1. How do location, climate, and natural resources influence Europe and its people?
Standards:
SS6G10a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they trade.
SS6G10b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade.
Instructional Approach(s): The teacher should introduce the essential question and the standards that align to the essential question.

2. Activating Strategy
Impact of Location, Climate, and Natural Resources on Where People Live and How They Trade
Instructional Approach(s): Groups use a map of four make believe countries to answer questions about location, climate, and natural resources. Small groups can be student selected or teacher selected (differentiated if needed). Students should not be given more than minutes to answer the questions. The teacher should briefly discuss student responses to the questions.

3. There are many factors that impact where people live and how they trade. We are going to look at a few of these factors for four European countries.
Instructional Approach(s): The teacher should present the information on the slide.

4. Compare the location, climate, and natural resources of the United Kingdom and Russia.
Instructional Approach(s): Put students in groups of 2-3. Have groups compare different factors to share with the class. Small groups can be student selected or teacher selected (differentiated if needed). Students should not be given more than 2-3 minutes to make comparisons. The teacher should briefly discuss student responses.

5. Use your notes handout to record important information.
Instructional Approach(s): The teacher should give each student a copy of the notes handout [linked on the curriculum map] to record important information during the lesson.

6. United Kingdom Great Britain (England, Scotland, and Wales) and Northern Ireland
Instructional Approach(s): The teacher should present the information on the slide.

7. What are the advantages and disadvantages of the United Kingdom’s location?
Instructional Approach(s): The teacher should pose the question to the class. The teacher can ask for volunteers or call on specific students to respond to the question. The teacher should not spend more than 2-3 minutes discussing the question on the slide.

8. United Kingdom’s Location
The United Kingdom is surrounded by water which impacts the way in which it trades with other countries. How?
The United Kingdom’s location is a major influence on its climate [this will be discussed more in-depth]
The primary type of military used is also influenced by the United Kingdom’s location. Why?
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the important information on their notes.

9. What would be your guess about the climate of the United Kingdom?
Location and Climate
What would be your guess about the climate of the United Kingdom?
United
Kingdom
Canada
You are here
Central
America
Instructional Approach(s): The teacher should pose the question(s) on the slide. Do not spend more than 5 minutes discussing the questions. The intent of the slide is to activate student prior knowledge and get them to infer about the climate of the United Kingdom versus the actual climate.
Africa
Has anyone traveled far up North? What was the weather like? What do you know about the climate of Canada?

10. Synonyms for Moderate: fair, mild, medium, temperate
Actually, the climate of the United Kingdom and many other European countries is Moderate.
What does that mean?
Synonyms for Moderate: fair, mild, medium, temperate
Instructional Approach(s): The teacher should present the information on the slide.
If the United Kingdom is on a similar latitude as Canada, how is its climate moderate?

11. Gulf Steam’s affect on Climate
Instructional Approach(s): The teacher should present the information on the slide and show the link to illustrate the Gulf Stream’s affect on climate.

12. Instructional Approach(s): The teacher should present the information on the slide while the students summarize the important information on their notes.
The United Kingdom’s climate has mild temperatures, and it has moist weather with plenty of rain is good for crops.

13. Instructional Approach(s): The teacher should use the image on the slide to illustrate the country’s climate

14. Natural Resources of the United Kingdom
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

15. Where do people live in the United Kingdom?
Instructional Approach(s): The teacher should pose the question to the class. The teacher can ask for volunteers or call on specific students to respond to the question.

16. Compare the diagram showing the United Kingdom’s major cities with the population density map. Where do most people live?
Major Cities in the
United Kingdom
Instructional Approach(s): The teacher should pose the question to the class and ask for volunteers or call on specific students to respond. Click to the next slide to discuss the specifics of where people live.

17. People in the United Kingdom
Most people live in urban (city) areas
There are some areas of farming, but Great Britain has to import one-third of its food.
Great Britain’s capital, London, is a world center for trade and banking
Great Britain also has manufacturing industries such as iron and steel and electronics that affect where people live.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

18. Distributed Summarizing: Use your graphic organizer to summarize the location, climate, natural resources, and population distribution of the United Kingdom.
Instructional Approach(s): The students should use their notes and summarize the location, climate, natural resources, and where people live in the United Kingdom on their graphic organizer [linked on the curriculum map]

19. Russia
Instructional Approach(s): Transition slide moving to the next country in Europe

20. What are the advantages and disadvantages of Russia’s location?
Instructional Approach(s): The teacher should pose the question to the class. The teacher can ask for volunteers or call on specific students to respond to the question. The teacher should not spend more than 2-3 minutes discussing the question on the slide.

21. The Gulf Stream does not affect Russia; therefore, due to its location, Russia’s climate is severe in many areas.
In some areas it is so cold that the soil is permanently frozen which hinders farming and economic development.
Russia is unfavorably located in relation to major sea lanes of the world which further inhibits trade.
Russia’s Location
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the important information on their notes.

