aew2009
Subregions of Texas Unit
Before beginning unit:
1. Go over procedures on how to work with a partner and how not to do so! If an
interest inventory or multiple intelligences inventory is available, try to use this data to
pair students. Be aware that there may be students who cannot work with partners at
this point. Consider working with them as a small group with the teacher acting as a lead
partner.
2. Introduce unit by
a. displaying a blank outline map of Texas. Guide discussion to include ideas
that Texas is certainly big and not all of it is the same. Elicit student
impressions of travels to different parts of Texas and ask for similarities
and differences.
b. Explain that Texas can be divided into four major regions. Display map
showing these major regions. Discuss how these regions are still quite large
and can be broken into smaller units called subregions. *
c. Display map showing the twelve subregions of Texas. Set the purpose of
this unit. It is here that we will begin our study of Texas. Each group will
study one subregion closely to learn what makes that area unique and create a
poster to present to class.
* With this project the cart is being put before the horse and students will
look at a subregion first. One of the last activities is to use student
produced posters to see if students can make generalizations about which
characteristics each subregion contributes to the major region in which it is
found. See “Follow-up: Putting It All Together” in the directions below.
3. Terms to clarify:
Brainstorm within groups about what would be included in each of the following main
topics. Record responses from whole class ( teacher or student could do this on board
or ELMO) Eventually collate ideas from all classes and keep on display on board or large
poster in room for reference during project.
What do we think of when we use the word:
GEOGRAPHYland and water forms (recall geo terms vocabulary), climate( weather patterns, growing
season) , resources ( what nature provides that people can use), natural vegetation( what
was growing here before humans altered ecosystem)
AGRICULTUREfarming ( growing crops such as..., food and fiber such as...) ranching (raising animals
such as...)
ECONOMIC ACTIVITIESwhat do people do for a living, what kinds of businesses and industries are there
DID YOU KNOW...?
what are some interesting, good to know or unusual facts about place, people or history in
this subregion? What are some places to visit?
4. Skills to review for use in project:
a. cooperative skills- remind students of earlier discussion
b. mapping skills- accuracy, print labels, use size to denote importance of
information ie: title=large print , cities = smaller print
c. Reading skills: main ideas and supporting details
d. Citing sources
Mapping and Researching Subregion
Note: There are 12 subregions of Texas. Depending on the size of a class you may not
have enough students to assign a pair to each subregion. In that case you could leave
the Mountains and Basins subregion ( which is a major region with no actual subregions )
out and use it as a model, creating a poster for class to view. Even smaller classes may
have to leave out more subregions.
1. Pass back directions to each group. Ahead of time, fill in subregion names and pages
where info can be found. If computers are to be used, reserve a lab or plan a way to
alternate groups through use of classroom computers. Students will want to print
everything they come across. Insist that they take notes instead to reinforce reading
skills and create original illustrations to encourage creativity. Plan on how you want
students to record their sources. (Where will these appear on the final product? )
2. Directions are broken down by steps and require teacher approval before moving on to
the next stage. This is your chance to check for quality and accuracy and fix mistakes
before they get to the final project. Rather than read every step aloud, point out the
stages and places where the teacher must sign off.
Creating Poster
1. When appropriate, ask groups to look at the stage titled poster. Explain that there
will be some sample layouts on display for ideas.
2. Discuss how to arrange things neatly, keep lines straight, make a poster that is visible
from a distance....but also how to avoid going overboard and cluttering a poster...
3. Show students where supplies are and where projects will be stored at end of class.
Presenting Posters- Carousel Walk
1. Using a simple evaluation form, explain that partners will have a chance to view each
others'’ work. Emphasize that they are to look for what worked well in each poster and
to leave positive comments. This is a chance to see other good ideas at work and
increase one’s own stockpile of ideas for future use. As an example, use the evaluation
form on a sample poster if one was produced.
2. There will probably not be enough time to view and evaluate every poster. In this case,
ask partners to evaluate 3-4 posters and then to rotate through a view remaining
posters.
3. Display posters at eye level around room. On each have a paperclip or some other
means to hold evaluation slips left by groups.
4, Give each group a set of evaluation slips and ask them to stand by their poster.
Explain that they are not to rotate until directed by the teacher. Crowded classrooms
can be difficult especially if students insist on sitting at each stage. They will drag
desks and chairs all over and bother other students’ things. Prevent this by saying that
during the carousel walk All of US (students and teacher) will stand and to keep hands
off others’ materials ( consider having materials put away). Make a game of it. If a
student sits down...ring a gong, then he is last out, has to recite the Texas pledge before
leaving....
5. Debrief class
What did you see that you liked- be specific...
What did you see that you would try sometime..
Did you learn something new or unusual
Follow up- Put it all together
1. If there is time, select best poster of a subregion from each class to represent all 12
subregions. Above each group of posters prominently display a sign with the name of the
major region. Display for carousel walk.
2. Pass back copies of the Major Regions of Texas map. Have students stand at the
posters that represent a major region in groups of 6 or less. As a large group ask them
to find similarities in all groups for geography, agriculture, economy. They should record
their findings on their maps next to the major region containing the subregions. Rotate
to the next major region and repeat until all four regions are viewed as a whole.
3. As a whole class, discuss findings and record on a map using overhead or ELMO. Have
students write details that they did not already record. Add details that you feel are
important that may have been overlooked.
4. Have students turn to page 49 in Texas and Texans. They are to label the key on their
maps as it is labeled in the book. They should color their map as shown in the book.
Emphasize coloring lightly and smoothly so that they can read their notes. They will
refer to this map all year so they don’t want to look at an eyesore. Maps should be placed
in folders or spirals as suits your classroom needs.
