State Resources: IFD Legend Bold, italic black: Knowledge and Skill Statement (TEKS) Bold black: Student Expectation (TEKS) Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity) Italics blue: provides unit level clarification Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST Grade 04 Social Studies Unit 01 Exemplar Lesson 01: Regions of Texas Grade 04 Social Studies Unit 01 Exemplar Lesson 02: Earning a Living in Texas Estudios Sociales Grade 04 Unit 01 Exemplar Lesson 02: Ganándose la vida en Texas Estudios Sociales Grade 04 Unit 01 Exemplar lesson 01: Regiones de Texas Grade 04 Social Studies Unit 01 Rubric 01 Grade 04 Social Studies Unit 01 Rubric 02 Social Studies Grade 04 Unit 01: Texas Geography: Regions and Skills Estudios Sociales Grade 04 Unit 01: Geografía de Texas: Regiones y destrezas RATIONALE: This unit bundles student expectations that address geographic skills and the concept of regions. Prior to this unit, in earlier grades, the geographic concepts and the skills taught in this unit were introduced to explain the geography of local communities. In this unit, students apply those geographic concepts and skills to examine the physical and human geography of Texas. They use the concepts and skills to describe the physical and economic landscape of Texas and demonstrate an understanding of the concept of regions, while building an understanding of the variations in Texas geography. Students also view other types of regions of Texas, including political and population. In future units, students come to better understand the impact of geography on events in Texas history. page 1 of 16
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: None Identified PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Grade 04 Social Studies Unit 01 PI 01 Draw and color code the geographic regions of Texas on a map. Use geographic tools to identify major landforms, cities, and information on climate for each region. Write a summary of the geographic regions and compare two of the regions on a graphic organizer. Standard(s): 4.6A, 4.7B, 4.8C, 4.21C, 4.22D ELPS ELPS.c.1F, ELPS.c.4G Region Geographic skills help people understand the physical and human characteristics of a region. page 2 of 16
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Grade 04 Social Studies Unit 01 PI 02 Create a graphic organizer describing the economic activities of each Texas geographic region. Write a summary statement that explains how geographic factors influence the location of the economic activities in each region. Standard(s): 4.7A, 4.12B, 4.21B, 4.22D ELPS ELPS.c.4I, ELPS.c.5B Geographic Factors Economic Activities Geographic factors influence the location of the economic activities. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Economic activities industries created to meet the needs of people of a state, a region, or a country; they include agriculture, manufacturing, service, and technology Geographic tools special tools geographers use to organize information on a map; they include grid system, legend, symbol, scale, and compass rose Landforms features of the Earth s surface; include plains, mountains, deserts, hills, and canyons Population the number of people who live in a region Region areas of the Earth s surface that have similar physical or human characteristics distinctive from the characteristics of neighboring areas TEKS UNIT LEVEL SPECIFICITY 4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: page 3 of 16
4.6A apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps Apply GEOGRAPHIC TOOLS TO CONSTRUCT AND INTERPRET MAPS Grid systems a network of horizontal and vertical lines used to locate points on a map or a chart by means of coordinates Legends an explanatory list of the symbols appearing on a chart or map is a legend. Sometimes, this is called a key because it is key to understanding what a map is saying. Symbols a symbol is something which stands for or suggests something else. It can be a visible sign of something which is intangible. Scales a scale indicates the relationship between the distances on a map, chart, or plan and the corresponding actual distances. Examples include 1 inch equals 1 mile. Compass rose A compass rose is a circle or similar design which includes graduated degrees or quarter points Other elements of maps Title Date of map Author of map 4.6B translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps. Translate GEOGRAPHIC DATA, POPULATION DISTRIBUTION, AND NATURAL page 4 of 16
