Comparing Temperatures:
The Midwest and Europe

Robert M. Ashley
Illinois Geographic Alliance Summer Institute, 1998

 Preview of Main Ideas

Efforts by teachers to "save classroom time" and "avoid student mistakes" may reduce student learning rather than enhance it. The more a teacher does, the less active the student needs to be. Once students have obtained the basic knowledge and procedures to investigate a particular topic, they must be provided the opportunity to experiment. They must make mistakes. This activity can be presented during a unit of study on climate. It provides students the opportunity to apply concepts which affect climate.

Teaching level: Grades 9-12.

Objective #1: The student will analyze temperatures of two regions and explain their differences by applying those factors which influence climate.

Essential Element: Physical systems.

Standard #7: The physical processes that shape the pattern of Earth’s surface.

Knowledge Statement #2: The interaction of Earth’s physical systems.

Skill Set #4: Analyzing geographic information.

Skill #3: Determine relationships by analyzing and interpreting geographic data.

Theme: Place.

Materials included

To be duplicated for students:

1.  Blank climograph
2.  Europe base map
3.  Temperature averages: selected stations

For teacher reference:

4.  Map: Average Temperatures of Europe
5.  Map: Average Temperature Range: Europe
6.  Graph: Average Monthly Temperatures:

Chicago and Dublin

Introducing the Lesson

Present students with the following hypothetical situation:

Suppose your Uncle Frank, who has lived his whole life in Chicago, wrote you a letter to report the following;

"I will be moving to Europe for a year or so to open a branch office for my company. I’ll be traveling quite a lot to a number of cities all over Europe, starting with Dublin, Ireland. I’ve done a little research, and I think I’m all ready to go. I was particularly delighted that Europe’s weather is so much like the Midwest! Look at the figures I copied off the Internet: See, Chicago’s and Dublin’s average temperatures are practically identical!"

You look at the long-term temperature averages for the two cities, which appear as follows:

Sure enough, you must agree that the two yearly averages are almost the same. Yet you know that Uncle Frank will be in for a great shock if he expects weather in Europe to be identical to Chicago’s weather! Furthermore, Uncle Frank will not be content with a simple answer. Instead, he will demand that you explain not only what is different but also why it is different.

Developing the Lesson

1. Ask students to respond to Uncle Frank’s message, explaining the differences he can expect in Europe. What can you point out in the temperature data that Uncle Frank overlooked in his comparison? How could you most effectively demonstrate what you would tell him?
(Students are likely to respond that while the yearly averages for the two cities are almost the same, they represent two very different ranges of monthly averages: Dublin’s range is 18.4 degrees, Chicago’s 51.8 degrees. Graphing the two sets of data will demonstrate the differences). The teacher should be prepared to provide blank climographs.

2.    Display completed temperature graphs and use them to prod students to explain why the difference occurs. Remind them that climates are influenced by various combinations of factors. Encourage them to analyze the relative importance of those climatic factors. It may be useful to list them on the chalkboard:
Mountain barriers
Ocean currents
Latitude
Elevation
Land and water
Pressure systems
Storms

(I must pass along a mnemonic invented by a student to remember the climatic factors. Arranged as they are listed here, the first letters of each spell—if an "I" is added—"MOLE LIPS.")

3. Review with them the impact and cause of each. Ask them what information would be helpful for the analysis they are expected to conduct.

(Students will likely respond that they need climatic maps and/or statistical data. The teacher should be prepared to provide such maps and the enclosed data of average temperatures for selected European cities. Encourage students to experiment with the data to aid their explanations and graphically illustrate them. Additional blank climographs and European base maps should be duplicated and made available).

In particular, encourage students (or pairs of students) to experiment by mapping data to illustrate average temperatures and the range of annual temperatures. (See illustrations. Illustration #1 Average Temperatures. The E - W trending isoline demonstrates the importance of latitude as a factor influencing Europe’s temperatures. Illustration #2 Temperature Range. The N - S trending isolines in Western Europe demonstrate the effect of the two combined factors: ocean currents and land and water.

Concluding the Lesson

When students have produced maps and graphs, post them on the chalkboard for comparison and analysis. Wall maps and/or atlases may be used to compare the U.S. Midwest and Europe. Encourage students to discover the maritime influence on Europe’s climate and the continental influence on the Midwest. Discuss with students those most significant points to include in an explanation to Uncle Frank.

Homework assignment: Write a brief letter to Uncle Frank (several paragraphs). Compare the temperatures of the U.S. Midwest and Europe, and include two illustrations.

Temperature Averages for Selected Cities