Students are introduced to the physical geography of China and create a geographical passport for the country. Then they view a series of maps that compares China to Taiwan and Mongolia. Finally, students research either Taiwan or Mongolia to learn more about one of those countries and describe a place they would like to visit and why.
Students read an introduction to the geography of China and its neighbors, view an image of Dragon Gate Gorge, and watch the video Feel the Sounds of China to consider what everyday sounds reveal about life in the country. They respond to a wall prompt about what the sounds suggest about China, contribute to a word cloud of words they associate with China, and add questions about China to a shared class table.
Teacher MovesPresent the lesson overview and objectives, then prompt students to share prior knowledge and curiosities about China. Guide discussion of student responses to the video and word cloud, highlighting ideas about China’s size, diversity, and ways of life. Encourage students to generate and record questions about China and signal when the class is ready to move on.
Students read an overview article about China and answer a multiple-choice question identifying Mandarin as one of China’s official languages. They examine an image of the Chinese Himalaya Mountains and read China: Geography and People to complete a geographic passport graphic organizer with information such as area, climate, terrain, religion, and population. Finally, they post on a class wall describing the most noticeable features of China based on what they have learned.
Teacher MovesSupport students as they read and clarify key terms and geographic information as needed. Monitor completion of the geographic passport organizer, prompting students to use evidence from the text. During the wall discussion, draw out observations about China’s size, population, and diverse physical geography, and, if time allows, invite students to look up comparable information for Mongolia and Taiwan.
Students are introduced to Taiwan and Mongolia and use the Asia Political Map to locate all three countries and observe their positions using latitude and longitude. They record approximate latitude and longitude ranges for Taiwan in a table. Next, they explore three maps—Night Earth, Major religions by country, and Major religions in China—to compare patterns of population, electricity use, and religion among China, Taiwan, and Mongolia. They take a screenshot of one of these maps, upload it, and add a title, then respond on a class wall about what they noticed when comparing the three countries.
Teacher MovesClarify that students only need approximate latitude and longitude for Taiwan and check their entries. Model or review how to interpret the political and thematic maps, including night lights and religious distribution. Provide technical guidance for taking and uploading screenshots as needed. In discussion, prompt students to infer reasons for differences in night lighting and religious affiliation, asking follow-up questions about population, access to electricity, and government policies, and help them connect these observations back to the three countries’ geography and societies.
Students choose either Taiwan or Mongolia and use online research to investigate that country’s geography, focusing on major landforms, bodies of water, urban centers, climate, and natural resources. Based on their research, they select a specific place in the chosen country that they would like to visit, describe the location and its features, explain why they would like to see it, and optionally upload a photograph. They then read at least one post about the country they did not choose to learn key information about that place.
Teacher MovesEnsure that both Taiwan and Mongolia are selected by different students so both are represented. Guide students in conducting focused geographic research and in selecting a specific place that illustrates important features of the country. Encourage students to read and discuss one another’s posts, prompting them to compare the landscapes, climates, and resources of Taiwan and Mongolia and to connect these features to human activities and settlement.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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