22. Russia’s
Climate
Russia
Russia’s climate is very cold because it is located near the Arctic Ocean.
Russia does not get a lot of rainfall.
Only about 10% of Russia’s total land is suitable for agriculture.
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the important information on their notes.

23. Instructional Approach(s): The teacher should use the image on the slide to illustrate the country’s climate

24. Russia’s Climate
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the important information on their notes.
Permafrost is a thick layer of soil that remains frozen. The map above shows the extent of permafrost in Russia.

25. Russia’s Natural Resources
Instructional Approach(s): The teacher should use the image on the slide to illustrate Russia’s natural resources while the students record the information on their notes.

26. The Challenges of Russia’s Natural Resources
Russia is rich in mineral resources, with huge deposits of coal, oil, and natural gas, as well as massive forests. So, what’s the problem?
It is difficult and expensive to harvest and transport these resources because of the harsh climate and remote locations.
The lack of access to natural resources due to climate, terrain, and distance hinders trade.
Russia’s mining, manufacturing, and fishing industries are fueled by the country’s natural resources.
Many goods are transported by railroad because rivers and major ports are blocked by ice in the winter.
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the important information on their notes.

27. Where do most people live in Russia?
Instructional Approach(s): The teacher should pose the question to the class. The teacher can ask for volunteers or call on specific students to respond to the question.
Why?

28. Where do most people live in Russia? Why?
Most citizens live in western Russia on the European Plain
Russia’s major cities, farms, grazing land for livestock, and the country’s warmest temperatures are located in western Russia.
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the important information on their notes.

29. Distributed Summarizing: Use your graphic organizer to summarize the location, climate, natural resources, and population distribution of Russia. Complete the question at the end.
Instructional Approach(s): The students should use their notes and summarize the location, climate, natural resources, and where people live in Russia on their graphic organizer [linked on the curriculum map]. Ask students to then complete the question on the end. The teacher may want to have students share their response with another student and then briefly share a few responses to the class.

30. Compare the location, climate, and natural resources of Germany and Italy.
Instructional Approach(s): Put students in groups of 2-3. Have groups compare different factors to share with the class. Small groups can be student selected or teacher selected (differentiated if needed). Students should not be given more than 2-3 minutes to make comparisons. The teacher should briefly discuss student responses.

31. Germany
Instructional Approach(s): Transition slide to move to the next country in Europe for discussion.

32. What are the advantages of Germany’s location?
Instructional Approach(s): The teacher should pose the question to the class. The teacher can ask for volunteers or call on specific students to respond to the question.

33. Germany’s Location Due to Germany’s location, its climate is moderate
Germany is in central Europe, so it can trade easily with other European countries.
Germany’s location is favorable for producing many crops
The Rhine River allows Germany to transport goods to the North Sea and the Atlantic Ocean
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the important information on their notes.

34. Germany’s Climate Germany
Germany’s climate is moderate with warm, mild summers and cool winters.
The climate is good for Germany’s agriculture industry, which uses about half of Germany’s land.
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the important information on their notes.

35. Instructional Approach(s): The teacher should use the image on the slide to illustrate the country’s climate

36. The map to the right illustrates Germany’s favorable climate for agriculture.
Instructional Approach(s): The teacher should use the image on the slide to illustrate that Germany’s climate is very favorable for agriculture.

37. Look at the map of Germany again. What natural resources do you see?
Instructional Approach(s): The teacher should pose the question to the class. The teacher can ask for volunteers or call on specific students to respond to the question.

38. Germany’s Natural Resources
Germany has enormous deposits of coal and iron ore that fuel a huge manufacturing industry known for steel production, automobiles, building materials, and many other items.
These products are then transported to the Rhine River (Germany’s major commercial waterway), and then on to the North Sea and the Atlantic Ocean for trade.
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the important information on their notes.

39. Where do most people live in Germany?
Instructional Approach(s): The teacher should pose the question to the class. The teacher can ask for volunteers or call on specific students to respond to the question.

40. Most Germans live in western Germany
Ruhr Valley
Most Germans live in western Germany
The Ruhr Valley in western German is the most densely populated area in the country filled with factories, cities, and towns.
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the important information on their notes.

41. Distributed Summarizing: Use your graphic organizer to summarize the location, climate, natural resources, and population distribution of Germany.
Instructional Approach(s): The students should use their notes and summarize the location, climate, natural resources, and where people live in Germany on their graphic organizer [linked on the curriculum map]

42. Summarizing Strategy Part I:
Which factor: location, climate, or natural resources has the greatest impact on where people live? Use one of the European countries studied to support your answer.
Part II:
Which factor: location, climate, or natural resources has the greatest impact on how countries trade? Use one of the European countries studied to support your answer.
Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.