Students are introduced to the physical geography of China and create a geographical passport for the country. Then they create a map 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 experience that highlights China’s size and varied landscapes, view an image of Dragon Gate Gorge, and watch the video Feel the Sounds of China to get an initial sensory impression of the country. They respond to a prompt about what the sounds reveal about China, contribute words they associate with China to a word cloud, and add questions about China to a shared class table before transitioning to the next scene.
Teacher MovesPresent the lesson overview and objectives, then facilitate discussion of students’ impressions from the video and their prior knowledge of China. Highlight ideas such as China’s size, diversity, and mix of urban and rural areas, and encourage students to generate and record questions about China to revisit later in the lesson. When the class is ready, unlock the next scene.
Students begin exploring China by reading an overview article about the country and answering multiple-choice questions that check understanding of key facts such as the location of Mount Everest and the meaning of Mandarin. They view an image of the Chinese Himalaya Mountains and then examine China: Geography and People to complete a “geographic passport” graphic organizer with information about China’s area, climate, terrain, religions, and population characteristics. Finally, they post to a class wall describing the most noticeable features of China based on what they have learned.
Teacher MovesGuide students through the reading and comprehension questions, clarifying important geographic and cultural details as needed. Support students in using the geographic passport organizer to capture accurate information about China’s size, population, and diverse physical and climate features. In discussion of wall responses, emphasize points such as China’s large population, extensive area, and varied climate and terrain, and, if time allows, invite students to look up similar information for Mongolia and Taiwan. Unlock the next scene when students are ready to move on.
Students are introduced to the idea that China is the dominant country in its region but that Taiwan and Mongolia are also important neighbors. Using the Asia Political Map, they locate China, Taiwan, and Mongolia and record approximate latitude and longitude ranges for Taiwan in a table. They then examine several thematic maps—Night Earth, Major religions by country, and Major religions in China—to compare the three countries. Students take a screenshot of one of these maps, upload it to a drawing tool, and add a title. Finally, they post to a class wall describing what they noticed about China, Taiwan, and Mongolia based on the maps.
Teacher MovesSupport students in using the political map to locate the three countries and estimate Taiwan’s latitude and longitude, reassuring them that approximate ranges are sufficient. Model or explain how to take screenshots on classroom devices and how to upload and label the selected map. During discussion of wall posts, prompt students to interpret patterns they see, such as differences in night-time light between Mongolia and eastern China and Taiwan, and variations in religious affiliation across the three countries. Ask follow-up questions about possible reasons for these patterns and what additional information would help explain them. Unlock the next scene when the class is ready.
Students choose either Taiwan or Mongolia and conduct online research to learn more about that country’s geography, focusing on major landforms, water bodies, 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 it and explain why, and optionally upload a photograph. They then read at least one classmate’s post about the country they did not research to gain information about both Taiwan and Mongolia.
Teacher MovesEnsure that both Taiwan and Mongolia are selected by students so that information about each country is represented. Guide students in using reliable online sources and in focusing their notes on geographic features and resources. Encourage detailed descriptions and thoughtful reasons for wanting to visit particular places, and prompt students to read and discuss peers’ posts to compare features of Taiwan and Mongolia. Unlock the final scene when students have shared and reviewed posts.
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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