geography magellan

8/9/2019 Geography magellan

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Bank of photocopiable exercises

Round 3consistent with programs 2002 and 2007

Tips and correctededited by Sophie Le Callennec Professor of History and Geography

Jacques Bartoli certified teacher of history and geography, professor of IUFM Olivier Cottet Inspector of National Education Claude Ranaivonasy certified teacher of history and geography

Illustrations: Isa Python

Credit: (c) Apollo 17 Crew, NASA

Thank you to Laura for her coloring HATIER PARIS 2007Any representation, translation, adaptation or reproduction, even partial, by an

y means, in every country, made without prior permission is illegal and would expose the violator to legal prosecution. Ref. : Act of March 11, 1957, paragraphs2 and 3 of Article 41 A representation or reproduction without permission of the publisher of the French Centre d'Exploitation du Droit Copy (20 rue des Grands-Augustins, 75006 Paris) would a counterfeit sanctioned by articles 425 and following of the Penal Code.

Foreword

The Magellan Collection, which consists of a teacher's guide (Teaching geographyin cycle 3) and a manual (Geography cycle 3) is now supplemented by a bank of photocopiable exercises. Here is the corrected exercises covering the entire program cycle 3: the exercises are divided into four main themes, themes that corres

pond to programs in 2002 and 2007 but also the cutting of the manual. In corrected, you will find: - red the corrected or adjusted suggestions - green, guidelines for selecting exercises based on objectives (year of implementation, studentassessment, formation of the paper trail ...) , boards of operation to guide students, suggestions for evaluating various possible answers ... Teachers will find tips and more detailed information concerning the periods studied in the guideteaching geography in cycle 3 in the Magellan.

Sophie Le Callennec

Instructions1. Choose an exercise based program, your division, your objectives (establishme

nt of the written record, application, evaluation ...) and depending on the level of students.

2. Photocopy the page to keep your exercise bank intact and cut the chosen exercise with its title.

3. Put it on a blank page. Allow room for a caption or correction of the year.

4. Complete the page: - customize it: enter the title sequence, number the year,expect the place for students to write their name, date ... - possibly, arrangethe documents: draw lines to indicate the driving where students write on the cards ... - possibly, provide guidance to assist students to work independently:advise students to help their manual, their book cycle, a dictionary, an atlas o

f search to the BCD ...

5. Photocopy the assembly and distribute it to students.


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6. Some exercises can be the written record: each student cut the result of hiswork (map, diagram ... arrow) after correction and stick it in his notebook cycle.

Other exercises can stay in a workbook, a goblin or a shirt.

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Instructions

Summary

World Watch: spaces organized by human societies. . . . . . . . . . . . . . 8Prerequisite 1 2 3 4 5 6 7 8 9 10 11 12 The Earth and its performances. . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Oceans andcontinents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .11 The distribution of men on Earth. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .15 Ways of life suited to settlement. . . . . . . . .

. . . . . . . . . . . . . . . . . . . . .18 Living in big cities. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Relief. . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . .23 Modes of life adapted to the terrain. . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . .27 Climate. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..27 Modes of life adapted to high temperatures. . . . . . . . . . . . . . . . .. . . . . . . . . . .32 Modes of life adapted to water resources. . . . . . . .. . . . . . . . . . . . . . . .34 Vegetation. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Lifestyles adapted to the vegetation. . . . . . . . . . . . . . . . . . . . . . . . . . . .. .39 The inequalities of wealth. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .39

European areas: a diversity of landscapes. . . . . . . . . . . . . . . 4413 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 6 What is Europe? . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Urban spaces. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .46 Rural areas. . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .49 The mountain areas. . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52Spaces plain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .55 Maritime spaces. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .56 The coastal areas. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58A continent unequally populated. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .63 A continent unequally rich. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .66 A road and rail uneven. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A .70 waterways, sea and air uneven. . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Northern Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .76 Southern Europe. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 Western Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .80 Central Europe and Eastern Europe. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . .82 The European Union. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 The European Union: an economic project. . . . . . . . . . . . . . . . . . . . . . .

. . . . . .91 The European Union: a political project. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .93 Centers and peripheries of Europe. . . .. . . . . . . . . . . . . . . . . . . . . . . . . .94


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Summary

Showcasing French. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . 97Prerequisite 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 The historical landscape is constantly evolving. . . . . . . . . . . . .. . . . . . . . . . . Urban landscapes .97 housing. . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . .98 The cityscapes of work. . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . .102 Landscapes trade.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106Landscapes of culture and recreation. . . . . . . . . . . . . . . . . . . . . .. . . . . . . The .109 downtown. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .112 The periphery of cities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .115 Peri-urban areas. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .120 New towns. . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .122 Agricultural landscapes.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .125 Forest landscapes. . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . .128 Villages. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 Landscapesof rural tourism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .131 Mountains in winter. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . The mountain was .133. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 The French coasts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .137 The coastal tourism. . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .140 Cutting in common. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 The cutting departments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..144 Cutting into regions. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .147 Small cities and countries. . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . .151 Big cities and theirarea of influence. .. . . . . . . . . . . . . . . . . . . . . . . . . . . .153 The main lines of communication. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .156 The French rivers, roads. . . . . . . . . . . . . . . . . .. . . . . . . . The opening lines of .159 on the world. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .161 Communication networks. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162

