Climate, Landscapes and Life: The Tropics - Discovery Education

Climate, Landscapes and Life: The Tropics 

INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) 

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 

Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 

Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 

INTRODUCING Climate, Landscapes and Life: The Tropics 

Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

PREPARATION FOR VIEWING 

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

AFTER VIEWING THE PROGRAM 

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 

Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 

Word Search Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 

Where in the world is the Tropic of Capricorn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 

Tropical Regions’ Natural Vegitation and Cultivated Crops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 

Vocabulary Match-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 

Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . .19 

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 

© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650

Congratulations! 

You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable 

instructional guidelines and tools designed to make your teaching role efficient and rewarding. 

The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for 

use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our 

authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000. 

This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your 

classroom needs. 

RATIONALE 

ORGANIZATION AND MANAGEMENT 

In today’s classrooms, educational pedagogy is often founded on 

Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The 

practical application of Bloom’s Taxonomy is to evaluate students’ 

thinking skills on these levels, from the simple to the complex: 

1. Knowledge (rote memory skills), 

2. Comprehension (the ability to relate or retell), 

3. Application (the ability to apply knowledge outside its origin), 

4. Analysis (relating and differentiating parts of a whole), 

5. Synthesis (relating parts to a whole) 

6. Evaluation (making a judgment or formulating an opinion). 

To facilitate ease in classroom manageability, the AIMS Teaching 

Module is organized in three sections: 

I. Introducing this ATM 

will give you the specific information you need to integrate the 

program into your classroom curriculum. 

II. Preparation for Viewing 

provides suggestions and strategies for motivation, language 

preparedness, readiness, and focus prior to viewing the program 

with your students. 

The AIMS Teaching Module is designed to facilitate these intellectual 

capabilities, and to integrate classroom experiences and assimilation 

of learning with the students’ life experiences, realities, and 

expectations. AIMS’ learner verification studies prove that our AIMS 

Teaching Modules help students to absorb, retain, and to demonstrate 

ability to use new knowledge in their world. Our educational 

materials are written and designed for today’s classroom, which 

incorporates a wide range of intellectual, cultural, physical, and 

emotional diversities. 

III. After Viewing the Program 

provides suggestions for additional activities plus an assortment of 

consumable assessment and extended activities, designed to broaden 

comprehension of the topic and to make connections to other 

curriculum content areas. 

AIMS Teaching Module written by 

© Copyright 2002 AIMS Multimedia 

All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this 

AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. 

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing 

and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM. 

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: 

AIMS Multimedia at: 

Toll Free: 1-800-367-2467 

Fax: 818-341-6700 

Web: www.aimsmultimedia.com 

Email: info@aimsmultimedia.com 

2 


FEATURES 

INTRODUCING THE ATM 

Your AIMS Teaching Module is designed to 

accompany a video program written and 

produced by some of the world’s most 

credible and creative writers and producers 

of educational programming. To facilitate 

diversity and flexibility in your classroom 

and to provide assessment tools, your AIMS 

Teaching Module features these components: 

Themes 

This section tells how the AIMS Teaching 

Module is correlated to the curriculum. 

Themes offers suggestions for interaction 

with other curriculum content areas, 

enabling teachers to use the teaching 

module to incorporate the topic into a 

variety of learning areas. 

Overview 

The Overview provides a synopsis of content 

covered in the video program. Its purpose is 

to give you a summary of the subject matter 

and to enhance your introductory 

preparation. 

Objectives 

The ATM learning objectives provide 

guidelines for teachers to assess what 

learners can be expected to gain from each 

program. After completion of the AIMS 

Teaching Module, your students will be able 

to demonstrate dynamic and applied 

comprehension of”” the topic. 

Preparation for Viewing 

In preparation for viewing the video 

program, the AIMS Teaching Module offers 

activity and/or discussion ideas that you 

may use in any order or combination. 

Introduction To The Program 

Introduction to the Program is designed to 

enable students to recall or relate prior 

knowledge about the topic and to prepare 

them for what they are about to learn. 

Introduction To Vocabulary 

Introduction to Vocabulary is a review of 

language used in the program: words, 

phrases, and usage. This vocabulary 

introduction is designed to ensure that all 

learners, including limited English 

proficiency learners, will have full 

understanding of the language usage in the 

content of the program. 

Discussion Ideas 

Discussion Ideas are designed to help you 

assess students’ prior knowledge about the 

topic and to give students a preview of what 

they will learn. Active discussion stimulates 

interest in a subject and can motivate even 

the most reluctant learner. Listening, as well 

as speaking, is active participation. 

Encourage your students to participate at the 

rate they feel comfortable. Model sharing 

personal experiences when applicable, and 

model listening to students’ ideas and 

opinions. 

Focus 

Help learners set a purpose for watching the 

program with Focus, designed to give 

students a focal point for comprehension 

continuity. 

Jump Right In 

Jump Right In provides abbreviated 

instructions for quick management of the 

program. 

After Viewing the Program 

After your students have viewed the 

program, you may introduce any or all of 

these activities to interact with other 

curriculum content areas, provide 

reinforcement, assess comprehension skills, 

or provide hands-on and in-depth extended 

study of the topic. 

3 


SUGGESTED ACTIVITIES 

The Suggested Activities offer ideas for 

activities you can direct in the classroom or 

have your students complete independently, 

in pairs, or in small work groups after they 

have viewed the program. To accommodate 

your range of classroom needs, the activities 

are organized into skills categories. Their 

labels will tell you how to identify each 

activity and help you correlate it into your 

classroom curriculum. To help you schedule 

your classroom lesson time, the AIMS 

hourglass gives you an estimate of the time 

each activity should require. Some of the 

activities fall into these categories: 

Meeting Individual Needs 

These activities are designed 

to aid in classroom continuity. 

Reluctant learners and 

learners acquiring English 

will benefit from these 

activities geared to enhance comprehension 

of language in order to fully grasp content 

meaning. 

Curriculum Connections 

Many of the suggested 

activities are intended to 

ART 

integrate the content of the 

ATM program into other 

content areas of the 

classroom curriculum. These crossconnections 

turn the classroom teaching 

experience into a whole learning 

experience. 

Critical Thinking 

Critical Thinking activities are 

designed to stimulate 

learners’ own opinions and 

ideas. These activities require students to use 

the thinking process to discern fact from 

opinion, consider their own problems and 

formulate possible solutions, draw 

conclusions, discuss cause and effect, or 

combine what they already know with what 

they have learned to make inferences. 

