Physical Features of Oceania and Antarctica - Geography
Physical Features of Oceania and Antarctica - Geography
Physical Features of Oceania and Antarctica - Geography
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0° Equator<br />
110°E 120°E 130°E 140°E 150°E 160°E 170°E 180° 170°W 160°W 150°W<br />
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20°N<br />
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N<br />
E<br />
0 500 1,000 kilometers<br />
Lambert Azimuthal Equal-Area projection<br />
10°N<br />
S<br />
0° Equator<br />
10°S<br />
10°S<br />
20°S<br />
Tropic <strong>of</strong> Capricorn<br />
20°S<br />
30°S<br />
Tropic <strong>of</strong> Capricorn<br />
40°S<br />
100°E<br />
110°E<br />
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180°<br />
170°W<br />
160°W<br />
40°S<br />
150°W<br />
140°W<br />
30°S<br />
40°W<br />
20°W<br />
0°<br />
20°E<br />
40°E<br />
Antarctic Circle<br />
60°W<br />
60°S<br />
60°E<br />
60°S<br />
80°S<br />
80°W<br />
80°E<br />
100°W<br />
100°E<br />
120°W<br />
0 500 1,000 miles<br />
0 500 1,000 kilometers<br />
Lambert Azimuthal Equal-Area projection<br />
60°S<br />
120°E<br />
140°W<br />
160°W 180° 160°E 140°E<br />
<strong>Physical</strong> <strong>Features</strong> <strong>of</strong> <strong>Oceania</strong> <strong>and</strong> <strong>Antarctica</strong><br />
234 Unit 8 © Teachers’ Curriculum Institute
0° Equator<br />
UNIT 8: <strong>Oceania</strong> <strong>and</strong> <strong>Antarctica</strong><br />
110°E 120°E 130°E 140°E 150°E 160°E 170°E 180° 170°W 160°W 150°W<br />
20°N<br />
N<br />
W E<br />
20°N<br />
10°N<br />
S<br />
10°N<br />
0° Equator<br />
10°S<br />
10°S<br />
20°S<br />
Tropic <strong>of</strong> Capricorn<br />
Tropic <strong>of</strong> Capricorn<br />
20°S<br />
30°S<br />
0 500 1,000 miles<br />
40°S<br />
0 500 1,000 kilometers<br />
Lambert Azimuthal Equal-Area projection<br />
100°E 110°E 120°E 130°E<br />
140°E<br />
150°E<br />
160°E<br />
170°E<br />
180°<br />
170°W<br />
160°W<br />
40°S<br />
150°W<br />
140°W<br />
30°S<br />
40°W<br />
20°W<br />
0°<br />
20°E<br />
40°E<br />
Antarctic Circle<br />
60°S<br />
60°W<br />
60°E<br />
60°S<br />
80°S<br />
80°W<br />
80°E<br />
100°W<br />
100°E<br />
120°W<br />
0 500 1,000 miles<br />
0 500 1,000 kilometers<br />
Lambert Azimuthal Equal-Area projection<br />
60°S<br />
120°E<br />
140°W<br />
160°W 180° 160°E 140°E<br />
Political Boundaries <strong>of</strong> <strong>Oceania</strong> <strong>and</strong> <strong>Antarctica</strong><br />
© Teachers’ Curriculum Institute <strong>Oceania</strong> <strong>and</strong> <strong>Antarctica</strong> 235
PREVIEW 33<br />
The World<br />
ARCTIC OCEAN<br />
ARCTIC OCEAN<br />
80°N<br />
60°N<br />
EUROPE<br />
ASIA<br />
NORTH<br />
AMERICA<br />
40°N<br />
ATLANTIC<br />
AFRICA<br />
W<br />
N<br />
S<br />
E<br />
PACIFIC<br />
OCEAN<br />
Tropic <strong>of</strong> Cancer<br />
OCEAN<br />
20°N<br />
Equator<br />
Equator<br />
0°<br />
ATLANTIC<br />
OCEAN<br />
INDIAN<br />
OCEAN<br />
SOUTH<br />
AMERICA<br />
AUSTRALIA<br />
Tropic <strong>of</strong> Capricorn<br />
20°S<br />
0 1,500 3,000 miles<br />
0 1,500 3,000 kilometers<br />
40°S<br />
Robinson projection<br />
60°W 40°W<br />
20°W<br />
0°<br />
20°E<br />
40°E<br />
60°E<br />
80°E<br />
100°E<br />
120°E<br />
140°E 160°E 180° 160°W 140°W 120°W 100°W 80°W 60°W 40°W 20°W 0° 20°E<br />
ANTARCTICA<br />
1. How might you describe the location <strong>of</strong> Australia?<br />
