We can explain how the Himalaya Mountains influence climate patterns and population distribution in Asia.
How do you think the Himalayas impact population density throughout Asia?
I think the Himalayas impact population densitythroughout Asia because...
By studying this visual, students might:
- The Himalaya Mountains are located between India and China
- The mountains extend 1,500 miles across Asia
- Mt. Everest is part of the Himalayas and is the world’s highest peak
- The Himalayas formed where the Indian landmass collided with the Eurasian Plate
- There are different climate patterns on each side of the Himalayas — warmer and wetter to the south, colder and drier to the north
- Why do fewer people live near the Himalayas?
- How do the Himalayas affect temperature and precipitation?
- What makes Mt. Everest the highest peak?
- Why did tectonic plates collide in this region?
- How do mountain barriers affect weather in Asia?
Extending the Discussion
- After randomly calling on students, if there is anything from this list that was not mentioned, then ask the class, "Did anyone notice...?"
- After students have shared what they notice, ask the class, "Did anyone wonder...?" using the suggestions above or anything else you might think is interesting or relevant to the lesson.
Structured Conversation Prompts
What are the Himalaya Mountains?
The Himalaya Mountains are...
How are the Himalaya Mountains related to mountain barriers?
The Himalaya Mountains are related to mountain barriers because...
How do you think the Himalayas impact population density throughout Asia?
I think the Himalayas impact population densitythroughout Asia because...
Example Student Responses to the Observational Question
The Himalaya Mountains are tall mountains in Asia with snowy peaks and Mt. Everest.
The Himalaya Mountains are a massive mountain range formed by tectonic forces between the Indian and Eurasian plates, influencing both climate and population distribution in Asia.
Responding to Responses
Emphasize and celebrate each student's use of the key vocabulary to support a culture of "no wrong answers."
Structuring Student Conversations
Have students list observations from the visual as a warm-up, then use the Q-SSS-A process to guide small-group conversations. In the slide decks, brackets can be moved to prepare the structured conversation. In the example to the right, students will be instructed: Q-SSS-A.
- To put a thumb up, then lower their hand when they are ready to answer the question
- To share with their elbow/shoulder partner, and that the student with the darkest shoe will share first
- That they will be randomly called on after the conversation
Here is an example of structuring a conversation with Q-SSS-A.
Note: the inferential question is the same as the language objective. It is recommended that students answer the inferential question in a small-group discussion before answering it individually as the closure or exit ticket of the lesson.
Structured Reading
The purpose for reading is to examine how the Himalaya Mountains were formed and to understand how they affect climate patterns, population distribution, and political boundaries across Asia.
- how the Himalaya Mountains were formed
- how the Himalayas affect climate
- where population density is higher or lower
- how tectonic forces continue to shape the region
- how the mountains act as a boundary between regions or countries
How do the climate differences on each side of the Himalayas affect how people live and settle?
The climate differences created by the Himalaya mountain barrier affect settlement because...
Structuring the Reading
Communicate the purpose of reading to the students and instruct them to make a note every time they see something on the PAT ("Pay Attention To") list. How you have students note items on the PAT list is up to you. This could include:
- Putting an asterisk in the margin
- Underlining text that supports the PAT list
- Putting a comment in the margin
Follow the reading with the post-reading discussion. Structure this discussion using the Q-SSS-A process just like the structured conversations in this lesson.
Note: you might find the relational question is better discussed before or after the reading. This depends on whether the relational question is directly related to the reading or might make connections across units.
Differentiating the Reading
You will notice that three different reading passages are provided with this lesson. Look at the shapes in the top-left of each passage to determine the grade level.
In a class with students at diverse reading level proficiencies, you can give the appropriate reading passage to different students, while having all students follow the same PAT list and post-reading discussion.