Grade 4 Social Studies Unit 2 Title Suggested Time Frame 1st Six Weeks 15 Days Geography and Regions Big Ideas/Enduring Understandings Regions help us understand the variety of Texas landforms. Geography affects where people live and how they earn a living​
. Identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation; SUPPORTING Guiding Questions What are the Texas regions and how would you describe them? How does geography affect where people live and how they earn a living? What is the climate and vegetation found in each of the geographic regions of Texas? What landforms are found in the geographic regions of Texas? TEKS Readiness TEKS 9B 12A Supporting TEKS 7BC 8BC 9AC 12B Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Vertical Alignments CISD 2015, Updated 5/19/16
Process Skills 6AB, 7AB,21ABCDE,22ABCDE,23AB Sample Assessment Question Locate and name each of the geographic regions of Texas. Compare the climates, vegetation and landforms of the geographic regions of Texas. How does the geographic region affect its economic climate? What are the features of the Coastal Plains Region of Texas? What are the features of the Mountain/Basin Region of Texas? What are the features of the Great Plains Region of Texas? What are the features of the North Central Plains Region of TExas? What differences exist between each of the regions? What similarities exist between each of the regions? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Ongoing TEKS 21A­E, 22A­E, 23AB Knowledge and Skills with Student Expectations District Specificity/ Examples (7) Geography. The student understands the concept of regions. The student is expected to: Regions that result from human activity​
​
include​
: Political regions​
­ political divisions such as cities, counties, states, and countries. ● Some major cities in Texas are Houston, Dallas/Fort Worth, San Antonio, Austin, and El Paso. (A) describe a variety of regions in Texas and the United States such as political, population, and economic regions that result from CISD 2015, Updated 5/19/16
Vocabulary Describe Region landforms climate vegetation economic climate Instructional Strategies Graphic Organizers Visuals/video KWL Draw and write Instructional conversation Salt map Pamphlets Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. PEARSON TEXT Social Studies text: TE pgs 32a ­ 101. Student pages 32 ­ 101 Children’s Literature Activities Have students interpret one or more special purpose maps that show climate regions, vegetation ● Texas has 254 counties. ● There are 50 states in the United States. ● North American countries in the Western Hemisphere include the three largest: Canada, the United States, and Mexico. There are also many countries in Central America and the Caribbean Islands. ● Mexico has individual states such as Tamaulipas, Nuevo Leon, Chiapas, and others. Canada is organized into provinces rather than states. ● Important South American countries in the Western Hemisphere are Argentina, Brazil, Chile, Venezuela. Population regions/centers​
­ densely (many people/per square mile) and sparsely (few people/per square mile) populated; metropolitan centers (large cities); urban patterns of human activity; (supporting) CISD 2015, Updated 5/19/16
regions, and/or economic activity and to compare the climate, vegetation and/or economic activity of Texas with at least one other location in the Western Hemisphere. political map population map Human activity Given a physical map of the Western Hemisphere, ask students to identify major land and water forms such as the Atlantic and Pacific Oceans, the Gulf of Mexico, major mountain ranges, major rivers, and so on Websites Texas Vistors Bureau DPS office free maps http://www.worldatlas.com/webimage/testmaps/latsl
ongs.htm http://www.worldatlas.com/webimage/testmaps/map
s.htm http://www.enchantedlearning.com/usa/states/texas/ http://www.teacheroz.com/Maps_Flags_Timelines.htm
#geography http://www.tpwd.state.tx.us/kids/about_texas/regions
/index.phtml http://cfbstaff.cfbisd.edu/wallm/Texas%20Main/Regio
nal%20Geography/Regional%20Geography%20main.ht
m http://wps.ablongman.com/long_divine_app_6/0,2437
,32719­,00.html http://exchange.smarttech.com/search.html?q=%22Te
xas%22#page=1 Lessons (having to do with cities) vs. rural areas (non­city areas, usually used for agriculture) Houston, Dallas, and San Antonio are three of the top ten largest cities in the United States. More than 90% of people in Texas live in urban centers. The three most populated states in the United States are California, Texas, and New York. Economic regions​
