Chapter Planning Guide - Glencoe€¦ · The Vocabulary PuzzleMaker lets you create word searches,...

Chapter Planning Guide

28A

LevelsResources Chapter

OpenerSection

1Section

2Section

3Chapter Assess

FOCUSBL Daily Focus Skills Transparencies 2-1 2-2 2-3

TEACHBL ELL Guided Reading Activity, URB* p. 31 p. 32 p. 33

BL ELL Vocabulary Activity, URB*

BL OL AL ELL Reinforcing Skills Activity, URB p. 27

OL Enrichment Activity, URB p. 29

BL ELL Reading Essentials and Note-Taking Guide* pp. 7–9 pp. 10–12

pp. 13–15

OL Geolab Activity, URB p. 5

BL OL AL ELL National Geographic World Atlas* ✓ ✓ ✓ ✓

BL OL AL ELL Political Map Transparencies, Strategies, and Activities p. 1

BL OL AL ELL National Geographic World Desk Map ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Writer’s Guidebook for Social Studies ✓ ✓ ✓ ✓ ✓

OL AL World History Primary Source Documents Library ✓ ✓ ✓ ✓ ✓

National Geographic World Regions Video Program ✓ ✓ ✓ ✓ ✓

BookLink for Social Studies ✓ ✓ ✓ ✓ ✓

StudentWorks™ Plus ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Section Spotlight Video Program ✓ ✓ ✓

BL OL AL ELL World Music: A Cultural Legacy ✓ ✓ ✓ ✓ ✓

BL OL AL ELL High School Writing Process Transparencies ✓ ✓ ✓ ✓ ✓

✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

BL Below Level OL On Level

AL Above Level ELL English Language Learners

Print Material Transparency CD-ROM or DVD

Key to Teaching ResourcesKey to Ability Levels

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28B

Plus

All-In-One Planner and Resource Center

• Interactive Lesson Planner • Interactive Teacher Edition • Fully editable blackline masters • Section Spotlight Videos Launch• Differentiated Lesson Plans

• Printable reports of daily assignments

• Standards Tracking System

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

TEACH (continued)

TeacherResources

High School Character Education ✓ ✓ ✓ ✓ ✓

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

High School Reading in the Content Area Strategies and Activities ✓ ✓ ✓ ✓ ✓

Success with English Learners ✓ ✓ ✓ ✓ ✓

Differentiated Instruction for the Geography Classroom ✓ ✓ ✓ ✓ ✓

Literacy Strategies in Social Studies ✓ ✓ ✓ ✓ ✓

Standards-Based Instruction ✓ ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓ ✓

TeacherWorks™ Plus ✓ ✓ ✓ ✓ ✓

National Geographic Focus on Geography Literacy Teacher Guide ✓ ✓ ✓ ✓ ✓

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests p. 13 p. 14 p. 15 p. 17

BL OL AL ELL Authentic Assessment With Rubrics p. 32

BL OL AL ELL ExamView Assessment Suite 2-1 2-2 2-3 Ch. 2

CLOSEBL ELL Reteaching Activity, URB p. 25

BL OL ELL Dinah Zike’s Reading and Study Guide Foldables p. 44

Graphic Organizer Transparencies, Strategies, and Activities pp. 19–20

✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

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Chapter Integrating Technology

28C

Visit glencoe.com and enter code WGC2630C2T for Chapter 2 resources.

You can easily launch a wide range of digital products from your computer’s desktop with the McGraw-Hill widget.

Student Teacher ParentWorld Geography and Cultures Online Learning Center (Web Site)

• Section Audio ● ● ●

• Spanish Chapter Audio Summaries ● ● ●

• Section Spotlight Videos ● ● ●

• StudentWorks™ Plus Online ● ● ●

• Multilingual Glossary ● ● ●

• Study-to-Go ● ● ●

• Chapter Overviews ● ● ●

• Self-Check Quizzes ● ● ●

• Student Web Activities ● ● ●

• ePuzzles and Games ● ● ●

• Vocabulary eFlashcards ● ● ●

• In-Motion Animations ● ● ●

• Study Central™ ● ● ●

• Nations of the World Atlas ● ● ●

• Glencoe Graphing Tool ● ● ●

• btw — Current Events Web Site ● ● ●

• Web Activity Lesson Plans ●

• Vocabulary PuzzleMaker ●

• Beyond the Textbook ● ● ●

Geography ONLINE

What Glencoe products improve students’ vocabulary?Vocabulary eFlashcards, ePuzzles and Games, and Vocabulary PuzzleMaker all build students’ vocabulary and help students understand key words and concepts from the textbook.

How can these products help my students?Vocabulary eFlashcards help students review and test their recall of content vocabulary, academic vocabulary, and people, places, and events for each chapter. ePuzzles and Games help students study the key facts, concepts, and vocabulary introduced in each chapter. The Vocabulary PuzzleMaker lets you create word searches, crosswords, and jumbles that students can use to practice vocabulary.

Visit glencoe.com and enter a student QuickPass™ code to go directly to student resources for the chapter. For Vocabulary PuzzleMaker, enter a teacher code to go to teacher resources.

Using Glencoe’s

Vocabulary Tools Teach With Technology

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http://www.glencoe.com


Additional Resources

28D

The following videotape programs are available from Glencoe as supplements to Chapter 2:

• Pompeii (ISBN 0-76-700537-6)

• The Tennessee Valley Authority (ISBN 0-76-700031-5)

To order, call Glencoe at 1-800-334-7344. To find class-room resources to accompany many of these videos, check the following pages:

A&E Television: www.aetv.com

The History Channel: www.historychannel.com

• Timed Readings Plus in Social Studies helps students increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments.

• Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty.

• Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

• Content Vocabulary Workout (Grades 6-8) acceler-ates reading comprehension through focused vocabu-lary development. Social Studies content vocabulary comes from the glossaries of Glencoe’s Middle School Social Studies texts. www.jamestowneducation.com

Index to National Geographic Magazine:

The following articles relate to this chapter:• “The Next Big One: Where on Earth Will it Strike?” by Joel

Achenbach, April 2006.

• “Volcanic View,” by Whitney Dangerfield, August 2006.

• “Target Earth,” by Richard Stone, August 2008.

• “Gone With the Water,” by Joel K. Bourne, Jr., October 2004.

• “Curse of the Black Gold: Hope and Betrayal in the Niger Delta,” by Tom O’Neill, February 2007.

National Geographic Society Products To order the following, call National Geographic at 1-800-368-2728

• National Geographic Atlas of the World (Book).

Access National Geographic’s new dynamic MapMachine Web site and other geography resources at:

www.nationalgeographic.com

www.nationalgeographic.com/maps

Use this database to search more than 30,000 titles to create a customized reading list for your students.

• Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

• The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 7 reading level:• Black Holes and Supernovae, by David E. Newton

For students at a Grade 8 reading level:• Living In Space, by Larry Kettelkamp

For students at a Grade 9 reading level:• Undersea Frontiers: An Introduction to Oceanography,

by C.B Colby

For students at a Grade 10 reading level:• Rain of Troubles: The Science and Politics of Acid Rain,

by Laurence Pringle

ReadingList Generator

CD-ROM

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http://www.aetv.com

http://www.historychannel.com

http://www.jamestowneducation.com

http://www.nationalgeographic.com

http://www.nationalgeographix.com/maps

CHAPTER INTRODUCTION CHAPTER

28 Unit 1

The Physical World

Kilauea, in Hawaii, is one of the most active volcanoes in the world.

Physical processes shape Earth’s surface. Understanding that Earth is part of a larger physical system called the solar system helps us understand how life on our planet is possible. Earth’s physical systems are affected by natural forces such as earthquakes and volcanoes that can influence human activities on the planet.

EssentialEssential QuestionsQuestions

Section 1: Planet EarthAs a physical system, what makes Earth suitable for plant and animal life?

Section 2: Forces of ChangeHow have internal and external forces shaped Earth’s surface?

Section 3: Earth’s WaterWhat physical process keeps Earth’s water constant?

Geography ONLINE

Visit glencoe.com and enter code WGC9952C2 for Chapter 2 resources.

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FocusMore About the PhotoVisual Literacy Kilauea, on the island of Hawaii, is among Earth’s most active volcanoes. The volcano’s Pu’u O’o vent has been erupting continuously since 1983. In its early years, Pu’u O’o pro-duced spectacular lava fountains that rose hundreds of feet over the vent. Today, most eruptions from Pu’u O’o are relatively quiet, producing steady, slowly moving lava streams.

TeachAs you begin teaching

this chapter, read the Big Idea out loud to students. Explain that the Big Idea is a broad, or high-level, concept that will help them under-stand what they are about to learn. Use the Essential Question for each section to help students focus on the Big Idea.

Section 1Planet Earth Essential Essential Question Question As a physical system, what makes Earth suitable for plant and animal life? (Earth has water, land, and air that can support life.) Point out that in Section 1, students will learn more about the features of Earth that permit people and other organisms to thrive. OL

Section 2Forces of Change Essential Essential Question Question How have internal and external forces shaped Earth’s surface? (The internal forces of tectonic activity have created mountains, ridges, and islands. The external forces of wind and water have created caves, valleys, and soils.) Point out that in Section 2, students will learn about Earth’s layers and the ways Earth’s surface changes. OL

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INTRODUCTIONCHAPTER

Essential Questions

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THE W

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Chapter 2 29

Organizing Information Make a Three-Pocket Book to help you orga-nize information about the physical systems and processes that affect life on Earth.

Reading and Writing As you read this chapter, write information on note cards about the structure of planet Earth and its place in the solar system, the natural forces that affect Earth’s physical systems, and Earth’s water. Place the cards in the correct pocket of your Foldable.

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29

Geography ONLINE

Visit glencoe.com and enter code WGC2630C2T

for Chapter 2 resources.

Dinah Zike’sFoldables

Purpose This Foldable helps students organize information about the systems and processes that shape the physical Earth. The completed Foldable will help them review the chapter as they prepare for assessment. OL

Dinah Zike’sFoldables

Purpose This Foldable helps students organize information about the systems and processes that shape the physical Earth. The completed Foldable will help them review the chapter as they prepare for assessment. OL

Section 3Earth’s Water Essential Essential Question Question What physical process keeps Earth’s water constant? (The water cycle keeps the water on our planet—both freshwater and salt water—fairly constant over time.) Point out to students that in Section 3, they will learn about the different kinds of water on Earth and the water cycle that maintains our supply of freshwater. OL

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Section 1CHAPTER SECTION 1 Planet EarthAn astronaut, seeing Earth from the blackness of space, described it as “piercingly beautiful.” From the vantage point of space, the Earth’s great beauty resem-bles a blue and white marble, with contrasts of water and land beneath huge swirls of white clouds.

