THE GEOGRAPHY OF TEXAS

Unit PresentationBobby Cervenka

“Texas is, in many

respects, the most

eligible part of North

America.”

Mary 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 UNITGoals 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 METHODEach 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 PLAINSGEOGRAPHIC 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

TEXAS PHYSICAL MAP

TEXAS RIVERS

TEXAS MAJOR HIGHWAYS

TEXAS AVERAGE ANNUALPRECIPITATION

TEXAS POPULATION