APES Unit 4 Wrap Up- Plate Tectonics, Geography, & Climate of South America

Grade Levels
9th - 12th
Formats Included
  • Google Docs™
2 pages
Share this resource
Report this resource to TPT
Made for Google Drive™
This resource can be used by students on Google Drive or Google Classroom. To access this resource, you’ll need to allow TPT to add it to your Google Drive. See our FAQ and Privacy Policy for more information.
Also included in
  1. Here are my resources for APES all in one place- things for AP Environmental Science. I hope they make your life easier!
    Price $41.00Original Price $49.25Save $8.25


I created this activity as a review/to tie in several concepts of Unit 4, Earth's Systems & Resources (following the APES CED). Students will need a blank map of South America. I did not include a map for copyright purposes; you’ll need to find one that has the states of South America labeled (students will be adding in some cities, and they also will be adding in a few latitude lines). 

I post the questions in Schoology for my students; I hand them a printed map. They work between the two items. You could easily print the questions for them to have on paper.

Students are required to mark the equator, Tropic of Capricorn, and 30 S. Then, they mark in relevant global winds, they discuss the insolation/seasons of South America in December vs what’s happening in North America, they add in significant ocean currents near the land mass, they analyze temperature data about inland vs coastal cities (to determine how ocean currents impact the climate of those places), research significant tectonic plate activity & earthquakes in the area, and apply information about the rain shadow effect to the formation of the Atacama Desert.

This is a great way to tie up all the information in a very large unit and to apply it to real life situations.

I give my students one class period to complete the activity, and any remaining portions are homework. The next day, I group my kids and have them do a “group consensus.” I basically put them in groups & give them a new blank sheet of questions. They have to all compare answers, come to a consensus on what is the right answer as a group, and fill in that new sheet. They look at each other’s maps and decide whose is the best- fixing things as needed, or making a totally new map. Each group then turns in one product.

This cuts down my grading, and also helps the students learn from each other. If a student is not done or absent, they don’t get the privilege of checking with a group- I grade their sheet individually.   (During COVID, I had my online kids in breakout rooms; they shared maps via email and discussed them in their rooms with each other. They sent me a picture of the group items they were submitting.)

Total Pages
2 pages
Answer Key
Teaching Duration
2 days
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT’s content guidelines.


Questions & Answers


TPT empowers educators to teach at their best.

More About Us

Keep in Touch!

Sign Up