Voices Around the World“To the ancient Egyptians the heavens were almost close enough to touch—a benign canopy of light and dark held up by mountain peaks. But modern science has exploded that ancient, peaceful mirage, replacing it with . . . change, and processes that sometimes defy human understanding. Guided by leaps of imagination and armed with potent new technologies . . . scientists have . . . claimed the universe itself as a titanic laboratory.”

—Kathy Sawyer, “Unveiling the Universe,”

National Geographic, October 1999

Guide to ReadingEssentialEssential QuestionQuestionAs a physical system, what makes Earth suitable for plant and animal life?

Content Vocabulary• hydrosphere (p. 32)• lithosphere (p. 32)• atmosphere (p. 32)• biosphere (p. 32)• continental shelf (p. 33)

Academic Vocabulary• approach (p. 31)• assistance (p. 32)• features (p. 33)

Places to Locate• Isthmus of Panama (p. 33)• Sinai Peninsula (p. 33)• Mount Everest (p. 33)• Dead Sea (p. 33)• Mariana Trench (p. 33)

Reading StrategyCategorizing As you read about Earth, complete a graphic organizer similar to the one below by describ-ing the four components of Earth.

Component Description

Hydrosphere

Lithosphere

Atmosphere

Biosphere

An astronomer with radio telescopes

30 Unit 1

sectionaudio

spotlightvideo

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MAIN Idea

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To generate student interest and provide a springboard for class discussion, access the Chapter 2, Section 1 video at glencoe.com.

FocusDaily Focus Transparency 2.1

The Highest and the Deepest Places on Earth

Guide to ReadingAnswers to Graphic:

Resource Manager

Component Description

Hydrosphere

All liquid water, ice, groundwater, and water vapor on Earth

LithosphereEarth’s crust, 60–120 miles (100–200 km) deep

AtmosphereGas layer above Earth’s surface

BiosphereThe part of Earth that supports life.

Teacher Edition• Organizing, p. 31• Academic Vocab., p. 31

Additional Resources• Guided Reading 2-1,

URB, p. 31• RENTG, pp. 7–9

Teacher Edition• Making Inferences, p. 31

Additional Resources• Quizzes and Tests, p. 13

Teacher Edition• Visual/Spatial, p. 33

Additional Resources• Diff. Instr. for the Geo.

Classroom, pp. 5–7

Teacher Edition• Descriptive Writing,

p. 32

Additional Resources• Enrichment Act., URB

p. 29

Teacher Edition• Visual Literacy, p. 32

Additional Resources• Daily Focus Skills

Trans. 2-1 • Pol. Map Trans., p. 1

Reading Strategies

Critical Thinking

Differentiated InstructionR C D W SWriting

SupportSkill Practice

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Section 1CHAPTER

Essential Question

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Our Solar SystemMAINMAIN IdeaIdea Earth is part of a larger physical sys-

tem that contains other planets, moons, and stars.

GEOGRAPHY AND YOU Have you ever seen a movie or read a book about outer space? Read to learn how Earth fits into the ever-changing solar system.

Earth is part of our solar system, which includes the sun and the objects that revolve around it. At the center of the solar system is the sun — a star, or ball of burning gases. The sun’s enormous mass, or the amount of matter it con-tains, creates a strong pull of gravity. This basic physical force keeps the Earth and the other objects revolving around the sun.

The PlanetsExcept for the sun, spheres called planets are the

largest objects in the solar system. At least eight planets exist, and each is in its own orbit around the sun. Mercury, Venus, Earth, and Mars are the inner planets, or those nearest the sun. Earth, the third planet from the sun, is about 93 million miles (about 150 million km) away. Farthest from the sun are the outer planets — Jupiter, Saturn, Uranus, and Neptune.

The planets vary in size. Jupiter is the largest. Earth ranks fifth in size, and Mercury is the smallest. All of the planets except Mercury and Venus have moons, smaller spheres or satellites that orbit them. Earth has 1 moon, and Saturn has at least 18 moons. Ceres and Pluto are dwarf

planets. Dwarf planets are small round bodies that orbit the sun, but have not cleared the area around their orbits of other orbiting bodies.

All of the planets are grouped into two types — terrestrial planets and gas giant planets. Mercury, Venus, Earth, and Mars are called terrestrial planets because they have solid, rocky crusts. Mercury and Venus are scalding hot, and Mars is a cold, barren desert. Only Earth has liquid water at the surface and can support varieties of life.

Farther from the sun are the gas giant planets — Jupiter, Saturn, Uranus, and Neptune. They are more gaseous and less dense than the terrestrial planets, even though they are larger in diameter. Each gas giant planet is like a minia-ture solar system, with orbiting moons and thin, encircling rings. Only Saturn’s rings, however, are easily seen from Earth by telescope.

Asteroids, Comets, and Meteoroids

Thousands of smaller objects—including aster-oids, comets, and meteoroids—revolve around the sun. Asteroids are small, irregularly shaped, planet-like objects. They are found mainly between Mars and Jupiter in the asteroid belt. A few asteroids follow paths that cross Earth’s orbit.

Comets, made of icy dust particles and frozen gases, look like bright balls with long, feathery tails. Their orbits are inclined at every possible angle to Earth’s orbit. They may approach from any direction.

The Solar System 1. Location Which four planets are closest to the sun?

2. Regions What physical characteristics do the inner planets share? The outer planets?

Chapter 2 31

R 1

R 1

C

R 2

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Conservation Campaign

Step 1: Researching a Body of Water Pairs of students plan an advertising cam-paign to help preserve Earth’s water.

Essential Question What features of planet Earth support the presence of living things?

Directions Have each student pair research a body of freshwater. Suggest that they focus their research around questions such as “How big is it?” ”What organisms live in it?” “Where does the water come from? Where does it go?” “How is the body of water used?” “What threatens it today?”

Putting It Together Allow time for stu-dent pairs to share their findings with the class. Pairs should make an illustrated poster displaying their findings. OL

(Chapter Project continues on page 35.)

TeachR 1 Reading StrategyOrganizing Have students make a table to organize the information about the planets. Tables should include each plan-et’s name, its composition, its location relative to the sun, and whether it has moons. BL ELL

C Critical ThinkingMaking Inferences Ask: What force keeps comets, aster-oids, and meteors in their orbits? (gravity) OL

R 2 Reading StrategyAcademic Vocabulary Ask: What is an antonym for approach? (withdraw) OL

Hands-On Chapter Project

Step 1

Answers1. Mercury, Venus, Earth,

and Mars

2. Inner planets are rocky. Outer planets are gaseous.


Section 1CHAPTER

Water, Land, and Air

32 Unit 1

Meteoroids are pieces of space debris — chunks of rock and iron. When they occasionally enter Earth’s atmosphere, friction usually burns them up before they reach the Earth’s surface. Those that collide with Earth are called meteorites. Meteorite strikes, though rare, can significantly affect the landscape, leaving craters and causing other devastation. In 1908 a huge area of forest in the remote Russian region of Siberia was flat-tened and burned by a “mysterious fireball.” Scientists theorize it was a meteorite or comet. A writer describes the effects:

‘‘The heat incinerated herds of reindeer and charred tens of thousands of evergreens across hundreds of square miles. For days, and for thousands of miles around, the sky remained bright with an eerie orange glow — as far away as western Europe people were able to read newspapers at night without a lamp.’’—Richard Stone, “The Last Great Impact on Earth,”

Discover, September 1996

Movement Besides the planets, what other things revolve around the sun?

Getting to Know EarthMAINMAIN IdeaIdea Earth’s surface is a complex mix of

landforms and water systems.

GEOGRAPHY AND YOU What do you know about Earth’s water, land, and air? Read to learn how these features support life on Earth.

The Earth is a rounded object wider around the center than from top to bottom. Earth has a larger diameter at the Equator — about 7,930 miles (12,760 km) — than from Pole to Pole, but the dif-ference is less than 1 percent. With a circumference of about 24,900 miles (40,060 km), Earth is the largest of the inner planets.

Water, Land, and AirThe surface of the Earth is made up of water

and land. About 70 percent of our planet’s sur-face is water. Oceans, lakes, rivers, and other bodies of water make up a part of the Earth called the hydrosphere.

About 30 percent of the Earth’s surface is land, including continents and islands. Land makes up

a part of the Earth called the lithosphere, the Earth’s crust. The lithosphere also includes the ocean basins, or the land beneath the oceans.

The air we breathe is part of Earth’s atmosphere, a layer of gases extending above the planet’s surface. The atmosphere is composed of 78 percent nitrogen, 21 percent oxygen, and small amounts of argon and other gases.

All people, animals, and plants live on or close to the Earth’s surface or in the atmosphere. The part of the Earth that supports life is the biosphere. Life outside the biosphere, such as on a space station orbiting Earth, exists only with the assis-tance of mechanical life-support systems.

The atmosphere, hydrosphere, and lithosphere form the biosphere, the part of Earth where life exists.

1. Place What are Earth’s water systems called?

2. Human-Environment Interaction How does human activity impact the biosphere?

W

S

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Essential Question

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Differentiated Instruction Strategies BL

Students will identify one extreme landform or natural feature and write a short overview on it.

AL

Have students identify extremes in the United States for each category used for the main activity.

ELL Review the words extreme, landform, feature, and category with students.

Objective: Identify Earth’s extreme landforms and features. Focus: Students will research and identify five of Earth’s

extreme landforms or natural features. Teach: Students may work in pairs. Explain that they

cannot use any landform categories from the Enrichment Activity 2, but they may modify categories.

Assess: Review tables for accuracy and clarity. Close: Have students present their findings to the class.

Understanding Earth’s ExtremesName Date Class

On which continent is Angel Falls?

How high is this waterfall?

What is the lowest point on land?

On which continent is the world’s highest

mountain?

What is that mountain’s name?

What is the difference in elevation between theDead Sea and Mount Everest? The Mariana Trench

and Mount Everest?

If the Nile River empties into the MediterraneanSea, in which direction does it flow?

What is the only living thing among the natural

wonders on the map?

Why do you think that cameras with speciallights are needed to view the Mariana Trench?

