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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: • • • • peninsula “peninsula of peninsulas” characteristic North Atlantic Drift ©2013, TESCCC • • • • North Sea Balkan Peninsula Alps Rhine 04/25/13 • • • 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: • • • Teacher Resource: PowerPoint: Europe Handout: European Physical Map Outline Handout: European Political Map Resources and References: • • 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 page 2 of 5 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. page 3 of 5 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 page 5 of 5