Global Thinkers: Geography and History 1 (demo)

DEMO

e Gand

y h p a r g o YE

SEC

AR D N O

ION

AT DUC

y r o t iH s 1 M.C

. Mu

ño

s urgo M. B do elga z-D

12 M ON

THS LICEN CE

INCLUDED

DIGITAL PROJECT

GLO BAL

THINKERS

Conntoewnledtgse in the course Basic k

Skills

CHALLENGES THAT LEAVE AN IMPRINT

The rescue of Gaia........................................................................................................................ 84

Common: The definition of concepts; The conceptual map; Information: search and organise Geographic: Geographic maps; The topographic map and profile; Geographic charts; The climogram, a special graph; Geographic images. Landscapes; The new technologies Historical: The measurement of historical time; Historical sources; The chronological axis; The historical map; The artwork CHALLENGES THAT LEAVE AN IMPRINT

A planet called Earth. ...............................................................................................................38

1 Planet Earth

.............................................................................................................................40

1. The universe, the solar system and the Earth 2. How the Earth moves (I). Rotation Graphic report. Finding our bearings on Earth 3. How the Earth moves (II). Orbit 4. Representing the Earth Apply, reflect and put your skills to the test Protagonists: Barbara Petchenik and Jessyca Ocampo

2 The Earth’s Physical Characteristics. Basic components

............................................................................................................................... 54

1. Basic components of the physical Environment (I). The Earth’s layers 2. Basic components of the physical environment (II). Relief forms 3. How relief is formed. How it is modified 4. The hydrosphere 5. Salt water and fresh water Apply, reflect and put your skills to the test Protagonists: Marie Tharp and Sarah Ferguson

............................................. 86

1. The atmosphere and how it changes 2. Elements of climate (I). Temperature and precipitation 3. Elements of climate (II). Pressure and wind 4. Climates, vegetation and bioclimates Apply, reflect and put your skills to the test Protagonists: Felisa Martín and Laura F. Gibellini

5 The Earth’s major bioclimatic zones

........................................................................................................ 98

1. Main groups of bioclimates. The hot zone 2. Main groups of bioclimates. The temperate zone 3. The bioclimate of the deserts 4. Main groups of bioclimates. The cold zone 5. Main groups of bioclimates. Mountains 6. The environment as a risk 7. The effect of mankind on the environment 8. The solutions to global environmental problems Apply, reflect and put your skills to the test Protagonists: Mary Kingsley and Greta Thunberg

6 Relief and bioclimates in Spain

........................................................ 118

1. Spain’s locations and relief 2. Water in Spain 3. Spain’s climates and vegetation 4. The different bioclimates in Spain Graphic report. Natural hazards and protected spaces Apply, reflect and put your skills to the test Protagonists: Margot Moles and Lucia Loren Portfolio. ............................................................................................. 132

3 The Earth’s Physical Environment. Continents 68 .

1.

2.

3.

4.

5.

The physical map of the continents (I). Asia The physical map of the continents (II). America The physical map of the continents (III). Africa The physical map of the continents (IV). Europe The physical map of the continents (V). Antarctic and Oceania Apply, reflect and put your skills to the test Protagonists: Isabella Bird and Laura Decker

Portfolio. .............................................................................................. 82

2

4 The climate and bioclimatic zones

CHALLENGES THAT LEAVE AN IMPRINT

A trip through time ............................................................................. 134

7 Prehistory 1.

2.

3.

4.

5.

6.

7.

8.

..................................................................................................................................136

Preshistoric ages and sources Origin and evolution of human beings Life in the Palaeolithic period (I) Life in the Palaeolithic period (II) Life in the Neolithic period Life in the copper, bronze and iron Ages (I) Life in the copper, bronze and iron Ages (II) Prehistory in Spain

Apply, reflect and put your skills to the test Protagonists: Doroty Garrod and Penélope Vaquero

8 Mesopotamia

......................................................................................................................... 156

1. History’s first civilisations 2. Mesopotamian territory and peoples 3. Political and economic organisation 4. Society, religion and daily life Graphic report. The city of Babylon 5. Cultural and artistic legacy Apply, reflect and put your skills to the test Protagonists: Belatekallim and María Jaber

9 Egypt

........................................................................................................................................................ 172

1. An ancient river civilisation 2. Political and social organisation 3. The Egyptian economy 4. Daily life in Egypt 5. Egyptian religion Graphic report. Life after death 6. Cultural and artistic legacy Apply, reflect and put your skills to the test Protagonists: Hilda Petrie and Mirah Shihadeh Portfolio. ............................................................................................ 190 CHALLENGES THAT LEAVE AN IMPRINT

5. Society and civic life Graphic report. Rome, capital of the world 6. Roman culture and religion 7. Roman art. Architecture 8. Roman art. Sculpture, murals and mosaics 9. The Germanic tribes. The end of an era Apply, reflect and put your skills to the test Protagonists: Sarmiza Bilcescu and girls and their rights in today's world

12 Ancient Spain

.................................................................................................................. 240

1. Pre-Roman Spain (I). Cultural diversity 2. Pre-Roman Spain (II). The Celtic and Iberian peoples 3. Roman Hispania. Conquest and Romanisation 4. Roman Hispania. How land was organised 5. Hispano-Roman religion, culture and art 6. The Visigoths in Hispania Apply, reflect and put your skills to the test Protagonists: Egeria and Janna Jihad Portfolio. ............................................................................................256

Annexes Glossary Applying skills Basic data and political maps

In search of the origins of democracy ....................................... 192

10 Greece

............................................................................................................................................ 194

1. History throughout the Ages. The Archaic Period 2. History throughout the Ages. The Classical and Hellenistic periods 3. Political organisation of the poleis 4. Economy and society 5. Daily life in Greece Graphic report. Athens in the 5th century BC. 6. Religion and culture 7. Greek art. Architecture 8. Greek art. Sculpture and pottery Apply, reflect and put your skills to the test Protagonists: Agnodice and AMURTEL Greece

11 Rome

....................................................................................................................................................216

1. The geography and evolution of ancient Rome. The monarchy 2. The Republic (509-27 BCE) 3. The Empire (27 BCE-476 CE) 4. Economic activity

3

1

PLANET EARTH

Maria Mitchell Maria Mitchell was an astronomer and a professor of astronomy at Vassar College, where she managed the space observatory. She was born in 1818 in Massachusetts, and since she was a child, she liked to gaze at constellations, galaxies and celestial bodies with her father’s telescope. Little by little, her interest for the universe and the Solar System, where the Earth is, was arousing till one night on the 1st of October, 1847, she discovered a new comet, which later became known as “Miss Mitchell’s Comet”.

Thanks to this discovery, she became the first woman to be elected to the American Academy of Arts and Sciences. She also visited some of the most relevant space observatories like the one in Greenwich, where the Prime Meridian at zero degrees is and the time zones were created.

To understand the universe and know which our planetary system is and its characteristics, we are learning:

40

• The universe and the different celestial bodies.

The Solar System and the planets.

• The Earth: its size and shape.

• The Earth’s movements: rotation and orbit.

• Geographical coordinates: parallels and meridians.

1 Do you know which our planetary system is?

2 Answer the questions: a) Who was María Mitchell? b) Where did she work? c) What did she use to gaze at the celestial bodies? d) Why was she elected to the American Academy of Arts and Sciences? e) Which relevant space observatory did she visit? f) Why is this place so important?

GES THAT

CHALLEN

LANGUAGE BANK SPEAKING

3 Look at the picture. What is the name of our galaxy? Why do you think it has this name? Could you name the other planets from the smallest to the largest?

4 Answer the questions with a partner. a) What is the size of the Earth? b) Do you know the movements of the Earth? What is the difference between them?

PRINT

IM LEAVE AN

LEARNING SEQUENCE WE ACTIVATE OUR PRIOR KNOWLEDGE 1.1

We will prepare an activity in which the students must answer questions about the solar system, the movements of the Earth, the forms of relief, the water on the planet or its continents.

1.2 We analyse and reflect on the importance of group work.

WE FORM WORKING GROUPS

WRITING

2.1 We split into pairs.

2.2 We share the tasks.

5 Ancient civilisations used the Northern star to head north. In the modern world, we don’t need to look at the stars to find the way north. Do research to explain how the following methods work: Compass Global Positioning System Map Street plan

WE STUDY THE EARTH IN THE UNIVERSE 3.1 We know the Earth, its role in the universe, the movements of rotation and translation.

We learn to orient ourselves: the map and the compass.

3.2 We will work on SDG 7. The Sun is an inexhaustible source of energy.

6 Based on the result of your research, write a slide for a presentation about which method you would use to: a) Find your way on a mountain bike. b) Find your way to a hotel when you are on holidays. c) Look for monuments when visiting a new city. d) Find the exact location of a desert island.

Give your reason why you have chosen those methods and not others.

+ for guidelines, go to anayaeducacion.es

41

1

THE UNIVERSE, THE SOLAR SYSTEM AND THE EARTH 1.1 Earth: a tiny dot in the universe The Universe was formed 13 700 million years ago. According to astronomers, it formed as a result of the big bang, a huge explosion of a small body of mass which contained all existing matter and energy.

The universe is made up of stars or celestial bodies, interstellar matter (dust and gas) and the space that separates all of these elements.

Groups of celestial bodies are called galaxies. The Earth is located in a galaxy called the Milky Way. Each galaxy can contain billions of stars and many planetary systems. Planetary systems consist of a central star and all the celestial bodies that orbit around it: planets, satellites, asteroids and comets.

Earth belongs to a planetary system called the Solar System. It was formed about five billion years ago and contains: the Sun (a mediumsized star), eight planets (including the Earth), and many satellites, asteroids and comets. The Moon is the Earth's only satellite. Because we know that the Universe is immense, we understand that the Earth is just a tiny dot.

1.2 Earth: a unique planet

Skills progress Incorporate concepts

1 Look at the glossary. Find the definitions of the words that are only underlined (stars). Write them in your notebook.

Using graphs , maps and imgess

2 Look at the diagram below, then complete the following calculations: You travel around the Earth two times. The first time, you travel along the equator. The second time, you travel along the imaginary line between the North and South Poles. a) Which route is the longest?

Give your answer in kilometres. b) How much longer is it?

Polar perimeter 40 007.8 km

The Earth was formed around 4 600 million years ago. It is the only planet in the Solar System with life. Life on Earth began around 2 billion years ago, in the form of bacteria and algae. This was possible because the Earth has three characteristics that make it different from the other planets in our solar system:

• The temperature is moderate, because the Earth is at just the right distance from the Sun, approximately 150 million kilometres.