INDIANOCEAN

PACIFICOCEAN

ATLANTICOCEAN

PACIFIC OCEAN

Enrichment Activity 2

Natural Wonders of the World

W Writing SupportDescriptive Writing Have stu-dents research another meteorite impact and write a paragraph describing its effects. Students may learn of lakes formed from such impacts, and of the possible role of meteorites in mass extinctions. AL

S Skill PracticeVisual Literacy Have stu-dents study the “Water, Land, and Air” diagram. Ask: What is the largest part of the bio-sphere? (atmosphere) BL

Answer: comets, asteroids, meteoroids

Answers1. hydrosphere

2. using resources, creating pollution

Answers1. hydrosphere

2. using resources, creating pollution

DifferentiatedInstruction

Enrichment Activity 2, URB, p. 29


Section 1CHAPTER

MAIN Idea

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SECTION 1 REVIEWVocabulary 1. Explain the significance of: hydrosphere, lithosphere, atmo-

sphere, biosphere, continental shelf.

Main Ideas 2. List examples of Earth’s landforms and water systems. How do

these features help support life on our planet? 3. How are terrestrial planets and gas giant planets similar? How

are they different? 4. Use a diagram like the one below to describe Earth’s place in

the larger physical system that includes other planets, moons, and stars.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion How do the three

parts of the biosphere help support life on Earth? 6. Comparing and Contrasting How are Earth’s underwater

landforms similar to the landforms found on dry land? How are they different?

7. Analyzing Visuals Study the diagram of the solar system on page 31. How is the size of a planet’s orbit influenced by its distance from the sun?

Writing About Geography 8. Descriptive Writing Consider the ratio of water and land on

Earth. Describe how Earth’s landforms and bodies of water would be different if the proportions were reversed.

LandformsLandforms are the natural features of the

Earth’s surface. So are bodies of water. The dia-gram on pages RA2–RA3 shows many of the Earth’s landforms, which have a particular shape or elevation. Landforms often contain rivers, lakes, and streams.

Underwater landforms are as diverse as those found on dry land. In some places the ocean floor is a flat plain. Other parts feature moun-tain ranges, cliffs, valleys, and deep trenches.

Seen from space, Earth’s most visible land-forms are the seven large landmasses called con-tinents. Australia and Antarctica stand alone, while the others are joined in some way. Europe and Asia are parts of one landmass called Eurasia. A narrow strip of land called the Isthmus of Panama links North America and South America. At the Sinai Peninsula, the human-made Suez Canal separates Africa and Asia.

The continental shelf is an underwater extension of the coastal plain. Continental shelves slope out from land for as much as 800 miles (1,287 km) and descend gradually to a depth of about 660 feet (200 m), where a sharp drop marks the beginning of the continental slope. This area drops more sharply to the ocean floor.

Earth’s Heights and DepthsGreat contrasts exist in the heights and depths of

the Earth’s surface. The highest point on Earth is in South Asia at the top of Mount Everest, which is 29,028 feet (8,848 m) above sea level. The low-est dry land point, at 1,349 feet (411 m) below sea level, is the shore of the Dead Sea in Southwest Asia. Earth’s deepest known depression lies under the Pacific Ocean southwest of Guam in the Mariana Trench, a narrow, underwater canyon about 35,827 feet (10,920 m) deep.

Human-Environment InteractionHow does the biosphere support life on Earth?

Geography ONLINE

Study Central™ To review this section, go to glencoe.com and click on Study Central.

Planets

Physical System

Solar System

Chapter 2 33

D

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33

D Differentiated InstructionVisual/Spatial Have students use a map to identify each continent, an isthmus, and a peninsula. BL

Answer: cycling of water, oxygen, carbon dioxide, and soil, plus tolerable temperatures

AssessGeography ONLINE

Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask: What parts make up the biosphere? (atmosphere, lithosphere, hydrosphere)

1. Definitions for the vocabulary terms are found in the section and the Glossary.

2. Answers will vary. Students can list specific or general features but should reflect an under-standing of what is needed to support life on Earth.

3. They all orbit the sun. Excluding dwarf plan-ets, they have all cleared the areas around their orbits of other orbiting bodies. Terrestrial planets have solid rocky crusts.

Gas giants are more gaseous and less dense than terrestrial planets.

4. Solar system: planets, moons, asteroids, comets

5. The biosphere is made up of the atmo-sphere, the lithosphere, and the hydro-sphere. Together, these provide the elements of air, land, and water to support life on Earth.

6. Landforms both on land and under water are diverse. They include mountains, plains, cliffs, and valleys. Landforms on dry land may contain rivers, lakes, and streams.

7. The further away from the sun a planet is, the wider its orbit.

8. Answers will vary but should reflect an understanding of the existing ratio of land to water, about 1 : 4.

Section 1 Review

Answers



Section 2CHAPTER SECTION

Guide to ReadingEssentialEssential QuestionQuestionHow have internal and external forces shaped Earth’s surface?

Content Vocabulary

Academic Vocabulary• releasing (p. 35)• constantly (p. 35)• tension (p. 38)

Places to Locate• Himalaya (p. 37)• San Andreas Fault (p. 37)• Ko-be (p. 38)• San Francisco (p. 38)• Ring of Fire (p. 38)• Greenland (p. 40)• Antarctica (p. 40)

Reading StrategyTaking Notes As you read about the forces that change Earth, use the headings of the section to cre-ate an outline like the one below.

Forces of Change

I. Earth’s Structure A. B. II. Internal Forces of Change A. B.

2 Forces of ChangeThe center of Earth is filled with intense heat and pressure. These natural forces drive numerous changes such as volcanoes and earthquakes that renew and enrich Earth’s surface. These physical processes can also disrupt, and often destroy, human life. As a result, scientists are working to learn how to predict them.

Voices Around the World“[S]cientists are doing everything they can to solve the mysteries of earthquakes. They break rocks in laboratories, studying how stone behaves under stress. They hike through ghost forests where dead trees tell of long-ago tsunamis. They make

maps of precarious, balanced rocks to see where the ground has shaken in the past, and how hard. They dig trenches across faults, search-

ing for the active trace. They have wired up fault zones with so many sensors it’s as though

the Earth is a patient in intensive care.”

— Joel Achenbach, “The Next Big One,” National Geographic,

April 2006

• core (p. 35)• mantle (p. 35)• crust (p. 35)• continental

drift (p. 35)• plate tectonics

(p. 35)• magma (p. 35)• subduction

(p. 37)• accretion (p. 37)

• spreading (p. 37)

• fold (p. 37)• fault (p. 37)• faulting (p. 38)• weathering

(p. 39)• erosion (p. 39)• glacier (p. 39)• moraine (p. 39)

34 Unit 1

A geologist studying earthquake activity

sectionaudio

spotlightvideo

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MAIN Idea

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Resource Manager



Forces of Change

I. Earth’s Structure A. A Layered Planet B. Plate Movement II. Internal Forces of Change A. Colliding and Spreading Plates B. Folds and Faults C. Earthquakes D. Volcanic Eruptions III. External Forces of Change A. Weathering B. Wind Erosion C. Glacial Erosion D. Water Erosion E. Soil Building

Teacher Edition• Using Word Parts, p. 35• Previewing, p. 37 • Sequencing

Information, p. 38


URB, p. 32 • RENTG, pp. 10–12

Teacher Edition• Formulating Questions,

p. 38 • Making Inferences, p. 40

Additional Resources• Quizzes and Tests, p. 14

Teacher Edition• Visual/Spatial, p. 35 • English Learners, p. 36

Additional Resources• Foldables, p. 44

Teacher Edition• Descriptive Writing,

p. 39

Additional Resources• Reteaching Act., URB

p. 25

Teacher Edition• Using Geo. Skills, p. 36


Trans. 2-2

Reading Strategies

Critical Thinking





Section 2CHAPTER

Essential Question

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Crust—0–45 miles (0–70 km) below Earth’s surface; less than 1,800°F (1,000°C)

Mantle—1,860 miles (2,990 km) below Earth’s surface; 1,800–6,300°F(1,000–3,500°C)

Outer core—3,200miles (5,150 km) below Earth’s surface; 6,300–7,200°F(3,500–4,000°C)

Inner core—3,960miles (6,370 km) below Earth’s surface; 7,200–8,500°F(4,000–4,700°C)

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Chapter 2 35

Inside the EarthEarth’s StructureMAINMAIN IdeaIdea The Earth’s internal and external

structure, including the tectonic plates, is responsi-ble for the creation of the continents, oceans, and mountain ranges.

GEOGRAPHY AND YOU Are there mountains near where you live? Read to learn how Earth’s moun-tains are formed.

For hundreds of millions of years, the surface of the Earth has been in slow but constant motion. Some forces that change the Earth, such as wind and water, occur on the surface. Others, such as volcanic eruptions and earthquakes, originate deep in the Earth’s interior.

A Layered PlanetThe diagram at the right shows that Earth is

composed of three main layers — the core, the mantle, and the crust. At the very center of the planet is a super-hot but solid inner core. Scientists believe that the inner core is made up of iron and nickel under enormous pressure. Surrounding the inner core is a band of melted iron and nickel called the liquid outer core.

Next to the outer core is a thick layer of hot, dense rock called the mantle. The mantle con-sists of silicon, aluminum, iron, magnesium, oxygen, and other elements. This mixture con-tinually rises, cools, sinks, warms up, and rises again, releasing 80 percent of the heat generated from the Earth’s interior.

The outer layer is the crust, a rocky shell form-ing the Earth’s surface. This relatively thin layer of rock ranges from about 2 miles (3.2 km) thick under oceans to about 75 miles (121 km) thick under mountains. The crust is broken into more than a dozen great slabs of rock called plates that rest — or more accurately, float — on a par-tially melted layer in the upper portion of the mantle. The plates carry the Earth’s oceans and continents.

Plate MovementIf you had seen the Earth from space 500 mil-

lion years ago, the planet probably would not have looked at all like it does today. Many sci-entists believe that most of the landmasses form-ing our present-day continents were once part of

one gigantic supercontinent called Pangaea(pan•JEE•uh). The maps on the next page show that over millions of years, this supercontinent has broken apart into smaller continents. These continents in turn have drifted and, in some places, recombined. The theory that the conti-nents were once joined and then slowly drifted apart is called continental drift.