Cultural Diversity 

Each AIMS Teaching Module 

has an activity called Cultural 

Awareness, Cultural Diversity, 

or Cultural Exchange that encourages 

students to share their backgrounds, 

cultures, heritage, or knowledge of other 

countries, customs, and language. 

Hands On 

These are experimental or 

tactile activities that relate 

directly to the material taught 

in the program. Your students 

will have opportunities to make discoveries 

and formulate ideas on their own, based on 

what they learn in this unit. 

Writing 

Every AIMS Teaching Module 

will contain an activity 

designed for students to use 

the writing process to express 

their ideas about what they have learned. 

The writing activity may also help them to 

make the connection between what they are 

learning in this unit and how it applies to 

other content areas. 

In The Newsroom 

Each AIMS Teaching Module 

contains a newsroom activity 

designed to help students make the 

relationship between what they learn in the 

classroom and how it applies in their world. 

The purpose of In The Newsroom is to 

actively involve each class member in a 

whole learning experience. Each student will 

have an opportunity to perform all of the 

tasks involved in production: writing, 

researching, producing, directing, and 

interviewing as they create their own 

classroom news program. 

Extended Activities 

These activities provide 

opportunities for students to 

work separately or together to 

conduct further research, 

explore answers to their own questions, or 

apply what they have learned to other 

media or content areas. 

Link to the World 

These activities offer ideas 

for connecting learners’ 

classroom activities to their 

community and the rest of the world. 

Culminating Activity 

To wrap up the unit, AIMS 

Teaching Modules offer 

suggestions for ways to 

reinforce what students have 

learned and how they can use their new 

knowledge to enhance their worldview. 

4 


ADDITIONAL ATM FEATURES 

Vocabulary 

Every ATM contains an activity that 

reinforces the meaning and usage of the 

vocabulary words introduced in the 

program content. Students will read or find 

the definition of each vocabulary word, then 

use the word in a written sentence. 

Checking Comprehension 

Checking Comprehension is designed to 

help you evaluate how well your students 

understand, retain, and recall the 

information presented in the AIMS Teaching 

Module. Depending on your students’ needs, 

you may direct this activity to the whole 

group yourself, or you may want to have 

students work on the activity page 

independently, in pairs, or in small groups. 

Students can verify their written answers 

through discussion or by viewing the video a 

second time. If you choose, you can 

reproduce the answers from your Answer 

Key or write the answer choices in a Word 

Bank for students to use. Students can use 

this completed activity as a study guide to 

prepare for the test. 

Reproducible Activities 

The AIMS Teaching Module provides a 

selection of reproducible activities, designed 

to specifically reinforce the content of this 

learning unit. Whenever applicable, they 

are arranged in order from low to high 

difficulty level, to allow a seamless 

facilitation of the learning process. You may 

choose to have students take these activities 

home or to work on them in the classroom 

independently, in pairs or in small groups. 

Checking Vocabulary 

The checking Vocabulary activity provides 

the opportunity for students to assess their 

knowledge of new vocabulary with this word 

game or puzzle. The format of this 

vocabulary activity allows students to use the 

related words and phrases in a different 

context. 

Test 

The AIMS Teaching Module Test permits you 

to assess students’ understanding of what 

they have learned. The test is formatted in 

one of several standard test formats to give 

your students a range of experiences in testtaking 

techniques. Be sure to read, or 

remind students to read, the directions 

carefully and to read each answer choice 

before making a selection. Use the Answer 

Key to check their answers. 

Additional AIMS Multimedia 

Programs 

After you have completed this AIMS 

Teaching Module you may be interested in 

more of the programs that AIMS offers. This 

list includes several related AIMS programs. 

Answer Key 

Reproduces tests and work pages with 

answers marked. 

JUMP RIGHT IN 

Preparation 

• Read Climate, Landscapes and Life: The 

Tropics Themes, Overview, and 

Objectives to become familiar with 

program content and expectations. 

• Use Preparation for Viewing 

suggestions to introduce the topic to 

students. 

Viewing 

• Set up viewing monitor so that all 

students have a clear view. 

• Depending on your classroom size and 

learning range, you may choose to 

have students view Climate, Landscapes 

and Life: The Tropics together or in 

small groups. 

• Some students may benefit from 

viewing the video more than one time. 

After Viewing 

5 

© Copyright 2002 • AIMS Multimedia • Climate, Landscapes and Life: The Tropics • #2650 

• Select Suggested Activities that 

integrate into your classroom 

curriculum. If applicable, gather 

materials or resources. 

• Choose the best way for students to 

work on each activity. Some activities 

work best for the whole group. Other 

activities are designed for students to 

work independently, in pairs, or in 

small groups. Whenever possible, 

encourage students to share their work 

with the rest of the group. 

• Duplicate the appropriate number of 

Vocabulary, Checking Comprehension, 

and consumable activity pages for your 

students. 

• You may choose to have students take 

consumable activities home, or 

complete them in the classroom, 

independently, or in groups. 

• Administer the Test to assess students’ 

comprehension of what they have 

learned, and to provide them with 

practice in test-taking procedures. 

• Use the Culminating Activity as a forum 

for students to display, summarize, 

extend, or share what they have 

learned with each other, the rest of the 

school, or a local community 

organization.

Climate, Landscapes and Life: The Tropics 

Themes 

Objectives 

Introduction to Vocabulary 

Earth’s climatic regions, natural vegetation, 

habitats, and human modification of the 

landscape are major themes in Geography 

and Earth Science curriculums. In Climate, 

Landscapes and Life: The Tropics, students 

will visit the world’s many tropical regions, 

learn the climatic influences that shape each 

of them, and gain insight into the human cultural 

history of the various locales. 

Overview 

The Earth’s tropics lie in lands near the equator 

whose climatic regions are based on 

their latitude, altitude above sea level, and 

the seasonality and amount of precipitation 

they receive. These regions have very little 

seasonal change in temperature and, at 

lower elevations, are always warm. 

Students will learn the locations of tropical 

regions around the globe, the factors of climate 

and geography that shape each 

region, their natural vegetation, habitats, 

and human-modified landscapes. Regions 

through which this program guides students 

include the rainy tropics, the wet-dry and 

monsoon tropics, tropical and subtropical 

deserts, and tropical highlands. These are 

illustrated by such locales as lush, humid 

rainforests filled with arboreal wildlife, 

highly industrialized cities, and the world’s 

largest desert. In addition, students learn 

geographical terms that help them identify 

and locate the various regions, and to 

understand processes integral to different 

tropical locales. The human geography of 

these diverse lands is represented through 

the agricultural activities, styles of architecture, 

livelihoods, handicrafts, music and cultural 

traditions found in each region. 

