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Unit 10 Weather patterns over Europe Geography

Year 8
About the unit
This unit focuses on patterns and processes associated with weather and climate. Pupils carry out this work in the context of the
European Union, which enables them to extend and consolidate their knowledge of places and environments.
Pupils are encouraged to work together to produce a weather forecast for a particular location and to choose a suitable holiday
destination for a family with particular interests. In carrying out these activities they engage in enuiry!based learning and problem
solving, interpret weather maps and satellite images, use I"T skills and learn to draw and interpret climate graphs.
Pupils distinguish between weather and climate and identify how human activities may be linked with climate patterns# the more
detailed study of air masses is left until key stage $.
This unit is expected to take %&'' hours.
Key aspects
Geographical enquiry and skills
Pupils will(
) ask geographical uestions
) analyse evidence and draw conclusions
) use extended geographical vocabulary
) use atlases*globes*maps
) use secondary evidence
) draw maps, plans and graphs
) experience decision making
Knoledge and understanding o! places
Pupils will(
) locate places and environments
) describe scale contexts
Knoledge and understanding o! patterns and processes
Explored through(
) weather and climate
Knoledge and understanding o! environ"ental change and sustainable develop"ent
+ot focused on
E#pectations
At the end o! this unit
"ost pupils ill$ describe and begin to explain patterns of weather and climate in a European!scale context# describe and begin to
explain how physical and human processes interact to produce distinctive characteristics of places which people may select to visit
for holidays# recognise some of the links between weather and climate and how they affect people,s lives and work patterns# suggest
relevant geographical uestions about the physical characteristics of Europe# select and use appropriate skills and sources of
evidence to investigate weather and climate patterns# suggest plausible conclusions and present their findings both graphically and
in writing
so"e pupils ill not have "ade so "uch progress and ill$ begin to recognise and describe patterns of weather and climate in a
European!scale context# recognise and describe how physical and human processes interact to produce distinctive characteristics of
places which people may select to visit for holidays# begin to recognise how weather and climate affect people,s lives and work
patterns# begin to suggest relevant geographical uestions about the physical characteristics of Europe# use a range of geographical
skills and sources of evidence to investigate weather and climate patterns# use primary and secondary sources of evidence and
communicate their findings using appropriate vocabulary
so"e pupils ill have progressed !urther and ill$ describe and explain patterns of weather and climate in a European!scale
context# appreciate the relationships between physical and human processes and show how these create geographical patterns to
produce distinctive characteristics of places which people may select to visit for holidays# describe and explain how and why weather
and climate affect people,s lives and work patterns# identify relevant geographical uestions about the physical characteristics of
Europe# select and use effectively a range of skills and sources of evidence to investigate weather and climate patterns# present well!
argued reports and begin to reach conclusions that are consistent with the evidence
%rior learning
It is helpful if pupils have(
) studied local weather and climate and what happens for rain to form
) investigated relationships between data in a computer spreadsheet
) used political and physical atlas maps
-eography ! Unit '. /eather patterns over Europe 1
&anguage !or learning
Through activities in this unit pupils will be able to understand, use and spell correctly words relating to(
) meteorology, eg weather, climate, physical, hydrological cycle, condensation, evaporation, stratus, cirrus, cumulus, precipitation,
relief, convectional, frontal, satellite image, temperature
0peaking and listening & through the activities pupils could(
) describe how the work was undertaken and what led to the conclusions
'esources
1esources include(
) class set of atlases with climate maps of Europe, current satellite images of Europe 2from 3ET456 & tel 2index page7 .8..9 $. .$
.:, or 2;elpline7 .%<.. <= .. <=7, or internet sites, eg www.eumetsat.de/en/; www.nottingham.ac.uk/meteosat
) outline maps of Europe
) video with animated weather footage and*or textbook diagrams
) >-eography & it makes you think,, Teaching geography, ?ol ::, +o 9, @uly '88< 2-eographical 5ssociation7
) a week,s weather forecasts 2television7
) climate graphs for European localities
) newspaper weather maps
) meteorological records, eg school or local weather station
) supporting video programmes(
& The geography programmes Geography in animation, programme 8: uropean climates 2AA" 0chools7
& Geographical eye !eather and climate, programme ": #limates in urope 2"hannel $ Education7
(uture learning
This unit provides a basis for -"0E units concerned with knowledge and understanding of weather and climate patterns and
processes. It might also lead to the study of global climate, microclimates and named climatic types and associated ecosystems later
in key stage 9.
