Global Atmospheric Change
Global Climate Map
Point out that regions with very little rainfall (deserts) also are shown on the “Global Climate Map” sheet.
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.
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.
Display each group’s descriptions and pictures around the classroom.
Types of clothes
Types of houses
Other important factors
Keywords: carbon monoxide | climate | Earth | ecology | environment | global change | greenhouse gas | life science | oxygen | ozone | physical science | radiation | skin | skin damage | solar energy | sun | temperature | UV light | weather | lesson
- Moreno, N., Tharp, B., and Dresden, J. (2011) The Science of Global Atmospheric Change Teacher’s Guide. Baylor College of Medicine: Houston. ISBN: 978-1-888997-75-0.
- Illustration © Baylor College of Medicine\M.S. Young.
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Funded by the following grant(s)
My Health My World: National Dissemination
Grant Number: 5R25ES009259
The Environment as a Context for Opportunities in Schools
Grant Number: 5R25ES010698, R25ES06932
Foundations for the Future: Capitalizing on Technology to Promote Equity, Access and Quality in Elementary Science Education