• To show the geographical locations of the 

various tropical regions around the world 

• To provide an overview of the natural vegetation, 

wildlife habitats, and humanmodified 

landscapes found in the world’s 

major climatic zones 

• To examine the practice of shifting cultivation 

employed in the rainforests of the 

rainy tropics, and its effect on the natural 

vegetation of the region 

• To illustrate the seasonal patterns of rainfall 

and drought that govern the climates 

of the wet-dry and monsoon tropics 

• To explore the areas of human population 

in the tropics and the different types of 

land use employed by that population 

• To illustrate the role that altitude plays in 

determining climate 

Introduction to the Program 

To prepare students for, Climates, 

Landscapes and Life: The Tropics, discuss 

with them what comes to mind when they 

think about regions called “the tropics.” 

Write on the board any ideas generated by 

the group; expect them to include such 

descriptions or items as: 

heat, humidity, rain, sunshine, the equator, 

palm trees, sandy beaches, the Pacific, the 

Caribbean, Hawaii, Florida, islands, hurricanes, 

rainforest, tropical fruits, endangered 

species 

Discuss the list with the class. Explain that 

they will be viewing a video in which they 

will see many of the things they mentioned, 

along with additional facts and details about 

the tropical regions of the planet. 

Write the following words on the board and 

explain that they will be referenced in the 

video. Some students may be unfamiliar with 

the terms. If the meaning of any word is 

unclear to the group, ask volunteers to use 

an appropriate reference source to check the 

term and report their findings to the class. 

alluvial, arboreal, climate, exotic river, monsoon, 

montane, savanna, seasonality, selva, 

shifting cultivation 

Discussion Ideas 

Lead students in a discussion of how the climates 

in the tropical regions affect the living 

organisms found there. Ask them to consider 

the types of adaptations necessary to survive 

in the rainy tropics, or in a tropical desert. 

What adjustments do they think they would 

have to make to their lifestyle if they were 

suddenly transported to a climate radically 

different from their current one What 

human-generated modifications to their 

environment do they know of Which do 

they believe to be justified, and which - if 

any - do they think may not be justified with 

regards to their effect on the environment 

Focus 

Ask students to think for a few moments 

about the climate and land use in your community 

and in your state. How do they think 

those things impact the region and their 

lives Tell them to keep these thoughts in 

mind as they view the program and to determine 

for themselves how the climate and 

land use in the various tropical regions 

impacts the living organisms found there. Let 

them know you will discuss these and other 

aspects following the screening. 

6 


SUGGESTED ACTIVITIES 

Writing and Connection to Biology 

The tropics are vibrant, sensual regions. Ask students to use their five senses and their imaginations to explore the 

tropics. Have students each choose a tropical region, then work individually to write a paragraph, short essay, or 

short story answering such questions as: What would you see there ... colors, shapes, people, animals, plants, 

buildings What tastes would you expect ... sweet, sour, spicy, bitter What smells would you expect ... odors that 

assault you, fragrances that entice What sounds would you expect ... languages, music, traffic, animals, waves, 

quiet noises or loud ones What would you expect to feel ... would the air be warm or cool ... windy or calm ... 

rainy or dry ... what textures would your surroundings have, your food ... how do you think your emotions would 

feel Encourage students to use highly descriptive, picturesque language in their writing. Ask for volunteers to share 

their writings with the class. 

BIOLOGY 

30-60 Minutes 

Meeting Individual Needs 

Have students work alone or in small groups to look up the words alluvial, drought, monsoon, and tropical in the 

dictionary or other resource. What are the definitions of the words What is an example of each (alluvial refers 

to soils that have been deposited by running water, as in a river delta; drought refers to an extended period without 

rainfall, and can be experienced in desert regions; a monsoon is a wind which brings torrential rains, particularly 

in south and south east Asia; tropical refers to regions that lie between the Tropic of Cancer and Tropic of 

Capricorn, have little seasonal change in the length of days and nights, and sea level temperatures that do not drop 

below freezing, such as Hawaii, most of Mesoamerica, South America and Africa.) 

35 Minutes 

Connection to Geography and Earth Science 

Hurricanes are truly the storms of the tropics, and the period of June 1 through November is “hurricane season” 

in the Caribbean, Central America, Mexico, and the eastern and gulf coasts of the United States. Have students 

work in small groups to define and explain: what a hurricane is, where and how hurricanes are formed; the roles 

played by warm, humid ocean air, wind patterns, and air pressure play in the formation of a hurricane; the parts 

of a hurricane; the size of a hurricane as defined by the Saffir-Simpson Hurricane Scale and the damages caused 

by one; and storm rotation (the Coriolis effect). Assign a team to track the hurricanes of the current season. Post a 

large map of the tropics in the room and have the team plot each storm’s latitudinal and longitudinal progress. 

They can also keep an eye out by way of the many Hurricane Watch websites on the Internet. Request that the 

team, or its spokesperson report periodically to the class. 

Extended 

GEOGRAPHY 

EARTH 

SCIENCE 

Connection to Multiculturalism and to Foreign Language Classes 

In most of the countries of the tropics the national language is a tongue other than English. Ask students who are 

fluent in (or who are studying) a language spoken in the tropics to compose a short paragraph in that language 

describing a day in the life of people from that region and to provide a translation into English. Ask for volunteers 

to first read their paragraphs in the original language, followed by their English translation. 

45 Minutes 

FOREIGN 

LANGUAGE 

Connection to History 

The various regions of the tropics are lands rich in history. Divide the class into four groups, assigning each group 

one of the four tropical regions: rainy tropics, wet-dry and monsoon tropics, tropical and subtropical deserts, and 

tropical highlands. Have each group research their region to create a timeline of significant historical occurrences, 

then have a volunteer from each group present their findings to the class. 

HISTORY 

60 Minutes 

7 


Connection to Literature 

The location chosen as the backdrop for a work of literature may serve various purposes. Sometimes authors 

choose locations other than their “home turf” in order to separate their story from the everyday background and 

social mores of their own region. Ask your school librarian or media specialist for a list of tropical-themed books, 

or have students read one or more of the following novels. Ask them to analyze their thoughts about the novels’ 

central idea(s) and what part the tropical locale plays in the story - is the author writing about his/her own territory, 

or does the book’s setting serve as an exotic “foreign” locale Have students write a summary of their analysis, 

then lead a class discussion on the role of location in literature. 