&inks
) other geography units & unit '$ >"an the earth copeB,, unit :$ >Passport to the world,
) mathematics & interpreting data and drawing conclusions
) I"T & proCecting or drawing images, using the internet databases and spreadsheets
) key skills & working with others, improving own learning and performance
) science & work on the water cycle
)ndependent enquirers
Dearners can develop as independent enuirers when they are
provided with opportunities in geography to(
structure their own geographical investigations, researching answers to
different kinds of uestions, issues or problems that they have identified
for themselves
explore issues fromdifferent and personal perspectives by gathering,
analysing and evaluating evidence to reach their own, well!reasoned
decisions and conclusions
apply what they have learned to newand more challenging contexts,
investigating, with increasing independence, issues at different scales
and of greater conceptual complexity.
*reative thinkers
Dearners can develop as creative thinkers when they are provided with
opportunities in geography to(
explore geographical imaginations and alternative futures for places,
people and for themselves
try out newways of applying and adapting knowledge and skills to
different contexts to deepen and extend their understanding
uestion their own and others, ideas of the key concepts of
environmental interaction, sustainable development, cultural
understanding and diversity to find imaginative solutions to issues or
problems
develop their confidence to challenge assumptions and reach outcomes
of value.
+ea" orkers Dearners can develop as teamworkers when they are provided with
opportunities in geography to(
experience the benefits of working collaboratively to complete tasks in
the classroomand in fieldwork, for example in conducting a large!scale
land use survey
recognise their own strengths and those of others by allocating roles
and tasks, and taking responsibility for their own contribution, for
example in planning for a presentation or a debate
extend their work with others to improve their understanding of different
people and places, for example by using modern communications
systems to work with different schools, regions and countries
provide and respond to constructive feedback, taking account of
different views and developing the confidence to resolve issues and
achieve their identified goals.
,el!-"anagers ! Dearners can develop as self!managers when they are provided with
opportunities in geography to(
take personal responsibility for organising their time and resources,
prioritising actions and managing risks to carry out and successfully
complete a task, for example a fieldwork investigation carried out over
several weeks
address challenging tasks that reuire application of perseverance,
initiative and creativity, for example applying skills or concepts to a new
or unfamiliar context
respond positively to newor changing priorities, for example actively
embracing the challenges of investigating newplaces, ideas or issues.
E!!ective participators Dearners can develop as effective participators when they are provided
with opportunities in geography to(
explore and uestion their own values and responsibilities to other
people, to the environment and to the sustainability of resources to
develop their own views about their place and role as global citiEens
engage personally with issues of concern relevant to their own lives
locally, nationally and globally
participate in responsible action in relation to issues that affect them
and those around themusing well!reasoned decisions and Cudgements
reviewalternatives, negotiating and balancing diverse views to
understand howworkable solutions to geographical issues might be
achieved.
'e!lective learners Dearners can develop as reflective learners when they are provided
with opportunities in geography to(
invite and reflect on feedback from others to monitor and improve on
their own performance
identify and plan for their own realistic goals, recognising howadapting
and refining their ideas as work progresses can make for enhanced
outcomes
communicate their understanding of processes and concepts, selecting
ways appropriate to different audiences, for example through maps,
graphs and geographical information systems 2-I07
continuously monitor their own progress, identifying criteria for success
and making changes to further their learning.
-eography ! Unit '. /eather patterns over Europe .
-eography ! Unit '. /eather patterns over Europe /
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What is Europe like7
) to investigate the
physical
characteristics of
Europe using atlas
maps by asking
relevant geographical
uestions
) to identify
geographical patterns
on a series of maps
) Using a class set of atlases, ask pupils to consider the
significance of lines, colours, symbols on a variety of
maps of Europe, eg physical, climate, vegetation.
Giscuss with pupils such uestions as !hat patterns
are shown$ %re the patterns on different maps
similar/different$ !hy$ !hich lines on the maps really
e&ist on the earth's surface, for instance coastlines,
riversB It may be helpful to reduce the number and
variety of maps for lower!attaining pupils.
) name and locate
correctly the main
physical features of
Europe
) relate cartographic
representations to the
reality of the earth,s
surface
) identify how physical
characteristics*patter
ns are interrelated
) 3ake reference to pupils,
glossaries and to previous
definitions of patterns.
