Geography magellan

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Bank of photocopiable exercises Round 3 consistent with programs 2002 and 2007 Tips and corrected edited by Sophie Le Callennec Professor of History and Geography Jacques Bartoli certified teacher of history and geography, professor of IUFM Ol ivier Cottet Inspector of National Education Claude Ranaivonasy certified teache r of history and geography Illustrations: Isa Python Credit: (c) Apollo 17 Crew, NASA Thank you to Laura for her coloring © HATIER PARIS 2007 Any representation, translation,
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  Bank of photocopiable exercisesRound 3consistent with programs 2002 and 2007Tips and correctededited by Sophie Le Callennec Professor of History and GeographyJacques Bartoli certified teacher of history and geography, professor of IUFM Olivier Cottet Inspector of National Education Claude Ranaivonasy certified teacher of history and geographyIllustrations: Isa PythonCredit: (c) Apollo 17 Crew, NASAThank you to Laura for her coloring© HATIER PARIS 2007Any representation, translation, adaptation or reproduction, even partial, by any means, in every country, made without prior permission is illegal and would expose the violator to legal prosecution. Ref. : Act of March 11, 1957, paragraphs2 and 3 of Article 41 ã A representation or reproduction without permission of the publisher of the French Centre d'Exploitation du Droit Copy (20 rue des Grands-Augustins, 75006 Paris) would a counterfeit sanctioned by articles 425 and following of the Penal Code.ForewordThe Magellan Collection, which consists of a teacher's guide (Teaching geographyin cycle 3) and a manual (Geography cycle 3) is now supplemented by a bank of photocopiable exercises. Here is the corrected exercises covering the entire program cycle 3: the exercises are divided into four main themes, themes that correspond to programs in 2002 and 2007 but also the cutting of the manual. In corrected, you will find: - red the corrected or adjusted suggestions - green, guidelines for selecting exercises based on objectives (year of implementation, studentassessment, formation of the paper trail ...) , boards of operation to guide students, suggestions for evaluating various possible answers ... Teachers will find tips and more detailed information concerning the periods studied in the guideteaching geography in cycle 3 in the Magellan.Sophie Le CallennecInstructions1. Choose an exercise based program, your division, your objectives (establishment of the written record, application, evaluation ...) and depending on the level of students.2. Photocopy the page to keep your exercise bank intact and cut the chosen exercise with its title.3. Put it on a blank page. Allow room for a caption or correction of the year.4. Complete the page: - customize it: enter the title sequence, number the year,expect the place for students to write their name, date ... - possibly, arrangethe documents: draw lines to indicate the driving where students write on the cards ... - possibly, provide guidance to assist students to work independently:advise students to help their manual, their book cycle, a dictionary, an atlas of search to the BCD ...5. Photocopy the assembly and distribute it to students.  6. Some exercises can be the written record: each student cut the result of hiswork (map, diagram ... arrow) after correction and stick it in his notebook cycle.Other exercises can stay in a workbook, a goblin or a shirt.5InstructionsSummaryWorld Watch: spaces organized by human societies. . . . . . . . . . . . . . 8Prerequisite 1 2 3 4 5 6 7 8 9 10 11 12 The Earth and its performances. . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Oceans andcontinents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .11 The distribution of men on Earth. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .15 Ways of life suited to settlement. . . . . . . . .. . . . . . . . . . . . . . . . . . . . .18 Living in big cities. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Relief. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .23 Modes of life adapted to the terrain. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .27 Climate. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..27 Modes of life adapted to high temperatures. . . . . . . . . . . . . . . . .. . . . . . . . . . .32 Modes of life adapted to water resources. . . . . . . .. . . . . . . . . . . . . . . .34 Vegetation. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Lifestyles adapted to the vegetation. . . . . . . . . . . . . . . . . . . . . . . . . . . .. .39 The inequalities of wealth. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .39European areas: a diversity of landscapes. . . . . . . . . . . . . . . 4413 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 6 What is Europe? . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Urban spaces. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .46 Rural areas. . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .49 The mountain areas. . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52Spaces plain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .55 Maritime spaces. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .56 The coastal areas. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58A continent unequally populated. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .63 A continent unequally rich. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .66 A road and rail uneven. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A .70 waterways, sea and air uneven. . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Northern Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .76 Southern Europe. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 Western Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .80 Central Europe and Eastern Europe. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . .82 The European Union. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 The European Union: an economic project. . . . . . . . . . . . . . . . . . . . . . .. . . . . .91 The European Union: a political project. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .93 Centers and peripheries of Europe. . . .. . . . . . . . . . . . . . . . . . . . . . . . . .94  SummaryShowcasing French. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . 97Prerequisite 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 The historical landscape is constantly evolving. . . . . . . . . . . . .. . . . . . . . . . . Urban landscapes .97 housing. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .98 The cityscapes of work. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .102 Landscapes trade.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106Landscapes of culture and recreation. . . . . . . . . . . . . . . . . . . . . .. . . . . . . The .109 downtown. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .112 The periphery of cities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .115 Peri-urban areas. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .120 New towns. . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .122 Agricultural landscapes.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .125 Forest landscapes. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .128 Villages. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 Landscapesof rural tourism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .131 Mountains in winter. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . The mountain was .133. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 The French coasts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .137 The coastal tourism. . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .140 Cutting in common. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 The cutting departments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..144 Cutting into regions. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .147 Small cities and countries. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .151 Big cities and theirarea of influence. .€. . . . . . . . . . . . . . . . . . . . . . . . . . . .153 The main lines of communication. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .156 The French rivers, roads. . . . . . . . . . . . . . . . . .. . . . . . . . The opening lines of .159 on the world. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .161 Communication networks. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162France in the era of globalization. . . . . . . . . . . . . . . . . . . . 16357 58 59 60 61 62 63 64 65 66 67 68 7 The movement of people. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163 The movement of goods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165 The flow of information. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .167 Companies across the world. . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .169 The center of the global village. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170 Inequalitiesin the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .174 Poverty in the world. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .176 Resistance to globalization. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .177 France, a territory acrossthe world. . . . . . . . . . . . . . . . . . . . . . . . . . .179 The economicweight of France in the world. . . . . . . . . . . . . . . . . . . . . . .182 The political weight of France in the world. . . . . . . . . . . . . . . . . . . .. . . . . .184 The cultural influence of France in the world. . . . . . . . . .. . . . . . . . . . . . . . . . .186Summary1 World Watch  Spaces organized by human societiesPRIORThe Earth and its performancesEXC E R ICETHE REPRESENTATIONS OF THE EARTH- Pursuit of application: see the manual CE2 CM1 CM2 geography Magellan Cycle 3p. 8-9. - Assessment Exercise (to be completed without documentation).Write the name of each of these representations of the Earth:satellite images, globe or world map1.satellite image2.planisphere3.planisphere4.earth8World WatchEXC E R ICEThe diagram AND BENCHMARKSCE2 - Exercise of application: see the manual CM1 CM2 geography Magellan Cycle 3p. 8-9 and atlas map 1. - Constitution of the written record: cut the card finalized and paste in the contract cycle. - Assessment Exercise (to be completed without documentation).Complete the planisphere.1. 2. 3. 4.Red returns to the equator. Specifies the North Pole by a blue arrow and write:the North Pole. Specifies the North Pole by a green arrow and write: South Pole.Be in the right place: Northern Hemisphere, Southern Hemisphere. North PoleNorthern HemisphereSouthern Hemisphere
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