• The atmosphere, or the layer of gases that surrounds the Earth, contains oxygen and other gases that are essential for life. It also protects the Earth from dangerous solar radiation and helps to regulate temperature.

• There is an abundance of liquid water. The majority of the Earth’s surface is covered in water (oceans and seas). This is why the Earth looks blue when we look at it from outer space. The Earth is the only planet in the Solar System that permanently has liquid water on its surface.

1.3 The shape and size of the Earth The Earth has a surface area of 510 million km2, which is a thousand times larger than the surface area of Spain. However, if we think about how big the universe is, our planet is actually small. For example, the Sun's volume is one million three hundred thousand times bigger than the Earth.

The Earth is a geoid shape, or an imperfect sphere. It is slightly wider at the equator than at the poles.

42

Equatorial perimeter 40 076.6 km

Go to defining concepts

skill

UNIT

1

The Solar System

Saturn

SUN

Jupiter Mars Earth

Venus

Mercury

Uranus

MERCURY

VENUS

EARTH

MARS

JUPITER

SATURN

URANUS

NEPTUNE

Distance from the Sun (1)

57.91

108.20

149.60

227.94

778.33

1 429.40

2 870.99

4 504.30

Equatorial diameter (2)

4 880

12 104

12 756

6 794

142 984

120 536

51 118

49 532

Mass (Earth = 1)

0.6

0.815

1 (4)

0.107

318

95

14.54

17.23

Density (water = 1)

5.43

5.24

5.52

3.93

1.33

0.69

1.32

1.64

Rotation period (3)

58.6

-243 (5)

0.99

1.03

0.41

0.45

-0.72 (5)

0.67

88 days

225 days

365 days

687 days

11.86 years

29.46 years

84 years

165 years

167

457

14

-55

-153

-185

-214

-225

Orbital period Average temperature (°C)

(1): in millions of kilometres (2): in kilometres (3): in Earth days.

Find revelant information

1 Look

at the characteristics.

table

above.

3 How many times smaller is the Earth than the largest List

the

Earth's

2 How far away is the Earth from the most distant planet? And the closest?

planet?

4 According to Greek mythology, the wife of Zeus, the goddess Hera, created the Milky Way. Research this myth and write a summary in your notebook.

43

2

HOW THE EARTH MOVES (I).

ROTATION 2.1 Rotation

Day and night Rotation axis

North

Day

The Universe is constantly moving, and so are all the celestial bodies it contains. For example, the Milky Way rotates* round its central point. It completes a full rotation once every 255 million years. Our solar system orbits* around the centre of the Milky Way. The Earth is also constantly moving. It moves in two ways: rotation and orbit.

The Earth’s rotation refers to the way it spins on its own axis, an imaginary line that extends from the North to the South Pole. It takes one solar day to complete one rotation; in other words, slightly less than 24 hours (23 hours, 56 minutes and 4 091 seconds).

2.2 Consequences of Earth’s rotation The Earth’s rotation has three consequences:

• The change from day to night. Due to its rotation, the change from day to night occurs regularly everywhere on the Earth. The Sun only illuminates and heats one half of the Earth’s surface at a time. The half that receives heat and light experiences day. The other half, which remains in darkness with cooler temperatures, experiences night.

• If the Earth did not rotate on its own axis, half of the planet would always receive sunlight and would reach very high temperatures.

Meanwhile, the other half of the Earth would remain in permanent darkness and experience extreme cold.

• In these circumstances, life would be impossible.

• The movement of the Sun across the horizon. The Earth rotates from west to east. Therefore, at sunrise (dawn) the Sun appears in the east. It then disappears in the west at sunset (dusk).

• The movement of the Sun is not what it seems. In reality, it is our planet which is moving.

• The Sun’s apparent movement across the horizon allows us to identify the cardinal points or basic points of geographical reference that we can use to find our way: north, south, east and west.

• The existence of hours. Scientific knowledge of the Earth’s rotation made it possible to divide the solar day into 24 equal parts, called hours. We can then divide the Earth into 24 imaginary zones: one for each hour in the day, or in other words, for each hour of the Earth’s rotation. These are called time zones and we use them to measure time.

44

Direction of rotation

Night

South

Focus on English rotate: to turn around a central point. orbit: to travel in a curved path around a larger object.

Skills progress Using maps

Provocative questions

1 What would happen if the Earth did not rotate on its axis? Would it be possible to live on the planet?

Analysing physical phenomena

2 Find Japan in an atlas, then answer the following question: Why does the Sun set in Somalia before it sets in Spain?

3 In 1851, Jean Bernard Léon Foucault conducted an experiment that produced scientific proof of the Earth’s rotation.

4 Do some research to find out what the experiment involved.

Interpret and elaborate images and graphs

5 How would you illustrate the transition from night to day using an orange and a torch?

UNIT

1

The movement of the Sun. The cardinal points and finding your bearings

Interpret the environment North

South-east

South-west

1 Why is it important to know how to find your bearings?

In front

2 Find out which direction your kitchen at home faces.

West

East Left

3 Imagine you have a friend in Japan.

Right Behind

Sunrise Dawn

Do you think it would be a good idea to phone them at 4pm Spanish time?

What if they lived in New York?

Sunset Dusk

North

Explain your answers.

The cardinal points allow us to find our bearings. To do this, we have to hold our arms out like a cross. Then, we point with our right arm to the East or to the place where the Sun rises in the morning.

The hours of the day. Time zones and measuring time 90°W

75°W

60°W

–6

–5

–4

45°W

30°W

15°W

15°E

30°E

45°E

60°E

75°E

90°E

105°E

120°E

135°E

150°E

165°E

180°E

+1

+2

+3

+4

+5

+6

+7

+8

+9

+10

+11

+12

Greenwich Meridian

180°W 165°W 150°W 135°W 120°W 105°W

–12

–11

–10

–9

–8

–7

Time zones with Greenwich meantime

–1/+1 Number of hours subtracted or added to Greenwich Mean Time in order to calculate the local time

–3

–2

–1

0

Zones that subtract an hour for each time zone crossed as we move away from the Greenwich Meridian

Zones that add an hour for each time zone crossed as we move away from the Greenwich Meridian

Zones that subtract 1/2 hour from their time zone

Zones that add 1/2 hour to their time zone

Time zone limit International Date Line 0

1500

3000

4500 km

As you already know, the Earth is an imperfect sphere. Spheres have a circumference of 360°. Time zones are defined by dividing the Earth’s 360° circumference into 24 equal parts (one for each hour of the day). Each time zone therefore corresponds to 15° of the Earth’s circumference and is the equivalent of one hour.

The Greenwich Meridian (London, United Kingdom) is located at 0° longitude. It is used as a reference point for calculating the time in other time zones. We must add one hour to the time in London every time we move one time zone to the east. In contrast, we must subtract one hour every time we move one time zone to the west.

45

G R A P H I C R E P O RT

th r a E n o s g in r a e b r u Finding o

Orientation is the ability to find out where we are on the planet and which direction we are moving in.

Humans do not have an innate sense of direction.

This is why we have to use different techniques or equipment, like a compass, sextant, radar or GPS (Global Positioning System).

As you already know, the most natural way of finding our bearings during the day is by tracking the Sun across the sky. We know that east (also known as the Orient) is where the Sun rises. This also allows us to find north or the geographical pole, as well as the other cardinal points.

Orientation methods Contour lines The shadow stick method Place a stick upright in the ground. Mark the spot where the end of its shadow falls. After 15 minutes, mark the new spot where the end of the shadow falls.

Draw a line between the two marks. The first point is west and the second point is east. Finally, draw a perpendicular line to find north and south.

1

However, there are other ways of finding our bearings. ➜ Some of them use nature, such as the Sun, stars and Moon. ➜ Others require specific equipment or devices.

We will now look at some of the most common orientation methods, including the shadow stick method, compasses and GPS receivers.

2

Skills progress Comprehension and ICT

3

1 Read the text. Then answer the following questions: a) What does the word orientation mean? b) According to the text, humans do not have an innate sense of direction. What does this mean?

2 The word orientation is related to one of the cardinal points. Which one is it? How are they related?

3

46

To find our bearings we use instruments that helps us, such as the GPS receiver, radar or compass.

Think about your professional future. Which four resources would you use as your cardinal points to search for information and to determine which your ideal career is? For example, you could check employment websites, the department of professional orientation of your school, employment public services, etc. Name four resources.

4

UNIT

1

Using equipment Using a compass

6

To determine which direction we are facing, we must follow the instructions in the picture: 3

2

5 4

1

1 Plastic baseplate 2 Rotating graduated dial 3 Magnetic needle

➜ Align the reference point with the compass. ➜ Turn the graduated dial of the compass until north lines up with the direction of the magnetic needle.

The point you are trying to find is determined by the angle between both points. It is indicated by a fluorescent gauge on the scale.

4 Orienting arrow and lines 5 Index line 6 Direction of travel arrow and lines

Using a GPS receiver The GPS uses a network of 27 satellites that are in orbit at 2 169 km from the Earth, and a GPS receiver.

When we want to know our position, the receiver automatically locates three satellites. It uses the principle of triangulation to establish our location on Earth.

47

3

HOW THE EARTH MOVES (II).

ORBIT

Solstices and equinoxes Summer solstice North Pole

3.1 The Earth’s orbit The Earth orbits or revolves around the Sun. This happens in a west-east direction, and it takes 365 days and 6 hours, or one solar year, to complete.

Because each year has 365 days, there are an extra six hours at the end of each year. We add them together once every four years, and add an extra day to the month of February. This is called a leap year.

The Earth follows an elliptical trajectory, called its orbit. The Earth’s axis is at an angle to the geometric plane of the orbit. During this annual journey around the Sun, the Earth covers a distance of approximately 930 million kilometres at a speed of 106 000 km/h.

3.2 The consequences of Earth’s orbit. The seasons The tilt of the Earth on its axis means that, as the Earth completes one full orbit, the positions of each hemisphere change in relation to the Sun. As a result, they receive more or less heat from the Sun. This produces the four seasons: summer, winter, spring and autumn.

When one of the Earth’s hemispheres (north or south) is tilted towards the Sun, it grows hotter and it is summer. When it is tilted away from the Sun, it receives less heat and it is winter. When it is neither fully tilted towards or away from the Sun, then it is spring or autumn.