What is the di!!erence beteen eather and cli"ate7 What can satellite i"ages tell us about the eather7
) to investigate the
nature of the
information shown on
weather satellite
images and climate
maps
) to interpret satellite
images and relate
them to current
weather conditions
) to draw a seuence
of sketch maps
) to determine how and
why aspects of
weather vary from
place to place
) Giscuss with pupils the difference between weather
2here and now7 and climate 2averages over time7 using
atlas climate maps, and weather satellite images and
forecasts for Europe.
) Using a >recent, weather satellite image of Europe
2visible or infrared7 proCected on to a whiteboard, ask
pupils to describe what is shown,
eg country outlines, shades of grey, different cloud
patterns. >Graw in, important features and annotate
using a board marker. 3ark in places on the image and
discuss the cloud cover. 5sk pupils to relate the image
to the sky outside the classroom. (ow is the sky
different seen from )elow and a)ove$ !hy$ Illustrate
basic cloud types 2cirrus, cumulus, stratus7. 5sk pupils
to draw and annotate the cloud patterns on a prepared
outline
map of Europe.
) 1epeat this activity at the start of each lesson, using an
up!to!date image, to reinforce and build on
understanding. Encourage pupils to assume greater
autonomy in their recording. Eventually they should
have a seuence of dated sketch maps.
) describe the
difference between
weather and climate
) describe what a
weather satellite
image shows, using
annotated sketch
map2s7
) know the names of
different cloud types
) I"T can be used to proCect
and draw on the image. 5
computer linked to a large
screen or T?, an interactive
whiteboard or other system
could be used.
) 0atellite images can be
obtained from a number of
internet sites, the
3eteorological Fffice,s
3ET456 service or a
school satellite system.
-eography ! Unit '. /eather patterns over Europe 8
Community Cohesion Strands: Mainly U.K.
specifc:
Drawing on pupils' own needs and experiences as
a starting point for learning
ro!iding regular opportunities for pupils to
discuss their changing !iews and for e!aluating
what has "een learnt
#o re$ect on the many groups and communities to
which they "elong and how these in$uence their
li!es
#o de!elop their own sense of identity and
confdence a"out their place in the world
#o gain sound %nowledge and understanding of
the social and cultural heritages of &ritain's
di!erse society
Community Cohesion Strands: UK ' (lo"al
specifc
)ncouraging pupils to explore and !alue the
di!erse ways in which di*erent groups and
cultures respond to similar challenges presented
"y daily life
Using a range of resources and materials that can
pro!ide opportunities to examine the power of
images
#o de!elop respect for cultural di!ersity and gain
understanding of interdependence at di*erent
scales
#o challenge all forms of racism+ discrimination
and stereotyping+ whether in resources+ school
acti!ities or in their wider li!es
)nsuring that stereotypical !iews of people+
places and en!ironments are examined and
challenged
Community Cohesion Strands: (enerally ,)DC
specifc
Ma%ing use of opportunities to ma%e direct lin%s
with people or places representing other cultures
Challenging the idea that all people in de!eloping
countries are !ictims
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What are clouds and hy does it rain7
) to recall information about the
components and links in the
water cycle
) to use information*vocabulary
about the water*hydrological
cycle to identify reasons for
different types of rainfall
) 5sk pupils what they remember about the hydrological cycle and the states
of water. Use a variety of sources to demonstrate condensation, eg on a
cold window, animated se*uences from video, diagrams. 5sk pupils to note
new vocabulary. Provide pupils with the story of a water molecule
completing the water cycle, written in non!geographical terminology. 5sk
pupils to use the vocabulary bank to write it correctly.
) identify the components of the
hydrological cycle and use
appropriate vocabulary to
describe it
) 0cience( links with key stage : work
on the water cycle.
What can eather "aps tell us7
) to interpret weather maps and
compare their information
with that shown on satellite
images
) Use an up!to!date weather satellite image of Europe to investigate the
possible reasons for the different types of cloud, eg relief, frontal,
convectional 2alternative images may also be used if recent weather
conditions prove inappropriate7. Use suitable animated seuences from
video*textbook diagrams to support learning.
) 5sk pupils to carry out an exercise to match seuences of sentences on
cards to diagrams showing different types of rainfall. It might be helpful to
focus on fewer rainfall types with some pupils.
) Use an appropriate recent weather map of Europe and ask pupils to
investigate the different aspects of weather shown. 5sk them to compare
weather information provided by maps with that shown on a satellite image
for the same period of time and evaluate the usefulness of each.
