Students are introduced to the physical geography of Iran, Afghanistan, Turkey, and Cyprus. They create a geographic passport of the four countries. Then they identify and compare features of the four countries by creating a map. Finally, students pick a location in the region that they would like to visit and explain why.
Students are introduced to the experience and its objectives, then examine a regional map to locate Turkey, Cyprus, Iran, and Afghanistan. Individually, they post observations about the countries and continents shown on the map and then participate in a whole-class discussion about what they noticed.
Teacher MovesPresent the lesson overview and objectives, ensuring students can identify the four focus countries on the map. Prompt students to share observations about the region, highlighting points such as Cyprus being part of Europe, Turkey spanning Europe and Asia, and Iran and Afghanistan being in Asia. Record student questions that arise for later investigation, and then organize students into small groups, assigning each group one country and a recorder for upcoming scenes.
In small groups, students research their assigned country—Turkey, Cyprus, Iran, or Afghanistan—to complete a “geographic passport” graphic organizer that includes continent, climate, terrain, natural resources, land use, natural hazards, and current environmental issues. Afterward, students review the completed passports from the other groups and individually answer multiple-choice questions comparing agricultural land, climate, access to the Black Sea, and borders with Pakistan.
Teacher MovesGuide groups as they research and complete their geographic passports, using the provided country notes as a support or reference as needed. Ensure each group’s recorder accurately captures information and that all students can access the other groups’ passports. Clarify geographic terms (such as land use, natural hazards, and climate types) and support students in interpreting the comparative questions, checking for understanding and addressing misconceptions before moving on.
Continuing in small groups, students explore interactive maps, including Language Diversity, official language data, rice production, and one additional data layer of their choice, to investigate unique aspects of their assigned country and compare it with the other three. A group note taker uploads a screenshot of the map with their chosen layer and adds a title. Students then review the maps created by other groups and post reflections about similarities and differences among the four countries.
Teacher MovesSupport students in navigating the mapping tools, including how to toggle layers, access layer information, and take screenshots on classroom devices. Encourage groups to select a meaningful additional layer and to title their maps clearly. Prompt students to compare patterns across the four countries—such as language distribution, agricultural production, or other selected variables—and facilitate discussion that draws out key similarities and differences. When group work is complete, transition students to working individually for the remaining scenes.
Students read brief information about Iran, Afghanistan, and Turkey (optionally exploring additional resources about each country), then choose one place or area in one of these three countries that they would like to visit. They describe the location, explain why they would like to go there, and may upload a photograph to accompany their post.
Teacher MovesEncourage students to draw on what they have learned about physical geography, climate, and natural features as they select and describe a place to visit. Invite students to read and respond to one another’s posts, highlighting the variety of landscapes and attractions in Iran, Afghanistan, and Turkey. Use the discussion to reinforce how geographic characteristics influence how people perceive and experience different places.
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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