unit presentation bobby cervenka “texas is, in many respects, the most eligible part of north...
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THE GEOGRAPHY OF
TEXAS
Unit PresentationBobby Cervenka
“Texas is, in many
respects, the most
eligible part of North
America.”
M
ary Austin Holley 1784 -
1846
UNIT SUMMARY Students will review map reading skills,
charts and graphs interpretive skills, and learn about the four major geographical regions of Texas as well as how those regions are linked to the state’s history.
Students will then collaborate in cooperative learning groups to research and prepare graphic maps of Texas which will include extensive information about one of the four regions including resources, climate, population, and historical significance.
CURRICULUM FRAMING QUESTIONS
1. Essential Question How are an area’s natural resources and its history
connected?
2. Unit Questions How has Texas’ natural resources affected the state’s
historical events? How do graphs, charts, and maps help us to understand
facts quickly and efficiently?
3. Content Questions What are Texas resources specific to the four regions of
Texas? What are some of the historical events which were
impacted by the lack of or abundance of available resources? How can we express the knowledge gained about
climate, resources, populations and historical events in a
graphic way?
VISION FOR THIS UNIT
Goals for TeacherUse CFQs to:1. help students understand the connection between
history and the environment.2. encourage effective research practices among the
student groups.3. provide examples for students to choose from in
designing a graphic way to present and publish their
information.
Goals for StudentsGain 21st Century Skills by:1. collaborating with others in a cooperative learning
group.2. researching a specific geographical region of Texas.3. organizing researched information.4. expressing their knowledge in a clear, informative
map, chart, or other graphic organizer.
GAUGING STUDENT NEEDS ASSESSMENT Purpose of the Assessment: To gather information about what students already know about the resources
specific to Texas and some of the major events in Texas history. What I want to learn from my students: I want to find out what they already know about the Unit Questions and what
they know about using graphic organizers, maps and charts. How I will try to promote higher-order thinking: I will ask students to engage in research, to find relationships, and to draw
conclusions about the connection between geography and history. How the assessment information helps me and my students plan for
upcoming activities in the unit: If students have different levels of understanding about effective research or
how to design a graphic representation of their knowledge, I can provide resources to assist them. We will revisit this assessment throughout the unit.
What feedback or additional ideas I’d like: I would like ideas about other ways to construct maps and charts other than
just using paper and map pencils. Hands-on graphic organizers would be more fun and make more of an impact.
PREASSESSMENT METHODS
1. Ask each student to complete a chart or graph using information unrelated to the project (i.e. general population information)
2. Have a general classroom discussion regarding where the students have traveled in Texas and asking them to relate what that part of Texas is like.
3. Use a graphic worksheet asking students to fill in given information correctly on the worksheet.
ONGOING ASSESSMENT METHODS Students will be asked to journal each
day about what they’ve learned and how they contributed to the group’s progress.
Teacher will monitor and assist students in the computer lab as they research.
Students will have a worksheet to help guide them in finding the information needed for each part of the project. The students will turn those in each day with answers filled in.
FINAL ASSESSMENT METHOD
Each group will present a completed map of their region of Texas. The map will be filled with information including population, climate, natural resources, and historical events, as well as other interesting information about their region of Texas. The information will be accompanied by graphic representations of the information as well as related charts and graphs generated by the students.
OVERALL TEACHER GOALS
Find ways to get my students more interested in learning about geography and history.
Learn about different kinds of research tools my students and I can use.
Share ideas with other teachers.
MOUNTAINS AND BASINS
West of Pecos River mountains El Paso
Upper Rio Grande Valley range land Del Rio
Davis Mountains Big Bend Marfa
THE GREAT PLAINS GEOGRAPHIC PRINCIPLE MAJOR URBAN SECTION LANDFORMS CENTERS_______________________________________________________________________
Edwards Plateau prairies, canyons
Llano Basin rolling hills
High Plains ranches
GEOGRAPHIC PRINCIPLE MAJOR URBAN SECTION LANDFORMS CENTERS________________________________________________________________________
COASTAL PLAINS
GEOGRAPHIC PRINCIPAL MAJOR URBAN SECTION LANDFORMS CENTERS_______________________________________________________________________________________
Piney Woods forests Texarkana, Longview Gulf Coast Plain grasslands Houston, Corpus Christi
Post Oak Belt hardwood forests College Station, Bryan
Blackland Prairie Balcones Escarpment Padre Island
South Texas Plain Lower Rio Grande Valley Laredo, Kingsville
NORTH CENTRAL PLAINS
GEOGRAPHIC PRINCIPAL MAJOR URBAN SECTION LANDFORMS
CENTERS______________________________________________________________________________________
Cross Timbers hills Wichita Falls
Llano Estacado low mountains Grand Prairie
Panhandle grasslands Abilene
Edwards Plateau plains Fort Worth
Caprock Escarpment slopes Carrollton
TEXAS NATURAL REGIONS
1
2
34
1. Great Plains 2. North Central Plains 3. Coastal Plains 4 Mountain and Basin
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