Extended 

LITERATURE 

The Cay by Theodore Taylor 

Lord of the Flies by William Golding 

Robinson Crusoe by Daniel Defoe 

Their Eyes Were Watching God by Zora Neale Hurston 

Things Fall Apart by Chinua Achebe 

Treasure Island by Robert Louis Stevenson 

When I was Puerto Rican by Esmeralda Santiago 

When the Garcia Girls Lost Their Accent by Julia Alvarez 

Note: questions of class, exploitation, colonialism and racism arise in some of these books, and should be explored 

along with the historical aspects of that particular time, social structure and geographical location. 

In the Newsroom 

In the tropics and in other regions, the process of desertification is slowly damaging more and more of the environment 

and affecting the livelihood of large numbers of the human population. Desertification is the loss of soil 

fertility or productivity in drought prone areas. A number of factors can lead to this type of soil damage; some 

damaging factors include: drought, deforestation, overcultivation, poor irrigation and soil erosion. In the tropics, 

the areas most severely affected by desertification are India and Bangladesh. Australia and other parts of Asia are 

also affected. Have students work in small groups to research the current situation in these areas as well as possibilities 

to halt or deter the problem. Have the teams put together an “Environmental NewsWatch” show based on 

their investigative reporting - with volunteers writing, producing, directing, and serving as anchorpersons. If video 

equipment is available, select a camera operator and record their presentation for review at a later time. 

2 Hours 

Multiculturalism/Health 

A great number of the fruits, vegetables and grains we eat are of tropical origin, such as bananas, oranges, 

pineapples, potatoes and rice. To illustrate a discussion of nutrition and diets common in the tropics, bring to class 

a selection of fresh tropical fruits and other foods for students to sample. An alternative approach is to have students 

locate tropical cuisine recipes on the Internet, prepare their selected dish at home and hold a potluck luncheon 

at school for the class. In anticipation of the meal, or following, discuss with students the various ingredients 

that the different cuisines have in common. How are various dishes featured in the cuisine of the region: i.e., is a 

particular dish prepared only for special holidays If any students originate from a tropical region, you might consider 

inviting them to help lead this exercise. 

Extended 

HEALTH 

Culminating Activity 

Have students work in small groups to create a multi-media presentation about the geographic information they’ve 

learned from the program. Brainstorm with the class the topics that should be covered, as well as the types of materials 

and media they would like to include in their presentation. Have each group present to the entire class; you 

may wish to set up a school-wide screening so that the class may show their presentations to the entire student population. 

Extended 

8 


Name 

VOCABULARY 

The following words and terms are from Climates, Landscapes and Life: The Tropics. Read each definition. On the line next to the definition 

write the letter of the vocabulary word that matches the definition. Then use a separate piece of paper to write each word in a sentence. 

A) alluvial 

B) arboreal 

C) climate 

D) exotic river 

E) monsoon 

F) montane 

G) savanna 

H) seasonality 

I) selva 

J) shifting cultivation 

1. ________ dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts of Mesoamerica, such as in Costa Rica 

2. ________ a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees and drought-resistant woody shrubs 

3. ________ large stream that originates in a well-watered area far from the desert that it flows through 

4. ________ the practice of cutting down areas of existing forest to use the land for farming or pasturing of livestock. Once the land becomes 

infertile, it is abandoned; also known as slash-and-burn agriculture 

5. ________ a seasonal wind that brings heavy summer rains to Southern and South East Asia 

6. ________ refers to animals that are tree-dwelling 

7. ________ the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, latitude, elevation, and distance 

from mountain ranges and major bodies of water 

8. ________ the occurrence of weather phenomena as specific times of year, such as summer rains or winter snowfall 

9. ________ describes soil made up of sand, gravel, silt, or clay deposited by running water 

10.________ 

describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated 

9 


Name 

CHECKING COMPREHENSION 

Read the following sentences and circle the letters of the words that best fill each blank. 

Distances north and south on the globe are measured in degrees 1 from 2 . The tropics lie between the 3 and 4 . 

In the tropics, the sun 5 . Because of this, 6 . At sea level, temperatures 7 . The tropics can be divided into climatic regions 

based on 8 . In the rainy tropics, the natural vegetation is dense rainforest, or 9 , where the forest floor has sparse vegetation 

because 10 . The heavy rainfall feeds many large rivers. The Amazon 11 . Shifting cultivation, practiced in the rainy tropics, has 

12 . Continents where there are large expanses of wet-dry and monsoon tropics include 13 . New Delhi, India, Bangkok, Thailand, 

and Guangzhou, China are major cities in 14 . The world’s largest desert, 15 , stretches across 16 from 17 . Living 

organisms in the desert survive through 18 . Perennial rivers that cross the deserts are called 19 . Because temperature 

20 with elevation, the summits of high mountains, such as the Andes in the tropical highlands, are 21 . The montane temperate 

zone of the tropical highlands supports 22 . The principal subsistence crop in the Americas is 23 which thrives in the tropical 

highland. 24 , domesticated in the Andes, also grow well in the highlands. The world’s highest capital city, 25 , is found in the 

highlands at an elevation of 12,000 feet. 

1. 

a) Celsius 

b) Fahrenheit 

c) of latitude 

7. 

a) rarely rise above 80˚ Fahrenheit 

b) are usually above 115˚ Fahrenheit 

c) never drop below freezing 

2. 

a) thermometer 

b) equator 

c) barometer 

8. 

a) the political regimes of countries located there 

b) the seasonality and amount of precipitation they receive 

c) their degrees of longitude 

3. 

a) arctic circle 

b) antarctic circle 

c) Tropic of Cancer 

9. 

a) selva 

b) desert 

c) savanna 

4. 

a) and the north pole 

b) and the south pole 

c) Tropic of Capricorn 

10. 

a) the region’s herbivores constantly devour the groundcover 

b) little sunlight penetrates the tree canopy 

c) no rainfall can penetrate the tree canopy 

5. 

