Download Physical Geography of Europe

World Geography
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 3 days
Physical Geography of Europe
Lesson Synopsis:
This lesson introduces students to the physical geography of Europe and ways in which the landscape, climate and
resources have affected the growth and development of the different European countries. Students construct maps and
compare regions.
TEKS:
WG.2
WG.2B
WG.4
History. The student understands how people, places, and environments have changed over time and the effects
of these changes. The student is expected to:
Explain how changes in societies have led to diverse uses of physical features.
Supporting Standard
Geography. The student understands the patterns and characteristics of major landforms, climates, and
ecosystems of Earth and the interrelated processes that produce them. The student is expected to:
WG.4A
Explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers
influence temperature, precipitation, and distribution of climate regions. Readiness Standard
WG.14
Government. The student understands the processes that influence political divisions, relationships, and policies.
The student is expected to:
WG.14A
Analyze current events to infer the physical and human processes that lead to the formation of boundaries and
other political divisions.
Social Studies Skills TEKS:
WG.21
WG.21C
WG.23
WG.23A
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
Create and interpret different types of maps to answer geographic questions, infer relationships, and analyze
change.
Social studies skills. The student uses problem-solving and decision-making skills, working independently and
with others, in a variety of settings. The student is expected to:
Plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing,
and analyzing information; answering questions; and communicating results.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Using a graphic organizer (matrix) for each of the regions of Europe, provide examples of the political, social,
economic and cultural elements. Choose one region and provide a brief explanation on how the region has been
influenced by climate, physical landscape and environment. (WG.2B; WG.4A; WG.5A; WG.14A; WG.21C;
WG.23A)
• 1C; 1E
Key Understandings and Guiding Questions:
•
The physical landscape and environment often shape the political, economic, and social
characteristics of a place, thus influencing cultural development.
— How does the physical location of a nation affect its political, social, and economic characteristics?
— How does the physical geography shape a nation’s culture?
Vocabulary of Instruction:
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peninsula
“peninsula of peninsulas”
characteristic
North Atlantic Drift
©2013, TESCCC
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North Sea
Balkan Peninsula
Alps
Rhine
04/25/13
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Po River
Strait of Gibraltar
Marine West Coast
page 1 of 5
World Geography
Social Studies
Unit: 06 Lesson: 01
Materials:
•
Refer to the Notes for Teacher section for materials.
Attachments:
•
•
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Teacher Resource: PowerPoint: Europe
Handout: European Physical Map Outline
Handout: European Political Map
Resources and References:
•
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Gather a collection of photographs from places such as National Geographic.
Google Earth: If you have access to using Google Earth in your classroom, search for good examples of
physical geography of Europe (Alps, coastline, northern Scandinavia). These images should represent the wide
variety of physical geography in Europe.
Advance Preparation:
1.
2.
3.
4.
5.
6.
7.
8.
Become familiar with content and procedures for the lesson, including geography terminology.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Add or change terminology as needed
Add or change PowerPoint as needed
If using Google Earth, check connections and save example locations before class for easier demonstration.
Background Information:
The physical geography of Europe has shaped the political, economic, and cultural characteristics of the nations in this
region. Mountain ranges served to protect nations but were also barriers to trade and caused isolation. Climate shaped
agricultural activities in Europe, with the southern edge of this region focusing on crops that could survive a long, dry
summer (Mediterranean Climate) while the western and central regions experience year round rainfall that allow for more
diverse farming. Additionally, the northern regions of Europe experience a very cold climate, which limits their agricultural
growth and therefore promotes other economic activities. Access to resources has also affected the growth and
development of this region, with some nations such as Norway and the United Kingdom, having access to lucrative
resources such as oil. This lesson will introduce students to the basic physical features of the region and ask students to
draw conclusions about the ways in which the physical geography has affected the human population of Europe.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
1. Engage students by viewing an online Prezi of Physical Europe.
(Note: A Prezi is a form of presenting information with a 2-D
capacity which allows for features of the presentation to be
zoomed in and out. It provides students with the “big picture” and
proceeds to focus on the specifics.)
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
Materials:
• Geography overview of Europe
http://prezi.com/kmsp9qpcio0y/physicaleurope/ or other interactive overview of
European geography
2. While viewing the Prezi, students identify each region that is
presented and engage in a discussion based on the questions
presented in the Prezi.
Instructional Notes:
After the Prezi loads, press the gray play button
ENGAGE ‒ Regions of Europe
©2013, TESCCC
04/25/13
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World Geography
Social Studies
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
3. Present Teacher Resource: PowerPoint: Europe
in the middle – bottom of the Prezi screen. The
Prezi may also be presented in full screen.
4. Students classify the information from the presentation through a
note-taking process. Provide the following information to guide
students through the note-taking process. (Outline format):
• Geographic Characteristics
• Importance of Location
• Physical Landscapes
• Europe’s Islands
• Europe’s Climates
• Sub Regions: Western Europe, Eastern Europe, British Isles,
Northern Europe, Mediterranean Europe
EXPLORE ‒ Mapping Europe: Physical and Political
1. Students work individually or in small groups to locate the following
physical features on a map. The items listed below should be
considered the minimum, and it is recommended to add to the list
of items.