3.3 Other consequences of Earth’s orbit • The length of day and night varies in different places on Earth.

This variation is produced according to the location of the circle of illumination or the line separating day and night in relation to the Earth’s axial tilt.

– At the spring and autumn equinoxes, the circle of illumination coincides with the Earth’s axis. This means that day and night last the same length of time all around the world.

– At the summer and winter solstices, the line of illumination advances or withdraws in relation to the Earth’s axis. This means the length of day and night is different in each hemisphere.

• The existence of thermal zones. Solar radiation hits different parts of the Earth at different angles. The Sun's rays provide more or less heat depending on whether solar radiation hits the Earth perpendicular to its surface or at an angle.

– In the planet’s tropical zones, the rays reach the Earth perpendicularly or nearly perpendicularly to its surface. Temperatures are always high.

– In the temperate zones, they strike the surface at an angle. This is why temperatures are milder.

– In the cold zones, they strike the Earth’s surface at a wider angle, and temperatures are always very low.

48

North Pole

0º

0º

Sola

23º 27’

r ra

23º

Tro of C pic anc er

ys

27’

EQ

R

66º

orn

0º

23º

33’

90º 66º

South Pole

90º

EQ

UA TO

Tro of C pic apr ic

47º 04’

Tro of C pic anc er UA TO

R

Tro of C pic apr ic

66º 33’

orn

43º 05’

33’

Solar rays

27’

0º

On the equinoxes, solar radiation hits the Earth perpendicular to the Equator. This is why day and night are equally long in both hemispheres during this time.

On the solstices, solar radiation hits the Earth perpendicular to one of the tropics. In this example, the tropic of Cancer. As a result, day is longer in the northern hemisphere and shorter in the southern hemisphere.

You have an “Apply skills” test: The Earth moves at the end of the book.

Skills progress Building knowledge

1 How fast does the Earth travel as it orbits the Sun? Give your answers in km/second. How many kilometres does the Earth travel each day?

Interpret sources

2 Why is it hotter in the northern hemisphere solstice?

at

the

summer

Using terms and concepts

3 Are the following statements true or false? Correct the false information. a) When one of the Earth’s hemispheres is tilted away from the Sun, it is spring or autumn. b) On the solstices, the line of illumination advances or withdraws in relation to the Earth’s axis, and day and night are the same length in each hemisphere.

UNIT

1

The consequences of Earth’s orbit Changing seasons 21 March EQUINOX 22 December SOLSTICE

21 June SOLSTICE 23 September EQUINOX

The changing lengths of day and night

m

14 h 52 m

12 h

12 h

35 m

m 33 5h

m

2m

h0

0m

on

48 h

0 hours

42 m

rs

7h

hou

South Pole 6 months of night

s th on

10

ths

m

12

s

00 m

14 h 52 m 24

4

ho

08

12 h

m

ours

h

Circle of illumination

0m

ur

South Pole

9

ths

h0

18 h 27

12 hours

12

on

Circle of illumination

Circle of illumination

ours

12 h

s

24

0 hours

hou

2m

th

ho

North Pole 6 months of night

on

m

s

ur

12

Summer solstice in the southern hemisphere

North Pole 6 months of day

4

12

North Pole

Summer solstice in the northern hemisphere

rs

Spring and autumn equinoxes

South Pole 6 months of day

The existence of thermal zones North Pole

In the temperate zone, the Sun’s rays strike the Earth at an angle.

The heat is distributed across a greater surface area and generates less heat.

Arc

tic

Tro p

ic o

Eq

fC

Cir

cle

Tro p

North cold zone

anc

er

North temperate zone

uat

In the tropical zone, the Sun’s rays strike the Earth nearly perpendicular.

The heat is distributed across a smaller surface area and generates more heat.

Interpret and elaborate images and graphs I see, I think,

or

ic o

fC

apr

tar

rn

ctic

South temperate zone

Cir

South Pole

Find Spain in the pictures that show the changing lengths of day and night: a) When are the days longer? b) When are the nights longer?

ico

Tropical zone An

I ask myself

cle

1 Write the names of the Earth’s thermal zones. located?

Where

are

they

South cold zone

49

4

REPRESENTING THE EARTH Geographers represent geographical space using maps.

North Pole Arctic Circle (66º 33’ N) Greenwich Meridian (0º) Tropic of Cancer (23º 27’ N)

Equator (0º)

4.2 Geographical coordinates

Tropic of Capricorn (23º 27’ S)

We must use geographical coordinates to locate any point of the Earth’s surface on a map. Geographical coordinates are like an imaginary grid made with two types of imaginary lines, parallels used to calculate latitude and meridians used to calculate longitude.

Antarctic Circle (66º 33’ S)

Meridians Lines of latitude

Latitude and longitude North Pole

c

h

M

i

e

w

r

Longitude

i a

G

Equator

n

e

i

e

d

pole to the other. The Prime Meridian, or 0° line of longitude, passes through Greenwich in London.

Latitude

• Meridians (lines of longitude) are semicircles that run from one

r

Earth’s axis of rotation. The main line of latitude is the Equator, located at 0°. The Equator divides the Earth into two halves or hemispheres: north and south. Other important lines of latitude include: the Tropics of Cancer and Capricorn, and the Arctic and Antarctic circles.

South Pole

n

• Parallels (lines of latitude) are circles that run perpendicular to the

Southern hemisphere

A map is a simplified representation of the Earth’s spherical surface, or a part of it, depicted on a flat surface. Cartographers make maps using a geographical grid, a system of projection, a scale* and a range of standard signs.

Lines of latitude (parallels) and longitude (meridians)

Northern hemisphere

4.1 Maps and their elements

Geographical coordinates

• Geographical coordinates allow us to locate any point on a map by calculating its latitude and its longitude. Latitude and longitude are measured in degrees.

L i n e

o f

l a t i t u d e

• Latitude is the distance from any point on the Earth from the Equator. It can be north or south.

South Pole

• Longitude is the distance from any one point on the Earth to the 0° line of longitude, or the prime (Greenwich) meridian. It can be east or west.

4.3 Projection, scale and standard symbols To create a map, we need three things: projection, a scale and a set of standard symbols.

• Projection is a method that allows us to represent the Earth’s spherical surface on a flat surface. The grid of lines of latitude and longitude are transferred onto a flat surface (plane projection) or to a surface that can be developed on a flat surface, for example a cylinder (cylindrical projection) or a cone (conic projection).

• A scale is the relationship between a distance measured on the map and the corresponding distance on Earth itself. The most common scales are graphic and numerical.

• Standard symbols are colours, signs or symbols on a map, which are used to represent reality in a simplified form. Maps have a legend* or key to explain what each symbol represents.

50

Focus on English scale: a system of numbers used for measuring. legend: words that explain a map or a picture.

Create

Geography and history

You are going to create a factory and decide on its location. Do some research to find the most suitable area for the production of the factory, taking into account the necessary factors.

UNIT

1

The consequences of Earth’s orbit Types of projection

Conic projection

Azimuthal or plane projection

Cylindrical projection

W 180˚ 160˚ 140˚ 120˚ 100˚

80˚

60˚

40˚

20˚

W E 0˚ 20˚

40˚

60˚

80˚

E 100˚ 120˚ 140˚ 160˚ 180˚ N

80˚

Arctic (polar) circle

60˚ 40˚ Tropic of Cancer

20˚

Equator

0˚

N S

20˚

Tropic of Capricorn

40˚ 60˚ Antarctic (polar) circle 80˚

Types of scale

Legend or key

Graphic scale 0

100

S

Road network

Numerical scale 200

300

400

500 km

A straight line divided into segments. It shows how distance on the scale (or parts of the scale) corresponds to distance in real life. This allows us to do a direct conversion.

Scale 1 : 6 750 000 Numerical scales use ratios to show how distance on the map corresponds to distance in real life. For example, a scale of 1: 6 750 000 indicates that 1 cm on the map equals 6 750 000 centimetres (67.5 km) in real life.

Motorways Motorways being constructed Road Road being constructed

Airports International Domestic Airfield

Skills progress Interpret maps

Using maps

1 What are the main lines of latitude, or parallels?

4 Use an atlas to answer the following questions:

What is the latitude of each?

2 Which line of longitude or meridian is shown in the pictures of the geographical coordinates?

Find relevant information

3 Read the text above, then answer the following questions:

a) Calculate the latitude and longitude of: Lisbon, Moscow, Chicago and Brasilia. b) What type of projection was used to create the political map of Africa?

5 Look at the map under the cylindrical projection.

Then answer the following questions:

a) Name three things we need to make a map.

a) What is the main line of latitude and longitude it represents?

b) Why do you think the combination of parallels and meridians are sometimes called a geographical grid?

b) Calculate the latitude and longitude of the points marked in red.

skill

Go to defining concepts

51

S THAT

E CHALLENG

RINT

IMP LEAVE AN APPLY

In each case, calculate the time difference in hours between the cities.

1 Link each definition to its geographical concept. To

3 Copy and complete the table, assigning each

do this, pair up each letter with its corresponding number in your notebook.

characteristic to the parallels or to the meridians.

Definitions:

a) It is the planetary system that the Earth belongs to.

a) They are circles that run perpendicular to the Earth’s axis.

b) It is the galaxy where Earth is found.

b) The main one goes through Greenwich.

c) Gaseous layer that surrounds the Earth.

c) The main one is the equator.

d) It is the shape of the Earth.

d) They are semicircles that go from pole to pole.

e) Group of stars in the universe.

e) They are arranged to the north and to the south of the equator.

1. Atmosphere

f) They are numbered towards the east and towards the west.

Concepts:

2. Solar system

Parallels

3. Geoid

Meridians

4. Milky Way 5. Galaxies

2 Using an atlas, solve the following geographical

4 Find these two cities using their geographical

problem.

coordinates:

When we travel from London to New York, do we put our watches forwards or back? And if we go from Madrid to Tokyo?

a) 60° latitude north, and 10° longitude east.

80º

180º

170º 160º

150º

140º

130º 120º

110º

100º

90º

80º

70º

60º

50º

40º

30º

20º

10º

b) 36° latitude north, and 10° longitude east.