­ areas where there is concentrated economic activity for manufacturing/industry or agriculture; also areas with high levels of trading, shipping and transportation centers. The Houston Ship Channel is a man­made waterway that connects Houston to Galveston Bay and the Gulf of Mexico, making Houston the only "inland" salt water seaport in the United States; On the U.S./Mexican border there are numerous "maquiladoras" or twin­factories with CISD 2015, Updated 5/19/16
branches on both sides of the border; The "Valley" refers to the agricultural region in south Texas along the Rio Grande River . (7) Geography. The student understands the concept of regions. The student is expected to: Identify Locate Compare Regions Climate Vegetation The location of Texas and the Landform Western Hemisphere was Compare introduced in first grade. The concept of regions was Mountain and introduced in second Basin grade. Great Plains North Central The concept of physical and Plains human processes that Coastal Plains affect regions was introduced in third grade. Regions that result from physical characteristics: Landform / Water form regions ● Texas has regions that are named for the prominent landforms: The Gulf Coastal Plains, The Central Plains, The High Plains (Panhandle), The concept of physical and human characteristics of places was introduced in kindergarten. (B) identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation; and (supporting) (C) compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains) with regions of the United States and other parts of the world. (supporting) CISD 2015, Updated 5/19/16
Graphic Organizers Visuals/video KWL Draw and write Instructional conversation Salt map Pamphlets PEARSON TEXT Children’s Literature Activities Primary Sources Websites Lessons and the Mountains and Basins; ● The United States has regions that are named for prominent physical features such as: The Rocky Mountains, the Mississippi Valley, the Appalachian Mountains, the Great Plains ; ● Mexico has two major mountain regions: the Sierra Madre Occidental and the Sierra Madre Oriental, Mexico City sits on a high plateau between these two ranges, and the Yucutan peninsula defines a Mexican region; ● In South America the Andes Mountains are one of the highest mountain ranges in the world; ● The Amazon River Valley is the largest river valley in the world. CISD 2015, Updated 5/19/16
Climate and Vegetation Regions Climate is affected by: ● Nearness to the equator (latitude); ● Distance from the ocean or other very large bodies of water; ● Altitude (elevation); ● The climate affects the natural vegetation. ● Texas has a ​
mild climate​
. Vegetation regions​
­ the type of vegetation native to a place varies with soil, precipitation, and temperature. All four major types of natural vegetation regions found in the United States are also found in Texas. They are: ● Forest ­ in east Texas and the southern, eastern and northwestern parts of the U.S. ● Grasslands ­ rolling hills and fertile soil of Central Texas and CISD 2015, Updated 5/19/16
the Midwestern parts of the United States, used for farming and grazing. ● Savannas (the Great Plains ) ­ grassland with scattered trees. The plains and prairies in the Texas Panhandle and High Plains and the Great Plains (middle part) of the U.S. are used for farming, using irrigation. ● Scrubland ­ arid/semi­arid land with short trees and shrubs, very little grass, and minimal rain (precipitation) each year. Found in West Texas and the Southwest part of the United States. CISD 2015, Updated 5/19/16
(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: Geographic tools are: Title​
: giving an appropriate label to the map being created. Grid system:​
is a system of vertical and horizontal lines that are used to help locate places on a map. There are two common kinds of grid systems: ● Alpha­numeric grids​
­ where columns and rows are labeled with letters and numbers; places are located by a combination of letters and numbers such as A14, which would be where column A and row 14 intersect. These systems are commonly used on highway maps and show relative location. ● Latitude/Longitude grids: these grids are more complex and are used on many maps to help pinpoint absolute location. Common uses are in (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and (supporting) CISD 2015, Updated 5/19/16
Apply Geographic tools Symbol Compass Rose Legend Map Scale ­construct and interpret map Pearson TEXT Children’s Literature
Activities
Students can create maps of Texas, the school, content specific maps such as Texas Cattle Trails, Civil War battles, Empressario grants, Texas regions, and so on. ● Student maps should use either an alpha­numeric (recommended) or a latitude/longitude grid system when appropriate. ● Student maps should include appropriate symbols and they should be in the ​
