P R E V I E W
Labeling the Map of Russia
1. Examine the relief map of Russia that your teacher has projected. Shade or draw in the
“crumpled” parts of Russia on the map below.
Russia
ARCTIC OCEAN
2. Your teacher will point out the major geographical features of Russia. Label them on your map.
Analyzing the Map of Russia
Think of what you know about land and what causes it to change shape. Look again at the map
above and the geographical features you’ve labeled. Now answer these questions:
3. What are some of the forces that can act upon the land and alter its shape?
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4. How might these forces have created some of the geographical features
shown on your map?
© Teachers’ Curriculum Institute
Russia’s Varied Landscape: Physical Processes at Work
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G E O T E R M S
Read Sections 1 and 2. Then create an illustrated dictionary of the Geoterms by completing these
tasks:
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r 8SJUFBEFêOJUJPOPGFBDIUFSNJOZPVSPXOXPSET
r 8SJUFBTFOUFODFUIBUJODMVEFTUIFUFSNBOEBQIZTJDBMGFBUVSFJO3VTTJB
Geoterm and Symbol
Definition
Sentence
erosion
glaciation
physical processes
tectonic movement
volcanic activity
© Teachers’ Curriculum Institute
Russia’s Varied Landscape: Physical Processes at Work
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R E A D I N G
N O T E S
For each of Sections 3, 5, 7, and 9, follow these steps:
1. Read the section.
2. Label the diagram that corresponds to the physical process described in that section.
3. Answer the question for that section.
3 How Tectonic Movement Shapes Earth
How does tectonic movement affect Earth?
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R E A D I N G
N O T E S
5 How Volcanic Activity Shapes Earth
How does volcanic activity affect Earth?
7 How Erosion Shapes the Landscape
How does erosion affect the landscape?
9 How Glaciation Shapes the Landscape
How does glaciation affect the landscape?
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R E A D I N G
N O T E S
Follow the directions your teacher has projected to complete this part of your Reading Notes.
Tectonic Movement
Placard letter:
Details you see in the image:
Placard letter:
Details you see in the image:
Possible locations of this scene
(numbers from the map):
Actual location:
Possible locations of this scene
(numbers from the map):
Actual location:
Placard letter:
Details you see in the image:
Possible locations of this scene
(numbers from the map):
Actual location:
5
8
4
Volcanic Activity
Placard letter:
Details you see in the image:
1
2
3
9
7
Possible locations of this scene
(numbers from the map):
Actual location:
Placard letter:
Details you see in the image:
Placard letter:
Details you see in the image:
Possible locations of this scene
(numbers from the map):
Actual location:
Possible locations of this scene
(numbers from the map):
Actual location:
© Teachers’ Curriculum Institute
Russia’s Varied Landscape: Physical Processes at Work
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R E A D I N G
N O T E S
Erosion
Placard letter:
Details you see in the image:
Placard letter:
Details you see in the image:
Possible locations of this scene
(numbers from the map):
Actual location:
Possible locations of this scene
(numbers from the map):
Actual location:
Placard letter:
Details you see in the image:
Possible locations of this scene
(numbers from the map):
Actual location:
5
10
11
8
4
12
Glaciation
6
7
Placard letter:
Details you see in the image:
Possible locations of this scene
(numbers from the map):
Actual location:
Placard letter:
Details you see in the image:
Placard letter:
Details you see in the image:
Possible locations of this scene
(numbers from the map):
Actual location:
Possible locations of this scene
(numbers from the map):
Actual location:
© Teachers’ Curriculum Institute
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P R O C E S S I N G
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DMBTTDPVMEFYBNJOFUIFFĒFDUTPGUXPQIZTJDBMQSPDFTTFTPOUIFMBOE$PNQMFUFUIFTUFQTCFMPX
as you plan your trip. Use information from your Reading Notes and your own ideas.
1. On the map below, label your hometown or community.
2. Research at least two locations that are within 100 miles of your community. The locations
must show evidence of different physical processes. Keep in mind that, although you are
looking for examples close to your home, you are also looking
for evidence of physical processes that are unique and interesting. Even if this takes you into
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3. On the map, label the two locations you have chosen.
4. In the two boxes on the opposite page, sketch what your class might see when they visit each
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5. Answer the four questions below each sketch.
The United States
N
E
W
S
0
500 miles
250
0
250
500 kilometers
Albers Equal-Area projection
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© Teachers’ Curriculum Institute
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P R O C E S S I N G
What is this a sketch of?
What is this a sketch of?
Which physical process would have shaped
or created this feature?
Which physical process would have shaped
or created this feature?
Why is this feature an example of this
physical process?
Why is this feature an example of this
physical process?
How might this physical process affect the
people who live nearby?
How might this physical process affect the
people who live nearby?
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