The term plate tectonics refers to all of the physical processes that create many of the Earth’s physical features. Many scientists theorize that plates moving slowly around the globe have pro-duced Earth’s largest features — not only conti-nents, but also oceans and mountain ranges. Most of the time, plate movement is so gradual — only about 1 inch (2 to 3 cm) a year — that it cannot be felt. As they move, the plates may crash into each other, pull apart, or grind and slide past each other. Whatever their actions, plates are constantlychanging the face of the planet. They push up mountains, create volcanoes, and produce earth-quakes. When the plates spread apart, magma, or molten rock, is pushed up from the mantle, and ridges are formed. When plates bump together, one may slide under another, forming a trench.

1. Location Which of Earth’s layers is between the crust and the outer core?

2. Location How much does the temperature change from the inner core to the outer core? From the outer core to the mantle?

Use StudentWorks™ Plus or glencoe.com.

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Step 2: Where Do You Get Your Water? Have student pairs research and prepare a poster or computer presentation illustrating where your school gets its water.

Directions Have pairs of students research which local agency controls water quality in your area. Have students answer questions such as: “How is water quality determined?” “What is done to purify the water?” “How clean is the drinking water?” “What threatens the quality of the school’s water?” “How is the water delivered to customers?”

Putting It Together Allow time for the pairs to share what they have learned. Pairs may wish to make a computer-generated presentation showing the path of water to their school. OL (Chapter Project continues on page 42.)


Step 2

TeachD Differentiated

InstructionVisual/Spatial Models can help students to visualize Earth’s layers. Make a clay model of the Earth, using a different color for each layer. Cut the model open to show the class the layers. BL

R Reading StrategyUsing Word Parts Point out that the prefix super- has slightly different meanings, depending on context. In the case of superconti-nent, the prefix super- indicates an entity or a category that includes a number of lesser items of the same kind. Therefore, a supercontinent is a landmass made up of a number of continents. OL

Answers1. mantle

2. The outer core is 900–2,200°F (500–1,200°C) cooler than the inner core. The mantle is 4,500–5,400°F (2,500–3,000°C) cooler than the outer core.



Section 2CHAPTER

EQUATOR

65 million years ago

EQUATOR


Australia North America

Antarctica South America

Africa Eurasia

EQUATOR


EQUATOR

PA

NG

AE

A


36 Unit 1

Internal Forces of ChangeMAINMAIN IdeaIdea Plate tectonics is responsible for fold-

ing, lifting, bending, and breaking parts of the Earth’s surface.

GEOGRAPHY AND YOU Have you seen news cover-age about earthquakes or volcanoes in different parts of the world? Read to learn how the internal forces of plate tectonics can cause such natural disasters.

Earth’s surface has changed greatly over time. Scientists believe that some of these changes come from forces associated with plate tecton-ics. One of these forces relates to the movement of magma within the Earth. Others involve movements that can fold, lift, bend, or break the solid rock at the Earth’s crust.

‘‘[W]e have a highly successful theory, called platetectonics, that explains . . . why continents drift,mountains rise, and volcanoes line the Pacific Rim. Plate tectonics may be one of the signature triumphs of the human mind. . . . ’’Joel Achenbach, “The Next Big One,”

National Geographic, April 2006

Many scientists estimate that plate tectonics has been shaping the Earth’s surface for 2.5 to 4 billion years. According to some scientists, plate tectonics will have sculpted a whole new look for our planet millions of years from now.

Scientists, however, have not yet determined exactly what causes plate tectonics. They theorize that heat rising from the Earth’s core may create slow-moving currents within the mantle. Over millions of years, these currents of molten rock may shift the plates around, but the movements are extremely slow and difficult to detect.

Movement What is the theory of continental drift?

Continental Drift

1. Regions How does the first map of Pangaea compare to the last map? The map of plate movement?

2. Movement Which plates are moving toward each other? Away from each other?


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36

Differentiated Instruction

D Differentiated InstructionEnglish Learners Explain that molten rock is liquid. It is melted under great pressure and heat. Solid plates float on the liquid rock below. When the liquid rock moves, the plates move too. ELL

S Skill PracticeUsing Geography Skills Point out the small, green landmass east of Africa. Have students compare the maps here with a modern world map. Ask: What is this landmass? (Indian subcontinent) What features can help identify it? (general shape and size; its path, which appears to be moving toward its current position) AL

Answer: the theory that the continents were once joined and then drifted apart

Answers1. Pangaea is one mass. The

last map shows many land-masses (continents).

2. Africa is moving toward Asia. South America is moving away from Africa.

Answers1. Pangaea is one mass. The

last map shows many land-masses (continents).

2. Africa is moving toward Asia. South America is moving away from Africa.

BL Authentic Assessment, p. 32

OL Differentiated Instruction, p. 6

AL Differentiated Instruction, p. 5

ELL Vocabulary Activity, URB, p. 24

Name Date Class

Museums often have three-dimensional displaysor dioramas. Models such as these reduce verylarge areas to a size that you can see easily orillustrate processes that normally go too slowly to be seen in their entirety.

• Identify and discuss physical processes thatshape Earth’s surface.

• Organize information about the spatial relationships of Earth and the solar system.

• Analyze the impact of plate tectonics on landforms.

• Describe the differences in the layers of Earth’s atmosphere.

You and members of your class will build aseries of models illustrating various processes and structures of Earth. Together, these modelswill create an “Earth Museum” that other studentscan visit.

You are preparing your museum models for younger students or students from other classes who will visit your museum to learnabout the structures of Earth and the processesthat shape them.

• Paint or markers

• Paper

• Different sizes of foam balls

• Scissors or knife

• Washbasin or large plastic container

Refer to the Classroom Assessment List for aThree-Dimensional Model on page 113.

Chapter 2 in your textbook describes a number of Earth’s structures and processes. Select one of the following structures orprocesses:

structures: solar system, interior of Earth,layers of the atmosphere, types of landforms, bodies of water

processes: Earth’s internal forces, Earth’sexternal forces, the water cycle

Construct a model that illustrates the structure or process.

select an appropriate size and scale for your model,

select appropriate materials for construction,

draw a clear set of plans explaining whatyou will construct,

label all structures or steps illustrated byyour model,

write a short explanation for museum visitors.

Use the Classroom Assessment List for aThree-Dimensional Model to check yourwork.

Add missing elements or improve existingelements.

Perform a final self-assessment on your model.

Set up your model, and take visitors on amuseum tour.

An Earth Museum Plate Tectonics and Mountain Ranges

Ask students to identify the major mountain ranges in the world and investigate the different ways plate tectonics formed those ranges (subduction, etc.) Have the students present their findings in an oral report to the class using visuals.

Describing Landforms

Desalination

Identifying Physical Features

Create a Time Line

Ask students to research the tools that geographers and scientists have used over the centuries to create maps, measure changes in climate, and determine the earth’s position in the solar system. Use the students’ information to create a classroom time line showing the progress of geographers’ tools.

Describing LandformsDescribing Landforms

DesalinationDesalination

Identifying Physical FeaturesIdentifying Physical Features

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Key Terms and Reinforcement

••••••••

How Geographers Look at the World

Visit www.usgs.gov to see all the different ways geographers look at your state. You will find examples of the highest elevation, climate, water usage, etc. Look at five different facts about your home state and record your findings on a small poster.

Earth’s Physical Features

Key Terms and ReinforcementKey Terms and Reinforcement

Earth’s Physical FeaturesEarth’s Physical Features

CHAPTER2 Name Date Class

the Earth’s crust

theory that the continents were joined and thendrifted apart

sea plates pulling apart

large, slow-moving body of ice

rain, snow, or sleet

the wearing away of the Earth’s surface bywind, glaciers, and moving water

the regular movement of the Earth’s water

oceans, lakes, rivers, and other bodies of water

a process that occurs when a heavier sea platedives beneath a lighter continental plate

large pile of rock and debris left by a receding glacier

the movement of large segments of the Earth’s crust

the part of the Earth that supports life

a crack in the Earth’s crust

water vapor changing into liquid water

the process of making freshwater from ocean water

part of a continent that extends underwater

the process that changes liquid water to vapor, or gas

freshwater beneath the Earth’s surface

molten rock within the Earth

type of planet that has a solid, rocky crust

accretion

aquifer

atmosphere

biosphere

condensation

continental drift

continental shelf

desalination

erosion

evaporation

hydrosphere

fault

. fold

glacier

groundwater

lithosphere

magma

mantle

moraine

plate tectonics

precipitation

spreading

subduction

terrestrial

water cycle

weathering

Leveled Activities



Section 2CHAPTER

MAIN Idea

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EURASIAN PLATE EURASIAN PLATE

NORTH AMERICAN PLATE

SOUTH AMERICAN PLATE AUSTRALIAN PLATE

ANTARCTIC PLATE

PHILIPPINEPLATE

PACIFIC PLATE

NAZCAPLATE

INDIANPLATE

AFRICAN PLATE

ARABIAN PLATE

SOMALIPLATE

SCOTIAPLATE

CARIBBEANPLATE

JUANDE FUCA

PLATE

COCOS PLATE

N

S

W E

Plate boundary Direction of plate movement

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with steep sides and sharp peaks, and piles up the resulting debris in trenches. This buildup can cause continents to grow outward. Most scientists believe that much of western North America expanded outward into the Pacific Ocean over more than 200 million years as a result of accretion.

New land can also form when two sea plates converge. In this process, one plate moves under the other, often forming an island chain at the boundary. Sea plates also can pull apart in a pro-cess known as spreading. The resulting rift, or deep crack, allows magma from within the Earth to well up between the plates. The magma hardens to build undersea volcanic mountains or ridges and some islands. This spreading activity occurs down the middle of the Atlantic Ocean’s floor, pushing Europe and North America away from each other.

Folds and FaultsMoving plates sometimes squeeze the Earth’s

surface until it buckles. This activity forms folds,or bends, in layers of rock. In other cases, plates may grind or slide past each other, creating cracks in the Earth’s crust called faults. One famous fault is the San Andreas Fault in California.

Colliding and Spreading PlatesMountains are formed in areas where giant con-

tinental plates collide. For example, the Himalayamountain ranges in South Asia were thrust upward when the Indian landmass drifted against Eurasia. Himalayan peaks are getting higher as the Indian landmass continues to move northward.

Mountains are also created when a sea plate collides with a continental plate. The diagram on page 38 shows how in a process called subduction (suhb•DUHK•shuhn) the heavier sea plate dives beneath the lighter continental plate. Plunging into the Earth’s interior, the sea plate becomes molten material. Then, as magma, it bursts through the crust to form volcanic mountains. The Andes, a mountain system in South America, was formed over millions of years as a result of subduction. The Nazca Plate slid beneath the South American Plate.