0º

10º

20º

30º

40º

50º

60º

70º

80º

90º

100º

110º

120º 130º

140º

150º

160º 170º

70º

70º

60º

60º

50º

50º

40º

40º

30º

30º

20º

20º

10º

10º

0º

0º

10º

10º

20º

20º

30º

30º

N

40º

W

50º

40º

E

50º

S

60º

60º

70º

70º

180º

170º 160º

150º

140º

130º 120º

110º

100º

90º

80º

70º

60º

50º

40º

30º

20º

10º

REFLECT AND APPRECIATE We have continued preparing our advertising campaign knowing the bioclimatic ensembles of the planet. Reflect individually and share in a group the assessment of the activities involved. In order

52

180º 80º

0º

10º

20º

30º

40º

50º

60º

70º

80º

90º

100º

110º

120º 130º

140º

150º

160º 170º

180º

to do this, download the corresponding rubric at anayeducacion.es

TEST YOUR SKILLS Carry out the competence self-assessment included at anayaeducacion.es

S T S I N O G A T PRO

Basic information Name: Barbara Petchenik Time period: 1939-1992 Place of residence: United States Occupation: geographer

cartographer

and

I am a friend of Barbara. She died in 1992, so she cannot tell you her story herself.

Barbara was born in 1939 in Wisconsin. Atlases, maps and geographical location systems were one of her great passions.

She was the first woman to have a position at the International Cartographic Association, as in 1991

NOW Jessyca Ocampo Basic information Name: Jessyca Ocampo Year of birth: 1998 Place of residence: Spain Occupation: photography student

In a world in which mobile devices and GPS systems help to guide us,

she was elected Vice President of the institution.

She carried out some important work in the field of geography, particularly in developing modern cartography, she directed and edited various maps and wrote many books about them, as well as being a member of several associations in this area of knowledge.

two years, which the Association has been organising in her honour since 1993. The aims of this contest are to encourage those who participate to represent the world in a creative way, reinforce cartographic knowledge and make them more aware of the world in which they live.

She defended the promotion of cartographic science, and a very important part of her work was disseminating the different elements and uses of maps among young people.

For this reason she would be very happy to hear about the Barbara Petchenik international map drawing competition, held every

cartography is still contributing new ways of looking at the land on which we live. This is what photography student Jessyca Ocampo thought, and she decided to create a new digital map of the city of Santiago de Compostela.

Basing her work on a class project, the youngster created a unique map of the city called the Mapa do Medo (Map of Fear). To accomplish this project she asked for help using social media. She took photographs of the areas that she wanted to focus on and collected testimonies from women of all ages who had felt fear in different parts of the city because of having been harassed, intimidated or sexually assaulted.

The Mapa do Medo was presented in 2018, continued to grow and was extended across the whole of Galicia, in an attempt to geolocate the areas where women had felt most vulnerable

or had suffered some kind of abuse or assault.

This work is similar to some that has been done in places as far away as Brazil, and in other Spanish cities like Logroño and Valladolid, in order to reveal the fear that women feel in many places in the cities in which they live.

QUESTIONS

IN THE PAST Barbara Petchenik

1 What is cartography?

2 Give at least three situations in which it would be useful to consult a map.

3 Why do you think that Jessyca’s work is being developed in different places? Does it seem useful to you?

4 Imagine that you have to create a new map of the place where you live. What would you like to show on that new map?

53

3

.

T N E M N O R I V N E L A C I S Y H P S ’ H T R A E THE S T N E N I T N O C E TH

Fanny Bullock Workman Fanny Bullock Workman was an American geographer, cartographer and explorer. Her greatest passions were climbing high mountains and travelling.

Between the years 1888 and 1893, she travelled by bicycle across Switzerland, France and Italy. She also toured countries in other continents, like Algeria, Indochina and India.

She was one of the first women to climb Mont Blanc (1891). By that time she began her fourth journey to the Himalayas to make better maps of the area and climb those mountains again.

For Fanny being able to see the summit of K2 again, the second highest mountain on Earth, made up for the dangers and the lack of resources and equipment, like carabiners or pitons.

When she reached an altitude of 6 000 metres, she also planned to display a banner asking for universal suffrage. It was the end of the 19th century and women still could not vote.

68

In order to understand her journeys, you have to know:

• How many continents there are on Earth.

• What each one of them is like: their relief and waters .

• Why it is important that we look after the environment.

1 Read the text and answer the questions. a) Which country was Fanny from? b) What did Fanny enjoy the most? c) What countries did she travel? d) How did she travel? e) How many times did Fanny go to the Himalayas?

2 What does universal suffrage mean? Look for information and say when universal suffrage was passed.

GES THAT

CHALLEN

LANGUAGE BANK SPEAKING

3 The Himalaya mountains are the highest mountain range on the planet. Do you know in which continent they are located? In groups of 4, try to say the names of the highest mountain ranges in each continent. Then, do the same with the longest rivers. Check your answer in an atlas.

4 In recent years, scientists have recorded evidence that the polar ice caps are melting at a very quick pace. With a partner, talk about the reasons for this to be happening and what the consequences can be.

PRINT

IM LEAVE AN

LEARNING SEQUENCE WE STUDY THE CONTINENTS 6.1 We know the continents that make up the emerged lands.

6.2 SDG 7, The force of the wind as a source of energy.

WE FINISH THE VIDEO PROJECT 7.1 We reflect on some basic concepts of geography as a review: coordinates, plate tectonics, renewable energies.

7.2 We record the video.

WE SHARE AND EVALUATE THE WORK DEVELOPED 8.1 We present our work as a group.

WRITING

5 Use your ideas from your conversation and make an outline of the main points.

8.2 We disseminate the work carried out through the digital newspaper and social networks.

8.3 We analyse and evaluate the results.

Main problem: Why: Solution:

6 Based on your outline, now send a formal letter to the Department of Environmental Affairs about the melting of the ice caps and how we could help to avoid it.

+ for guidelines, go to anayaeducacion.es

69

1

THE PHYSICAL MAP OF THE CONTINENTS (I). ASIA

Basic information

Asia is the largest continent on Earth. Its 43 608 000 km2 represent 29.13% of the Earth’s surface.

The Asian continent is located between the Arctic Ocean, the Pacific and the Indian oceans. It is separated from Africa by the Red Sea and the Sinai Peninsula; from Europe, by the Ural mountains, the Caspian Sea, the Caucasus mountain range and the Black Sea; and from America, by the Bering Strait.

Average altitude: 950 m Highest peak on Earth: Mount Everest (8 847 m) Longest river: Yangtze River (5 800 m)

1.1 Continental relief

Main lake: Caspian Sea (371 000 km2)

• Relief includes plains and depressions, plateaus and mountains. Long and fast-flowing* rivers cross the plains. The main ones are those in Siberia, China, the Indochinese peninsula and India. Depressions are occupied by inland seas, such as the Aral, the Caspian and Dead seas.

There are a great number of plateaus found both in the centre and on the periphery of the continent. The largest are those in Anatolia, Iran, Tibet, Siberia, Deccan and Arabia. Asian mountains are mostly young, such as the Zagros Mountains and the Himalayas range.

• The most important islands are Sri Lanka and the Japanese, the Philippine and the Indonesian archipelagos.

• The Asian coasts are irregular, with peninsulas (Kamchatka, Korea, Indochinese, Malacca, Deccan, Arabian and Anatolian) and gulfs (Persian, Bengal, Thailand and Tonkin).

Montes Zagros.

1.2 Water. Seas, lakes and rivers The main oceanic seas in Asia are the Kara, the Bering, the Okhotsk, the Japan or the Eastern Sea, the China, the Arabian and the Red sea.

Lakes can have saltwater, like the Aral, the Dead and the Caspian seas (the last one is the world’s largest, with an area of 371 000 km2); or freshwater, like the Baikal (which is the deepest on Earth, with a depth of 1 741 m).

Asian rivers are long and fast-flowing. The most important ones are the Yangtze, the longest on the continent (5 800 km), the Ob, the Yenisei, the Lena, the Huang He, the Mekong, the Amur, the Ganges and the Indus.

Mount Everest.

Skills progress Interpret maps

Associative analysis

1 What geographical elements separate Asia from Europe, Africa and America?

3 Using the scale on the map, calculate the distance between Mount Everest and Mount Fuji.

Interpret graphs

Shared interpretation

2 Find on a blank physical map of Asia the main forms

4 Comment on the landforms in the topographical

of relief, including seas and rivers that are mentioned in the text.

profile. First check how to do this in the skill that is explained at the end of this unit.

skill 70

Look up the topographic profile

UNIT

3

Some external agents, and their actions

K Kl Pe amc 4 75i0uche vs n h ka C in at ya .L su ka op la a

Be ring Sea

s.

t S i k h o t e - A li n M

a

tk

Ku

ur

ril Islands

K o l yma Mountains

W r an gel

Khinga n Ra.

ºN

40

k Ho

n uria

ka

id

o

Sy

su

Aral Sea

Al

Kazakh s ta P la te a u n

ta

iM

uD Am

tes

ar y

t Elb oun ia n sM P ers Z a g rTo igris hna Da sert De

hr a

m ku ra ert Ka Des

s

ter

a

ea

uc

a

B

s

n Sea

Pl at ea u

ern E ast

Dec can Pen insu la

Andaman an Islands Andam

Gulf of Thailand

Sea

Cape Comorin

Nicobar Islands

St r. o

Sri Lanka

en M

I N D I A N

10º S

40º E

50º E

60º E

80º E

al

ac ca

Sum atr a

90º E

100º E

Phil

Kinabalu 4094

Natuna Is.

110º E

N

anao

ahera Equator 0º

New ea Guin

cas

Moluc

s Sunda Island Bali Sumba 120º E

10º

Halm

Bo rn eo

Java

N

e Is. ippin

Celebes Sea

Java Sea

EA

Mind

Celebes

s

O C E A N

70º E

Ma lac ca Pe nin sul a

fM

OC

Palawan Sulu Sea

n ai nt ou s M nd la an Is ris ai w Ba ta

Maldives

Ind oc hin es pe nin su la

Luz

Hainan South China Sea

a.

RM ekong

0º

ats

Lakshadweep Islands

G

Gh

ra

nn T G on . o ki f n e

Mt. Victoria 3053

i te

n

Socoto

ha

Bay of Bengal

ts

am

Wester

Arabia

Ya ng tz

Irrawa dd y

s

sé gt

ain

S Moulaim unt an ain s

Hu

amia

S e a

Gulf of Aden

30º E

Al dan

ts.

yM

Ir ty sh

na

ov

on bl

Ca

Mesopot

E up

R e d

aut Hadhram

N

lin

Gr

lia

ya ar rD

a

10º

ha

an gH e

ato

Cas

An

ur

a

rr

ºN

A

0º

e Ya ch es o li a n Man in an elag f p Mongo u o a l a a p P J hi ou u s M t s.