) 5sk pupils to draw and annotate a sketch map showing the weather
conditions over Europe using information from both the satellite image and
map.
) describe and begin to explain
cloud patterns
) describe and explain weather
features over Europe from
weather maps and satellite
images
-eography ! Unit '. /eather patterns over Europe 9
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5o does the eather change7
) to investigate weather
patterns and relationships
over time
) to predict weather using
weather maps and satellite
images
) /atch a weekly weather forecast 2for Europe or Aritain7. Giscuss the
seuence of maps*information shown in order to identify patterns, trends
and relationships.
) Provide pupils with meteorological records in a suitable I"T format for them
to carry out a mini!enuiry into weather patterns and relationships. "arry
out a whole!class problem!solving activity & ask pupils to use their
accumulated knowledge, weather maps, statistics and satellite images to
generate their own weather forecast for a named place2s7 in Europe for the
following :$ hours. 5sk them to evaluate the accuracy of their forecasts
using actual details and to review the method of working.
) identify that weather systems
move across Europe and that
conditions change accordingly
) understand that some aspects
of the weather are related and
their change can be predicted
) forecast the weather and
evaluate the accuracy of their
prediction
) 1ecords from the 3eteorological
Fffice, a local weather station or the
school automatic or manual weather
station might be used.
) Gatabase files are more effective for
enuiries where pupils need to search
for specific instances. 0preadsheet
files are more effective where
calculations, eg averages, are
reuired or more graphing is needed.
) 3athematics( pupils interpret data
and draw conclusions.
) Danguage for learning( this activity
provides pupils with the opportunity to
describe how the work was
undertaken and what led to the
conclusions.
What a!!ects Europe:s cli"ate7
) to use atlas maps to identify
patterns
) Using enuiry uestions ask pupils to use atlas maps to investigate factors
influencing climate in Europe, eg latitude, relief/altitude, distance from sea,
prevailing winds.
) identity the factors affecting
patterns of European climate
) This activity builds on work done in
the >opposites, section of unit =
>Exploring England,.
Where shall e go on holiday7
) to determine how and why
aspects of weather and
climate vary from place to
place
) to investigate climatic and
other data*information to
reach a group decision
) to describe the geographical
location and contexts of areas
studied
) 5sk pupils to carry out a family role play in groups of four*five on where in
Europe they should go on holiday. Each member of the family is given a
role card with the criteria for their preferred holiday and the group is
provided with a map of Europe with a number of possible destinations
described in terms of their characteristics, eg +ordogne ,food and wine-, a
river ,water sports-, historic towns, limestone caverns and gorges. The
group must first discover the climate of each of the places on the map and
should then debate, in role, the best choice of destination for the whole
family. 5sk one member of each group to feed back the group decision to
the rest of the class.
) describe and explain how and
why the climate varies in
areas selected
) describe and explain how
physical and human factors
can influence decision!making
processes
) accurately describe the
national contexts of areas
studied
) There is an opportunity to make a link
with the >Ecosystems, theme in the
programme of study.
) Hey skills( links with working with
others & pupils work on a one!to!one
or group basis and plan with others
what needs to be done, confirm their
understanding of the obCectives, their
responsibilities and working
arrangements, carry out tasks and
review progress.
-eography ! Unit '. /eather patterns over Europe ;
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5o does cli"ate in!luence hu"an activity7
) to interpret climate graphs ) Introduce pupils to climate graphs and show and explain how they are
drawn. In pairs ask pupils to carry out a number of >living 2climate7 graph,
exercises for a variety of places across Europe. This will involve them in
relating annual temperature and rainfall patterns to >seasonal, human
activities. !hat happens and why$
) describe and explain how
annual climate variations
influence human activities
What is the di!!erence beteen eather and cli"ate7
) to use a range of sources to
identify the difference between
weather and climate
) Provide pupils with a range of European weather or climate >sources,,
eg newspaper weather forecast, a satellite image, average .uly
temperature map. 5sk them to identify each one as an example of either
weather or climate.
) describe and explain the
difference between weather
and climate, using examples
What types o! cli"ate are !ound in Europe7
) to interpret and locate climate
graphs
) -ive pupils a map of Europe with a number of named localities marked and
a selection of >unnamed, climate graphs. 5sk them to match the graphs with
the named places and to write a rationale for their choices.
) describe and explain patterns
of climate across Europe
-eography ! Unit '. /eather patterns over Europe <

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