11. 

a) rises and sets at about the same time all year 

a) is the longest river in the world 

b) never dips below the horizon 

b) frequently dries up in the summer heat 

c) is farther from Earth than at latitudes closer to the poles 

c) carries more water to the sea than the Earth’s next three largest 

rivers combined 

6. 

a) there is at least a low level of daylight year ‘round 

12. 

b) there is little seasonal change in the length of days and nights a) damaged the environment of the rainy tropics by destroying large 

c) there is a lower risk of sunburn in the tropics than elsewhere parts of the rainforest 

b) increased the population’s agricultural output tenfold 

c) had no impact on the local environment 

10 


Name 

CHECKING COMPREHENSION (CONTINUED) 

13. 

a) North America, Europe and Antarctica 

b) Africa, Latin America, Australia, and Asia 

c) Asia, Europe and Greenland 

20. 

a) decreases 

b) increases 

c) does not change 

14. 

a) the rainy tropics 

b) the tropical highlands 

c) the monsoon tropics 

21. 

a) volcanic in nature 

b) covered with snow year ‘round 

c) fertile grounds for cultivation 

15. 

a) the Gobi 

b) the Sahara 

c) the Sonoran 

22. 

a) substantial human populations 

b) only sparse vegetation 

c) the mountain peaks that rise above 

16. 

a) South America 

b) South Asia 

c) North Africa 

23. 

a) rice 

b) yucca 

c) corn 

17. 

a) Morocco to Egypt 

b) India to Laos 

c) California to Texas 

24. 

a) Bananas 

b) Potatoes 

c) Sapotes 

18. 

a) predation 

b) migration 

c) adaptation 

25. 

a) Washington, D.C., United States 

b) Mexico City, Mexico 

c) La Paz, Bolivia 

19. 

a) arroyos 

b) exotic 

c) wadis 

11 


Name 

WORD SEARCH PUZZLE 

Read each vocabulary definition below. On the line before each definition write the appropriate letter, then find each in the word search. Look 

up, down, across, backwards and diagonally to find the words. 

P X V G K M R W S A V A N N A 

D R O U G H T C E J T B Y O Q 

WORD BANK 

A) agriculture 

B) alluvial 

C) arboreal 

D) climate 

E) desert 

F) drought 

G) exotic river 

H) liana 

I) monsoon 

J) montane 

K) precipitation 

L) savanna 

M) seasonality 

N) selva 

O) tropical 

Z S E A S O N A L I T Y V O P 

B N X C M N R W V X W S T S M 

V C O L I S S W A G E G K N O 

L M T M V P X X Z R Z Q B O N 

C C I B W A I K U R W V G M T 

L X C V Q L R T V G Y B X R A 

A Z R C G L L K A H B H O J N 

E C I K L U W A W T C P G K E 

R V V B C V K N K N I M G C Y 

O Z E I Z I X A C C H O W W N 

B G R J K A M I A B B C N M Q 

R G Q Z H L C L I M A T E H G 

A Q D E S E R T Y N X V P Q R 

1. ____ a type of woody vine found in tropical rainforests 

2. ____ a prolonged period without precipitation 

3. ____ describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated 

4. ____ large stream that originates in a well-watered area far from the desert that it flows through 

5. ____ dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts of Mesoamerica, such as in Costa Rica 

6. ____ describes lands located between 23.5o north and 23.5o south of the equator 

7. ____ type of land use that involves cultivating the soil for the purpose of raising crops and livestock 

8. ____ a seasonal wind that brings heavy summer rains to Southern and South East Asia 

9. ____ a region of dry land where months of drought may be broken by short periods of intense rainfall; very sparse vegetation grows 

here 

10. ____ a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees and drought-resistant woody shrubs 

11. ____ the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, latitude, elevation, and distance 


12. ____ the occurrence of weather phenomena as specific times of year, such as summer rains or winter snowfall 

13. ____ describes soil made up of sand, gravel, silt, or clay deposited by running water 

14. ____ the part of the water cycle in which water falls to Earth in such forms as rain, snow, hail, or sleet 

15. ____ refers to animals that are tree-dwelling 

12 


Name 

WHERE IN THE WORLD IS THE TROPIC OF CAPRICORN 

The tropics lie between the Tropic of Cancer and the Tropic of Capricorn. On the illustration of the globe below, the lines of latitude and 

longitude have been removed. Use the appropriate references, as needed, and draw in the lines of latitude for: the equator, the Tropic of Cancer 

and the Tropic of Capricorn. In addition, write in the degrees of latitude for each. 

13 


Name 

TROPICAL REGIONS’ NATURAL VEGETATION AND CULTIVATED CROPS 

Use information from appropriate research materials and from the video Climates, Landscapes and Life: The Tropics to match up the natural 

vegetation and agricultural plants listed below with the tropical region(s) in which they grow. Since some plants grow in more than one region, 

list those where appropriate. 

bananas 

barley 

beans 

cacao 

cactus 

chili peppers 

citrus fruits 

coconut palms 

coffee 

corn/maize 

cotton 

date palms 

epiphytes/air plants 

gourds 

jojoba 

lianas 

mangos 

manioc/cassava 

millet 

oil palms 

papayas 

pineapples 

plantains 

potatoes 

pumpkins 

rice 

rubber trees 

selva 

sorghum 

squash 

sugarcane 

taro 

tea 

wheat 

Rainy Tropics - natural vegetation and agricultural crops: 

Wet-Dry and Monsoon Tropics - natural vegetation and agricultural crops: 

Tropical and Subtropical Deserts - natural vegetation and agricultural crops: 

Tropical Highlands - natural vegetation and agricultural crops: 

14 


Name 

TRUE OR FALSE 

Place a T next to statements that are true and an F next to statements that are false. 

1. ______ The tropics lie between the Tropic of Capricorn to the north of the equator and the Tropic of Cancer to the south of the equator. 

2. ______ In the tropics the sun rises and sets at approximately the same time throughout the year, so there is little seasonal change in 

the length of days and nights. 

3. ______ A broad expanse of selva is one of the major features of the tropical and subtropical desert regions. 

4. ______ The Mississippi is a major exotic river in the U.S. 

5. ______ The predominate method of subsistence farming in the rainy tropics is shifting cultivation, or slash and burn agriculture. 

6. ______ Corn is an important agricultural crop in the wet-dry tropics and in the tropical highlands. 

7. ______ Vast grassland plains of Africa’s wet-dry tropics are known as wadis. 

8. ______ More water is carried to the sea by the Amazon than by Earth’s three next largest rivers combined. 

9. ______ Urban development in the rainy tropics dates to the Maya and to earlier ceremonial centers of the Olmec culture. 

10. ______ The elevation in tropical regions plays a significant role in climate, as temperature increases with elevation at a rate of about 

3.3˚ Celsius per 1,000 feet. 