2. Define the terms absolute location <strong>and</strong> relative location.<br />
(Hint: If you need help, see the Geoterms in Chapter 1.)<br />
absolute location:<br />
relative location:<br />
In your answer to Question 1, put an A next to any examples <strong>of</strong><br />
absolute location. Put an R next to any examples <strong>of</strong> relative location.<br />
3. What are some ways that Australia’s location might shape life in<br />
that country?<br />
© Teachers’ Curriculum Institute Relative <strong>and</strong> Absolute Location: What Makes Australia Unique? 237
GEOTERMS 33<br />
Read Sections 33.1 <strong>and</strong> 33.2. Then create an illustrated dictionary <strong>of</strong><br />
the Geoterms by completing these tasks:<br />
• Create a symbol or an illustration to represent each term.<br />
• Write a definition <strong>of</strong> each term in your own words.<br />
• Write a sentence that includes the term <strong>and</strong> the word Australia.<br />
Geoterm <strong>and</strong> Symbol Definition Sentence<br />
continental drift<br />
theory<br />
endangered species<br />
exotic species<br />
native species<br />
threatened species<br />
238 Lesson 33 © Teachers’ Curriculum Institute
W<br />
UNITED<br />
KINGDOM<br />
N<br />
S<br />
SOUTH<br />
AFRICA<br />
E<br />
YUGOSLAVIA<br />
SRI<br />
LANKA<br />
INDIA<br />
CHINA<br />
MALAYSIA<br />
INDONESIA<br />
PHILIPPINES<br />
AUSTRALIA<br />
NEW ZEALAND<br />
0 1,500 3,000 miles<br />
0 1,500 3,000 kilometers<br />
Robinson projection<br />
READING NOTES 33<br />
Complete the matching section <strong>of</strong> Reading Notes for each placard you analyze.<br />
33.3 A L<strong>and</strong> Far from Great Britain<br />
Transparency: British Influences in Australia<br />
1. Write a possible answer to this question: Great Britain has had<br />
an influence on life in Australia. How do you think Australia’s<br />
location may have played a role in this?<br />
© Teachers’ Curriculum Institute <strong>Geography</strong> Alive! Regions <strong>and</strong> People 133<br />
Driving in London, Engl<strong>and</strong> (51°N, 0°)<br />
Driving in Sydney, Australia (33°S, 151°E)<br />
Look at these photographs carefully.<br />
• What interesting details do you see?<br />
• What might these photographs tell you about British influences on life in Australia?<br />
• How might location have played a role in how Britain has influenced life in Australia?<br />
British Influences in Australia Transparency 33B<br />
2. Read Section 33.3. Use what you learn to revise your answer.<br />
3. Finish this statement: Relative/absolute location (circle one) is more responsible for shaping British<br />
influences on Australia because<br />
33.4 New Relationships with Near Neighbors<br />
Placard 33A: Immigrants to Australia<br />
Immigrants to Australia<br />
Placard<br />
33A<br />
1. Write a possible answer to this question: How do you think Australia’s<br />
location plays a role in shaping who comes to live there?<br />
A Crowd in Melbourne, Australia (37°S, 144°E)<br />
2. Read Section 33.4. Use what you learn to revise your answer.<br />
Immigrants to Australia, July 2001 to June 2002<br />
This map shows where most immigrants to Australia came from in a one-year period.<br />
Look at these images carefully.<br />
• What interesting details do you see in the photograph? In the map?<br />
• What aspect <strong>of</strong> life is shown in these images?<br />
• How might location play a role in shaping this aspect <strong>of</strong> life in Australia?<br />