In other cases where continental and sea plates meet, a different process, known as accretion, occurs. During accretion (uh•KREE•shuhn), pieces of the Earth’s crust come together slowly as the sea plate slides under the continental plate. This move-ment levels off seamounts, underwater mountains

Chapter 2 37

Plate Movement

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R Reading StrategyPreviewing Have students quickly glance at the passage to identify the three highlighted terms: subduction, accretion, and spreading. Then have stu-dents read the first sentence of each paragraph, and write out the five kinds of interactions dis-cussed in the passage. (continental plates colliding, sea plate and conti-nental plate colliding, sea plate sliding under continental plate, sea plates converging, sea plates pulling away from each other) Finally, have students read the whole passage for meaning. BL

AdditionalSupport

Illustrating Ask: What happens when plates meet? Divide students into groups of four, and give each group four large pieces of foam rubber measuring roughly 3 feet (1 m) square and 4 inches (10 cm) thick. Have each group label two pieces as sea plates and two as continental plates. One student will hold one plate so that it touches the other plates. Have students demonstrate

what happens when two continental plates collide. (plates grind past each other or push up against each other) Ask: What does this form? (faults or mountains, respectively) Next, have a sea plate slide under a conti-nental plate. Ask: What two processes occur this way? (subduction and accretion) Ask: Why does the sea plate slide under the continental plate? (sea plate is heavier)

Have students demonstrate two sea plates colliding (One slides under the other.) Ask: What can this produce? (new landforms such as island chains) Make sure students move very slowly, to demonstrate that these processes happen in small increments over long periods of time. OL

Activity: Collaborative Learning


Section 2CHAPTER

38 Unit 1

that cradle the Pacific meet the plates that hold the continents surrounding the Pacific. North America, South America, Asia, and Australia are affected by their location on the Ring of Fire.

Volcanic EruptionsVolcanoes are mountains formed by lava or by

magma that breaks through the Earth’s crust. Volcanoes often rise along plate boundaries where one plate plunges beneath another, as along the Ring of Fire. In such a process, the rocky plate melts as it dives downward into the hot mantle. If the molten rock is too thick, its flow is blocked and pressure builds. A cloud of ash and gas may then spew forth, creating a fun-nel through which the red-hot magma rushes to the surface. There the lava flow may eventually form a large volcanic cone topped by a crater, a bowl-shaped depression at a volcano’s mouth.

Volcanoes also arise in areas away from plate boundaries. Some areas deep in the Earth are hot-ter than others, and magma often blasts through the surface as volcanoes. As a moving plate passes over these hot spots, molten rock flowing out of the Earth may create volcanic island chains, such as the Hawaiian Islands. At some hot spots, mol-ten rock may also heat underground water, caus-ing hot springs or geysers like Old Faithful in Yellowstone National Park.

Location Where is the Ring of Fire?

The process of faulting occurs when the folded land cannot be bent any further. Then the Earth’s crust cracks and breaks into huge blocks. The blocks move along the faults in different direc-tions, grinding against each other. The resulting tension may release a series of small jumps, felt as minor tremors on the Earth’s surface.

EarthquakesSudden, violent movements of tectonic plates

along a fault line are known as earthquakes. These shaking activities dramatically change the surface of the land and the floor of the ocean. During a severe earthquake in Alaska in 1964, a portion of the ground lurched upward 38 feet (11.6 m).

Earthquakes often occur where plates meet. Tension builds up along fault lines as the plates stick. The strain eventually becomes so intense that the rocks suddenly snap and shift. This movement releases stored-up energy along the fault. The ground then trembles and shakes as shock waves surge through it moving away from the area where the rocks first snapped apart.

In recent years disastrous earthquakes have occurred in Kobe, Japan, and in Los Angeles and San Francisco. These cities are located along the Ring of Fire, one of the most earthquake-prone areas on the planet. The Ring of Fire is a zone of earthquake and volcanic activity around the perimeter of the Pacific Ocean. Here the plates

Forces of Change

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C Critical ThinkingFormulating Questions Have students read the passage. Ask: What three questions can you ask about earthquakes? (Students’ questions may address earthquakes in general, or cover specific earthquakes.) OL

For additional practice on the skill, see the Skills Handbook.

R Reading StrategySequencing Information Have students read each paragraph in the passage. Then, in their own words, have them write numbered steps on the two ways that volca-noes form. Students may write each step on an index card, and use these to practice ordering the steps as a review. BL

Answer: around the perimeter of the Pacific Ocean

Sociology Have students use the Internet to research the effect of a major earthquake (magnitude 7.0 or greater) on public health. In their research, students should note the magnitude of the earthquake, the size and density of the area population, and the physi-cal characteristics of the location. Have stu-dents identify problems arising in the aftermath of a major seismic event as these

relate to public health. For example, damage to infrastructure can lead to problems with sanitation; blocked roads and damaged com-munications lines can impede relief efforts. Ask: What are some challenges to public health following a major earthquake? (Sample answers: lack of clean water, increased infectious disease outbreaks, damaged infra-structure impedes relief efforts, mental health

issues such as depression, suicide) Point out that despite differences in physical surround-ings, people in crowded urban areas and in isolated mountainous regions face many of the same basic challenges. Schedule a time for an extended discussion in which stu-dents can share their findings with the class. OL

Activity: Interdisciplinary Connection

Additional Support


Section 2CHAPTER

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Chapter 2 39

Wind ErosionWind erosion involves the movement of dust,

sand, and soil from one place to another. Plants help protect the land from wind erosion; how-ever, in dry places where people have cut down trees and plants, winds pick up large amounts of soil and blow it away. Wind erosion can provide some benefits. The dust carried by wind often forms large deposits of mineral-rich soil.

Glacial ErosionAnother cause of erosion is glaciers, or large

bodies of ice that move across the Earth’s surface. Glaciers form over time as layers of snow press together and turn to ice. Their great weight causes them to move slowly downhill or spread out-ward. As they move, glaciers pick up rocks and soil in their paths, changing the landscape. They can destroy forests, carve out valleys, alter the courses of rivers, and wear down mountaintops.

When glaciers melt and recede, in some places they leave behind large piles of rocks and debris called moraines. Some moraines form long ridges of land, while others form dams that hold water back and create glacial lakes.

External Forces of ChangeMAINMAIN IdeaIdea External forces such as weathering

and erosion also shape the surface of the Earth.

GEOGRAPHY AND YOU Have you ever seen soil washed over the road after a heavy rain? Read to learn how wind and rain can shape Earth’s surface.

External forces, such as wind and water, also change the Earth’s surface. Wind and water move-ments involve two processes. Weathering breaks down rocks, and erosion wears away the Earth’s surface by wind, glaciers, and moving water.

WeatheringThe Earth is changed by two basic kinds of

weathering. Physical weathering occurs when large masses of rock are physically broken down into smaller pieces. For example, water seeps into the cracks in a rock and freezes, then expands and causes the rock to split. Chemical weathering changes the chemical makeup of rocks. For example, rainwater that contains car-bon dioxide from the air easily dissolves certain rocks, such as limestone. Many of the world’s caves have been and continue to be formed by this process. 1. Place How does accretion create deep trenches?

2. Human-Environment Interaction How have human settlements been affected by the process of faulting?


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W Writing SupportDescriptive Writing Point out that burning fossil fuels such as gasoline contributes to acid rain formation. Have students research and write a one-page description of this process. (Essays will vary, but should note that fossil fuel combus-tion creates carbon dioxide, which forms an acidic solution when dis-solved in water.) AL

Answers1. As mountains are leveled,

the buildup of debris makes trenches.

2. Earthquakes have leveled towns and cities.

Answers1. As mountains are leveled,

the buildup of debris makes trenches.

2. Earthquakes have leveled towns and cities.

Making Connections Ask: How do physical processes inside the Earth affect the inhabitants on its surface? Students will work in teams to research a volcanic eruption or earthquake. Each team will pres-ent a newscast-style report to the class that incorporates the scientific background, as

well as the social and economic impact of the event. Ask students to gather informa-tion from at least three reliable sources, such as newspaper archives, scientific journals, and agencies such as the U.S. Geological Survey. The report should include the date and location of the event, and should trace

the processes beneath the Earth’s crust that caused the event. The event’s social and economic consequences should be reported in terms of immediate and long-term effects. Students can create a computer simula-tion or use presentation software to illus-trate their findings. AL

Activity: Technology Connection



Section 2CHAPTER

Vocabulary 1. Explain the significance of: core, mantle, crust, continental drift,

plate tectonics, magma, subduction, accretion, spreading, fold, fault, faulting, weathering, erosion, glacier, moraine.

Main Ideas 2. How does the internal structure of the Earth influence the

creation of continents, oceans, and mountain ranges? 3. Describe the two kinds of weathering and the three kinds of

erosion that shape the surface of the Earth. How do weather-ing and erosion help create soil?

4. Use a chart like the one below to explain how plate tectonics folds, lifts, bends, and breaks parts of Earth’s surface.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion Based on your

understanding of plate tectonics, what changes would you predict to the Earth’s appearance millions of years from now?

6. Drawing Conclusions In what ways can erosion be both beneficial and harmful to agricultural communities?

7. Analyzing Visuals Study the map of plate movement on page 37. Which plates are responsible for the earthquakes that have occurred in California?

Writing About Geography 8. Descriptive Writing Review how internal forces shape the

surface of the Earth. Now imagine that the mantle ceased to circulate molten rock. Write a description of how land forma-tion on the surface of the Earth would be different.

SECTION 2 REVIEW

Geography ONLINE


40 Unit 1

There are two types of glaciers . Sheet glaciers are flat, broad sheets of ice. Today sheet glaciers cover most of Greenland and all of Antarctica.They advance a few feet each winter and recede in the summer. Large blocks of ice often break off from the coastal edges of sheet glaciers to become icebergs floating in the ocean. More common mountain glaciers, located in high mountain valleys where the climate is cold, gouge out round, U-shaped valleys as they move downhill. As these mountain glaciers melt, rock and soil are deposited in new locations.

Water ErosionWater erosion begins when springwater and

rainwater flow downhill in streams, cutting into the land, and wearing away the soil and rock. The resulting sediment grinds away the surface of rocks along the stream’s path. Over time, the eroding action of water forms first a gully and then a V-shaped valley. Sometimes valleys are eroded even further to form canyons. The Grand Canyon is an example of the eroding power of water.

