Students learn about two regions of Texas, the Great Plains and the Mountains and Basins. They identify cities, industries, climate, and natural resources that define the two regions. Next they define several prominent landforms. Finally, they write a persuasive paragraph explaining why they would prefer to live in one of the two regions.
Students view a map of the four regions of Texas and read an introduction explaining how physical geography (landforms, climate, vegetation) defines the Coastal Plains, North Central Plains, Great Plains, and Mountains and Basins. They focus on the Great Plains and Mountains and Basins, then view the Regions of Texas: Slideshow showing scenes from these two regions. Students contribute to a shared table by noting something interesting or surprising about the scenes.
Teacher MovesPresent the lesson overview and objectives, highlighting that this experience focuses on the Great Plains and Mountains and Basins while other regions are covered elsewhere. Prompt students to observe the slideshow closely and guide them to record thoughtful observations in the shared table, setting expectations for how these regions will be compared throughout the lesson.
Students read explanatory text about the Great Plains region and its subregions, the High Plains and Edwards Plateau, including the Caprock escarpment and related landforms. They examine a photograph of the Caprock Escarpment and use a graphic organizer to define escarpment, plateau, and basin, researching as needed. Students then read additional text describing land use, climate, natural resources, and cities in the Great Plains, and are directed to read the Great Plains section of Physical Regions of Texas: Great Plains for more detail. Finally, they complete a second graphic organizer summarizing Great Plains cities, climate, natural resources, and industries.
Teacher MovesGuide students through the description of the Great Plains and its subregions, emphasizing key vocabulary and geographic features. Ask students to connect the definition of escarpment to details they observe in the photograph. Provide or clarify definitions for escarpment, plateau, and basin as needed while students complete the landform organizer. Support students in extracting relevant information about cities, climate, natural resources, and industries from the text and resource as they fill in the Great Plains organizer.
Students read about the Mountains and Basins (Intermountain Basins and Plateaus) region, including its high elevation, major mountain ranges, and Guadalupe Peak. They view images of Guadalupe Peak and Big Bend National Park while reading about the region’s climate, vegetation, and economic activities such as tourism, oil, and mining, as well as limited farming and ranching. They learn that El Paso is the largest city and that the region is sparsely populated, then are directed to read the Basin and Range Province section of Physical Regions of Texas: Basin and Range Province (Mountains and Basins) for more information. Students complete a graphic organizer capturing Mountains and Basins cities, climate, natural resources, and industries, and then respond individually on a class wall to explain why the region is sparsely populated.
Teacher MovesHighlight the distinctive physical geography and elevation of the Mountains and Basins region as students read and view the images. Help students identify evidence in the text and resource for climate, vegetation, and economic activities while they complete the organizer. After students post their explanations about sparse population, select and share an interesting or exemplary response with the class, using it to discuss how harsh climate, limited rainfall, and mountainous terrain affect where people live in the region.
Students consider a scenario in which their family must relocate either to the Great Plains or the Mountains and Basins region. They write a persuasive essay on a shared class wall explaining which region they would prefer to live in, what appeals to them about that region, and what is unappealing about the other, while considering different family members’ perspectives. After posting, they review classmates’ essays and respond to at least two with a question or positive comment.
Teacher MovesFrame the relocation scenario and remind students to use information about physical features, climate, resources, and industries from earlier scenes to support their arguments. Encourage students to consider multiple perspectives within a family when crafting their essays. Monitor the wall, prompting respectful, constructive peer feedback and asking follow-up questions that push students to clarify reasoning and connect their preferences to geographic evidence.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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