2l0m0e6n (tp/ercentage)
2 Why do so many of the world’s people suffer from hunger? (C) Goals 4 and 6
3 Wc((((oABCDhu))))a n tt WTCAmrhlrieleoe aoasprkfle t etfth aoihss i i emlnisut ’ a ratddeb keiissofenfitv oraceiub upgulrthto ef ffiodo tr ou ffdrnao reommqnu eEaaraglslrry tiichn.u tdlote ufvereaelldo ep exivnpegor rytosn?e. 7 l W((((ifDABChe)))) ie c xhAASAp olfscler uioioacctnfath tta ihAnnemec ayne?btr iohcvaaes the highest IMR and the lowest PS1e1Hrc O IhemnoRtmaaTgge ieRn. LeoEi fys Sctoh Puailt Oda rlreNeeanS o swEnth etoh o rafet tteeh ntehd pi npergoimsp atlehry ali tsv cyinhogou oi nnl, o2a 0 lto0en0ng–te 0irn6 h tahvee p ahcocteosgsra tpoh n boewlo twha. tB yrioeufl ya roeu ltivlinineg h ino wa tite mnti.ght feel to lose your
(A) High commodity prices (D) Europe
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(C) Asia
4 Wevhidicehn ocfe t ihne t hfoel lpoiwe ignrga sptha?tements are supported by (D) Europe
9 What is AusAID?
Boys 4% (A) An NGO based in Australia that provides aid to
Girls 7% other countries
(B) The Australian government’s overseas aid program
(C) Any form of aid given to other countries by Australians
(D) A series of concerts held to raise money for people
in poverty
Men 25% 10 t W(hAhe)i cinhIfn oo rdfm ethvaeetl ifooopnlel osdwh coionwugnn s totrnaiet tseh,m em emonratesp t bhaaebnsot v9 de0e r psigechrr ticb?eenst of P12R E TcroSaluEnmsNfnoT rgImNra Gtphh eD. dAaTtaA in the table below into a bar or Ioccnroceiucsqulidsur a niwnloii tt2tih e0aisn0f fa 8odn,re ddmv etlaaolonc kpykee Aoedmfp ca euocrpucic newastinrtsihse t sotbh. e eeDcsiuars rmmeinneogt rih attgohl maeag sweeploe eprscladstys wbm oiedefce nlai fteuescs. oae Tnl htsoheomey y ic
Women 64% (B) cIonhf sicldhomriledenr e canott uaentnttedrni esdse cpinorin mAdfarairrcyya ,ss lccehhsoosoo tllh.. Tahne 5re0 apreer scteilnl t CCooffuenet rpyroduction during the cofCfeoeff ecrei s(ims,e 2tr0ic0 3tonnes) hcthaaardst t,s oipn lre acaanvrgea uvthpae nini rp aha orckmasre apsna adrnk td ein nli tvtshe.e wT chhietey pr eohvfoe Rtroe tgnhroea ypin hc t oshuhelo dUw n—sit aein dt te Shntetai rtce itsy
several countries in Asia and South America where Brazil 2 493 520 during October 2008.
M20e0m5b–e0r 6o f( ptheerc heonutsaegheo)ld usually collecting water, (C) lsEecushrsoo ptohel.a ins 9th0e p oenrl yce cnotn otfin cehniltd wrehne raett 9e0nd p eprr icmeanrty o f ECothloiompbiaia 269206 084000 EXTENDED RESPONSE
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240 Geoactive 1 CHAPTER 10 | An unequal world 241
ProjectsPLUS is a new research management system, featuring media, templates and
video introductions to a unique ICT project. Each project is specifically designed to
inspire and engage students while providing quality assessment support for teachers.
IICCTT aaccttiivviittiieess Your ProjectsPLUS application is available in this chapter’s
eeBBooookkpplluuss Student Resources tab inside your eBookPLUS. Visit
www.jacplus.com.au to locate your digital resources.
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activities are SEARCHLIGHT ID: PRO-0027 f‘Satcatgs gaebroinugt rsataintfisotriecss’t sb, osxuecsh. aPlse ‘aDsied iynocuo rkpnoorwat?e’ aant lde ast SUGGESTED
Scenario one of these in your sample. S• OPFrTojWecAtsRPELUS
available on You are an environmental author hired to promote Process • Microsoft Word
eBookPLUS. rbCsYhgboaaohfuuueuo iuoctnmtidnd worwtfis hoeeanbees nrenstoer,eoyc vesnois ean .raa t kv tTt nil pehlasshwlc rer otteypneihi o. l Wesle wpe Tnbeot uhoa- wreoprbernve follal ade tlipr nsatby ariaWhdtooooiegneeunjuidelfrer dots tffc drooul hrteiw ef rlobemi s sstoaweo h tFau t tuiju oenwokulrdn cgeciiseonn de selecitsc skf altnylpue ehu—sn rla 1ad toydre2rteao m am ttr uiahhfianno snleeftidmtno.oid oiNTfr ams ocen1h,a rr sb5apeetette.uol oass ilcnro rtetaesaettkvae r m.piae nsnr ipcdotouoeaevns iide dgr en’s, •• OlvsifsNutonooieesdapcdrpttemaev teiiuifvcinotnugi espdag la l dt uie rshyntg aesa oie anrist lun ohltn oPyoyrfuedron o oppo y r suttrrjoe hheya orisus encenjetertt vnde BsppcRi Pmt ortrccee.ooLlo rs i YUjdceotkeeookauStPcah u ctLpttraee h Utcwrmsp reohaS pimh va l. ‘lF lSlia yaiVdoebct vraiercmaeeeguo r twa etlbimbma o rPe fenu t.rprsrh ea noAsalfeenomcj meo st hrielcnfee oep tt tywlhat’derl hoeoibd.ocsiu.dsut e ricSr kuotd phta ccno fralvaotoa noeopsrjs r ef ttyysy oecoo rtt,uo u r r oyfvoionsrueu yr ao ‘Ddlulyei d isan iygp oynpou.eu Aakrn l iMsnoegwele d?sci’pa toiro eCrn ae‘ Sdonta.ft rgiemg taeogr hienesgl p hs atyasot uibs temicesan’k bpeor aoxv iind ed •• MIniDcerossigonft Publisher
