FRAME THE LESSON
TEACHER: 4th grade
CLASS: Texas History
DATE: Aug 31-Sept 4
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Texas Climate- 2 days
Resources/Materials:
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8c explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population
in Texas, past and present
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21c Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
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Objectives/Key Understanding:
:
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Distinguish between climate and weather.
Compare climates in various regions of Texas
Understand geographic data in maps
Identify and compare the geographic regions of Texas
Explain how climate influences settlement patterns in Texas
Describe ways in which Texans modify the environment to protect them from
extreme weather
Small Group Purposeful Talk Questions:
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If South Texas is warmer than the rest of the state, is northern Texas colder? Explain
your answer.
Galveston now has a protected seawall, but what if a hurricane was coming and
scientists warned that it would be a huge storm and people should leave? Would you
leave or stay? Why?
What about the climate attracts people to the Texas coast?
Closing product/question/informal assessment:
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How do the natural resources of Texas affect the way we live?
“Got it” check for understanding activity on pg. 51
Vocabulary:
My World Social
Studies consumable
textbook
My World Social
Studies Online
Texas Studies Weekly
magazine
Critical Writing Prompt:
Weather
Precipitation
Climate
Norther
Tornado
Blizzard
Stop & Check for Understanding—High Level Questions
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What is the difference between weather and climate?
What is the climate of West Texas like?
What makes the Texas climate mild?
How do location and elevation affect climate?
What is the average yearly precipitation for your city?
Rigor and Relevance (Real World Connection): We live in a global society, it’s
important that students grasp the geographical and societal peculiarities to a
particular region so that they can relate to the people around them.
Teaching points and activities:
Introduce the key idea “I will know how the climate of Texas affects how we live” and lesson vocabulary words.
Engage:
Explore:
Explain:
Subtopics to be covered:
“Weather and Climate” pg. 54-55: Weather describes the air at one time and place. Climate describes patterns of weather in a place over a period of time.
 What is the weather like in our city today? In our part of Texas?
 What are the climates of the North Pole and the equator?
 Beside the fact that West Texas is drier than East Texas, what else can you tell about these two places from the photos?
“Extreme Weather” pg. 56-57: The Texas climate may be mild, but the state has extreme weather too.
 What are some examples of extreme weather in Texas?
 What have people done to protect themselves from hurricanes?
 What was one important difference between the Galveston hurricane in 1900 and Hurricane Rita in 2005?
 What kinds of information might the images on the computer convey to the scientist in the picture?
 Using what you know about the landforms in Texas, infer why tornadoes occur most often in west-central Texas.
 Summarize what you know about extreme weather in Texas (use Empowering writers summary frame)
“Temperature and Precipitation” pg. 58-59: Rain, hail, sleet, and snow are forms of precipitation.
 How do bodies of water affect temperature?
 Why are the coolest July temperatures in Texas in the west instead of in the north?
 What is the average yearly precipitation for your city?
 Which city on the graph gets the least amount of precipitation?
Assess learning by having students complete the “Got it” activity on pg. 59.
Elaborate:
Evaluate:
Optional Extension activity:
Have students think of more things you would like to know about tornadoes, hurricanes, northers, and blizzards. Students may to research over their
selected topic and create a Thinglink. See online resources below for description, link, and tutorial video.
ONLINE RESOURCES EXPLAINATION:
My World Social Studies online: offers online activities and review.
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Interactive lesson for pg. 55
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Interactive lesson for pg. 59
Thinglink:
This website allows users to create an interactive image. For example, if the student researches tornadoes they can create an image of a tornado and attach
videos and other websites to their image. This is an engaging way for students to show what they know. There is a free educator account that is limited but
still allows kids to do creative things. Teachers can create individual accounts for students that do not require email. It’s fast and simple to set up.
Website: www.thinglink.com
Tutorial: https://www.youtube.com/watch?v=eBWwzK7hKn0
FRAME THE LESSON
TEACHER: 4th grade CLASS: Texas History
LESSON DATE: Aug 31-Sept 4
Texas plants and animals- 3 days
Teaching Points & Activities
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources:
7b 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
9a describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands
drainage, energy production, and construction of dams
9b identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs,
facilitate transportation, and enhance recreational activities
9c compare the positive and negative consequences of human modification of the environment in Texas, past and present, both governmental and private, such as
economic development and the impact on habitats and wildlife as well as air and water quality
13b identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world
13c explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world
Objectives/ Key Understanding:
 Identify and compare animals and vegetation in different regions of Texas.
 Identify reasons why people using natural resources have modified the
environment.
 Compare the positive and negative consequences of human modification of the
environment on wildlife and wildlife habitats.
 Identify agriculture products of Texas that meet needs locally and around the
world.
Vocabulary:
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

My World Social
Studies consumable
textbook
My World Social
Studies online
Texas Studies
Weekly magazine
Critical Writing Prompt:
Vegetation
Natural vegetation
Endangered habitat
Threatened
Small Group Purposeful Talk Questions:
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Why is the lower Rio Grande valley a good place for farming?
How do Texas farmers modify the environment?
Why is the monarch butterfly the state insect?
Do you think it is a fact, or the author’s opinion, that Texas is “the best” state for
bird watching? Explain your answer.
Name three things you can do to help endangered plants and animals in your
area.
Closing Product/Question/Informal Assessment:
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In what ways do the vegetation and animals of Texas affect how Texans live?
Stop & Check for Understanding—High Level Questions:
Why does the vegetation in Texas vary from region to region?
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Why is cotton an important crop?
Which animals live in the western mountains and which in the plains of the
Panhandle?
What laws does Texas have to help endangered animals?
Rigor and Relevance (Real World Connection)
We live in a global society, it’s important that students grasp the geographical and
societal peculiarities to a particular region so that they can relate to the people around
them.
Teaching points and activities:
Introduce the key idea “I will know how geography affects what plants and animals live in different parts of Texas” and lesson vocabulary words.
Engage:
Subjects to be covered:
“Natural Vegetation” pg. 60-61 Vegetation includes farmer’s crops. Natural vegetation has been growing in an area for a long time.
 Are crops considered vegetation or natural vegetation?
 Is there much natural vegetation where you live? Why or why not?
 Why are elephant ears, a plant from Asia, a problem in Texas?
 How and why is the natural vegetation of the Gulf Coast Plains different from that of the North Central Plains?
Explore:
“Texas Crops” pg. 62-63: There are more farms in Texas than any other state in the country.
 Cotton was once grown only in East Texas. What makes it possible for farmers on the plains to grow cotton today?
 Why might growing flowers and potted plants be a good idea?
 What fruits and nuts grow in Texas? What vegetables?
 Why are oranges grown mostly in the warm Rio Grande Valley?
Explain:
Elaborate:
“Texas Animals” pg. 64-65: The wild animals you see change as you travel around the state.
 Where do river otters live in Texas?
 How many types of birds can be seen in Texas?
 Why do prairie dogs bark?
 Why do different animals live in different regions of Texas?
“Endangered Species” pg. 66-67: In 2013, 63 animals and 25 plants were listed as endangered in Texas.
 What kinds of animals are endangered? Give examples.
 What is the difference between an endangered species and a threatened species?
 What is one of the biggest threats to plants and animals?
Assess with “Got it” activity on pg. 67
Evaluate:
ONLINE RESOURCES EXPLANATION:
My World Social Studies online: offers online activities and review.
- Interactive digital activity for pg. 61
- Interactive lesson for “Got it” activity on pg. 67