France in the era of globalization. . . . . . . . . . . . . . . . . . . . 16357 58 59 60 61 62 63 64 65 66 67 68 7 The movement of people. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163 The movement of goods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165 The flow of information. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .167 Companies across the world. . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .169 The center of the global village. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170 Inequalitiesin the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .174 Poverty in the world. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .176 Resistance to globalization. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .177 France, a territory acrossthe world. . . . . . . . . . . . . . . . . . . . . . . . . . .179 The economicweight of France in the world. . . . . . . . . . . . . . . . . . . . . . .182 The political weight of France in the world. . . . . . . . . . . . . . . . . . . .. . . . . .184 The cultural influence of France in the world. . . . . . . . . .. . . . . . . . . . . . . . . . .186

Summary

1 World Watch


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Spaces organized by human societiesPRIOR

The Earth and its performancesEX

C E R IC

E

THE REPRESENTATIONS OF THE EARTH

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 8-9. - Assessment Exercise (to be completed without documentation).

Write the name of each of these representations of the Earth:satellite images, globe or world map

1.

satellite image

2.

planisphere

3.

planisphere

4.

earth

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EX

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The diagram AND BENCHMARKS

CE2 - Exercise of application: see the manual CM1 CM2 geography Magellan Cycle 3p. 8-9 and atlas map 1. - Constitution of the written record: cut the card finalized and paste in the contract cycle. - Assessment Exercise (to be completed without documentation).

Complete the planisphere.1. 2. 3. 4.

Red returns to the equator. Specifies the North Pole by a blue arrow and write:the North Pole. Specifies the North Pole by a green arrow and write: South Pole.Be in the right place: Northern Hemisphere, Southern Hemisphere. North Pole

Northern Hemisphere

Southern Hemisphere


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South PoleEX

C E R ICE

The diagram AND BENCHMARKS: VOCABULARY


Match each word in the appropriate definition.poles to the equator a hemisphere axis around which the Earth rotates one of ttwo halves of the Earth imaginary line equidistant from both poles, which divides the earth into two equal parts

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EX

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VOCABULARY: THE EARTH AND ITS REPRESENTATIONS

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 8-9 or help of a dictionary. - Assessment Exercise (to be completed without documentation).

Write the meanings of words.

1.

globe: a model of the Earth or a small representation of our

planet.2.

a world map: a flat representation of the Earth (students can specify:

he can see all parts of the Earth at a time).3.

a satellite image, an image produced by computer, using information

collected by satellite and on Earth.

EX

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VOCABULARY: THE EARTH AND ITS MARKS

CE2 - Exercise of application: see the manual CM1 CM2 geography Magellan Cycle 3p. 8-9 or help of a dictionary. - Assessment Exercise (to be completed without

documentation).



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1.

the equator, the imaginary line that divides the Earth into two equal parts andthat

located at the same distance from each pole2.

the North Pole: the northern end of the earth, through which passes the axis around which the

Earth.3.

The definition of the tropics is reserved for students in CM2.

South Pole: the southern end of the earth, through which passes the axis aroundwhich the

Earth.4. 5.

hemispheres: the northern half and southern half of the Earth from the equator.the tropics: the two imaginary lines located on both sides of the equator, which

along the hot zone of the globe.

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SEQUENCE 1

The oceans and continentsEX

C E R ICE

Planisphere OCEANS

- Constitution of the written record CE2: cut the CM1 carteCM2 finalized and paste it in the contract cycle. - Assessment Exercise (to be completed without documentation). CE2: put the Atlantic, Pacific and Indian Oceans. CM1 and CM2: placeas the Arctic and Antarctic oceans.

Complete the planisphere.1. 2.

Red returns to the equator. Colour blue oceans and write their name.

In what ocean can you write the name twice because you can see in both parties?Pacific Ocean3.

Give a title card.

OCEANS

EX


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C E R ICE

VOCABULARY: THE OCEANS AND SEAS

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3

p. 11. - Assessment Exercise (to be completed without documentation).

Write the meanings of words.1.

coast: a huge expanse of salt water

(Students can add between continents).2.

sea: a salt water medium, which borders a continent.

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EX

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Planisphere CONTINENTAL

Constitution of the trace Completes planisphere. CE2 written: cut the CM1 and CM2 card finalized 1. Red returns to the equator. Paste in the contract cycle. 2.

