LESSON PLAN TEMPLATE-Why Geography

Introducing the Himalayas -Physical Geography Lesson 1

Overview: The unit will open with a quick wide-angle look or description at the physical geography of the Himalayas, the tallest mountains on Earth. Experiencing the terrain of this region is what you are about to give your students.

Teaching Level

K-12 regular and ESL, vary criteria and resource materials for your group

Connection to Oregon Content Standards

Geography

Connection to National Geography Standards

Standard 4 Characteristics of place
Standard 8 Characteristics and spatial distribution of ecosystems on Earth's surface

Materials

Globe
Maps of Nepal and Sagarmentha in relation to China, India, Southeast Asia
Books, posters, video, slides of the physical geography of the Himalayas
projector for computer-to-screen or TV, or slide projector or overhead
chart paper, markers, scissors, and construction paper
Teacher background. See resources (bibliography).
Link to Geography of Nepal, Christine O’Donovan.
Link to Barbara Brower, Sherpa O f Khumbu, page12-20 Teacher Background

Objectives

Students are expected to view the Himalayas and ask geographic questions
Students will acquire a mental picture of the Himalayas and where it is on the globe
Students will identify unique aspects of the high Himalayas
And make generalizations about the physical place that is Sagarmentha

Procedure

Begin with environmental sounds music playing while showing students about 10 slides of the high Himalayas or by reading the guided imagery "walk through the Himalayas" selection. The teacher will develop a word bank on chart paper of descriptions of the pictures on slides, overheads or student responses to the guided imagery.

How can we make a model to show this environment? Record on chart papers the students’ responses to this question. Tell the students they will make a frieze on a bulletin board, if they don’t come up with ideas (or something better!) ask further questions. Such as: What might we find in this place? What features would we find here?

Students might have more questions at this point. If they do have resources ready which students can use to find the answers. Otherwise, wait for their questions. Don’t feed them answers to questions they haven’t asked. Subsequent activities and structures, such as criteria for assignments, will provide the structure to lead students to the need for more information.

Students make the frieze. This will take a couple of days. Provide supplies.

What are the Himalayas? Use mind mapping, webbing or similar strategies to elicit from the children all that they are able to identify with Nepal and the Himalayas. Record this on chart paper. Discussion of the physical features might lead students to ask where Nepal is. Providing students with physical maps can follow this. Students might ask to find Nepal. Use a physical map with an altitude scale.

Concluding the Lesson: Display maps and resources in an accessible place. Leave students anticipating more.

Extending the Lesson-Depending on your students, continue showing pictures and introducing content material as they ask for it. See bibliography.

Assessing Students Learning

Listening to their questions. You will begin to recognize their attempts at conjecture. This is the hypothesis stage of inquiry. Experience with the problems and process will lead to more refinement of questions and subsequently to research on the part of students.

"Topic Book"

For this unit the teacher will save the products of each lesson for each student. These will be mounted on construction paper and eventually bound into books. Thus each student will have a "topic book" of the unit. Keeping a chart of the activities and assignments makes this easier. Students will, at the conclusion of the unit, make a table of contents, which consists of a list made by the teacher of all the items to be included. The teacher can add to the list a dedication page, a student biography, a student picture, and any relevant items.