legend (map key). ● Student maps should have a scale correctly representing the ratio between map distance and actual distance. ● Student maps should indicate both cardinal and intermediate directions and be appropriately oriented. tracking hurricanes, studying time zones (longitude) and climate (latitude), and navigation. ● Legend​
: contains symbols to interpret the map. Map symbols​
: a list of all the symbols and what they mean on a given map are found in the ​
legend​
or ​
map key. CISD 2015, Updated 5/19/16
● Ask students to interpret their own maps or trade with a partner to pose and answer questions to interpret maps. Have students create a map of a real (classroom, their house/apartment, school grounds) or imaginary place (their "special" country or house). Have each student write questions related to their maps and exchange maps with a partner to interpret the maps. Have groups of students work cooperatively to draw a "treasure map" indicating the location of a "treasure" on the school grounds or in the school. Have groups exchange maps and follow the map to the "treasure" (a specific location with or without a "treasure"). Using one of the other objectives, have students create an appropriate map to illustrate an event in history. Some examples might be: ● A map of the regions of Texas; ● A map of Texas with major cities and bordering states/country; ● A map of Native American culture groups in Texas; ● A map of an explorer's route; ● A battle map from the Texas Revolution, th
the Mexican War, the Civil War, or a 20​
century conflict; ● A map of Amarillo with important landmarks; and so on. (​
Note: another variation of this assessment consideration is to draw a map of a place in a story Scale:​
​
is a way to represent actual distances between points and the representation of that distance on a map, drawing, or plan (blueprint). The relationship between the "map" distance and the real distance is stated as a ratio. For example one (1) inch equals 50 miles (1:50). Maps (and other drawings) have to be drawn to scale to save space and fit them on the paper. It is important to always use the same scale on any one map, so that it is an accurate "picture" of a place. Different maps/drawings often have different scales because they represent different relationships between the "drawn" and the actual distances. For instance, on a world map the scale may be 1:300 miles while on a map of the school the scale might be 1:10 feet. Compass Rose​
­ the directional finder that indicates cardinal and intermediate directions on most maps. This skill of drawing simple maps was introduced at first grade. Creating maps using CISD 2015, Updated 5/19/16
from literature, a map detailing the habitat of an animal being studied in science, or a map of another planet ­ maps also have a math connection through the use of a map scale to measure distance​
) Primary Sources
Websites
geographic tools was introduced in Grade Three. (6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: Some examples of raw data are: ● Population statistics ● Census reports ● Import/Exports ● Major crops ● Minerals ● Ten largest cities ● State budget ● Ethnic groups Formats for recording data could include any of the (B) translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps. (supporting) CISD 2015, Updated 5/19/16
Translate Natural Resource Graphs Maps Create graphs and maps Children’s Literature
Activities
Students should practice reading various kinds of graphs and special purpose maps before they attempt to translate data from one medium to another. It might be best to begin with personal data such as student surveys on the most popular color of M&M's or the most popular pop artist. following depending on the data used: ● Bar graphs ­ compare quantities or amounts. ● Line graphs ­ show trends over a given time period. ● Multi­line graphs ­ show multiple sets of data on the same graph. ● Circle graphs ­ compares data of a given sort to a percentage of the whole. ● Special purpose maps ­ indicate specialized information as indicated in the title and legend of the map: population maps, mineral resources map, land use map. ● Charts or other graphic organizers. This is a new skill at this grade level. Students should CISD 2015, Updated 5/19/16
Students also need to be exposed to different sources of data such as almanacs, the Internet (i.e., the U.S. Census report), textbooks, and encyclopedias and so on. This is a good place to discuss with students the validity and appropriate sources of data Have students conduct a survey of countries or states where students in the class or school were born, and graph the results using a bar graph or a pictograph. Using census data from 1980, 1990, and 2000, have students create a chart and then graph and compare the data for Houston and two other Texas cities using a multi­line graph. Primary Sources