Colour each of the six continents in a different color and write their name.

Remember Antarctica! Students write once the name of each continent. 3. Give a title card. For America, they can locate the name in North America, South Americaor in between (Central America).

CONTINENTS

EX

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VOCABULARY: THE OCEANS AND CONTINENTS

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 11 or help of a dictionary. - Assessment Exercise (to be completed without documentation).

Write the meanings of words.1. 2.

a continent: a vast expanse of land. an island a tract of land surrounded by thesea or ocean.

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EX

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AROUND THE WORLD

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 10-11. This exercise helps to understand concretely the roundness of the Earth: The journey does not stop at the left edge of the world map but continues without interruption, on the right side of the planisphere.

Applies the instructions and answer the questions (with a sentence each time) onthe first round of the world by Magellan and his crew.1.

Viewing the world map: in what direction Magellan and his crew are gone?

Magellan and his crew are headed for the west.2. 3.

Red returns to their journey from Europe to the West. What ocean did they firstcrossed?

They first crossed the Atlantic Ocean.4.

To the south of which continent they get there?

They went to South America.5. 6.

Green returns after their return journey to Europe. Appoints, in order, they then crossed oceans.

They crossed the Pacific Ocean and the Indian Ocean and are pressed by the Atlantic Ocean.

THE FIRST ROUND OF THE WORLD BY MAGELLAN AND HIS CREW (1519-1521)

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EX

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THE MAP AND ITS SCALE

- Exercise CM1 application: CM2 see manual Magellan Geography 3 per cycle 12-13.Attention level is a fraction: the map represents a more extensive space, moresmall scale is used. The world map is always map to the smallest scale.

Look at these maps and answer the questions but one sentence each time.

1.

Surrounded by the red card to the largest scale and the blue to the smallest sca


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le.2. Europe

1. World

3. La France

4. Paris

2.

Name two oceans that we see on a map, not on others.

Students may nominate any ocean: they are all visible.3.

Name one item visible on the map 4 that is on any other maps?

On the map 4, we see Paris and the Seine we see that we can not see on other car

ds.4.

Why can not we see on other cards?

Paris (or the Seine) is too small on the scale of these maps before it can be (the) view.5.

Explains the difference between a map and plan:

A map represents a larger space, a plan represents a smaller space.

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SEQUENCE 2

The distribution of men on EarthEX

C E R ICE

An uneven

CE2 - Exercise of application: see the manual CM1 CM2 geography Magellan Cycle 3p. 14-15 and map 2 of the atlas. - Constitution of the written record: cut thecard finalized and paste in the contract cycle.

Complete the planisphere.1.

Colour in red the regions in which populations are most numerous

(Do not crayon oceans).2.

Be in red the names of these regions by choosing from the following list:


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South Asia, East Asia, Western Europe, North America, South America.3.

Be blue name a few areas where populations are small

many, by choosing from the following list: Sahara, Australia, Siberia, Amazonia,

Great Northern, Gobi desert, Greenland.4. 5.

Complete legend. Give a title card.

THE DISTRIBUTION OF PEOPLE ON EARTH

LEGEND

Regions where populations are high

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EX

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THE REASONS FOR THE DISTRIBUTION OF POPULATION

ExerciceCE2 application: see the manual CM1 CM2 geography Magellan Cycle 3 p. 14-15.

Answer the questions by a sentence each time.1.

Which continent contains half the world population?

Asia contains half the world population.2.

What crop helped feed this large population?

Rice has fed this large population.3.

What explains that because natural populations are few in

polar regions? The extreme cold is not conducive to human life (or to agriculture, livestock, etc..).4.

History explains why the populations are less numerous in

Africa than on other continents? The slave trade to America has cost Africa muchof its population.

EX

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VOCABULARY: THE DISTRIBUTION OF PEOPLE ON EARTH

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 16 or help of a dictionary. - Assessment Exercise (to be completed without documentation).


the population of a country: the citizenry of this country. population density:the number of inhabitants per square kilometer.

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EX

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THE DENSITY OF POPULATION

- Exercise of application: Apply the instructions and answer questions. CM1 CM2see manual Magellan Geography 1. Complete the table with data about your town and calculates the density of 3 per cycle 16-17. population by dividing the numberof inhabitants per area. This exercise is open to students beating the division.Area Population 83,000 inhabitants 210 inhabitants km2 Population density 35 inhabitants per km2 7545 inhab/km2 inhab/km2

- Constitution of the written record: cutting table and the plan finalized and paste in the contract cycle. Suggest that students place the items in groups of 5or 10 for counting easier. For students who are familiar with their common plan, propose to allocate the points by neighborhood: more points in populated areas, fewer points in the green, etc..

Leaguers (Dordogne) Crteil (Val-de-Marne)

6 km2 11 km2

2.