RESOURCES INTO A VARIETY OF FORMATS Geographic Data (e.g. landforms, climate, distance) Map Texas regions Natural Resources (e.g. water, lumber, oil and gas) Graphs, maps of economic activities in Texas 4.7 Geography. The student understands the concept of regions. The student is expected to: 4.7A describe a variety of regions in Texas and the United States such as political, population, and economic regions that result from patterns of human activity Describe VARIETY OF REGIONS IN TEXAS AND THE UNITED STATES THAT RESULT FROM PATTERNS OF HUMAN ACTIVITY Region an area that is used to identify and organize areas of the Earth s surface for various purposes Political areas defined by government (e.g., cities, urban area, counties, political parties) Population the number of people in an area Economic the types of industries, how people make a living 4.7B 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 Identify, Locate, Compare GEOGRAPHIC REGIONS OF TEXAS page 5 of 16
Mountains and Basins Landforms mountains, canyons, and dry plateaus (e.g., Guadalupe Mountains, Davis Mountains, Chisos Mountains (part of Rocky Mountains), Rio Grande River, Pecos River) Climate hot summers, cold winters, arid Vegetation cactus, shrubs, pine trees in mountainous areas Great Plains Landforms plains, plateaus, escarpments, canyons (e.g., Palo Duro Canyon, Cap Rock Escarpment, Edward s Plateau) Climate hot summers, cold winters, semi arid Vegetation grassland, cotton, wheat, short grasses, shrubs North Central Plains Landforms rolling prairies, forests, rivers Climate hot summers, cool winters Vegetation grasses, brush, small trees Coastal Plains Landforms plains, rivers, hills, desert, islands along the coast, bayous, escarpments (e.g., Colorado River, Brazos River, Balcones Escarpment) Climate mild winters and summers, humid Vegetation grasses and shrubs, oak or pine forest page 6 of 16
4.7C 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. Compare GEOGRAPHIC REGIONS OF TEXAS WITH REGIONS OF THE UNITED STATES AND OTHER PARTS OF THE WORLD Mountain and Basins characteristics similar to the U.S. Rocky Mountain area Great Plains characteristics similar to the U.S. Midwest North Central Plains characteristics similar to the Great Plains and the U.S. Midwest Coastal Plains characteristics similar to the U.S. Gulf Coast area Other parts of the world some areas in western Texas can be compared to the Middle East because both areas drill oil. The North Central Plains can be compared to the central part of Western Europe (Germany) because both are relatively flat and have large urban areas. 4.8 Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: 4.8B describe and explain the location and distribution of various towns and cities in Texas, past and present Describe, Explain LOCATION AND DISTRIBUTION OF VARIOUS TOWNS AND CITIES IN TEXAS, PAST AND PRESENT page 7 of 16
Past American Indian settlements and population. American Indian groups settled in areas where they could find food sources and relative safety. They were generally thinly spread across Texas. Present Ex: Houston, San Antonio, Dallas, Ft. Worth, Austin, El Paso, Brownsville. Specific industries and those that support them draw people to these cities, including regional hubs that support industries. Houston processes oil and gas, is a port city, and a center for education and medicine. San Antonio has military installations and manufacturing. Austin is the capital and a center for education and technology. Dallas is a center for banking, oil and gas, and aerospace. Houston (coastal region) 4th Largest city in the United States international trade and banking center San Antonio (coastal region) trading crossroads Dallas (coastal plains region) banking and financial Ft. Worth (central plains region) cattle industrial terminal Austin (coastal plains region) and central plains region (on the cusp of the 2 page 8 of 16
regions) state capital, government El Paso farthest west (mountain and basin region) international trade route, military Brownsville farthest south (coastal plains region) international trade route Amarillo (great plains region) regional trade center 4.8C explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present. Explain GEOGRAPHIC FACTORS THAT INFLUENCED PATTERNS OF SETTLEMENT AND THE DISTRIBUTION OF POPULATION IN TEXAS, PAST AND PRESENT Landforms Plains and prairies provide good soil to grow crops and ranch Hill country and lakes a pleasant view results in a better way of life; farms and ranches Climate A mild climate in the Gulf Coast region resulted in a long growing season. People settled where they could make a living (from the land, natural resources, etc.) 4.12 Economics. The student understands patterns of work and economic page 9 of 16