• Using your textbook, atlas, or other resources, identify the
following places on the map(s).
• Color the map according to the climates and provide a
proper legend that will identify symbols for natural
resources and colors for the matching climate type.
• Climate types should include marine west coast, humid
continental, highlands, Mediterranean, humid subtropical,
tundra, etc.
• Also, label countries and capitals. (Specify if they are
doing this on the physical map or making a separate
political map of Europe.)
2. Students use the Handout: European Physical Map Outline
and/or the Handout: European Political Map to label the
following:
I. Bodies of water surrounding Europe (label and color blue):
Mediterranean Sea
Atlantic Ocean
North Sea
Black Sea
Aegean Sea
Adriatic Sea
II. Mountain ranges
Alps
Pyrenees
Apennines
Carpathian
Urals
III. Peninsulas and Islands
Iberian Peninsula
Balkan Peninsula
Italian Peninsula
Scandinavian Peninsula
Sardinia
Corsica
Crete
Cyprus
©2013, TESCCC
04/25/13
Attachments:
• Teacher Resource: PowerPoint: Europe
Misconceptions:
Europe is not a typical continent, not a large
land mass mostly surrounded by water as are
most of the other continents. They are often
confused as to why Europe and Asia are one
land mass but Europe is considered a separate
continent.
Suggested Day 1 (continued) – 35 minutes
Materials:
• student atlases and/or textbook
• pencil colors
Attachments:
• Handout: European Physical Map Outline
• Handout: European Political Map
Instructional Note:
Depending on resources, students create one
map with both physical and political features on
it or two maps (one physical and one political). If
choosing to do two maps, students color the
map according to language groups, or another
cultural characteristic. To emphasize resources
and economic activity, students color the second
map according to per capita GDP (Gross
Domestic Product).
Another idea: Rather than an outline map on
white paper, students use a blank transparency
map to label countries and capitals. This could
then overlay the physical map and students
draw conclusions from “layering” the maps. If
time permits, this activity lends itself to introduce
basic GIS terminology- specifically layering data
to create maps and draw geographic
conclusions about relationships.
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World Geography
Social Studies
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
Britain & Ireland
Iceland
IV. Rivers
Rhine
Thames
Danube
V. Natural Resources
3. Optional, if resources are available for student access to this
information, use symbols to represent a resource and create a
map key. This requires the use of another blank map of Europe.
I. Countries and capitals
II. Cultural / Language groups (optional)
Germanic
Slavs
Magyars
Scandinavian
Romance Language groups:
Franks
Spaniards
Italians
EXPLAIN ‒ Making Connections
1. Students explain by answering the following questions:
• Based on your maps, how many of Europe’s countries
have undeniable physical features that play a major role in
shaping their country? (Each country is unique because of
its location. Some of the physical features have served as
natural barriers and influenced climate in the region.)
Examples for student responses may include:
• Greece was so mountainous that it did not allow for the
peninsula to become politically united until close to modern
times.
• Both Napoleon and Hitler chose to invade Russia in the winter
not realizing just how difficult it was to invade in such a cold
climate.
• Extensive coastline promoted maritime activity historically,
which led to the exploration of other continents.
• The Alps and Pyrenees contribute to national borders
Ask students:
• Why do you think Switzerland did not become a maritime
leader as opposed to England, Spain, Portugal, and
Norway?
Additional questions to ask for students to explain:
• What are the unique physical features, climates, and
resources of Europe’s nations?
• How does the physical location of a nation affect its
political, social, and economic characteristics?
• How does the physical geography shape a nation’s
culture?
Say:
• Overall, mountains, rivers, climate, resources, and
location not only play a strategic role in building a nation
but in maintaining it.
ELABORATE
©2013, TESCCC
Suggested Day 2 – 25 minutes
Instructional Notes:
Students use the maps from Day One to answer
and explain.
Google Earth access: If you have access to a
digital projector and Google Earth, showing
students European landscape via satellite
imagery is another option to help student
understanding.
After students have explained through their
written responses, discuss the natural barriers
that are part of Europe such as the Alps, river
systems, and oceans. All things that at one time
could not be crossed, but with advances in
technology, they no longer prohibit human
movement. Include discussion on the role of the
physical environment contributing to political
borders and cultural differences among regions.
Also discuss the different climate regions and
the different factors associated with those
regions.
• Prevailing winds – Gulf Stream/Atlantic Drift
• Ocean Currents – Atlantic currents
• Elevation – Alps and other European
mountain ranges
Suggested Day 2 (continued) – 25 minutes
04/25/13
page 4 of 5
World Geography
Social Studies
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
1. Assign students one European country to write a 1-2 page
“Country Profile” that:
• Identifies key physical features (landscape, climates, and
resources) of that country.
• Explains ways in which the physical landscape and
environment have shaped the characteristics of the country.
Materials:
• Student atlases and/or textbook
EVALUATE
Suggested Day 3 – 50 minutes
•
Using a graphic organizer (matrix) for each of the regions of
Europe, provide examples of the political, social, economic and
cultural elements. Choose one region and provide a brief
explanation on how the region has been influenced by climate,
physical landscape and environment. (WG.2B; WG.4A; WG.5A;
WG.14A; WG.21C; WG.23A)
1C; 1E
©2013, TESCCC
04/25/13
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