Is the population of your town by dots on the map:

1 point for every 10 people if your village has fewer than 500 inhabitants 1 point per 100 people if your village or your town has 500-5 000. 1 point for 1 000inhabitants if your city has 5 000-50 000. 1 point for 10,000 people if your city has more than 50,000 inhabitants.3.

Compare population density of your common with that of common Ligueux

Creteil and by one or two sentences.

NAME OF TOWN:

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World Watch

SEQUENCE 3

Lifestyles adapted to settlementEX

C E R ICE

LIVING IN AREAS Different people


Underline in red the words that correspond to daily life in a densely populatedarea in green and those corresponding to daily life in a sparsely populated area.1. 2. 3. 4. 5. 6. 7. 8. 9.

Each person could have a huge garden. We construct buildings higher and higher.Few people who have a personal garden. Farming is practiced, leaving the animalsmove over large areas. You can walk for hours without seeing houses. There is room for all the families have gardens.We practice the rice, which is labor-intensive. It must provide parking for cars. Most residents live in detached houses. It seeks to save space by all means. There is always room to park his car. Most residents live in apartment buildings.

10. 11. 12.

EX

C E R ICE

RICE

- Exercise of application: see the manual CM2 Magellan Geography 3 per cycle 18-19 and complete a personal research.

Complete the sentences.1.

Rice cultivation is labor-intensive: in fact, it takes many

people for one to one transplant rice seedlings in paddy fields.2.

The rice can feed the teeming population: in fact, rice is very nour-

Rissa and a small plot of rice can feed a large family.3.

The rice is suitable for areas where population density is

high.

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EX

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LIVING IN a densely populated

ExerciceCE2 application.CM1 CM2

Read the text and answer the questions but one sentence each time1.

What region of the world speaks the text he?

The text speaks of tropical Asia.

2.

Changing the index shows that this region is very low-

ple? The average density is 170 inhabitants per km2. The area of rice cultivationpractice that requires a workforce in plentiful and can sustain a large population.3.

Tropical Asia has an average density of about 170 inhabitants per km2, whereas in the rest of the world's humid tropical, average densities do not reach 15 inhabitants per km2. This difference is explained by the different modes of use of space: the practice of rice in tropical Asia.According to R. Brunet, Universal Geography, Hachette-Reclus, 1990

Emphasizes the two reasons why the regions

rice are densely populated.

Rice is the traditional farming system that provides the greatest amount of foodper hectare, which requires the greatest amount of human labor for the same surfaces.According to R. Brunet, Universal Geography, Belin-Reclus, 1996

EX

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LIVING IN A sparsely populated area

ExerciceCE2 application.CM1 CM2

Read the text and answer the questions but one sentence each time.1.

Which country speaks the text there?

This text speaks of Australia.2.


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Changing an index that shows that this country is sparsely populated.

In Australia, there are huge farms. or In Australia, remote villages are sometimes hundreds of kilometers. or In Australia, people need to "break their isolation."3.

Stresses in blue problems posed by this low

stand.4.

Underline in red the solutions found to address

these problems.

The Australian desert are mainly farmers, leading to vast holdings of several thousand hectares each operation is separated from neighbors by tens of kilometers, the village or town that provides basic services can be removed several hundre

ds of kilometers; private plane plays a critical role in ensuring linkages withthe rest of the world, like the radio cuts isolation: Classes for children are provided by radio, such as emergency health advice in case of illness or accident.According to R. Brunet, Universal Geography, Hachette-Reclus, 1990

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SEQUENCE 4

Living in big cities

EX

C E R ICE

MAJOR WORLD CITIES

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 20-21 and map 2 of the atlas. This exercise is an opportunity to learn how tohandle an atlas. CE2: does place a few cities. - Constitution of the written record: cut the card finalized and paste in the contract cycle.


Colour in red the world's major cities. Write the name of the world's major cities:

New York, Beijing, London, Tokyo, Hong Kong, Buenos Aires, Sao Paulo, Paris, Calcutta, Los Angeles, Mexico City, Moscow, Jakarta, Cairo, Shanghai.3.

Full caption and gives a title to the card.MAJOR WORLD CITIES

LEGEND

Great World City


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- Pursuit of application: see the manual CE2 CM1 CM2 Magellan Cycle 3 Geographyand Map 2 of the atlas. - Assessment Exercise (to be completed without documentation).

Answer the questions.1.

Name a major metropolis of America: Los Angeles or Mexico City or New York or So

Paulo and Buenos Aires.2. 3. 4.

Name a major city in Europe: London or Paris or Moscow. Name a major city in Africa: Cairo.Name three major cities in Asia: Beijing or Calcutta or Jakarta or TokyoWorld Watch

Shanghai or Hong Kong.

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EX

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VOCABULARY: THE CITIES, THE CITIES

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 21. - Assessment Exercise (to be completed without documentation).