5. Pass back reference packet with subregion maps and charts. To the extent you wish or
have time, have students color, label, fill in details and add to folders or spirals.
Student Names______________________________________
______________________________________
Class Period________
Teacher_______________________
Subregions of Texas Student Directions
Subregion_______________________________________
Mapping
1. Pick up a map showing the counties of Texas.
2. Turn to page ________ in Texas and Texans.
3. Locate your subregion.
4. Write the name of your subregion in the title space provided on your map.
5. Using a pencil, lightly draw the outline of your subregion on your blank map. Look
closely at the shape of the counties on each map. Be patient, take time, try your best
and erase when you have to!
6. Locate the cities in your subregion. On your map, place a dot and label where each
city is located. BE SURE TO PRINT NEATLY AND SPELL CORRECTLY. Trace over pencil
lines and letters in ink to make them show up.
7. Color your subregion smoothly and completely so that labels can still be seen.
8. Get teacher approval to go to the next step.
TEACHER SIGNATURE_________________________ DATE__________
Researching
1. You will now research information on your subregion using the sources listed here:
Texas and Texans, page___________
Internet: search for the name of a city, Texas in your subregion.
refer to list of internet sites provided by teacher
2. Record facts and details under the main ideas on the graphic organizer below. Refer
the “Terms” poster when you need ideas of what to look for.
Write accurately and check your spelling. Record sources of information.
GEOGRAPHY:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
AGRICULTURE:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
ECONOMY:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
DID YOU KNOW...?:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________
3. Get teacher approval before beginning poster.
TEACHER SIGNATURE_________________________ DATE__________
Creating Poster
1. Pick up a poster page. In pencil, lightly write the title of the subregion in the space
above the fold. Plan ahead and use the space provided. Write neatly and spell correctly.
Be creative: design letter styles, color letters to make them stand out.
2. Write partners’ name and class period below title.
3. Decide how you will organize information on your poster. Sample ideas are on display.
Where will you glue your map. How will you use space, color, pictures, etc. to create an
attractive poster that can be seen from a distance? How will you show the difference
between main ideas and details?
WARNINGS:
1. Know when to stop! Too much color, too many pictures, too many different types of
letters can ruin a good project.
2. Copying a picture from the internet, printing it and pasting it to your poster does not
show individual effort and imagination. What can you do to make the item you found on
the internet and inspiration for something of your own creation?
3. The same is true for ideas. Copying other people’s words as your own is plagiarism, or
theft! How can you state ideas in your own words in a way that means something to you?
Carousel Walk-Group Evaluation
Completed by_____________________ _________________________
1. Poster shows evidence of careful planning and use of space.
4
3
2
Terrific job
1
ok
0
no
2. Title and partners’ names are clearly displayed.
4
3
2
Terrific job
1
ok
0
no
3. Writing is legible and spelling is accurate.
4
3
2
Terrific job
1
ok
0
no
4. Facts are well researched and interesting.
4
3
2
Terrific job
1
ok
0
no
We really liked _________________________________________________________________
_____________________________________________________________________________
Carousel Walk-Group Evaluation
Completed by_____________________
_________________________
1. Poster shows evidence of careful planning and use of space.
4
3
Terrific job
2
1
ok
0
no
2. Title and partners’ names are clearly displayed.
4
3
Terrific job
2
1
ok
0
no
3. Writing is legible and spelling is accurate.
4
3
Terrific job
2
1
ok
0
no
4. Facts are well researched and interesting.
4
Terrific job
3
2
ok
1
0
no
We really liked _________________________________________________________________
_____________________________________________________________________________
(Teachers: links come and go! Check to see if these are still active before putting
them out to students)
Gulf Coast Plain
Texas and Texans, page 51-52
http://www.tpwd.state.tx.us/kids/about_texas/regions/gulf_coast/big_kids/
Piney Woods
Texas and Texans, page 51
http://www.tpwd.state.tx.us/kids/about_texas/regions/pineywoods/big_kids/
Post Oak Belt
Texas and Texans, page 52
http://texaswilderness.org/Chapter4.pdf
http://www.shermantx.org/articles.asp?id=5
Blackland Prairie
Texas and Texans, page 53
http://en.wikipedia.org/wiki/Texas_blackland_prairies
South Texas Plain
Texas and Texans, page 54
http://www.tpwd.state.tx.us/kids/about_texas/regions/south_texas/big_kids/
Cross Timbers
Texas and Texans, page 57
http://www.tpwd.state.tx.us/landwater/land/habitats/cross_timbers/ecoregions/cross_timbers.phtml
Grand Prairie
Texas and Texans, page 58
http://www.lib.utexas.edu/books/landscapes/publications/txu-oclc-4171875/txu-oclc-4171875-a071.html
Rolling Plains
Texas and Texans, page 58-59
http://www.tpwd.state.tx.us/landwater/land/habitats/cross_timbers/ecoregions/rolling_plains.phtml
High Plains
Texas and Texans, page 63-64
http://www.tpwd.state.tx.us/kids/about_texas/regions/panhandle/big_kids/
Edwards Plateau
Texas and Texans, page 62-63
http://www.tpwd.state.tx.us/kids/about_texas/regions/hill_country/big_kids/
Llano Basin
Texas and Texans, page 63
https://www.twdb.state.tx.us/publications/reports/GroundWaterReports/GWReports/R360AEPC/Ch09.pdf
Mountains and Basins
Texas and Texans, page 66-69
http://www.tpwd.state.tx.us/kids/about_texas/regions/big_bend/big_kids/