15 


Name 

VOCABULARY MATCH-UP 

Draw a line from the vocabulary words on the left to their correct definitions on the right. 

agriculture 

a seasonal wind that brings heavy summer rains to Southern and South East Asia 

alluvial 

a prolonged period without precipitation 

climate 

describes a temperate zone in the tropical highlands that is humid, cool, and is usually 

heavily cultivated 

desert 

type of land use that involves cultivating the soil for the purpose of raising crops and livestock 

drought 

dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts 

of Mesoamerica, such as in Costa Rica 

liana 

describes lands located between 23.5˚ north and 23.5˚ south of the equator 

monsoon 

the part of the water cycle in which water falls to Earth in such forms as rain, snow, hail, 

or sleet 

montane 

a region of dry land where months of drought may be broken by short periods of intense 

rainfall; very sparse vegetation grows here 

precipitation 

describes soil made up of sand, gravel, silt, or clay deposited by running water 

savanna 

a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees 

and drought-resistant woody shrubs 

selva 

the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, 

latitude, elevation, and distance from mountain ranges and major bodies of 

water 

tropical 

a type of woody vine found in tropical rainforests 

16 


Name 

TEST 

Fill in the blank or circle the letter for the correct answer to each question. 

1. The tropics are between the latitudes of ____________ north of the equator and ____________ south of the equator. 

a) 15.5˚; 15.5˚ 

b) 20.5˚; 20.5˚ 

c) 23.5˚; 23.5˚ 

2. Since the sun rises and sets ____________ throughout the year in the tropics, there is (____________ seasonal change in the length of days 

and nights. 

a) at radically different times; a significant 

b) at approximately the same time; little 

c) at the same time; no 

3. In the rainforest, the forest floor is ____________ because ____________ . 

a) sparsely vegetated; only a little light penetrates the canopy of trees 

b) heavily covered with grass and shrubs; debris from the trees generates an extremely fertile soil 

c) completely bare of vegetation; no rain can get through the canopy of trees 

4. The predominant type of subsistence farming practiced in the rainy tropics is ____________ , also known as ____________ . 

a) kelp farming; hydroponics 

b) share cropping; tenant farming 

c) shifting cultivation; slash and burn agriculture 

5. Natural vegetation in the wet-dry and monsoon tropics varies depending on ____________ . 

a) what crops are selling for the highest prices 

b) the length and intensity of the dry season 

c) the types of fertilizer being used 

17 


Name 

TEST (CONTINUED) 

6. ____________ are grasslands of the wet-dry tropics that are most common in Africa. 

a) Savannas 

b) Arroyos 

c) Wadis 

7. Deserts are most commonly found on the ____________ of continents, between latitudes of about (insert blank) 

a) southern coast; 25˚ and 50˚ north and south 

b) highest altitudes; 35˚ and 60˚ east and west 

c) western side; 15˚ and 30˚ north and south 

8. Exotic perennial rivers such as the ____________ carry water across major deserts. 

a) Nile, Indus, and Colorado 

b) Danube, Volga, Missouri 

c) Rhine, Seine, Thames 

9. The difference in climate and vegetation from the base to the summit of a high tropical mountain corresponds to the difference between 

____________ 

a) a wadi and an arroyo 

b) a humid region and a rainforest 

c) an equatorial location and the poles 

10. Some cities of the tropical highlands found at locations of 7,000 feet or higher are ____________. 

a) Manaos, Brazil and Nairobi, Kenya 

b) Mexico City, Mexico and Quito, Ecuador 

c) New Delhi, India and Bangkok, Thailand 

18 


ADDITIONAL AIMS MULTIMEDIA PROGRAMS 

You and your students might also enjoy these other AIMS Multimedia programs: 

2561-EN-VID: 

2597-EN-VID: 

2598-EN-VID: 

2599-EN-VID: 

2600-EN-VID: 

2628-EN-VID: 

2627-EN-VID: 

2741-EN-VID: 

2742-EN-VID: 

2743-EN-VID: 

2744-EN-VID: 

2745-EN-VID: 

2767-EN-VID: 

2817-EN-VID: 

Climate, Landscapes and Life: Mid-latitude and Polar Regions 

Geography of the World Series: Africa: The Land and Resources 

Geography of the World Series: Africa: The People 

Geography of the World Series: South Asia: The Land and Resources 

Geography of the World Series: South Asia: The People 

Geography of the World Series: Central Asia: The Land and Resources 

Geography of the World Series: Central Asia: The People 

Countries and Cultures of the Andes: Bolivia 

Countries and Cultures of the Andes: Chile 

Countries and Cultures of the Andes: Ecuador 

Countries and Cultures of the Andes: Peru 

Myanamar: The Land That Once Was Burma 

Columbia: Gateway to South America 

Juanita’s Dream: A Mayan’s Guide to Guatemala 

19 


ANSWER KEY for page 9 

VOCABULARY 

The following words and terms are from Climates, Landscapes and Life: The Tropics. Read each definition. On the line next to the definition 

write the letter of the vocabulary word that matches the definition. Then use a separate piece of paper to write each word in a sentence. 

A) alluvial 

B) arboreal 

C) climate 

D) exotic river 

E) monsoon 

F) montane 

G) savanna 

H) seasonality 

I) selva 

J) shifting cultivation 

1. ________ I dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts of Mesoamerica, such as in Costa Rica 

2. ________ 

G 

a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees and drought-resistant woody shrubs 

3. ________ 

D 

large stream that originates in a well-watered area far from the desert that it flows through 

4. ________ 

A 

the practice of cutting down areas of existing forest to use the land for farming or pasturing of livestock. Once the land becomes 

infertile, it is abandoned; also known as slash-and-burn agriculture 

5. ________ 

J 


E 

6. ________ refers to animals that are tree-dwelling 

7. ________ 

B 

the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, latitude, elevation, and distance 


8. ________ 

H 

the occurrence of weather phenomena as specific times of year, such as summer rains or winter snowfall 

9. ________ 

A 


10.________ 

F 

describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated 

20 



CHECKING COMPREHENSION 

Read the following sentences and circle the letters of the words that best fill each blank. 

Distances north and south on the globe are measured in degrees 1 from 2 . The tropics lie between the 3 and 4 . 