1. 2.

metropolis: a city of several million inhabitants. Urban: who report to the city.

EX

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DIFFICULTIES IN DAILY

- Pursuit of application: see the manual CM1 CM2 Magellan Geography 3 per cycle20-21. - Assessment Exercise (to be completed without documentation).

For each of the following statements explains why it is a difficulty for the inhabitants of large cities.1.

The inhabitants of large cities have little room: they must live

mostly in buildings or in small apartments.2. 3.

They live in a noisy environment: it's tiring. Factories and offices are located

far from residential areas, they must perform

travel long distances each day to get to work and go home.


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4.

The cars are very likely to move: it makes noise, it pollutes, would arise-

no traffic jams ...

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EX

C E R ICE

THE LIVING CITY

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 20-21.

Surrounded crayon or situations that can be found in major cities.

1.

congestion

2.

vast fields

3.

Transit

4.

problems of air pollution

5.

neighborhood of tall buildings

6. of

livestock in the meadows

7.

one store

8.

hospitals

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SEQUENCE 5


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ReliefEX

C E R ICE

VOCABULARY: THE RELIEF

CE2 - Exercise of application: see the manual CM1 CM2 geography Magellan Cycle 3p. 22-23. - Assessment Exercise (to be completed without documentation).


Terrain: all the bumps and hollows that form the surface of the Earth. a mountain: a landform located more than 600 m and characterized

by a steep incline.3.

a valley: an area elongated, hollow, often between two mountains, beneath which

flowing river.4. 5.

plain: a flat surface; low altitude. a tray: a flat or slightly wavy, altitude variable, where

rivers flow by digging valleys.

EX

C E R ICE

FORMS OF RELIEF


Explain in a few sentences the difference between a plate and a plain.The main difference is that the streams cut valleys in the uplands, so they flowwithout digging valleys in the plains. Students can add: The valleys are low altitude, whereas the trays can be a higher altitude.

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EX

C E R ICE

FORMS OF RELIEF

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3

p. 22-23. - Constitution of the written record: cut and paste the drawings in the contract cycle.


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Be the legend corresponding to each form of relief:mountain, valley, hill, plain, plateau, mountain range

1.

plain

2.

mountain

3.

hill

4.

plateau

5.

valleyWorld Watch

6.

mountain range

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EX

C E R ICE

THE RELIEF OF THE PLANET

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 22-23 and Map 3 of the atlas. - Constitution of the written record: cut the card finalized and paste in the contract cycle.


Colour brown areas of high mountains. Write the name of the high mountain areas:

Alps, Himalayas, Ethiopia, the Andes, Rocky Mountains, Atlas3.

Write the name of the main peaks:

Everest, Aconcagua, Kilimanjaro.4.

Colour in yellow the low mountain areas, plains and plateaus

(Excluding Greenland and Antarctica, covered by ice year-round).

5. 6.

List the areas left blank. Full caption and gives a title to the card.


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THE RELIEF OF THE PLANET

LEGEND

High Mountain Summit

Medium mountains, plateaus and plains

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EX

C E R ICE

ALTITUDE

Exercise can be the trace CE2 CM1 written: CM2lves complement the coloring and drawing and paste it into their notebooks cycle. See manual Magellan Geography 3 per cycle 23.

Applies the instructions and answer questions in sentences each time.1.

Give the definition of the altitude: the height of a point measured from the level

sea2.

Complete the picture with: sea, mountain, plateau, plains, uplands.

mountain uplands

3000 2500 2000 1500 1,000,500 0

plateau

plain

sea

3.

In the calculation of the altitude, which element is 0 and the altitude is a signpost?

The sea is at altitude 0, and serves as a benchmark.4.

The plain is she at an altitude above or below 500 m?

The plain lies at an altitude below 500 m.5.

All mountains are they good at altitudes above 1600 m?


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Some mountains are at elevations below 1600 m. All the mountains or are at an altitude above 600 m and 1600 m not The highlands or are at an altitude below 1600m.6.

At what altitude is the highest peak on this drawing?

It is about 2800 m. (Mont Blanc, France, is 2807 meters)26World Watch

SEQUENCE 6

Lifestyles adapted to the terrainEX

C E R ICE

LIVING IN THE PLAINS, LIVING IN THE MOUNTAINS


Green emphasizes the sentences that correspond to life in the plains. Underlinein red the words that correspond to life in the mountains. If some phrases are valid for both modes of life, the stresses of the two colors.1. 2. 3. 4. 5. 6. 7. 8. 9.

Companies there are large flat areas and available, and a land rich. In rich countries, we are equipped for winter sports resorts. It has built bridges and dugtunnels to facilitate transport. The soils are poor and hilly. Farmers adjust te

rraces for farming there. Farmers settled here to be safe from flooding. At highaltitudes, oxygen is scarce and very low temperatures. Populations were locatedalong rivers that serve as communication routes. They raise animals in pastures. The flat terrain favors the construction of many roads.