Se an / n P la te a c ea nt Ara Jap ast A r ji ain 5 12rat n Cy E a u t 3 r s p e S e ru e nt F s S u e n i s a t o n u s D ou a Dam n s h M3 776 Gobi ean . an M avan r o ºN h Syr o S H K d 30 u r 5 671 ien Tak la Mak Pen Des ian T s z an ert u North M o u nt ain Pamir Des ert kok Shi AnhKa Iran h in a s C Naf K2 86 u 11 u rak K des ud sh Plat ian o du ert nlun Mountains Kyu eau P la in e Nanga ram K u Hin Ya East a er Pa n rb at n Lut anc Chi 8125 H Ti b e t a n P l a t e a u of C a c Deser i e d S p Re I M t Tro Basin G s Dhaulagiri A L A N Arab A r a b ul S du ar t A 20º Y n 816 f ia i 7 r h a I G plat n n T se Everest G. Kangchenjunga eau an hou uiz -G e an of nn a Yu 8848 8586 tr ge D Om an Plateau Rub' apu an s P Gange Taiw Xi Jiang C hm al-Kh lain ra FI a li d e r CI da se St .

Pen Narma PA Luzon i n s u rt la De cc an on A T

Caspian Sea

te

20

ur Am

k Sa

18

E

Mountain s yan Sa

a Se of tsk ho Ok

Stanovoy Mountains

b

O

Mts.

ansk

Le

s Ob

in

ta un Mo

a Angar

ountains

0º

al

Siberian Plateau

uy

iy M

tr.

16

Ur

ly Vi

Tunguska

Plain

kh

ysh Irt

a

Depres an s pi

ion

di

Se

b O

ck

Siberian

l bo To

L e na

Yenisei

We s t e r n

Central

oy

rsk

m

m Tay

Yama l Pen. Gydan Pen.

s.

Sea Laptev C he

en.

Ve r

ian id er M

N be ew ria nI

Si

60 ºE 70º E 80º E 90º E

N o rth L a nd

ng S

50º N

E

Beri

60º N

E

yr P

Bla

Me ºN

170º 160 E ºE

a Kolym

N Ze ova mb la

0º

30

0º

E 0º 12 E º 110 E 100º

cle

wi en re G

ch

CTI C

1

N 1 50º O CEA 13 40º E

70º N

N

Cir

ºW

10

A

80º N

80º

70º N

A r ctic

60º N

50º N

40º N

ºW

20

10º E E 20º E R 30º º E 40 º E 0 5

Banda Sea

Timor Sea Timor

Arafura Sea

130º E

10º S

140º E

SW-E profile of Asia’s terrain H I M A L A Y A S

North China Plain

Yellow Sea

Deccan Peninsula

Tsinling Mts.

E

River Huang He

1 000

River Ganges

2 000

Arabian Sea

3 000

Bombay

4 000

River Huang He

5 000

River Yangtze

6 000

River Mekong

7 000

SW River Salween

Kangchenjunga 8 586

8 000

River Brahmaputra

Altitude (m) 9 000

0 0

SW

500

1 000

1 500

2 000

2 500

3 000

3 500

4 000

5 000 Distance (Km)

E

71

2

THE PHYSICAL MAP OF THE CONTINENTS (II). AMERICA

Basic information

America is the second largest continent on Earth. Its 42 960 000 km2 occupy 28.70 % of the Earth’s surface.

The American continent is located between the Arctic, Antarctic, Atlantic and Pacific oceans. It is separated from Asia by the Bering Strait. It is usually divided into two subcontinents, North America and South America. They are joined by the isthmus of Central America and the Antilles.

Average altitude: 655 m

2.1 Continental relief

Highest peak: Aconcagua Mount (6 960 m) Fastest-flowing river on Earth and the longest on the continent: Amazon River (6 280 km)

• Plains, like the Great Plains, the Amazon or the Argentinian Pampas, dominate in the central regions and large rivers flow through them.

Massifs, or old landforms worn down by erosion, are predominant in the east: the Canadian and the Guiana shields and the Appalachian mountains. Mountain ranges form an almost continuous line, along the Western coast extending from north to south for over 12 000 km: the Rocky Mountains and the Andes mountain range.

Largest lake: Lake Superior (84 131 km2)

Skills progress Interpret maps

1 What

geographical element separates America from Asia?

• The main islands are Greenland, Victoria, Baffin, Newfoundland, Aleutian, Antilles and Tierra del Fuego.

• The coasts of North America are irregular, with several peninsulas

2 Using the scale on the map,

(Alaska, Labrador, Nova Scotia, Florida, California and Yucatan) and with deep gulfs (Hudson Bay and Gulf of Mexico). The coasts of South America are more linear although they have some notable capes (São Roque and Horn).

measure the distance between the Bering Strait and Cape Horn.

Using maps

3 Find on a blank physical map of

2.2 Water. Seas, lakes and rivers

America the landforms, seas and rivers that are mentioned in the text.

The main seas are the Labrador, in the north; and the Caribbean, in the centre. There are more in North America, like the Great Lakes (Superior, Michigan, Huron, Erie and Ontario). In South America we can find the lakes Maracaibo and Titicaca.

4 Write the names of the four highest peaks in America in your notebook. Say in which mountain range and country they are found.

The rivers are long and fast-flowing. In North America, the most significant rivers are the Yukon, the Mackenzie, the San Lorenzo, the Mississippi, the Missouri and the Rio Grande. In South America, the Amazon, which is the longest in the continent (6 280 km), the Orinoco and the Paraná.

Physical map of America Altitude (m)

0

0

W

72

500

1 000

W

1500

2000

2500

E

APPALACHIAN MOUNTAINS Mount Mitchell 2037

3000

East Coast

1000

Pacific Ocean

2000

West Coast

3000

Mount Wilson 4343

3 500

Atlantic Ocean

Mount Ellen 3501

River Mississippi

4000

ROCKY MOUNTAINS River Arkansas

White Mountain 4 341

River Colorado

SIERRA NEVADA

5000

3945 Distance (Km)

E

UNIT

3

Physical map of America 40º

ºW

20º W

W

0º

Queen Elizabeth Islands rry Isl an ds MelvPa ille

70

D

av

is

St

ra

it

C

M ou nt ain s in

la

ch ia n

lP

ta

as

t

l

Ben i

Mamoré

A

IN

Mato Grosso Plateau

Es

o

o

S.

do

Ma

Chac

Gran ná

ra

Pa

Ataca m Desert a

P a Cóierra m rdo de p a ba s

Patos Lag

S

oon

Pa

ta

go

ni

a

River Co lor Plate es tuary Neado gr Bl anca Bay San Matía s Gulf Valdes Pe ninsula Gulf of Sa n Jorge Cape Tres Puntas

Grande Bay Magellan Malvin Falklanas or Tierra d Islan ds del Fuego Cape Horn 60º W

30º S

N

70º W

AT L A

80º W

Cape Frio

I C

90º W

20º S

T

OCEAN

100º W

á Grande an d S. r

50º W

40º W

C

110º W

Brazilian Plateau

O

120º W

10º S

40º

S

N

ANTARCTIC 130º W

Borborema Plateau

co

A

2000 km 140º W

of Str.

Pa

Cape São Roque

E

1 500 150º W

Chonos Archipelago

y ua ug r U

0

o

1000 0º W

Chiloé Island

S

500 16

150º W

6000 5000 4000 140º W 3000 2000 1000 500 200 0 -100

D

Altitude (m)

Lake Summit

E

Aconcagua 6 960

River

o ay om ilc S ala d o

rn

30º S

0

no

Angamos Point

f Caprico Tropic o

P

Paragua y Pa r

N

la Altip

20º S

Tocantins

10º S

Amazon estuary

Marajó Island

on Amaz

BAS

AZON

rus Pu

yali U ca

Huascarán 6 718

Cape Orange

Juruena Ta pa jó s

Pariñas Point

ad ei ra

Gulf of Guayaquil

Caqu N egro etá Japurá Chimborazo Putumayo ón 6 310 M ar a AM

M

Galapagos Islands

Guiana Highlands

r na iba

G. of Panama

O C E A N

10º N

Orinoco Delta

S. Geral de S a Goiás oF ranc is

Cord ill C er a Cor ord O c c i e ntal dil ille d ler ra a O Central ñ ri e ntal Or in Pla oco ins

Isthmus of Panama

Guajira G. of Pen. Venezuela Bolívar 5 007 oco Ori n

B ran co

Mosquito Coast

s

Caribbean Sea

10º N

Equator

l

Hispaniola

aço

ur

i

20º N

e

Gulf of Honduras Jamaica

t

Aragu X i n gu aia

c Oc

Pla

Coas

an

xic

Cuba

n

30º N

N E A O C

de nta an Orie adre u .M tea e id

Me

Co

do

C T I

ed

S

Col o ra

N L A

Mi

ra

I N

nia

for

dre Ma

ali

fC

S.

lf o

Gu

el S

Isthmus of Tehuantepec

A

N

T

nt

P L A I N S

i ipp ss si

Ce

ak

Orizaba Yucatán 5 610 Peninsula

l

Gulf of Tehuantepec

0º

40º

A

T E A

Sn

T A U N M O

Ca s Ra cade ng e

R

Frase r

G

K Y

da nadian e va a Ca C o S N a s t a l

Mississipp i

O

Slave

a

enzie Mack tains oun M

Li

R

e ng

Cape Corrientes S n . M ta ad l re d

P A C I F I C

ºN

50

N

ºN

Yukó n

oo

60 ºN

Br

60

g in er a B Se

le Be Sea nd rc Bank au Ba nla Ci s for e Devon ks ic e f t r Range Ba fin Prince rct G A Mc y of Wales Kin Yukón Ba le ffin Victoria Kuskokwim6 194 y M I s a ville A c l Mel ken an Pe la Alaska d zie nin ska Peninsula Ra su Foxe Back T la n Basi h elon Gu 50 º N A l e u t ia Ala lf of Cape n Islands Hudson St ska rd rai y t Chidle Alex va Arch ande ga Un ador Hudson Peace ipela r sula L a b re a nin Pe go Bay l l S i h Char a c ur sc lotte Queen ba Islan Ch Labrador ha on ds At els Peninsula James Vanco Bay Laurentian uv d Albany Cape F er Plateau undlan lattery Newfo Gulf of e ace t R in Colum e c Sa ap u s i M r C i n bia ce re 40º N Lawren C abot St rait w Mi Nova La Cape B Missouri t s lanco S Scotia pen.