In the tropics, the sun 5 . Because of this, 6 . At sea level, temperatures 7 . The tropics can be divided into climatic regions 

based on 8 . In the rainy tropics, the natural vegetation is dense rainforest, or 9 , where the forest floor has sparse vegetation 

because 10 . The heavy rainfall feeds many large rivers. The Amazon 11 . Shifting cultivation, practiced in the rainy tropics, has 

12 . Continents where there are large expanses of wet-dry and monsoon tropics include 13 . New Delhi, India, Bangkok, Thailand, 

and Guangzhou, China are major cities in 14 . The world’s largest desert, 15 , stretches across 16 from 17 . Living 

organisms in the desert survive through 18 . Perennial rivers that cross the deserts are called 19 . Because temperature 

20 with elevation, the summits of high mountains, such as the Andes in the tropical highlands, are 21 . The montane temperate 

zone of the tropical highlands supports 22 . The principal subsistence crop in the Americas is 23 which thrives in the tropical 

highland. 24 , domesticated in the Andes, also grow well in the highlands. The world’s highest capital city, 25 , is found in the 

highlands at an elevation of 12,000 feet. 

1. 

a) Celsius 

b) Fahrenheit 

c) of latitude 

7. 

a) rarely rise above 80˚ Fahrenheit 

b) are usually above 115˚ Fahrenheit 

c) never drop below freezing 

2. 

a) thermometer 

b) equator 

c) barometer 

8. 

a) the political regimes of countries located there 

b) the seasonality and amount of precipitation they receive 

c) their degrees of longitude 

3. 

a) arctic circle 

b) antarctic circle 

c) Tropic of Cancer 

9. 

a) selva 

b) desert 

c) savanna 

4. 

a) and the north pole 

b) and the south pole 

c) Tropic of Capricorn 

10. 

a) the region’s herbivores constantly devour the groundcover 

b) little sunlight penetrates the tree canopy 

c) no rainfall can penetrate the tree canopy 

5. 

a) rises and sets at about the same time all year 

b) never dips below the horizon 

c) is farther from Earth than at latitudes closer to the poles 

6. 

a) there is at least a low level of daylight year ‘round 

b) there is little seasonal change in the length of days and nights 

c) there is a lower risk of sunburn in the tropics than elsewhere 

11. 

a) is the longest river in the world 

b) frequently dries up in the summer heat 

c) carries more water to the sea than the Earth’s next three largest 

rivers combined 

12. 

a) damaged the environment of the rainy tropics by destroying large 

parts of the rainforest 

b) increased the population’s agricultural output tenfold 

c) had no impact on the local environment 

21 



CHECKING COMPREHENSION (CONTINUED) 

13. 

a) North America, Europe and Antarctica 

b) Africa, Latin America, Australia, and Asia 

c) Asia, Europe and Greenland 

20. 

a) decreases 

b) increases 

c) does not change 

14. 

a) the rainy tropics 

b) the tropical highlands 

c) the monsoon tropics 

21. 

a) volcanic in nature 

b) covered with snow year ‘round 

c) fertile grounds for cultivation 

15. 

a) the Gobi 

b) the Sahara 

c) the Sonoran 

22. 

a) substantial human populations 

b) only sparse vegetation 

c) the mountain peaks that rise above 

16. 

a) South America 

b) South Asia 

c) North Africa 

23. 

a) rice 

b) yucca 

c) corn 

17. 

a) Morocco to Egypt 

b) India to Laos 

c) California to Texas 

24. 

a) Bananas 

b) Potatoes 

c) Sapotes 

18. 

a) predation 

b) migration 

c) adaptation 

25. 

a) Washington, D.C., United States 

b) Mexico City, Mexico 

c) La Paz, Bolivia 

19. 

a) arroyos 

b) exotic 

c) wadis 

22 



WORD SEARCH PUZZLE 

Read each vocabulary definition below. On the line before each definition write the appropriate letter, then find each in the word search. Look 

up, down, across, backwards and diagonally to find the words. 

P X V G K M R W S A V A N N A 

D R O U G H T C E J T B Y O Q 

WORD BANK 

A) agriculture 

B) alluvial 

C) arboreal 

D) climate 

E) desert 

F) drought 

G) exotic river 

H) liana 

I) monsoon 

J) montane 

K) precipitation 

L) savanna 

M) seasonality 

N) selva 

O) tropical 

Z S E A S O N A L I T Y V O P 

B N X C M N R W V X W S T S M 

V C O L I S S W A G E G K N O 

L M T M V P X X Z R Z Q B O N 

C C I B W A I K U R W V G M T 

L X C V Q L R T V G Y B X R A 

A Z R C G L L K A H B H O J N 

E C I K L U W A W T C P G K E 

R V V B C V K N K N I M G C Y 

O Z E I Z I X A C C H O W W N 

B G R J K A M I A B B C N M Q 

R G Q Z H L C L I M A T E H G 

A Q D E S E R T Y N X V P Q R 

1. ____ H a type of woody vine found in tropical rainforests 

2. ____ F a prolonged period without precipitation 

3. ____ J describes a temperate zone in the tropical highlands that is humid, cool, and is usually heavily cultivated 

4. ____ G large stream that originates in a well-watered area far from the desert that it flows through 

5. ____ N dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts of Mesoamerica, such as in Costa Rica 

6. ____ O describes lands located between 23.5o north and 23.5o south of the equator 

7. ____ A type of land use that involves cultivating the soil for the purpose of raising crops and livestock 

8. ____ I a seasonal wind that brings heavy summer rains to Southern and South East Asia 

9. ____ E a region of dry land where months of drought may be broken by short periods of intense rainfall; very sparse vegetation grows 

here 

10. ____ L a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees and drought-resistant woody shrubs 

11. ____ D the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, latitude, elevation, and distance 


12. ____ M the occurrence of weather phenomena as specific times of year, such as summer rains or winter snowfall 

13. ____ B describes soil made up of sand, gravel, silt, or clay deposited by running water 

14. ____ K the part of the water cycle in which water falls to Earth in such forms as rain, snow, hail, or sleet 

15. ____ C refers to animals that are tree-dwelling 

23 



WHERE IN THE WORLD IS THE TROPIC OF CAPRICORN 

The tropics lie between the Tropic of Cancer and the Tropic of Capricorn. On the illustration of the globe below, the lines of latitude and 

longitude have been removed. Use the appropriate references, as needed, and draw in the lines of latitude for: the equator, the Tropic of Cancer 

and the Tropic of Capricorn. In addition, write in the degrees of latitude for each. 