10.

SEQUENCE 7

ClimateEX

C E R ICE

THE STUDY OF CLIMATE


Outlines the components of the climate1. 2. 3. 4. 5. 6. 7. 8. 9.

temperatures in the day the distribution of plants abundant rainfall force windsthe length of the full moon the hours of sunshine temperatures overnight rainfa

ll distribution over the year the wind direction

27


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World Watch

EX

C E R ICE

VOCABULARY: THE CLIMATE


Write the meanings of words.1.

climate: the type of weather at a given location. It is characterized by tempera-

temperatures, precipitation, wind, sunshine duration ...2. 3.

Precipitation: water that falls from the sky (rain, snow, hail ...). Weather: service which announces the time it will do (by extension, the time

or is he going to do).4.

tempered neither very cold nor very hot.

EX

C E R ICE


CE2 - Exercise of application: see the manual CM1 CM2 geography Magellan Cycle 3p.28-29.

Explains what a sentence being a desert.A desert is a place where it rains very little. Students can add: The plants arerare or that there is sand or pebbles. For good students, so clear: Some deserts are covered with ice, as in Antarctica.

EX

C E R ICE


- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 28-29 and Map 4 of the atlas. - Assessment Exercise (to be completed withoutdocumentation).

Match each region to the appropriate sentence.

near the equator near the poles in the deserts in the temperate zones it hardlyever rains winters and summers are relatively mild temperatures are high throughout the year it is cold all the year


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EX

C E R ICE

CLIMATE ZONES



Red returns to the equator.Crayon blue regions located in cold areas (do crayon

not continents) and write a few names: Antarctica, Greenland.3.

Colour orange regions are in the hot zone and wrote some

Name: Amazonia, Central Africa, India.4.

Colour green areas located in the temperate zones and wrote some

Names: North America, Europe, China.

5. 6. 7.

Be in red the name of deserts: Sahara, Arabian, Gobi, Australia. Complete legend. Give a title card.

CLIMATE ZONES OF THE WORLD

LEGEND

Cold areas

Hot Zone

Temperate

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EX

C E R ICE

THE WEATHER: THE MEASURING INSTRUMENTS

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 30-31. - Constitution of the written record: cut and paste the drawings in th


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e contract cycle. This exercise can lead to a search in encyclopedias or on theInternet, as part of the preparation of B2i.

Write the name of each of these meteorological instruments:rain gauge, thermometer, anemometer, barometer.

Then explains in a sentence or two what is each of them.

1. gauge: it is used to measure precipitation (the amount of rain in one day ina week ...).

thermometer is used to measure temperature (at a time of day at different times).2.

3.

anemometer: it is used to measure wind speed.

4. barometer is used to measure atmospheric pressure (the weight of the air "),thus predicting the evolution of time.

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EX

C E R ICE

THE WEATHER: THE TIME IT DOES

The renewal of CE2 this exercise several days allows pluCM1 CM2 identify patterns related to a season. The renewal of this exercise over the year helps to identify the characteristics of the seasons.

Look at the weather today and answer the questions but one sentence each time.1.

What was the temperature this morning?

2.

What is the temperature this afternoon?

3.

The weather is dry it is there rainfall?

4.

In what form this precipitation are they (rain, snow, hail ...)?

5.

This precipitation, if any, are they plentiful?

6.


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Y does it wind?

7.

If any, he whispered sharply?

8.

If there is, what direction he whispers

9.

How is heaven?

10.

Note today's date:

11.

What season are we?

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SEQUENCE 8

Lifestyles adapted to temperaturesEX

C E R IC

E

LIVING WITH THE HEAT, LIVING WITH THE COLD


Underline in red the words that correspond to life in hot zone. Emphasizes the sentences in blue correspond to life in cold area. If some phrases are valid forboth modes of life, the stresses of the two colors.1. 2. 3. 4. 5. 6. 7. 8.

The temperatures are favorable for plant growth. People move with snowmobiles and sleds. The people grow rice, cassava, cocoa, tropical fruits ... Traditionally, people hunting for seals and bears. Traditionally, people make homes in skins.The temperatures are not conducive to plant growth. People are making thatchedroofs. People working from early morning stop at midday. People wear clothes ofwool. People eat meat and oily fish.

Noted: the sentence 9 can also be underlined in red because some populations ofthe desert wear wool clothing for the insulating nature.

9.

10.

EX


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C E R ICE

LIFE IN COLD HIGH

This exercise gives rise to a search CE2 CM1 CM2 encyclopedias or the Internet,as part of the preparation of B2i.