activities in Texas. The student is expected to: 4.12A explain how people in different regions of Texas earn their living, past and present, through a subsistence economy and providing goods and services Explain HOW PEOPLE IN DIFFERENT REGIONS OF TEXAS EARN THEIR LIVING, PAST AND PRESENT, THROUGH A SUBSISTENCE ECONOMY AND PROVIDING GOODS AND SERVICES Subsistence Economy an economy that is maintained or supported at a minimum level Coastal Plains Past agriculture (farming and ranching) and small businesses Present commercial agriculture, oil and gas, banking, aerospace industries, technology, education, military, and service industries North Central Plains Past agriculture (farming and ranching), small businesses, and military forts Present commercial agriculture (farming and ranching), wind farms, and small industries Great Plains Past ranching, and agriculture (wheat and cotton farming) Present commercial agriculture (cotton farming), oil and gas, ranching, wind farms page 10 of 16
Mountains and Basins Plains Past ranching (cattle, goat, and sheep) Present ranching (cattle, goat, and sheep), oil and gas, national park systems 4.12B explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas Explain HOW GEOGRAPHIC FACTORS HAVE INFLUENCED THE LOCATION OF ECONOMIC ACTIVITIES IN TEXAS Climate Example: Coastal Region: The mild climate in the coastal region has led to major industries that can produce comfortably all year round, leading to increases in population easier and more comfortable to live in Transportation (e.g. highway system, ports, airports, railroads) Example: Railroad: The building of the railroad across Texas after Reconstruction increased the number of settlements in West Texas and the population of large urban areas. It also Closed the open frontier, changing the economy from cattle ranching to goat and sheep ranching and farming page 11 of 16
Natural resources (e.g. gas, oil, water, grasses, forests, fish, coal, wind energy, fertile soil) Examples: Water: Urban areas grew where there was an ample amount of natural resources to build settlements, especially water. Oil and gas: Areas where oil and gas were found boomed, doubling and tripling in size. (Beaumont, Midland/Odessa, East Texas) 4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 4.21B analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions Analyze INFORMATION By using skills of: Sequencing Categorizing Identifying cause-and-effect relationship Comparing Contrasting Finding the main idea Summarizing Making generalizations and predictions page 12 of 16
Drawing inferences and conclusions 4.21C organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps Organize, Interpret INFORMATION Information in: Outlines Reports Databases Visuals Graphs Charts Timelines Maps 4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 4.22D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies Create WRITTEN AND VISUAL MATERIAL Journal entries Reports Graphic organizers Outlines Bibliographies page 13 of 16
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION. 4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 4.21A differentiate between, locate, and use valid primary and secondary sources such as computer software interviews biographies oral, print, and visual material documents artifacts to acquire information about the United States and Texas 4.21B analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions 4.21C organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps 4.21D identify different points of view about an issue, topic, historical event, or current event 4.21E use appropriate mathematical skills to interpret social studies information such as maps and graphs. 4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 4.22A use social studies terminology correctly 4.22B incorporate main and supporting ideas in verbal and written communication 4.22C express ideas orally based on research and experiences 4.22D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies 4.22E use standard grammar, spelling, sentence structure, and punctuation. 4.23 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of page 14 of 16
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION. settings. The student is expected to: 4.23A use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution 4.23B use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 ELPS.c.1 ELPS.c.1 ELPS.c.1F ELPS.c.4 Cross-curricular second language acquisition/learning strategies The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: use accessible language and learn new and essential language in the process Cross-curricular second language acquisition/reading page 15 of 16
ELPS# ELPS.c.4 ELPS.c.4G ELPS.c.4I ELPS.c.5 ELPS.c.5 ELPS.c.5B SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs Cross-curricular second language acquisition/writing The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: write using newly acquired basic vocabulary and content-based grade-level vocabulary page 16 of 16