Source: Australian Government, “Department <strong>of</strong> Immigration <strong>and</strong> Multicultural <strong>and</strong> Indigenous Affairs,”<br />
www.immi.gov.au.<br />
© Teachers’ Curriculum Institute <strong>Geography</strong> Alive! Regions <strong>and</strong> People 52<br />
3. Finish this statement: Relative/absolute location (circle one) is more responsible for shaping who<br />
comes to live in Australia because<br />
© Teachers’ Curriculum Institute Relative <strong>and</strong> Absolute Location: What Makes Australia Unique? 239
Red kangaroos<br />
Koalas<br />
READING NOTES 33<br />
33.5 Australia’s Reversed Seasons<br />
Placard 33B: Seasons in Australia<br />
Seasons in Australia<br />
Placard<br />
33B<br />
1. Write a possible answer to these questions: How do you think Australia’s<br />
location plays a role in shaping its seasons? How might Australia benefit<br />
from its seasons?<br />
New York City, United States (41°N, 64°W), in December<br />
2. Read Section 33.5. Use what you learn to revise your answer.<br />
Sydney, Australia (33°S, 151°E), in December<br />
Look at these photographs carefully.<br />
• What are some similarities between them? What are some differences?<br />
• What aspect <strong>of</strong> life is shown in these photographs?<br />
• How might location play a role in shaping this aspect <strong>of</strong> life in Australia?<br />
© Teachers’ Curriculum Institute <strong>Geography</strong> Alive! Regions <strong>and</strong> People 57<br />
3. Finish this statement: Relative/absolute location (circle one) is more responsible for shaping seasons<br />
in Australia because<br />
33.6 Australia’s Amazing Wildlife<br />
Placard 33C: Wildlife in Australia<br />
1. Write a possible answer to this question: What role do you think<br />
Australia’s location has played in shaping the kinds <strong>of</strong> wildlife<br />
found there?<br />
© Teachers’ Curriculum Institute <strong>Geography</strong> Alive! Regions <strong>and</strong> People 58<br />
Distribution <strong>of</strong> Red Kangaroos <strong>and</strong> Koalas<br />
Look at this map carefully.<br />
• What does this map tell us?<br />
• What aspect <strong>of</strong> life is represented by this map?<br />
• How might location play a role in shaping this aspect <strong>of</strong> life in Australia?<br />
Primary Natural<br />
Habitat<br />
Wildlife in Australia<br />
Placard 33C<br />
2. Read Section 33.6. Use what you learn to revise your answer.<br />
3. Finish this statement: Relative/absolute location (circle one) is more responsible for shaping the<br />
kinds <strong>of</strong> wildlife found in Australia because<br />
240 Lesson 33 © Teachers’ Curriculum Institute
AUSTRALIA<br />
ANTARCTICA<br />
SOUTH<br />
AMERICA<br />
READING NOTES 33<br />
33.7 Living Under an Ozone Hole<br />
Placard 33D: The Sun in Australia<br />
1. Write a possible answer to this question: How do you think<br />
Australia’s location impacts the effects <strong>of</strong> the sun on the people<br />
who live there?<br />
© Teachers’ Curriculum Institute <strong>Geography</strong> Alive! Regions <strong>and</strong> People 61<br />
Australians have the highest skin cancer rates in the world.<br />
Sid Seagull encourages people to “slip” on a shirt, “slop” on<br />
suntan lotion, <strong>and</strong> “slap” on a hat before going outdoors.<br />
NEW<br />
ZEALAND<br />
The Ozone Hole over <strong>Antarctica</strong><br />
South Pole<br />
(latitude 90°S)<br />
Look at these images carefully.<br />