YCtuhsrOeee afpUutuelR b raa li TissnAhpfoerSerresKa.s dTt hpfriroso mwdu iylclo itnus cra lbunoddoe sk ao frmot reo c reo pxnhpsoildatoensraa tootifor tynh t rbeexye t • roUtuhewsseseinensdea g a br usycu sohtteou. ifpsYru oienlc uBrsoa .otc ioncaokfnoPn raLseUlissdSote p araersdod dad a uos csttathtsrreo.t rinWn pggirkl yopip doaeuicndcatit,ads r eocemasf enyicao burecrh • Dfrrmoaerramiangkffeeteo mtt r hstehbuesaer tse trca tyoyhmooneuups mre led ra oovtuaesndttx’ ititos e difnngou cnr—pe iyfil. i o ccgIauafe rtnwte tiyn o uaodrsskuiepvirnif edufgacul tcipa ntisrls oa pprd aigrguogrhcomettu .sao p Dnt,io ndng ’ t MEDIA CENTRE
source and should not be relied on as the key in your spreads. Your Media Centre contains:
information provider. You should fi nd at least three • Ask a classmate to edit your manuscript for • a selection of rainforest
saeont ucleyracceslost p o(aonetehd eoiarf fl)t ihtnoae nh s etohlpue r yctoeexu st budocishoc koa,v sae anr deb xointorcaklu iondrfi onrgm ation ydgoerousu igapnn, dya onthude sfin hn oeaunliltsdee re ytnhodeu rue spdp itwreeidtah dc ao. nIdft eownuotb rilkneit-nopg ay aogsue ra •• iauwms eseaabrgml’sien psgkluse i td‘oRe ai’n imnfofaormnreuassttcisor:i npaat l
about each of these products. The weblinks in your spread for each group member. sites on rainforests
Media Centre will help you get started. Enter your • Print out your research report from ProjectsPLUS • an assessment rubric.
fi ndings as articles in the Research Forum. You can and hand it in with your ‘Rainforest: a user’s
view and comment on other group members’ articles guide’ booklet.
and rate the information they have entered.
• When your research is complete, navigate to your
Media Centre and download the sample manuscript Interactivity
for your ‘Rainforests: a user’s guide’ publication. Note
that your fi nal pages should be properly designed. REVELATION: ‘RAINFORESTS’
• Work as a group to plan the designT ohfi nyko uarb poautg veiss.u al Forests that grow in constantly wet conditions are
appeal. Consider called rainforests. They provide habitats for more
the font to be species of plants, animals, insects and birds than any
used, style and other environment found on our planet. This interactive
size of headings Revelation game will challenge you to identify key
and whether there characteristics of a tropical rainforest. Success rewards
wthiellm bee tao vtihseu atel xt. you with a video presentation on this unique ecosystem.
Don’t forget to SEARCHLIGHT ID: int-0956
include at least
170 Geoactive 1 CHAPTER 7 | Rainforests 171
How to use this book ix
Coverage of syllabus
Stage 4 Mandatory outcomes
Outcomes focus areas and chapter coverage
A student: 4G1 4G2 4G3 4G4
4.1 identifies and gathers geographical information Chapters 1–3 Chapters 4–8 Chapters 9–11
4.2 organises and interprets geographical information Chapters 1–3 Chapters 4–8 Chapters 9–11 Chapters 12–16
4.3 uses a range of written, oral and graphic forms Chapters 1–3 Chapters 4–8 Chapters 9–11 Chapters 12–16
to communicate geographical information
4.4 uses a range of geographical tools Chapters 1–3 Chapters 4–8 Chapters 9–11 Chapters 12–16
4.5 demonstrates a sense of place about global environments Chapters 1–3 Chapters 9–11
4.6 describes the geographical processes that form and Chapters 1–3 Chapters 4–8
transform environments
4.7 identifies and discusses geographical issues from a range Chapters 9–11 Chapters 12–16
of perspectives
4.8 describes the interrelationships between people Chapters 4–8 Chapters 12–16
and environments
4.9 describes differences in life opportunities throughout Chapters 9–11 Chapters 12–16
the world
4.10 explains how geographical knowledge, understanding Chapters 1–3 Chapters 4–8 Chapters 9–11 Chapters 12–16
and skills combine with knowledge of civics to contribute
to informed citizenship.
Geographical tools
GEOskillbuilder(a) Chapter, section, page
using scale to measure distance on a map Chapter 2, 2.1, page 21
Constructing a map using symbols Chapter 2, 2.1, page 23
Reading a picture graph Chapter 2, 2.8, page 36
Making a line drawing Chapter 3, 3.5, pages 58–9
Drawing a sketch map Chapter 3, 3.6, page 60
understanding contours Chapter 5, 5.5, pages 96–7
Constructing a column graph Chapter 5, 5.10, page 109
Interpreting and constructing climatic graphs Chapter 6, 6.3, pages 120–1
Constructing and interpreting graphs Chapter 7, 7.11, pages 164–5
Creating a mind map Chapter 15, 15.7, page 353
x Coverage of syllabus