Download Author - Princeton ISD

Campus: High School
Author(s): Wagner, Segleski
Date Created / Revised: 7-29-2015
Six Weeks Period: 3rd
Grade Level & Course: 9th Grade Pre AP World Geography
Timeline: 3 days
Unit Title: Physical Geography of Europe
Stated
Objectives:
TEK # and SE
Lesson # Unit 6
Lesson 1
WG.2 History. The student understands how people, places, and environments have changed over
time and the effects of these changes. The student is expected to:
WG.2B Explain how changes in societies have led to diverse uses of physical features.
WG.4 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.
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.
WG.21 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:
WG.21C Create and interpret different types of maps to answer geographic questions, infer
relationships, and analyze change.
WG.23 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:
WG.23A Plan, organize, and complete a research project that involves asking geographic questions;
acquiring, organizing, and analyzing information; answering questions; and communicating results.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
The physical landscape and environment often shape the political, economic, and social
characteristics of a place, thus influencing cultural development.
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.
Key Vocabulary
Peninsula
“peninsula of peninsulas”
characteristic
North Atlantic Drift
North Sea
Balkan Peninsula
Alps
Rhine
Po River
Strait of Gibraltar
Marine West Coast
Suggested Day
5E Model
Day 1
Engage
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
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)
While viewing the Prezi, students identify each region that is
presented and engage in a discussion based on the questions
presented in the Prezi.
Materials, Resources, Notes
Materials:
Geography overview of Europe
http://prezi.com/kmsp9qpcio0y/physicaleurope/ or other interactive overview of
European geography
Instructional Notes:
After the Prezi loads, press the gray
play button in the middle – bottom of
the Prezi screen. The Prezi may also be
presented in full screen.
Present Teacher Resource: PowerPoint: Europe
Students classify the information from the presentation
through a note-taking process. Provide the following
Attachments:
Teacher Resource: PowerPoint: Europe

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
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.
Materials: student atlases and/or
textbook
pencil colors
Attachments:




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.)
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
Britain & Ireland
Iceland
IV. Rivers
Rhine
Thames
Danube
V. Natural Resources
Optional, if resources are available for student access to this
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.
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
Day 2
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
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.
Ask students:
Also discuss the different climate
regions and the different factors
associated with those regions.
Why do you think Switzerland did not become a maritime
leader as opposed to England, Spain, Portugal, and
Norway?
Prevailing winds – Gulf Stream/Atlantic
Drift
Additional questions to ask for students to explain:
Ocean Currents – Atlantic currents
What are the unique physical features, climates, and
resources of Europe’s nations?
Elevation – Alps and other European
mountain ranges
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.
Day 3
Elaborate/
Evaluate
Assign students one European country to write a 1-2 page
“Country Profile” that:
Materials:

Student atlases and/or textbook
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.
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.
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP) Individual
Education Plan for special education, 504, at risk, and ESL/Bilingual.