Cape M e Plateau Cape Sable endocin lL Gr ea t o Plat t e Cape Cod o ss Ba sin ou w l a Long Island ri Colorado nd Arkan sas Ozark Plateau io h O Plateau Canadian Cape Hatteras 30º N la R pa s p Bermuda Island Great A Artesian G o i r Basin R Plain S Baja California eral al Florida Cape Canav peninsula Tropic o la f Cancer Bahamas Gulf of peninsu Mexico t tr ai Cape San Lucas F l o ri d a S 20º N g

rin

Be

pin

ºN

ºN

Ellesmere

O

70

it

a Str

60

80º N

W

12 0º W 100º W

0º

14

W

ºN

W

A

R C CT E AN IC

160º

80º

80

180º W

30º W

20º W

50º

S

10º W

73

3

THE PHYSICAL MAP OF THE CONTINENTS (III). AFRICA

Basic information

Africa is the third largest continent on Earth. Its 30 335 000 km2 cover 20.26 % of the Earth’s surface.

The continent is located between the Mediterranean Sea, Asia, the Indian ocean and the Atlantic ocean. It is separated from Europe by the Strait of Gibraltar, and from Asia by the Suez canal and the Red Sea.

3.1 Continental relief

Average altitude: 750 m Highest peak: Mount Kilimanjaro (5 895 m) Longest river on Earth: River Nile (6 671 km)

Mediterra

ne

• African terrain is of a solid nature, and has different forms. Plains

Largest desert on Earth: Sahara (9 400 000 km2) an

Largest lake: Lake Victoria (68 100 km2)

Sea

Edge of tectonic plate

Pe rs ia nG ul f

Great Rift Valley Volcano 0

250

ARABIAN PLATE

500 km

d Re

a Se

are scarce and small but can be found in Libya, Tunisia, Senegal and Gambia, Mozambique, Ethiopia, etc. Plateaus occupy more than 50% of the land. Between them there are low and isolated massifs like the Ahaggar, Tibesti and Marra mountains. Depressions are sunken areas of land located between the massifs like the Sahara, Niger, Chad or Congo. In eastern Africa, grabens such as the Rift Valley can be found. They are sometimes occupied by lakes. There are few mountain ranges such as the Atlas and the Drakensberg mountains.

AFRICAN PLATE

Gulf of

Aden

• The most important island is Madagascar.

• The coasts have peninsulas (Somalia), gulfs (Gabes, Guinea, Benguela) and capes (Verde, Good Hope, Agulhas and Guardafui).

3.2 Seas, lakes and rivers

Lake Tanganyika

There are few seas in Africa, due to its fairly regular coasts. The main ones are the Mediterranean and the Red seas. There are several lakes and they are found in basins (Victoria, Chad) or in cracks in the land (Albert, Tanganyika and Malawi).

African rivers are, in some cases, long and fast-flowing (like the Nile, which is the longest in the world, with 6 670 km), the Niger, the Congo, the Zambezi and the Orange. Other types of rivers are short, coastal rivers or the wadis, desert rivers that are dry for most of the year.

Lake Victoria

SOMALIAN PLATE Kilimanjaro

INDIAN OCEAN Lake Malawi

The Rift Valley or Great Rift Valley is, as you can see on the map, a long fissure in the land characteristic of eastern Africa, with volcanoes like Kilimanjaro and Kenya, and depressions occupied by lakes.

Skills progress Interpret maps

1 What geographical elements separate Africa from Europe and Asia?

2 On a blank physical map of Africa find the landforms, seas and rivers mentioned in the text.

Create contents

3 Imagine that you want to go on a photographic safari between Cape Verde and Kilimanjaro. Find both places on the map and say which country they are in. Then calculate the distance between them using

74

the scale on the map. Also mention the landforms that you would be able to photograph.

Using maps

4 Write down the names of the five highest peaks in Africa. Say in which mountain range and country they are located.

Interpret graphs

5 Look at the topographic profile and answer: a) In which direction is it oriented? b) Which mountain relief marks the boundaries of the flat areas?

UNIT

3

Physical map of Africa 20° W

10° W

e

se

rt

p Lua ula

L

V A L

Pemba Zanzibar

R

T

a M ts an . gw a

Ruvu m a

INDIAN

Seychelles Islands

OCEAN

C. Delgado Comoros Is.

10° S

l ne

Za

Ma

Mauritius 20° S Réunion Tropic of

Capricor

n

rg

e ng Ora b e s en rak

M

ts

.

Moz

po po

al Va

da

biq

S ave

am

Li m

ga

ue

sc

Ch

ar

an

hi

Lu

ng uc

Desert

e Orang

Equator 0°

Kilimanjaro 5895

Rufiji

F R I

ami Lom Congo a Mount ains mb itu A L L E M V K a ger a Y

ez Ok e av an go

ert

20° W

M

Kalahari

Des

Summit

Bahr el Ghazal

rr

Ma Kotto Ubang ui

A

Niger

ib

Waterfalls

Kenya 5199

I F T

ré Te

Oti

Greenwich Meridian

am

Lake

4 000 3 000 2 000 1 000 500 200 0 -200

10° N

e

N

Altitude (m)

Somali Peninsula

a

Cape Fria

Cape Guardafui

na Ta

go

Stanley 5110

n

S ha be ll

zi be m

an

Cunene

b m Za o d an Cu

ub

Saint Helena

C

Katanga P l ateau

Y

E

de of A

a Jubb

10° S

Bié Plateau

Gulf

bb Ju

Gulf of Benguela

Kasai

C uanz a

OCEAN

Kwilu

Ascension

Lukenie

o ng Cua

AT L A N T I C

Kwa

a

o ng Co

Nile

a

te

ha

ué go

ne

wimi Aru

Congo Basin

Ras Dejen 4553

Ethiopian Highlands

Wh i

i

y valr Ca

0°

Bomu Uele

Congo

s.

Marra 3071

Bongo Massif

ar

e

wa Plateau ma da aga n Son Sa g Cameroon Bioko C. Palmas 4095 a Bight of Biafr Principe Gul f o O f G Sao Tomé ui C. Lopez

Bay of Benin

Mt

20° N

e

Ch

on

ué en

a

S

Basin

L og

lta e Vo hit W a Black Volt Komoé a S a s s a n dr

B

L

Chad

e Yob

d

E

ra ba At ile eN Blu

H

e

t

al eg

A

ni

Ba Fouta Djallon Guinea mount ains

10° N

S

Ni g e r B a si n

Gambia

Nile

er

r Nige

Se n

Tropic of Cancer

Nubian Desert

es

Aïr Mountains

De

Tibesti Mountains

D

E r g a n e Adrar des Ifoghas akk In S

R

il N

Ahaggar Mountains

n

Cape Verde Islands

30° W

a

A

ya

ara

R

ib

Ou

ne

A

30° N

Qattara D epression

ian

H

Suez Canal

ab

A

S e a

Ar

S

Erg Chech C. Blanc

40° N

Se

M e d i t e r r

L

Erg Iguidi

C. Bojador

60° E

n

Canary Islands

50° E

ia

30° N

40° E

Black Sea

sp

Madeira Islands

River

30° E

a tla n e ian A s Rif Te l l S a n N I A G. of Gabes T s N a l OUa n A t M S i Gulf of r Toubkal TLA h a r e a t g Sirte 4165 A s S a eat rg G Er r a l n G t E r n ste ti-A ter We Eas A nDraa tar S t r. o f G i b r a l

OCEAN

C. Verde

20° E

Ca

AT L A N T I C

20° N

10° E

0°

ne

30° W

40° N

D

Cape of Good Hope 10° W

0°

10° E

Cape Agulhas

20° E

40° E 0 40° E

30° E

50° E 500

1000 50° E

30° S

1500

2000 km 60° E

SW-E profile of Africa’s terrain

0

NW

Tahat 3 003

SAHARA 500

1000

RIFT VALLEY Mitumba Mountains

CHAD BASIN 1500

2000

2500

3000

3500

4000

4500

5000

5500

6 000

6500

Indian Ocean

SE

River Great Ruaha

AHAGGAR MOUNTAINS

Coast of Mozambique

0

NW

River Ruvuma

1 000

Rabat

2 000

Atlantic Ocean

4 000 3 000

ATLAS River Moulouya

5 000

River Mboma River Uele River Aruwimi River Lindi

Altitude (m)

7000 7260 Distance (Km)

SE

75

4

50° W

60

40° W

°N

THE PHYSICAL MAP OF THE CONTINENTS (IV). EUROPE

Basic information

50 °N

Europe is the fifth largest continent on Earth. It only represents 7.01 % of the Earth’s surface. It’s located between the Arctic Ocean and Atlantic oceans and between the continents of Asia and Africa. It’s separated from Asia by the Ural Mountains, the Caspian Sea, the Caucasus Mountain Range and the Black Sea; and from Africa by the Strait of Gibraltar.

Average altitude: 340 m

4.1 Continental relief Europe’s relief is varied. It includes three main types of landforms. The plains are located in the centre of the continent and are dominated by the Central European Plain. The plateaus and old massifs are mostly in the north and centre. Notable examples are the plateaus of Finland and Sweden, the Scandinavian Mountains, The Vosges, the Massif Central and the Jura and Ural Mountains. Young mountain ranges dominate in the south. Notable examples are the Pyrenees, the Alps, the Appenine Mountains, the Dinaric Alps, the Carpathian Mountains and the Caucasus Mountains.

Highest peak: Mount Elbrus (5 642 m) Longest river: Volga River (3 531 km) Largest saltwater lake in the world: Caspian Sea

40

°N

A T L A N T I C

Europe has many islands, such as Iceland, Ireland and Great Britain.

The coasts have many capes, such as North Cape, Finisterre and San Vicente Cape, as well as gulfs such as the Gulf of Finland, the Gulf of Bothnia, the Bay of Biscay, the Gulf of Lion and the Gulf of Genoa.

Peninsulas include the Iberian, Italian and Balkan peninsulas.

4.2 Water. Seas, lakes and rivers

Azores

O C E A N C. S

30

ain

°N

The seas of the European coastline are the Barents, the Baltic, the Cantabrian, the Mediterranean, the Tyrrhenian, the Adriatic, the Ionic, the Aegean and the Black Sea.

Madeira Islands

Lakes, such as the Onega, Ladoga, Peipus, Geneva and Constance, are common. Rivers flow into the Arctic Ocean (the Pechora, the Onega and the Northern Dvina), the Atlantic Ocean (the Loire, the Seine, the Rhine, the Elbe, the Oder and the Vistula), the Mediterranean Sea (the Rhone and the Po), the Black Sea (the Danube, the Dniester, the Dniper and the Don), and the Caspian Sea (the Ural and the Volga, which is the longest river in Europe at 3 501 km).