Oceans also play an important role in water erosion. Pounding waves continually erode coastal cliffs, wear rocks into sandy beaches, and move sand away to other coastal areas.

Forces of Change

Process How It Works Example

Subduction

Soil Building Soil is the product of thousands of years of

weathering and biological activity. The process of soil development begins when weathering breaks down solid rock into smaller pieces. Worms and other organisms help break down organic matter (dead plant and animal material) that comes to rest on these particles. Living organisms also add nutrients to the soil and cre-ate passages for air and water.

Five factors influence soil formation, with cli-mate being the most significant. Wind, temper-ature, and rainfall determine the type of soil that can develop. Topography—the shape and position of Earth’s physical features—affects surface runoff of water, drainage, and rate of erosion. Geology determines the parent mate-rial (original rock), which influences depth, texture, drainage, and nutrient content of soil. Biology, living and dead plants and animals, adds organic matter to the soil. The length of time the other four factors have been interact-ing also affects soil formation. These factors combine to produce different types of soils from region to region.

Regions How have many of the world’s caves been formed?

C

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40

C Critical ThinkingMaking Inferences Ask: During what season would most erosion take place along moun-tain rivers? Why? (Spring, because snow melt increases the volume of rivers.) AL

For additional practice on this skill, see the Skills Handbook.

Answer: weathering


Study Central™ provides sum-maries, interactive games, and online graphic organizers to help students review content.

CloseIdentifying Use the outline described on p. 34 to review the main points of the section.

Answers


2. Plates float on liquid mantle. Mantle moves, warming, cooling, rising, sinking. Plates move together and apart; land is pushed upwards or volcanic rifts are formed.

3. Physical weathering breaks rocks into smaller pieces. Chemical weathering changes the chemical makeup of rocks. Erosion is caused by wind, glaciers, or moving water. Weathering breaks down rocks into soil. Erosion wears down and moves soil.

4. Subduction: sea plate dives beneath conti-nental plate and melts into magma, then bursts through crust forming volcanic moun-tains; example: the Andes. Accretion: sea plate slides under continental plate piling up debris, causing continents to grow outward; example: western North America. Spreading: two sea plates pull apart, magma wells up between the plates forming volcanic moun-tains and islands; example: Atlantic Ocean, pushing North America and Europe apart. Faulting: folded land cannot bend further,

breaking crust; example: San Andreas Fault. 5. Answers will vary but students should

understand that some landforms will be pushed further apart while others collide.

6. Erosion brings rich soil into the area, helping crops, but it can also strip the land of good soil.

7. Pacific Plate and North American Plate 8. Answers should discuss the importance of

internal forces in the formation of land-forms and how external forces would con-tinue to shape Earth.

Section 2 Review



Section 3CHAPTERSECTION 3 Earth’s WaterA submarine crew investigating the Arctic Ocean can still experience the thrill of exploring uncharted terri-tory — one of Earth’s last frontiers. Although humans live mostly on land, water is important to our lives, and all living things need water to survive.

Voices Around the World“In a world that’s been almost completely mapped, it’s easy to forget why car-tographers used to put monsters in the blank spots. Today we got a reminder. The submarine captain had warned us that we were in uncharted waters. . . . Yet the first days of our cruise through this ice-covered ocean, Earth’s least explored frontier, were . . . smooth. . . . Even when we passed over a mile-high mountain that no one on the planet knew existed, the reaction was one of quiet enthusiasm — ‘Neat.’ ”

— Glenn Hodges, “The New Cold War,” National Geographic,

March 2000

Guide to ReadingEssential Essential QuestionQuestionWhat physical process keeps Earth’s water constant?

Content Vocabulary• water cycle (p. 42)• evaporation (p. 42)• condensation (p. 42)• precipitation (p. 42)• desalination (p. 43)• groundwater (p. 44)• aquifer (p. 44)

Academic Vocabulary• area (p. 43)• focus (p. 43)• source (p. 44)

Places to Locate• Pacific Ocean (p. 43)• Atlantic Ocean (p. 43)• Indian Ocean (p. 43)• Arctic Ocean (p. 43)• Mediterranean Sea (p. 43)• Gulf of Mexico (p. 43)

Reading StrategyOrganizing As you read, complete a graphic organizer similar to the one below by listing the processes that contribute to the water cycle.

Water Cycle

A pilot aboard a submarine research vessel

Chapter 2 41

sectionaudio

spotlightvideo

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ResourceManager

Water Cycle

precipitation evaporation condensation

Teacher Edition• Academic Vocab., p. 43


URB, p. 33 • RENTG, pp. 13–15

Teacher Edition • Making Inferences, p. 44

Additional Resources• GeoLab, URB, p. 5• Quizzes and Tests, p. 15

Teacher Edition• English Learners, p. 42

Additional Resources• Graphic Organizer

Trans., pp. 19–20

Teacher Edition• Expository Writing,

p. 43

Additional Resources• Authentic Assess., p. 32

Teacher Edition• Visual Literacy, p. 43


Trans. 2-3

Reading Strategies

Critical Thinking



041-045_CH02_S3_895263.indd 41041-045_CH02_S3_895263.indd 41 1/27/10 10:10:57 AM1/27/10 10:10:57 AM


Section 3CHAPTER

42 Unit 1

The Water CycleMAIN MAIN IdeaIdea The amount of water on Earth remains

fairly constant and moves in the water cycle.

GEOGRAPHY AND YOU Have you ever experi-enced a day when the air just felt heavy and wet? Read to learn what causes such conditions and how they are related to the water cycle.

As you recall, oceans, lakes, rivers, and other bodies of water make up the Earth’s hydro-sphere. Almost all of the hydrosphere is salt water found in the oceans, seas, and a few large saltwater lakes. The remainder is freshwater found in lakes, rivers, and groundwater.

The total amount of water on Earth does not change, but the Earth’s water is constantly mov-ing — from the oceans to the air to the land and finally back to the oceans. The water cycle is the name given to this regular movement of water. The diagram below shows how the water cycle works.

The sun drives the cycle by evaporating water from the surfaces of oceans, lakes, and streams. Evaporation is the changing of liquid water into vapor, or gas. The sun’s energy causes evaporation.

Water vapor rising from the oceans, other bod-ies of water, and plants is gathered in the air. The amount of water vapor the air holds depends on its temperature. Warm, less dense air holds more water vapor than does cool air.

When warm air cools, it cannot retain all of its water vapor, so the excess water vapor changes into liquid water — a process called condensation.Tiny droplets of water come together to form clouds. When clouds gather more water than they can hold, they release moisture, which falls to the Earth as precipitation — rain, snow, or sleet, depending on the air temperature and wind con-ditions. This precipitation sinks into the ground and collects in streams and lakes to return to the oceans. Soon most of it evaporates, and the cycle begins again.

The amount of water that evaporates is approximately the same amount that falls back to the Earth. This amount varies little from year to year. Thus, the total volume of water in the water cycle is more or less constant.

Regions What drives the Earth’s water cycle?

The Water Cycle

1. Movement In which part of the water cycle does liquid become vapor?

2. Human-Environment Interaction How would life on Earth be different if there were no precipitation?


D

041-045_C02_S3_879995.indd 42 12/29/09 12:10:15 PM

MAIN Idea

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42


Step 3: Calculating Water Usage Ask: How much water do you use? Pairs of students will monitor daily water usage in their homes, and propose ways to conserve water.

Directions Have students determine daily water usage for their home. Some stu-dents will find this information on utility

bills. The amount of water used by appli-ances may be found in owner manuals. To calculate water usage for other sources (sinks, showers, sprinklers, toilets), students should measure the volume of water flow per minute, and multiply this rate by total minutes of use per day. The sum of these amounts equals the household’s daily usage. After daily usage is determined, have students brainstorm ways to reduce water

usage at home, and calculate how much water their families would save by following the plan.

Summarizing Have students use a computer to create graphs and charts com-paring their water usage and potential water savings. Allow class time for students to share their findings with the class. OL

(Chapter Project continues on Visual Summary page.)

TeachD Differentiated

InstructionEnglish Learners The passage includes nouns identifying bodies of water and forms of precipita-tion. Some terms are quite similar (such as ocean and sea, sleet and snow). Have students look up each term and write a unique definition for it. ELL

Answer: the sun

Answers1. evaporation

2. Organisms would have no water, and they need water to live.

Answers1. evaporation

2. Organisms would have no water, and they need water to live.


Step 3



Section 3CHAPTER

MAIN Idea

041-045_C02_S3_879995.indd 42 12/29/09 12:10:15 PM

THE W

ORLD

Chapter 2 43

Bodies of Salt WaterMAIN MAIN IdeaIdea Salt water covers much of the Earth’s

surface.

GEOGRAPHY AND YOU Have you ever been swim-ming in the ocean? Read to learn about Earth’s bodies of salt water.

Seen from space, the Earth’s oceans and seas are more prominent than its landmasses. About 70 percent of the Earth’s surface is water, but almost all of it is salt water. Freshwater makes up only a small percentage of Earth’s water.

OceansAbout 97 percent of the Earth’s water consists

of a huge, continuous body of water that circles the planet. Geographers divide this enormous expanse into five oceans: the Pacific, the Atlantic, the Indian, the Arctic, and the Southern (which extends from the coast of Antarctica north to 60° S latitude). The Pacific, the largest of the oceans, covers more area than all the Earth’s land combined. The Pacific Ocean is also deep enough in some places to cover Mount Everest, the world’s highest mountain, with more than 1 mile (1.6 km) to spare.

Seas, gulfs, and bays are bodies of salt water smaller than oceans. These bodies of water are often partially enclosed by land. As one of the world’s largest seas, the Mediter ranean Sea is almost entirely encircled by southern Europe, northern Africa, and southwestern Asia. The Gulf of Mexico is nearly encircled by the coasts of the United States and Mexico. Scientists have identified 66 separate seas, gulfs, and bays and many smaller divisions.

Salt Water to Fresh waterAlthough 97 percent of the world’s water is

found in oceans, the water is too salty for drink-ing, farming, or manufacturing. Today efforts focus on ways to meet the world’s increasing need for freshwater, such as turning ocean water into freshwater by removing the salt in a pro-cess known as desalination. The diagram above shows one way that salt water can be turned into freshwater.

Because desalination is expensive, only a small amount of freshwater is obtained this way. Even so, certain countries in Southwest Asia and North Africa use desalination because other freshwater sources are scarce. Many of these countries also have the energy sup plies to run the desalination plants cheaply.