• What interesting details do you see?<br />
• What aspect <strong>of</strong> life is represented by these images?<br />
• How might location play a role in shaping this aspect <strong>of</strong> life in Australia?<br />
The Sun in Australia<br />
Placard 33D<br />
2. Read Section 33.7. Use what you learn to revise your answer.<br />
3. Finish this statement: Relative/absolute location (circle one) is more responsible for impacting the<br />
sun’s effect on the people <strong>of</strong> Australia because<br />
33.8 Australia’s Night Sky<br />
Placard 33E: The Night Sky in Australia<br />
1. Write a possible answer to this question: How do you think<br />
Australia’s location affects its view <strong>of</strong> the night sky?<br />
© Teachers’ Curriculum Institute <strong>Geography</strong> Alive! Regions <strong>and</strong> People 66<br />
Grus<br />
Indus<br />
Cepheus<br />
Phoenix<br />
Cassiopeia<br />
Eridanus<br />
Tucana Pavo<br />
Perseus<br />
Ara<br />
Draco<br />
Hadrus<br />
Horologium<br />
Octans<br />
Reticulum<br />
Triangulum<br />
Ursa Minor<br />
Apus<br />
Australe<br />
Lupus<br />
Chamaeleon Circinus<br />
Dorado<br />
Camelopardalis<br />
Musca<br />
Pictor<br />
Crux<br />
Carina<br />
Ursa Major<br />
Auriga<br />
Puppis<br />
Lynx<br />
Vela<br />
Centaurus<br />
The night sky as viewed from the South Pole (180°S, 0°)<br />
The night sky as viewed from the North Pole (180°N, 0°)<br />
Look at these images carefully.<br />
• What are some <strong>of</strong> the differences between these images?<br />
• What aspect <strong>of</strong> life is represented by these images?<br />
• How might location play a role in shaping this aspect <strong>of</strong> life in Australia?<br />
2. Read Section 33.8. Use what you learn to revise your answer.<br />
3. Finish this statement: Relative/absolute location (circle one) is more responsible for shaping<br />
Australia’s view <strong>of</strong> the night sky because<br />
© Teachers’ Curriculum Institute Relative <strong>and</strong> Absolute Location: What Makes Australia Unique? 241
PROCESSING 33<br />
Location, Location, Location!<br />
How does the location <strong>of</strong> your community shape<br />
life where you live? Think <strong>of</strong> the various aspects<br />
<strong>of</strong> life in Australia that are shaped by its location.<br />
How are these same aspects <strong>of</strong> life in your community<br />
or state affected by your location?<br />
Wildlife<br />
Step 1: Draw a dot on the map to show the location<br />
<strong>of</strong> your town or city.<br />
Step 2: Use an atlas or the U.S. map in your book<br />
to find the absolute location (latitude <strong>and</strong> longitude<br />
coordinates) <strong>of</strong> your city or town. Write this on<br />
your map.<br />
The<br />
Night Sky<br />
Step 3: How does location shape life in your city<br />
or town? Choose three <strong>of</strong> the five aspects in the ovals<br />
on these two pages. In each <strong>of</strong> those three ovals, write<br />
at least one fact about how location shapes that aspect.<br />
For example, you might research one native species<br />
in your area. Under “Wildlife,” you would explain<br />
why that native species is found near your community.<br />
Environmental<br />
Concerns<br />
242 Lesson 33 © Teachers’ Curriculum Institute
PROCESSING 33<br />
Migration<br />
Seasons<br />
<strong>and</strong> Climate<br />
© Teachers’ Curriculum Institute Relative <strong>and</strong> Absolute Location: What Makes Australia Unique? 243