Skills progress Interpret maps

1 What geographical elements separate Europe from Asia and Africa?

2 Find on a blank physical map of Europe the landforms coastal relief, islands, seas, lakes and rivers mentioned in the text.

Using maps

3 Find on the map the islands of Sicily, Corsica, Sardinia, Madeira and the Azores and indicate the countries to which they belong.

76

Canary Islands Teide 3718 20° W

4 Group the main rivers in Europe according to the oceans they flow into.

Interpret graphs

5 Analyse the topographic profile. a) What direction is it facing? b) What mountain range do the highest peaks belong to? c) Into which body of water do the rivers in the profile flow?

10° W

UNIT

3

Physical map of Europe 40° E

North Cape

50° E

ns

ai ul

a

i

la

a

U ra l

n

P

S

in

T

Rhodope Mountains

°N

Elbrus 5642

C

a

40

u

c a s u s

Sea

r

Peloponnese

40° E

50° E

River

Cyclades

Altitude (m) 4000 3000 2000 1000 500 200 0 -500

Lake Cyprus

S e a

Summit

Crete

Natural boundary between Europe and Asia 0

10° E

ression

Casp

on D

Mount Olympus 2917 Aegean Sea

Ionian Sea

M e d Etna i t e r 3323 Sicily r a n e a n Malta

0°

ep

Kuban Steppe

Sea of Azov

Black

Vo lga

Sea

c

l

Valdai Hills

Gulf o f Bo thn ia

ni

Pe via

na di

an Sc

in

nt

ns

ou

M n

an vi

na

di

an

Vo sg es Bla For ck est

A

V ol

Gree nw Meri ich dian

l

ne J

Donetsk Upland

Dni eper

D

ea n S

R hone

Vo lga

s du ins Pinunta Mo

G

on

ia

Balkan Peninsula

Italian Peninsula

D

B alkans Mar

Va r

a

Oka-Don Plain

Crimean Pen.

an lvani Plain nsy s ra Alp er Low Plain Da ube nub Dan e

Al ps

n

itsa

Se

ia

s

sp

ic

u

s

Ca

at

Tyrrhenian Sea

Sardinia

D n ie pe P la in r

Carpath ian Dn M ies ou ter

da

er

Southern peninsula sub-plateau alquivir d a u m e t s Balearic Sy t i c Mulhacén Islands Bae 3481 Strait of G ibra ltar

es

Corsica

Iberian

ri

na ric

°N

50

s i n

Sc

a

G. of Genoa

in

G. of e s Lion

Di

Ad

en T ib

ne

Ap

Central

Transylvanian

Po Plain

R

Upland

Pannnonian Plateau

Mont Blanc 4 810 Po

w co os M k-

nd la Up

Russian

Volhynian Upland Podoli an Up land

ube

s

p

l

r

s en ol m

V is tul a

Boh em Da Forest ian n

n

Tajo

re

a

p

o

a

e

n

s ain nt

e

20° E

250

500

750

1 000 km

30° E

SW-NE profile of Europe’s relief Altitude (m) NE

5 000

A

L

P

S

SW

4 000

G R E AT E U R O P E A N P L A I N

PYRENEES

Río Volga

1 000

CARPATHIAN MOUNTAINS

River Don

2 000

River Dnieper

River Danube

3 000

River Rhone

nt

ne

ince

ro Eb

nt V

oca

n ro

of a G. kai z Bi

Py

Northern Duersub-plateau o C. R

Plains of Aquitaine

Massif Central

ur

Dvi Wes na tern

la

u

E

Od er S e Or tains ud e n u t es Mo

nnes Arde

ire Lo

Ga

tab Sea rian

a

e

r

G

P

a Se

t

t

an

Paris Basin Se in Loire Valle y

Can

Fiste C. rra

lti

ba El

Brittany Peninsula

Ch

n ne hi

es

Ba Baltic

R

ham

English

Öland

Jutland Peninsula

n

Sea

u

North

GreatT Britain Cornwall Peninsula

nd

nla

f Fi

G. o

Gotland

Pennine Mountains

Ireland

Finnish Lakeland

o

ian mp s Grauntain o M

M

British Isles

e

l

Orkney Islands

Hebrides

a

Shetland Islands

dg

r

Glittertind 2470

Ri

No rt Dv h e r n ina

ga

Faroe Islands

an

White Sea

One

Norwegian Sea

m

80° E

U

Iceland

Ti

Kola Peninsula

a

Vesteralen Islands Kebnekaise 2 111 Lofoten Islands

70° E

or ch Pe

Kanin Pensinsula

70° N Arc tic Cir cle

60° E

Barents Kolguyev Sea

60 °N

30° E

ia

20° E

O CE A N

Volga Uplands

10° E

0°

P

10° W

ARCT IC

n

20° W

ga

30° W

URAL MOUNTAINS

0 0

SW

500

1 000

1 500

2000

2500

3000

3500

4 000

4390 Distance (km)

NE

77

5

THE PHYSICAL MAP OF THE CONTINENTS (V). ANTARCTICA AND OCEANIA 5.1 The Antarctic. Continental relief Antarctica is the fourth largest continent on Earth, covering an extension of 13 340 000 km2.

It is located in the southern hemisphere, and it is surrounded by the Antarctic ocean, which forms a boundary between the Pacific and Indian oceans.

• The relief is made up of mountains, with plenty of

5.4 Water. Seas, lakes and rivers of Oceania In Oceania, the most important sea is that of Tasmania.

The largest lake of the continent is the Eyre, which is located in Australia, like the longest rivers. The longest ones are the Darling, which is 2700 km long and the Murray.

volcanoes and high plateaus. The highest summit is Vinson (4 897 m), which is located in the Ellsworth mountains.

It is the highest continent on the planet with an average altitude of almost 2 600 metres.

• The coasts are very irregular, with the Antarctic peninsula and the Adare and Norway capes.

5.2 Water The most important seas in Antarctica are the Weddell and the Ross seas.

A mass of ice that can be up to 2 000 metres thick covers almost all the continent.

5.3 Oceania. Continental relief Oceania is the smallest continent on Earth with a surface area of 8 923 000 km2. It is located in the Pacific Ocean and is divided into large islands (Australia and the North and South islands of New Zealand), and three archipelagos: Melanesia, which includes New Guinea, Micronesia and Polynesia.

Australia

• Australian relief includes a vast central plain, a plateau, and mountain ranges like the MacDonnell Ranges, the Hamersley Range and the Great Dividing Range.

• The Australian coastline is quite straight. Its main features are the Cape York Peninsula, the Gulf of Carpentaria and the Great Australian Bight, a really big bay.

Other islands

• The relief of the other islands is mountainous, due to their volcanic origins, although some islands originated as coral reefs.

78

Skills progress interpret maps

1 In which oceans are Antarctica and Oceania found?

2 What could be the reason for the high average altitude of Antarctica?

Understand the environment

3 Why are there no rivers in Antarctica?

Create contents

4 Plan a piece of work about one of these subjects, and present it in class: a) The Australian Great Barrier Reef. b) The exploration of Antarctica.

5 How do the coasts of Antarctica and Oceania differ?

Using maps

6 Find the landforms, seas, lakes and rivers mentioned in the text on the map of Oceania.

7 Into which ocean do the main Australian rivers flow?

UNIT

3

Map of Antarctica 20º W

N

A

ºW

R

A

T

C

40º E

C

I

T

h nwic Gree ian id Mer

40

20º E

0º

60º E

60

ºS

O

C

Antarctic Circle

E

A

N

70

ºS

Co Ma Princ rth e Lan ats d aL

ss nd a

ºS

c Pe nin su

ain

Ronne Ice Shelf Vinson M Massif Geographical South Pole th 4897 Bellingshausen o r Tr a n w s sant l Sea Ellsworth E l arcti c M Land

ou

la

nd

ta

Ross Sea

N

T

ºW

A

20

1

60º

140º W

ilk W

e Antarctic Circl

C

T

C

I

180º

E

Magnetic South Pole

A

E

C

O

160º W

S

Longest river: Murray-Darling River (3 750 km) 0º

S

R

Highest peak: Puncak Jaya (5 030 m)

14

N

70º

Average altitude: 340 m

D

Cape Adare

A

120º E

um on t

Cape Dart

ria Victo Land

S

es

ins

en ds un a Am Se

Ross Ice Shelf 80º

La

un

Marie Byrd Land W

Highest peak: Vinson Massif (4 897 m)

E 100º

Basic information

o

100º

Average altitude: almost 2 600 m

American Plateau

Se a

c ti

Davis Sea

ess Princ beth Land Eliza

d'U rvi lle

t 80º W

80

s

An

ar

P r i n c e C h a r l e s Amery Ice Shelf Mountains

W

W

ºE

80

Mac Robertson Land

nt

60º

ed d Se el l a

Cape Norvegia

Queen Maud Land

160º E

Physical map of Oceania 120˚ E

130˚ E

140˚ E

150˚ E

M

i

160˚ E

c M

G Car ulf o pen f tari a

Cape York Penins ula

Coral re

D

40˚

L

D

hlan ac

Mu rra y

Gr ea t Bi gh t Au st ra lia n

I N D I A N

g

ing Range

30˚ S

lin ar

id

oria Desert Gr eat Vict

170˚ W

River

4 000 3 000 2 000 1 000 500 200 0

Lake

i

a

Equator

0

n

Altitude (m)

e

s

i

a

P

o

l

y

500

n

1000

e

s

1500

i

2000 km

10˚ S

a

Society Islands

Vanuatu

Fiji Islan ds

20˚ S

P A C I F I C O C E A N

iv

nn do es ng M Ra ac

a

s

New Caledonia

t

an a si te Ar sin at Ba

re

G ib so n D es er t

l

e

Sea

G

Hamersley Range

l el

180˚

O C E A N

Summit

n

Solomon Islands

Cape York

G

Australia

20˚ S

o

New Britain

Puncak Jaya 5030 10˚ S

r

e

0˚

New Guinea

170˚ E

P A C I F I C

Tropic of Capricor n

30˚ S

Ta s m a n North Island

Sea

O C E A N

So u Al t h e ps rn

10˚ N

Tasmania

New South Island

Zealand

S

110˚ E

120˚ E

130˚ E

140˚ E

150˚ E

160˚ E

170˚ E

180˚

170˚ W

40˚

160˚ W

150˚ W

140˚ W

S

130˚ W

79

S THAT

E CHALLENG

RINT

IMP LEAVE AN

2 In this word search the names of five seas and five

APPLY 1 Link

these elements of terrain with corresponding continent or subcontinent:

their

a) Zagros Mountains and the Himalayas. b) The Alps, the Apennines, Mountains and the Caucasus.

the

Carpathian

c) Canadian Shield and Appalachian Mountains. d) Andes Mountain range and Aconcagua. e) Ahaggar, Tibesti and Marrah Mountains. f) Ellsworth Mountains. g) MacDonnell Mountains and Great Dividing Range.