Do some research and explains what an igloo and how it is constructed.An igloo is a temporary shelter constructed from blocks of snow or ice. To buildit, they tend to collect snow to harden it by block-shaped brick or cinder block, then stacks them to form the walls forming a dome, and leaving an entrance onone side.

32

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EX

C E R ICE

LIVING WITH THE HEAT, LIVING WITH THE COLD

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 32-33. - Constitution of the written record: cut and paste the drawings in the contract cycle.

Full captions indicating what people are doing to adapt to the climate.

1.

When travelingInuit protect themselves from

2.

To move, Lapps use

cold building igloos. Specify that it is not housing but temporary shelters.

sledges pulled by reindeer or snowmobile.

3.

To move to the cities in winter

4.

Since cultures are not

Canadian, we cleared the snow with snow plow.

possible, the Nenets living from farming.

5.

To protect themselves from heat,

6.


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In tropical Asia, are cultivated plants

Africans build mud houses with thatched roofs.

adapted to the heat.

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World Watch

SEQUENCE 9

Lifestyles adapted to water resourcesEX

C E R ICE

LIVING WITH WATER IN ABUNDANCE OR LOW WATER


Mirroring each sentence in the right place in the table below.1. 2. 3. 4. 5. 6. 7. 8. 9.

People build their houses on stilts. People gather around the few wells. It hasbuilt plants can desalinate sea water were constructed huge dams to retain waterand prevent flooding. The houses have sloping roofs. People put in place systems to irrigate fields. It collects rainwater for watering gardens. It grows mainly rice. The houses have flat roofs.

Regions where water is plentiful

Regions where water is scarce

1.

People build their houses

on stilts.2.

People cluster near

the few wells.3.

It has built factories capable

desalinate seawater4.

They built huge dams

to retain water and prevent flooding.

5.

The houses have sloping roofs.


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6.

People put in place

irrigation fields.7.

It collects rainwater for watering

gardens.8.

It grows mainly rice.9.

The houses have flat roofs.

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EX

C E R ICE

RESPOND TO WATER RESOURCES

CE2 - Exercise of application: see the manual CM1 CM2 geography Magellan Cycle 3p. 34-35. - Constitution of the written record: cut and paste the drawings in the contract cycle.

Under each of these developments, explains what it is.

1.

a house on stilts:

2.

desalination of seawater

prevent flooding (and wildlife).

produce fresh water in the deserts bordering the sea

3.

Well:

4.

a tank recovery of rain:

find drinking water in the basement.

recover rainwater for use when needed.

5.


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dams on the river:

6.

an irrigation system:

prevent flooding or conserve water for crops.

35World Watch

irrigate crops in areas that lack water.

EX

C E R ICE

RESPOND TO WATER RESOURCES


Read the text and answer in sentences.This summer, the Huai River has reached1.

In which country did these events take place?

26 m, exceeding a foot the previous record in 1991. 750,000 soldiers and civilians were mobilized to stack sandbags to limit

These events took place in China. The text gives a clue when he mentions: "The C

hinese authorities.2.

When were they held?

The events took place in July 2003. And not in 1991 as a superficial reading maybelieve. The indices are: "This summer" and the date of the article in the source.3.

the flooding of the river to its mouth. The Chinese authorities have played a hole

How responsible is called the River

1500 m in a large dam to relieve the main river. This has forced nearly 400,000people in vil-

these floods? The river is called the Huai.4.

What are the consequences of these floods?

The floods have forced people to leave their homes, others are blocked because they are surrounded by water. The floods have damaged homes and caused their coll

apse.5.


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lages and intentionally flooded from their homes. All along the river, nearly 1.2 million persons in the uplands are surrounded by

What steps are taken to limit these con-

consequences? People have stacked sandbags to limit the river overflows. Othershave made a hole in a dam to relieve the river course. Finally, it was temporari

ly moved many people to the shelter.The army blocked supply people with water

waters. The army provides them daily food and essential commodities by sea. Morethan 32,000 houses collapsed while 120,000 were damaged.According to Nguyen Hong, Libration, July 9, 2003

36

World Watch

SEQUENCE 10

VegetationEX

C E R ICE

VOCABULARY: THE VEGETATION

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 36-37. - Constitution of the written record: cut and paste the drawings in the contract cycle. - Assessment Exercise (to be completed without documentation).

Be under each picture type of natural vegetation that is:

boreal forest, savanna, steppe, rain forest, desert, temperate forest.

1.

rainforest

2.

desert

3.

steppe

4.

temperate forest

5.

boreal

6.

savannah

37


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World Watch

EX

C E R ICE

AREAS OF VEGETATION



Colour:

- Dark green vegetation of the tropics: tropical forest, savannah and rainforest

- the light green vegetation in temperate grassland and temperate forest - in orange, the steppe - in yellow, hot deserts - purple forest Cold - pink areas with low vegetation cold tundra and frozen desert - brown, vegetation poor highland2.

