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Global Atmospheric Change

Author(s): Nancy Moreno, Barbara Tharp and Judith Dresden

Global Climate Map

Procedure (continued)

  1. Point out that regions with very little rainfall (deserts) also are shown on the “Global Climate Map” sheet.

  2. Assign a climate zone and geographic area from the student page to each group of students. Examples might include: temperate zone of North America; tropical zone of South America; tropical desert zone of Africa; and so forth. Give more explicit geographic locations (by country or region) to older students, and have them use outside resources to gather additional information about their assigned regions. Explain that students should think about how people might live in the given climate type. Have each group discuss and decide the types of clothing that people might wear in summer and winter (or during rainy and dry seasons), what the houses might look like, and what foods people might eat. Refer students to the cover of the Explorations magazine accompanying this unit for ideas. Older students may want to use resources in the library or on the Internet to find additional information.

  3. Prompt each group to write a description of the climate in its region and a description of how people live in this region and climate. Have students illustrate their descriptions.

  4. Climate Zone: 

    Geographic Area: 


    The Seasons

    Major crops

    Major foods

    Types of clothes

    Types of houses

    Other important factors

  5. Display each group’s descriptions and pictures around the classroom. 

Funded by the following grant(s)

National Institute of Environmental Health Sciences, NIH

National Institute of Environmental Health Sciences, NIH

My Health My World: National Dissemination
Grant Number: 5R25ES009259
The Environment as a Context for Opportunities in Schools
Grant Number: 5R25ES010698, R25ES06932

Houston Endowment Inc.

Foundations for the Future: Capitalizing on Technology to Promote Equity, Access and Quality in Elementary Science Education