‘‘That the planet’s fresh water is consumed profli-gately is beyond doubt, particularly in agriculture, which accounts for 70 percent of all water use. Getting more out of each drop of water is impera-tive, for as the world’s population increases and the demand for food soars, unchecked irrigation poses a serious threat to rivers, wetlands, and lakes.’’ —Fen Montaigne, “Water Pressure,”

National Geographic, September 2002

Regions What are bodies of salt water smaller than oceans?

Geography ONLINE

Student Web Activity Visit glencoe.com, select the

click on Student Web Activities—Chapter 2 for an activ-ity about the Earth’s oceans.

W

S

R

World Geography and Cultures Web site, and

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4343

S Skill PracticeVisual Literacy Have students use a map to locate examples of the bodies of water discussed in this passage. Students should iden-tify and distinguish between an ocean, a sea, a gulf, and a bay. BL

R Reading StrategyAcademic Vocabulary Focus can be used as a noun or a verb. Ask: What form is used in this pas-sage? (verb) Have students write a sentence using each form. OL

W Writing SupportExpository Writing Have students study the “Desalination Through Distillation” diagram and write a paragraph describing the process in their own words. OL

Differentiated Instruction

Answer: seas, gulfs, and bays

BL Reading Essentials/Note-Taking Guide, p. 14

OL Reinforcing Skills Activity, URB, p. 27

AL Differentiated Instruction, p. 6

ELL Vocabulary Activity, URB, p. 24


cGraw-Hill, a division of The McGraw-Hill Com

panies, Inc.

Bodies of Salt Water

About 70 percent of the Earth’s surface is water. Almost all of the Earth’s water is salt water.

About 97 percent of the Earth’s water consists of a continu-ous body of water that circles the planet. Geographers divide this expanse into four oceans: the Pacific, the Atlantic, the Indian, and the Arctic. The Pacific Ocean is the largest ocean. The Pacific covers more area than all Earth’s land combined, and is deep enough in some places to cover Mount Everest.

Seas, gulfs, and bays are bodies of salt water smaller than oceans. The Mediterranean Sea is almost entirely encircled by Europe, Africa, and Asia. The Gulf of Mexico is nearly encircled by the coasts of the United States and Mexico.

The water found in oceans is too salty for drinking, farming, or manufacturing. A process called desalination is used in some areas to remove the salt to turn salt water into freshwater.

First, read the sec-tion. Next, ask your-self, “what would this look like?” Finally, write a description on the lines below.

Read the title and quickly review the section to get a general idea of the content. Then write a sentence or two explaining what the lesson is about.

About 3 percent of the Earth’s total water supply is fresh-water. Most of this 3 percent is not available for human con-sumption. More than 2 percent is frozen in glaciers and ice caps, and 0.5 percent is found beneath the Earth’s surface. Lakes, streams, and rivers contain less than 1 percent of Earth’s water.

A lake is a body of water completely surrounded by land. Most lakes contain freshwater. Most lakes were caused by glacial movement.

Flowing water forms streams and rivers. Rain, runoff, and water from tributaries or branches swell rivers as they flow toward a lake, gulf, sea, or ocean.

Groundwater is freshwater that lies beneath the Earth’s sur-face. Groundwater comes from rain and melted snow, and from water that seeps into the soil from lakes and rivers. An under-ground porous rock layer often saturated by slow flows of water is called an aquifer. Aquifers and groundwater are important sources of freshwater.

Bodies of Freshwater

007_015_RENTG_CH02_878389.indd 14 4/3/07 10:40:38 AM

Name Date Class

When you look for similarities and differences between two or more things, you are comparing andcontrasting. Many kinds of characteristics and features can be compared and contrasted. To compare,look for similarities that things share. To contrast, look for differences between things.

To compare and contrast, ask the questions:

• What items are being compared and contrasted?

• Which characteristics will be used to compare and contrast items?

• What are the similarities and differences in these characteristics?

In the chart below, facts are given about several lakes in Africa. The chart’s title and column headingsgive important information about what can be compared and contrasted.

According to the chart, what aspects of the lakes can be compared or contrasted?

Which lake covers the largest area?

Which two lakes cover areas of about the same size?

Which two lakes show the greatest difference in maximum depth?

How many lakes are at elevations of less than 2,000 feet (610 m)?

Which lake is at the lowest elevation?

List the lakes in order of maximum depth, from deepest to shallowest.

Plate Tectonics and Mountain Ranges

Ask students to identify the major mountain ranges in the world and investigate the different ways plate tectonics formed those ranges (subduction, etc.) Have the students present their findings in an oral report to the class using visuals.

Describing Landforms

Desalination

Identifying Physical Features

Create a Time Line

Ask students to research the tools that geographers and scientists have used over the centuries to create maps, measure changes in climate, and determine the earth’s position in the solar system. Use the students’ information to create a classroom time line showing the progress of geographers’ tools.

Describing LandformsDescribing Landforms

DesalinationDesalination

Identifying Physical FeaturesIdentifying Physical Features


cGraw-Hill Companies, a division of The M

cGraw-Hill Companies, Inc.

Name Date Class

the Earth’s crust

theory that the continents were joined and thendrifted apart

sea plates pulling apart

large, slow-moving body of ice

rain, snow, or sleet

the wearing away of the Earth’s surface bywind, glaciers, and moving water

the regular movement of the Earth’s water

oceans, lakes, rivers, and other bodies of water

a process that occurs when a heavier sea platedives beneath a lighter continental plate

large pile of rock and debris left by a receding glacier

the movement of large segments of the Earth’s crust

the part of the Earth that supports life

a crack in the Earth’s crust

water vapor changing into liquid water

the process of making freshwater from ocean water

part of a continent that extends underwater

the process that changes liquid water to vapor, or gas

freshwater beneath the Earth’s surface

molten rock within the Earth

type of planet that has a solid, rocky crust

accretion

aquifer

atmosphere

biosphere

condensation

continental drift

continental shelf

desalination

erosion

evaporation

hydrosphere

fault

. fold

glacier

groundwater

lithosphere

magma

mantle

moraine

plate tectonics

precipitation

spreading

subduction

terrestrial

water cycle

weathering

Leveled Activities

Geography ONLINE

Objectives and answers to the Student Web Activity can be found at glencoe.com under the Web Activity Lesson Plan for this program.




Section 3CHAPTER

Vocabulary 1. Explain the significance of: water cycle, evaporation, conden-

sation, precipitation, desalination, groundwater, aquifer.

Main Ideas 2. How does the water cycle function to maintain a fairly con-

stant amount of water on the Earth? 3. Describe the bodies of salt water that cover much of the

Earth’s surface. 4. Use a web diagram like the one below to identify the bodies

of freshwater that are necessary to sustain life on Earth.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion Use your knowledge

of the water cycle to explain how droughts might occur. 6. Making Inferences Why might salt water someday provide

water for drinking, farming, and manufacturing? 7. Identifying Cause and Effect When drinking water is con-

taminated by hazardous substances, how is it released on land or into rivers and lakes?

8. Analyzing Visuals Look at the diagram of the water cycle on page 42. What source of water supplies wells and springs?

Writing About Geography 9. Expository Writing Many large urban areas developed in

river basins. Write a description of how a river or rivers con-tributed to the development of your community.

SECTION 3 REVIEW

Bodies of FreshwaterMAIN MAIN IdeaIdea Although there is a small amount of

freshwater on Earth, it is necessary to sustain life.

GEOGRAPHY AND YOU Does your family or com-munity get its water from a well? Read to learn about groundwater, one of Earth’s freshwater sources.

Only about 3 percent of the Earth’s total water supply is freshwater, and most is not available for human consumption. More than 2 percent is fro-zen in glaciers and ice caps. Another 0.5 percent is found beneath the Earth’s surface. Lakes, streams, and rivers contain less than 1 percent of the Earth’s water.

Lakes, Streams, and RiversA lake is a body of water completely sur-

rounded by land. Most lakes contain freshwater, although some, such as Southwest Asia’s Dead Sea and Utah’s Great Salt Lake, are saltwater remnants of ancient seas. Most lakes are found where glacial movement has cut deep valleys and built up dams of soil and rock that held back melting ice water. North America has thou-sands of glacial lakes.

Flowing water forms streams and rivers. Melt-water, an overflowing lake, or a spring may be the source, or beginning, of a stream. Streams may combine to form a river, a larger stream of higher volume that follows a channel along a par-ticular course. When rivers join, the major river systems that result may flow for thousands of miles. Rain, runoff, and water from tributaries or branches swell rivers as they flow toward a lake, gulf, sea, or ocean. The place where the river emp-ties into another body of water is its mouth.

GroundwaterGroundwater, freshwater that lies beneath the

Earth’s surface, comes from rain and melted snow that filter through the soil and from water that seeps into the ground from lakes and rivers. Wells and springs tap into groundwater and are important sources of freshwater for people in many rural areas and in some cities. An under-ground porous rock layer often saturated by very slow flows of water is called an aquifer(A•kwuh•fuhr). Aquifers and groundwater are important sources of freshwater.

Place What are the sources of Earth’s freshwater?

44 Unit 1

Geography ONLINE


Earth’s Freshwater Features

C


44

C Critical ThinkingMaking Inferences Ask: How could a toxic chemical spill affect the water supply of a nearby community? (If chemicals seep into the groundwater, they will contami-nate the community’s source of drinking water.) AL

For additional practice on this skill, see the Skills Handbook.

Answer: aquifers, groundwater, springs, lakes, rivers, meltwater


Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask: What are the main parts of the water cycle? (evaporation, condensation, precipitation)

Answers


2. Water evaporates from large bodies of water, condenses into clouds, falls back to the Earth as precipitation, runs off into groundwater that goes into rivers and oceans, where it evaporates once more.

3. Oceans make up a huge body of salt water that circles the planet. It is divided into 5 oceans that make up 97% of the Earth’s water.

4. lakes, groundwater, streams, rivers, aquifers 5. Answers will vary but may include that it

is too cold for the sun to cause evaporation to occur or that the air is too warm for condensation to happen.

6. because desalination technology will have become cheap enough for common use

7. through runoff or being leached into the soil

8. groundwater 9. Answers will vary based on the community.

Students should be graded on their ability to show the relationship of the community to a river.