REFLECT AND APPRECIATE To finish, we have studied the continents of our planet.

Reflect individually and share in a group the assessment of the activities involved. To do this, download the corresponding rubric at anayeducacion.es

TEST YOUR SKILLS Carry out the competence self-assessment included at anayaeducacion.es

lakes of the world have been hidden. Find them and write them in your notebook.

C

D

A

M

V

F

E

W

A

I

C

L

I

J

Y

A

S

D

A

Z

C

N

R

M

P

E

R

O

T

S

E

Ñ

I

O

I

K

O

J

D

M

A

W

B

E

R

I

N

G

N

Y

E

U

I

J

L

A

L

A

B

R

A

D

O

R

A

R

T

K

N

Y

F

E

U

A

D

C

H

A

D

D

Q

L

S

O

H

A

Z

O

Z

N

R

O

S

S

L

J

T

A

S

M

A

N

I

A

3 Find the rivers and peninsulas on Earth that appear on the map. To do this, you should write each number and letter in the corresponding place on the map in your notebook.

Arctic Circle

Tropic of Cancer

1 Amazon 2 Nile 3 Yangtze 4 Mississippi 5 Huang He 6 Ob 7 Congo 8 Amur 9 Lena 10 Mackenzie 11 Mekong 12 Volga 13 Murray 14 Orinoco 15 Rhine 0

80

1500

3000

a b c d e f g h i j

Scandinavian Pen. Iberian Pen. Balkan Pen. Arabian Pen. Deccan Pen. Indochinese Pen. Kamchatka Pen. Labrador Pen. Baja California Pen. Somali Pen.

Equator

Tropic of Capricorn

Antarctic Circle 4500 km

S T S I N O G A T PRO

Basic information Name: Isabella Bird Time period: 1831-1904 Birthplace: United Kingdom Occupation: traveller, explorer, writer, naturalist and geographer

The year 1892 is about to end and I still can’t believe that they have elected me to be a member of the London Royal Geographical Society. It is not that I am not worthy of being part of this select club.

I have visited the Pacific’s Sandwich islands, I have crossed the Rocky mountains, I was in Kurdistan, in

NOW Laura Dekker Basic information Name: Laura Dekker Year of birth: 1995 Place of residence: Holland Occupation: traveller

Laura Dekker became the youngest person to go round the world on her own at just 16 years old.

the Himalayas and in other parts of Asia, like India and Persia. The nomination surprised me because no women are members of this institution and, sometimes, I read articles contesting the fact that we women travel independently.

These adventures are one of my reasons for living. My health is delicate, I have a tumour that gives me terrible headaches, insomnia and depression, but when I travel I feel much better.

Perhaps my nomadic spirit comes from my childhood. My father was a reverend and he moved us from vicarage to vicarage many times.

My first big trip was to Prince Edward island in Canada. Since then I decided to write articles and

protection of minors claimed that education was obligatory up to 16 years of age, and that she was too young to navigate on her own. The case reached Parliament and her parents lost custody. She had to pass many psychological tests to prove her strength and emotional maturity, and she promised to follow a distance education system.

She set off from Gibraltar at 14 years old, with her first stop being in the

diaries about my experiences. Now I am preparing a new adventure through eastern Asia, and when I return, I will try to publish my discoveries. Being part of the Royal Geographical Society gives me another motive to continue making progress with my explorations.

QUESTIONS

IN THE PAST Isabella Bird

1 Indicate on which continent the various places that Isabelle Bird mentions in her tale are located.

2 On which sea and on which continent did Laura Dekker end her voyage?

3 Find information about the first Spanish woman to go round the world by boat.

4 What

adventure would you like to be involved in?

When she was just 8, she read the book of Tania Aebi’s memoirs, where she told the story of her round-the-world trip in a sailing boat at 18 years old. She became Laura’s heroine and she thought that she would also be capable of achieving a similar feat.

Canary Islands. She demonstrated her innate ability to navigate, which was perhaps due to the fact that she was born on a boat in New Zealand and that she spent the first seven years of her life sailing with her parents.

She lived in Holland and had to navigate various problems with the country’s authorities because she wanted to start her voyage at 13 years old. The department for the

Laura Dekker’s voyage lasted 366 days and ended after she docked her 11.5 metre sailing boat Guppy in Simpson Bay, Saint Martin island on 21 January 2012.

81

CHALLENGES THAT

LEAVE AN IMPRINT PORTFOLIO IMPROVE COEXISTENCE Leave your imprint Throughout these units we have known the characteristics of the relief and the waters of the Earth, as well as its continents. To help conserve our planet, it is necessary to promote the use of renewable energies, which are undoubtedly essential for achieving sustainable development. Through a shared Google Drive document you can fill in the table that we propose, carrying out a collective analysis in the classroom and agreeing on the main conclusions. The elements to study will be: Issues

We think

What differences do you find between the use of renewable and non-renewable energies?

Do you think we should make any changes to the current energy consumption model?

Which and why?

What energy do you consider to be more positive for sustainable development and why?

What measures would you take if you led Spain to achieve sustainable development?

What measures can you take at home to achieve sustainable and responsible energy consumption?

What measures could we take at the Institute and in class to achieve sustainable and responsible energy consumption?

Could you make a personal commitment to do your bit for sustainable development?

Which one?

What do you think would be the consequences if we achieved an energy transition towards renewable energies?

DISSEMINATE YOUR WORK We disseminate our conclusions on sustainable development linked to SDG 7 "Affordable and non-polluting energy" which we have formatted as a digital newspaper. This newspaper can be made available to the entire educational community with the center's digital media.

We can communicate it through the creation of a Genially cover in which the different presentations and the digital newspaper can be accessed, posting it on the class blog, the department blog or the centre's website. It can also be sent to families via email.

82

CHECK YOUR SKILLS To test the skills that we have been working on in the digital space, we propose a series of activities to which you will have to add the existing ones in the resource bank, which will help you review, remember Through these self-assessment sheets, you will also be able to check the degree of achievement of the skills that you have to develop.

Competence

descriptor

Level 4

Linguistic communication

Express facts, thoughts or feelings, orally or in writing.

I think my level of oral and written expression in this task has been excellent.

Level 3

Math, science...

…

I am quite satisfied with my level of oral and written expression in this task.

Level 2

Level 1

I am satisfied with my level of oral and written expression in this task.

I think my level of oral and written expression in this task can still be improved.

EVALUATE YOUR WORK At anayaeducacion.es you will find this activity to evaluate your work.

I have located the sources of information I needed

I have understood the task entrusted to me I have perfectly understood the task that I had to develop

I didn't quite understand what I had to do

I didn't understand what I had to do

I have been able to organise my time following the established schedule

I have located without problem all the information

I couldn't locate all the information I needed

I did not find the information I needed

I have done the presentation but not as well as I would like

I did not make the presentation well

I have successfully completed my part of the presentation

I have organised my time well, meeting deadlines

I have organised my time well, although I have not met the deadlines

I have not managed to organise the times well

I have done the presentation well

REVIEW TEAMWORK At anayaeducacion.es you will find this activity to review teamwork.

Acceptable Improvable

Very good

Excellent

Inadequate

Our work as a group has been ...

Our individual work has been ...

We have collaborated in the evelopment of the project

We have all contributed ideas for the project

We have shared our teamwork

We liked working as a team

Explain your assessment

83

3

2 HUNGER ZERO

HEALTH AND WELLNESS

13 ACTION BECAUSE OF THE WEA THE

R

CHALLENGES THAT

LEAVE THEIR MARK THE RESCUE OF GEA As defined by the United Nations, climate change refers to long-term changes in temperatures and weather patterns. These changes can be natural, for example through variations in the solar cycle. But since the 19th century, human activities have been the main driver of climate change, mainly due to the burning of fossil fuels, such as coal, oil and gas.

We have given this unit the title “The rescue of Gaia”, the goddess who in Greek mythology represents “Mother Earth”.

Climate change is undoubtedly one of the challenges we face in this 21st century, the consequences of which can pose enormous problems for the planet and for the development of our society.

The United Nations, through the so-called Sustainable Development Goals (SDGs), have made a proposal for us to reflect on the situation of the world in which we live and be able to improve it.

Throughout our project we will work across SDGs 6, 7, 13, 15 and 17.

LEARNING SEQUENCE

We activate our prior knowledge

Unit 4

84

We form working groups

We know the weather

We study the great bioclimatic assemblages Unit 5

THE CHALLENGE It is essential to become aware of climate change, for which we will design an awareness advertising campaign aimed at taking measures that allow sustainable development and can avoid the risks posed by climate change. To promote this campaign, we will use social networks and multiple digital supports that allow us to reach as many people as possible.

TO COMPLETE THIS CHALLENGE, YOU WILL LEARN TO...

• Communicate the selected information adopting a critical and personal point of

view while respecting intellectual property.

• Put communicative practices at the service of democratic coexistence, dialogue

resolution of conflicts and equal rights.

• Use scientific thinking to understand and explain the phenomena that occur

around you.

• Undertake scientifically based, conscious and responsible actions to transform

their environment in a sustainable way, valuing their global impact.

• Identify the risks of digital technologies, being aware of the importance of making

a critical, legal, safe, healthy and sustainable use of these.

• Understand the relationships that connect human society and the natural

environment, emphasizing sustainability as a key factor.

• Facing challenges, prioritizing objectives, planning tasks and reflecting critically;

all this from personal autonomy.

• Know, select and use various audiovisual media to create products through

interpretation, identifying opportunities for personal, social and economic development, protecting their creativity and respecting others.

We develop the advertising campaign

We know the bioclimates of Spain

We design the campaign focused on social networks

Evaluate

Unit 6

85

© GRUPO ANAYA, S.A., 2022 - C/ Juan Ignacio Luca de Tena, 15 - 28027 Madrid.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.