Websites
Maps
be able to read a chart, graph or map. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: There are four basic regions in Texas. These regions have unique resources and economic activities. Some examples are: COASTAL PLAINS ● East Texas (Piney Woods) ● Gulf Coast ● The Valley (Rio Grande in South Texas) Fertile soil, timber in the forests of East Texas, petroleum in the oil fields throughout the area, good rainfall, long growing season especially in "The Valley" in South Texas, tourism along the coast, large cities with manufacturing, refining, technology and healthcare industries, good transportation to other countries and areas… CENTRAL TEXAS ● Hill Country (A) explain how people in different regions of Texas earn their living, past and present, through a subsistence economy and providing goods and services; (readiness) (B) explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas; (supporting) CISD 2015, Updated 5/19/16
Explain Regions Earn a living Past Present Subsistence economy Provide Goods Services Geographic factors Climate Transportation Natural resources Class Strategies/ Techniques: Graphic Organizers Visuals/video KWL Instructional conversation Accountable conversation stems Think/Pair/Sh
are Children’s Literature
Activities
Help students see the connections between the resources in a particular area and the economic activity in the area. For instance: ● East Texas has vast pine forests, therefore, industries in the area are lumber mills, paper mills, furniture factories, tree farms, and so on. ● The Beaumont/Port Arthur area has petroleum resources, therefore, industries in the area are oil drilling, refineries, chemical plants, drilling equipment, tanker trucks and so on. ● The Gulf Coast of Texas has both fresh and salt water resources, ● Central Plains (Blackland Prairie) Fertile land in the Blackland Prairie, good water and grass for grazing dairy cattle and beef cattle, in drier/rockier areas good resources for raising sheep and goats, mineral resources, granite and marble, good climate, lakes and rivers, parks and tourism… HIGH (GREAT) PLAINS ● Panhandle ● Permian Basin Huge petroleum reserves in the area, farming land with irrigation, mineral resources like helium and gypsum MOUNTAINS AND BASINS (Trans­Pecos) ● West Texas ● Big Bend Limited water resources, limited vegetation, land for cattle grazing, some CISD 2015, Updated 5/19/16
therefore, economic activity in the area is tourism at the beaches, fishing in the Gulf and on rivers, the Houston Ship Channel, shipping and cruise boats, water sports, farming, and so on. Texas is one of the leading producers of cotton and rice in the United States. We are the leading producer of beef cattle and one of the leading producers of mohair goats. Texas is a leader in petroleum (oil) and natural gas production / reserves and refining. Have students, working in groups, prepare a brochure about one of the regions of Texas telling about all of the resources and geographic benefits of locating a new business in that area. Ask students to create a resource map with appropriate symbols to show the resources available in the regions of Texas. Have the students form generalizations about resources petroleum and other minerals that are similar between regions and those that are unique to a given region. Students should be able to compare the geographic features and resources and explain the connection between those resources and the economic activity of the area. Students began to learn about the relationship between economic activity and geographic features in second grade Primary Sources
Websites
Maps
21(B) analyze information by sequencing, categorizing, identifying cause­and­effect relationships, comparing, contrasting, finding the main idea, CISD 2015, Updated 5/19/16
Sequence Categorize cause/effect Compare & contrast Main idea Summarize Generalize Predict Inferencing Children’s Literat
Background/ Extra information
summarizing, making generalizations and predictions, and drawing inferences and conclusions Drawing conclusions (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (D) identify different points of view about an issue, topic, historical event, or current event (E) use appropriate mathematical skills to interpret social studies information such as maps and graphs 22(A) use social studies terminology correctly Activities
grammar, spelling, sentence structure, and punctuation Children’s Literature
(E) ​
use standard CISD 2015, Updated 5/19/16