Section 3 Review



VISUAL SUMMARY

Essential Question

MAIN Idea

041-045_C02_S3_879995.indd 44 12/29/09 12:10:19 PM

• Earth is the third planet from the sun in our solar system. It is one of four planets with a solid, rocky crust, and the only planet with liquid water on its surface.

• Earth’s proximity to the sun allows for liquid water on the surface needed to sustain life.

• Earth also has an atmosphere that protects life from the harmful effects of the sun and keeps the Earth at a temperature suitable for a variety of life -forms.

PLANET EARTH

• The Earth is shaped by internal and external forces. • Inside the Earth is a superheated, solid inner core. A liquid

outer core is covered by the hot rock of the mantle.• The Earth’s crust, made up of more than a dozen slabs, rests on

a melted layer of mantle. These slabs move around the globe, creating physical features.

• Wind and water erosion shape the surface of the Earth.

FORCES OF CHANGE

• The water cycle keeps Earth’s water constantly moving—water evaporates from oceans, lakes, and streams. Then it cools, becomes condensation, and falls to Earth as precipitation.

• Most of Earth’s water is found in the oceans. The rest is frozen in glaciers, found underground, or is in lakes, rivers, and streams.

• Because most of Earth’s water is salty ocean water, people have found a way to remove the salt from water. Desalination is expensive, but useful in places where freshwater is scarce.

EARTH’S WATER

The San Andreas Fault, California

Earth from space

Earth’s Available Water

THE W

ORLD

Chapter 2 45

CHAPTER VISUAL SUMMARY Study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.2

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45

Illustrating Have students work together to create a natural history museum exhibit about Earth’s fea-tures and processes. Displays might include a mobile of the solar system, a model of Earth’s structure, an illustration of Earth’s internal and external forces of change, or a dia-gram of the water cycle. Students may work in small groups to develop displays. Encourage students to be accurate and creative and to use a variety of media. OL

Did You Know?World Water Day To address the lack of clean water for many of the world’s people, the United Nations designated the decade 2005–2015 as the International Decade for Action “Water for Life.” During this period, the United Nations’s 192 member countries hope to reduce by half the proportion of people without access to clean drinking water. March 22 has been designated as World Water Day. Like Earth Day, World Water Day is an annual opportunity to raise awareness of the Earth’s water crisis and to participate in community and global efforts to conserve this very precious resource.

Hands-On Chapter ProjectStep 4: Wrap-Up


Step 4: Create the Campaign Students will synthesize what they have learned in Steps 1, 2, and 3.

Directions Have students brainstorm all the ways human actions negatively modify the environment. Have students suggest

three ways to help minimize or fix each of the negative effects listed. Next, have groups of students select one part of the biosphere: the land, the air, or water. Have each group organize an advertising campaign designed to help people conserve resources and decrease pollutant production. Student campaigns can be in any medium: examples

include print campaigns using posters and brochures, video campaigns using televi-sion and the Internet, or audio campaigns designed for podcast or radio.

Putting It Together Have each group present their campaign to the class. Following the presentations, lead a discus-sion on the ideas presented. OL


CHAPTER 2ASSESSMENT

46 Unit 1

CHAPTER 2

Scan the entire test section before you begin. Answer the questions that are easiest for you first.

TEST-TAKING TIP

STANDARDIZED TEST PRACTICE

Reviewing VocabularyDirections: Choose the word or words that best complete the sentence.

1. The is the Earth’s land or crust.

A hydrosphere

B atmosphere

C biosphere

D lithosphere

2. According to the theory of , the Earth’s continents were once joined in one large landmass and then separated.

A evolution

B motion

C continental drift

D relativity

3. In the process of , Earth’s surface is worn down by wind, glaciers, and water.

A folding

B plate tectonics

C erosion

D weathering

4. A saturated, porous, underground layer of rock through which water fl ows slowly is .

A a spring

B an aquifer

C a desalinization

D a pool

Reviewing Main IdeasDirections: Choose the best answers to complete the sentences or to answer the following questions.

Section 1 (pp. 30–33)

5. Gravity is the physical force that .

A creates the asteroid belt

B is due to the sun’s small mass and the lack of matter it contains

C establishes and maintains the order of the planets

D keeps the planets and other objects revolving around the sun


6. The force that does most of the work of wearing down Earth is .

A wind

B sand

C water

D heat


7. The total amount of water in the hydrosphere generally .

A decreases

B increases

C stays the same

D decreases, then increases

GO ON

BiG Idea

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46

Answers, Analyses, and TipsReviewing Vocabulary1. D This question may be difficult for students since all of the answer choices are similar words. Students may associate the choices with sim-ilar words. Hydrosphere is associated with water, and has the same root as hydrant. Biosphere is associated with life, and has the same root as biology. Students should know that atmosphere is the layer of gases sur-rounding Earth.

2. C After reading the question, students will know that the answer containing the word continent is correct. Answers A, B, and D are distracters, since those theories are not discussed in the chapter.

3. C Students struggling with this question will probably decide between erosion and weathering. The two terms are very similar. Wind and water both contribute to erosion and weathering. Glacial activity is not part of weathering but it does contribute to erosion.

4. B This is a straightforward vocabulary question. Students struggling with the answer need to review the terms in the chapter. Springs and pools are types of groundwater supplied by an aquifer. Desalination (not desalini-zation) is a process by which salt is removed from ocean water.

Reviewing Main Ideas 5. D Examining incorrect answers may help students find the best answer. Students can eliminate A, because gravity is a force that keeps objects such as the asteroid belt in orbit around the sun, but it does not create asteroids. They can eliminate B, because the section explic-itly states that the sun’s enormous mass creates a strong pull of gravity. Answer C can be eliminated; while gravity maintains the order of the planets it did not establish the order.

6. C Wind causes erosion but does not wear away Earth’s surface. Sand is formed as the process of weathering wears rocks away. Heat is a distracter since it is not mentioned in the section. The correct answer is C, since water in the form of rain, glaciers, springwater, and oceans, works to wear down the Earth.

7. C Students may confuse hydrosphere with atmosphere. The humidity of the atmosphere var-ies, but the hydrosphere includes all the water on Earth. Water changes location and form, but the amount of water on Earth generally stays the same.

TEST-TAKING TIPTell students to eliminate answer choices they know are incorrect. For example if they know that “a pool” and “a desalinization” are gram-matically incorrect, they can eliminate those answers to increase the chance of guessing correctly.

046-047_CH02_STP_895263.indd 46046-047_CH02_STP_895263.indd 46 1/20/10 12:15:46 PM1/20/10 12:15:46 PM

CHAPTER 2ASSESSMENT

Chapter 2 47

ASSESSMENT

Geography ONLINE

For additional test practice, use Self-Check Quizzes—Chapter 2 on glencoe.com.

Need Extra Help?

Critical ThinkingDirections: Choose the best answers to complete the sentences or to answer the following questions.

8. How are the hydrosphere, the lithosphere, and the atmo-sphere related?

A All are circular regions.

B They are all elements that make up the biosphere.

C People have no control over the hydrosphere, the litho-sphere, or the atmosphere.

D All three revolve around the sun.

Base your answer to question 9 on the map and on your knowledge of Chapter 2.

9. Which plates collided to help form the Andes?

A South American and Nazca

B Caribbean and Cocos

C North American and Nazca

D South American and Caribbean

Document-Based QuestionsDirections: Analyze the document and answer the short-answer ques-tions that follow the document.

Human actions can make natural disasters worse. When a strong earthquake struck northern Pakistan in October 2005, the dam-age was made worse by human effects on the environment.

This month’s massive earthquake did not destroy Mohammad Shafi Mir’s house and bury his mother, but what followed seconds later did: a torrent of boulders thundering down a mountainside. . . .

The landslides that tumbled across the zone of the Oct. 8 earthquake dramatized not only the power of nature but how humans have brought tragedy upon themselves through massive deforestation and other ecological assaults on the Himalayas.

In this once-remote region, loss of green cover from com-mercial logging, local cutting and overgrazing has weakened the land’s ability to retain water, which now rushes easily down mountainsides to set off slides that some call “ecologi-cal land mines.”

—”Earthquake Dramatizes Human Ecological Assault on the Himalayas,“ October 22, 2005, Associated Press Archive

10. What human activity has made the effect of a strong earth-quake worse?

11. What does the writer mean by “ecological land mines”?

Extended Response12. What are the different types of erosion? How does each

affect the land?

13. Exploring the BiG BiG Idea Idea Recall what you have learned about the lithosphere, hydro-sphere, and atmosphere. How do physical processes in each shape Earth’s surface? Provide examples to support your answer.

If you missed questions. . . 1 2 3 4 5 6 7 8 9 10 11 12 13Go to page. . . 32 35 39 44 31 40 42 32 37 39 40 39–40 32

STOP

Plate Movement

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Have students refer to the pages listed if they miss any of the questions.

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Geography ONLINE

Have students visit the Web site at glencoe.com to review Chapter 2 and take the Self-Check Quiz.

earthquake. The writer is referring to the danger a landslide poses to human life, and the potential for it to kill many people at any time. Students should be able to infer the meaning of the phrase through their prior knowledge of what a land mine is and how it works.

Extended Response12. wind: moves dust, sand, and soil elsewhere; glacial: the weight of the glaciers causes them to move downhill or outward, picking up rocks and soil and changing the landscape as they pass; water: cuts into the land and wears down soil and rock, with the sediment grind-ing other rocks along the stream’s path and forming gullies, valleys, and canyons; The process of ero-sion is covered extensively in the chapter.

13. Answers may vary. Possible answers include the following: Tectonic activity in the lithosphere has shaped the Earth’s surface through earthquakes and volcanic activity. Rain, snow, and wind from the atmosphere have been involved in the processes of weathering and erosion. For example, glacial erosion has created lakes and wind erosion can result in large areas of mineral-rich soil. Water from the hydro-sphere can erode land. For example, ocean waves can erode coastal rocks into sandy beaches.

Critical Thinking8. B Students struggling with this question will probably narrow their choices to B and C. Human activity can influence the hydrosphere, lithosphere, and atmosphere, but people do not control them. Answer B is the best answer to this question.

9. A The answer to this question is specifically stated in the chapter. Students who do not remember the chapter material should know that the Andes are in South America. The map

shows only the Nazca Plate colliding with the South American Plate.

Document-Based Questions10. Logging, local cutting, and overgrazing have caused deforestation. The passage clearly states the causes and effect of deforestation on the environment in Pakistan.

11. A land mine can be triggered by a slight disturbance of the land above it. Landslides can be caused by a disturbance such as an

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