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 focus on Iran, Afghanistan, Turkey, and Cyprus and review the lesson objectives. Using a map, they locate the four countries and then post observations about the countries and surrounding continents to a shared class wall. As a class, they discuss what they noticed on the map.
Teacher MovesPresent the overview and objectives of the experience. Guide students in locating the four countries and prompt them to notice regional patterns, such as continental placement and Middle East connections. During the discussion, highlight that Cyprus is in Europe, Turkey spans Europe and Asia, and Iran and Afghanistan are in Asia. Record student questions that emerge for later investigation. Organize students into small groups for upcoming scenes and assign each group one country and a reporter.
In small groups, students are assigned one country (Turkey, Cyprus, Iran, or Afghanistan). They research their country’s geography and complete a shared “geographic passport” graphic organizer, recording continent, climate, terrain, natural resources, land use, natural hazards, and current environmental issues. Then, working individually, they review the geographic passports created by other groups and answer multiple-choice questions comparing the four countries’ size, agricultural land, climate, borders, and access to the Black Sea.
Teacher MovesSupport groups as they research and complete their geographic passports, using the provided country notes to clarify or supplement student findings as needed. Ensure each group understands the geographic terms in the organizer and is accurately recording information. After passports are shared, monitor students as they answer the comparison questions, using their responses to gauge understanding of similarities and differences among the four countries. Prepare students to continue group work in the next scene.
Continuing in small groups, students explore maps showing language diversity, official languages, rice production, and one additional data layer of their choice using an online mapping tool. They select a note taker to upload a screenshot of their chosen optional layer and add a title to the map. Students then review the maps created by other groups and post to a shared wall about similarities and differences they notice among the four countries.
Teacher MovesGuide students in using the mapping resources, including how to switch layers, read legends, and access layer information. Provide technical support for taking and uploading screenshots on classroom devices. Prompt groups to compare their map to others, asking questions that draw out patterns and contrasts in language, agriculture, and other mapped features. Facilitate discussion of student wall posts to deepen understanding of regional similarities and differences, then transition students to working individually in the remaining scenes.
Students view an image of Band-e-Amir National Park and read additional information about Iran, Afghanistan, and Turkey from the linked country resources. They then choose one place or area in one of these three countries that they would like to visit, describe the location and its appeal, and optionally upload a photograph, sharing their response on a class wall.
Teacher MovesEncourage students to explore the country resources to find interesting locations and to use geographic details in their descriptions. Prompt them to read and respond to classmates’ posts, highlighting notable natural and cultural features of the three countries. Use the discussion to reinforce how physical geography can influence human interest, tourism, and perceptions of place.
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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