Tropic of Cancer 

23.5˚ N. Latitude 

Equator 0˚ Latitude 

Tropic of Capricorn 

23.5˚ S. Latitude 

24 



TROPICAL REGIONS’ NATURAL VEGETATION AND CULTIVATED CROPS 

Use information from appropriate research materials and from the video Climates, Landscapes and Life: The Tropics to match up the natural 

vegetation and agricultural plants listed below with the tropical region(s) in which they grow. Since some plants grow in more than one region, 

list those where appropriate. 

bananas 

barley 

beans 

cacao 

cactus 

chili peppers 

citrus fruits 

coconut palms 

coffee 

corn/maize 

cotton 

date palms 

epiphytes/air plants 

gourds 

jojoba 

lianas 

mangos 

manioc/cassava 

millet 

oil palms 

papayas 

pineapples 

plantains 

potatoes 

pumpkins 

rice 

rubber trees 

selva 

sorghum 

squash 

sugarcane 

taro 

tea 

wheat 

Rainy Tropics - natural vegetation and agricultural crops: 

bananas, cacao, coconut palms, epiphytes/air plants, lianas, mangos, manioc/cassava, oil palms, papayas, plantains, rubber trees, selva, 

taro 

Wet-Dry and Monsoon Tropics - natural vegetation and agricultural crops: 

citrus fruits, corn/maize, cotton, millet, pineapples, rice, sorghum, sugarcane 

Tropical and Subtropical Deserts - natural vegetation and agricultural crops: 

beans, cactus, chili peppers, corn/maize, date palms, gourds, jojoba, pumpkins, squash 

Tropical Highlands - natural vegetation and agricultural crops: 

barley, coffee, corn/maize, potatoes, tea, wheat 

25 



TRUE OR FALSE 

Place a T next to statements that are true and an F next to statements that are false. 

1. ______ F The tropics lie between the Tropic of Capricorn to the north of the equator and the Tropic of Cancer to the south of the equator. 

2. ______ T In the tropics the sun rises and sets at approximately the same time throughout the year, so there is little seasonal change in 

the length of days and nights. 

3. ______ F A broad expanse of selva is one of the major features of the tropical and subtropical desert regions. 

F 

4. ______ The Mississippi is a major exotic river in the U.S. 

5. ______ T The predominate method of subsistence farming in the rainy tropics is shifting cultivation, or slash and burn agriculture. 

6. ______ T Corn is an important agricultural crop in the wet-dry tropics and in the tropical highlands. 

7. ______ 

F 

Vast grassland plains of Africa’s wet-dry tropics are known as wadis. 

8. ______ 

T 

More water is carried to the sea by the Amazon than by Earth’s three next largest rivers combined. 

9. ______ T Urban development in the rainy tropics dates to the Maya and to earlier ceremonial centers of the Olmec culture. 

10. ______ F The elevation in tropical regions plays a significant role in climate, as temperature increases with elevation at a rate of about 

3.3˚ Celsius per 1,000 feet. 

26 



VOCABULARY MATCH-UP 

Draw a line from the vocabulary words on the left to their correct definitions on the right. 

agriculture 


alluvial 

a prolonged period without precipitation 

climate 

describes a temperate zone in the tropical highlands that is humid, cool, and is usually 

heavily cultivated 

desert 

type of land use that involves cultivating the soil for the purpose of raising crops and livestock 

drought 

dense tropical rainforest, found in South America (the Amazon Rainforest) and in parts 

of Mesoamerica, such as in Costa Rica 

liana 

describes lands located between 23.5˚ north and 23.5˚ south of the equator 

monsoon 

the part of the water cycle in which water falls to Earth in such forms as rain, snow, hail, 

or sleet 

montane 

a region of dry land where months of drought may be broken by short periods of intense 

rainfall; very sparse vegetation grows here 

precipitation 


savanna 

a grassland found in the wet-dry tropics; vegetation consists of grasses, scattered trees 

and drought-resistant woody shrubs 

selva 

the yearly pattern of weather in a given place, taking into account temperature, wind, precipitation, 

latitude, elevation, and distance from mountain ranges and major bodies of 

water 

tropical 

a type of woody vine found in tropical rainforests 

27 



TEST 

Fill in the blank or circle the letter for the correct answer to each question. 

1. The tropics are between the latitudes of ____________ north of the equator and ____________ south of the equator. 

a) 15.5˚; 15.5˚ 

b) 20.5˚; 20.5˚ 

c) 23.5˚; 23.5˚ 

2. Since the sun rises and sets ____________ throughout the year in the tropics, there is (____________ seasonal change in the length of days 

and nights. 

a) at radically different times; a significant 

b) at approximately the same time; little 

c) at the same time; no 

3. In the rainforest, the forest floor is ____________ because ____________ . 

a) sparsely vegetated; only a little light penetrates the canopy of trees 

b) heavily covered with grass and shrubs; debris from the trees generates an extremely fertile soil 

c) completely bare of vegetation; no rain can get through the canopy of trees 

4. The predominant type of subsistence farming practiced in the rainy tropics is ____________ , also known as ____________ . 

a) kelp farming; hydroponics 

b) share cropping; tenant farming 

c) shifting cultivation; slash and burn agriculture 

5. Natural vegetation in the wet-dry and monsoon tropics varies depending on ____________ . 

a) what crops are selling for the highest prices 

b) the length and intensity of the dry season 

c) the types of fertilizer being used 

28 



TEST (CONTINUED) 

6. ____________ are grasslands of the wet-dry tropics that are most common in Africa. 

a) Savannas 

b) Arroyos 

c) Wadis 

7. Deserts are most commonly found on the ____________ of continents, between latitudes of about (insert blank) 

a) southern coast; 25˚ and 50˚ north and south 

b) highest altitudes; 35˚ and 60˚ east and west 

c) western side; 15˚ and 30˚ north and south 

8. Exotic perennial rivers such as the ____________ carry water across major deserts. 

a) Nile, Indus, and Colorado 

b) Danube, Volga, Missouri 

c) Rhine, Seine, Thames 

9. The difference in climate and vegetation from the base to the summit of a high tropical mountain corresponds to the difference between 

____________ 

a) a wadi and an arroyo 

b) a humid region and a rainforest 

c) an equatorial location and the poles 

10. Some cities of the tropical highlands found at locations of 7,000 feet or higher are ____________. 

a) Manaos, Brazil and Nairobi, Kenya 

b) Mexico City, Mexico and Quito, Ecuador 

c) New Delhi, India and Bangkok, Thailand 

29

Climate, Landscapes and Life: The Tropics - Discovery Education

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