Students are introduced to the physical geography of Chile, Argentina, and Peru. They create a geographic passport of the three countries. Then they focus on the Andes Mountains, the Pampas, and Patagonia and the physical features, the climate, and the human population in each region. Students then pick a location in the region that they would like to visit and they explain why.

Objectives:

• Describe the physical features, climates, and ecosystems of the Andes, the Pampas, and Patagonia.
• Trace land and resource use patterns in the Andes and the Pampas, and analyze the ways people have adapted to the region’s physical environment.

Scene 1 — Engage

Student Activity

Students are introduced to Chile, Argentina, and Peru through brief facts about each country. They view an image of Argentinian tango in Buenos Aires, then use a drawing tool to locate and label Chile, Argentina, and Peru on a map. Next, they complete a table by listing each country and either a fact they already know or a question they have about it.

Teacher Moves

Present the overview and objectives of the experience, explaining that students will study the geography and human use of the Andes, the Pampas, and Patagonia. Organize the class into three large groups for later scenes, assigning each group one country (Chile, Argentina, or Peru). After students complete the table, sort and review responses, using them to prompt discussion of students’ prior knowledge and questions as a lead-in to the rest of the lesson.

Scene 2 — Explore

Student Activity

Students are divided into three groups, with each group assigned to Chile, Argentina, or Peru. Individually or in small groups, they read about their assigned country in Southern Coastal South America Countries Info, focusing on the Geography section. Using this information, they complete a “geographic passport” graphic organizer that records the country name, border countries, coastline, climate, terrain, natural resources, land use, and natural hazards. They then answer several multiple-choice questions comparing the three countries’ size, coastlines, climates, and agricultural land, as well as a sentence-completion item.

Teacher Moves

Ensure students know which country they are responsible for and guide them to the appropriate section of the resource. Support students as they extract key geographic information to complete the passport organizer, using the provided country notes as a reference to clarify or check accuracy. After students respond to the comparison questions, review answers with the class to highlight similarities and differences among Chile, Argentina, and Peru, reinforcing key concepts such as climate patterns, land use, and natural hazards.

Scene 3 — Explain

Student Activity

Students use country maps from the student pack to locate the Andes Mountains, the Pampas, and Patagonia. They read explanatory text describing the Andes as a long, high mountain chain with many active volcanoes and rich mineral resources; the Pampas as a fertile, well-watered agricultural region that serves as Argentina’s breadbasket; and Patagonia as a drier prairie grassland with lower population density, livestock raising, and important energy and mineral resources. Drawing on this information, they post a written response explaining which of the three regions is most heavily populated and why.

Teacher Moves

Direct students to use the provided maps to find the Andes, the Pampas, and Patagonia, and read the accompanying descriptions. Emphasize the relationships among physical features, climate, economic activities, and population distribution. After students post their explanations about which region is most heavily populated, review their responses and, as needed, clarify that most of the population lives in the Pampas due to its moderate climate and productive farmland.

Scene 4 — Elaborate

Student Activity

Students choose a specific place or area in Chile, Argentina, or Peru that they would like to visit. They find and upload a photograph of that location and write an explanation of why they would like to go there, referring to details in the photo and, if they wish, to other geographic or cultural details they have learned about the region. Their posts are shared with classmates.

Teacher Moves

Invite students to select locations that interest them and support them in finding appropriate photographs. Encourage students to connect their explanations to physical geography, climate, and human activities discussed earlier in the lesson. Prompt students to read and discuss one another’s posts, highlighting the diversity and geographic features of Chile, Argentina, and Peru.

Scene 5 — Evaluate

Student Activity

Students complete the exit quiz by answering all the questions.

Teacher Moves

Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.

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