Geography experiments are not only an important approach to geography instruction but also a key means of cultivating students’core geographical competencies and scientific spirit. In the experimental process, embodied learning environments of varying degrees exert diff erent eff ects on the formation of students’knowledge, experience, and competencies. Drawing on embodied cognition theory, this study constructs an embodied model for the design of geography experimental instruction from four dimensions: embodiment, generativity, situatedness, and substantiveness. In doing so, it clarifi es the specifi c features of“highly-embodied”geography experimental instruction. This study argues that the design of highly-embodied geography experimental instruction should engage the body throughout the entire learning process to refl ect the embodied nature of cognition; use context to organize the overall instructional process and create an immersive experimental atmosphere; integrate questions throughout the process to emphasize the generative nature of knowledge; and use objectives to guide the instructional process so as to ensure the substantive value of learning activities. Taking the experimental instructional design of“Precipitation as a Cause of Flood Disasters”as an example, this study provides a detailed illustration with the aim of off ering theoretical and practical reference for enhancing the degree of embodiment and implementation eff ectiveness of geography experimental instruction.