Be a few names: Antarctica, the Sahara, Greenland, Congo, Amazon, Australia,

Siberia, the Gobi, Indonesia, India, China.3.

Full caption and gives a title to the card.AREAS OF VEGETATION

LEGEND

Plants of the tropics: tropical forest, savanna and rainforest vegetation of temperate regions and temperate forest steppe grassland Desert Hot Cold Forest Vegetation poor areas cold tundra and frozen desert vegetation poor highland38World Watch

SEQUENCE 11

Lifestyles adapted to vegetationEX

C E R ICE

LIVING IN THE PRAIRIE, THE SAVANNAH, THE STEPPE, THE FOREST ...

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 38-39. - Research Work in an encyclopedia or the Internet as part of the preparation B2i.

Be one end each sentence.1.

Everywhere in the world, companies use plants available for

build their homes: for example, some companies (in Africa, but also in Normandy)


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constructed thatched roofs because they protect effectively the heat (in Africa) and rain (in Normandy).2.

Worldwide, the massive clearing of forests poses problems: it destroys the

forest that is the "lung" of the world, because plants convert carbon dioxide in

to oxygen.

SEQUENCE 12

Inequalities of wealthEX

C E R ICE

COUNTRY RICH, POOR COUNTRIES


Among the following sentences, underline in red correspond to those living in rich countries. Stresses in blue correspond to those living in poor countries. Warning: some sentences are valid for rich countries and poor countries: the stresses of the two colors.1. 2. 3. 4. 5. 6. 7. 8.

The fertile fields produce quantities of cereals, fruits and vegetables. The plants are rare and occur shortly. The residents spend part of their leisure time.There is much in schools, hospitals and transport. Many children do not attend school but work for a wage report. Everybody does not eat his fill. Most resident

s lead a hard life and are poor. The inequalities are significant between the richest and poorest.

39

World Watch

EX

C E R ICE

INEQUALITY OF WEALTH IN THE WORLD

- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 40-41 and map 6 of the atlas. - Constitution of the written record: cut the card finalized and paste in the contract cycle.


Colour in red the richest regions: United States & Canada, Western Europe,

Japan, Australia and New Zealand, and write their name.2.

Colour orange growing regions: Mexico, Brazil and Argentina, Africa


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South, North Africa, Russia, Saudi and some regions of the Far East, and write their name.3.

Colour in yellow the poorest regions: the rest of Latin America, most

part of Africa and Asia. Attention leave blank the two regions which are not or

very sparsely populated: Greenland and Antarctica.4.

Full caption and gives a title to the card.

INEQUALITY OF WEALTH IN THE WORLD

LEGEND

Region rich region growing region poor

40

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EX

C E R ICE

LIVING IN A POOR COUNTRY


Read the text and answer the questions but one sentence each time.1.

Alex In what country does he live?

Alex lives in Brazil.2.

At what age does it start working?

He began working at age 7 years.3.

What small business has he used?

He washed cars and sold candy4.

Why does he returned home in the evening more?

He did not return home more at night because he works away from home and means of transport are inadequate.5.

Alex was born in a slum in Brazil. At age 7, he left school to clean the cars in

the street. In the evening he came home and handed to his mother as well earned. At age 9, he went to sell candy in the center of the city. The distance and transport difficulties have often prevented from returning home and began living o


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n the street.According to the Letter of the International Federation of the League of Human Rights, May 1995.

Where does he sleep?

He sleeps in the street.

6.

Imagine what he will become.

It could become a homeless person, a bum. It will not make good business becauseit has not been to school. It may fall sick, get hit by large, crushed by a car, etc..

41

World Watch

EX

C E R ICE

SOME GREAT WORLD OF STATES

The ficheCE2 can be filled CM1guise of CM2 synthesis chapter or subject to a search during each sequence on the theme. Constitution of the written record: cut the sheet and paste it into the contract cycle. Students may give a figure of population density but also describe the distribution of the population.

Do research and complete the form on a state of the world.

State Name: Capital: Current Head of State or Government: Flag

Continent on which it stands: Oceans and seas that border:

Population Distribution:

Terrain:

Climate:

Natural vegetation:

Level of wealth:

Major cities:

Other information:

42

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EX

C E R ICE


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SOME MAJOR CITIES OF THE WORLD

The ficheCE2 can be filled CM1guise of CM2 synthesis chapter or subject to a search during each sequence on the theme. Constitution of the written record: cut the sheet and paste it into the contract cycle.

Do research and complete the form on a large city in the world.

Name this city: state in which it is located: Current Mayor: Continent on whichit is located: Oceans and seas that surround it: Coat

Population:

Level of wealth:

Main advantages:

Main difficulties:

Terrain:

Climate:

Natural vegetation of the region:

Other information:

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World Watch

geography magellan

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