Students first make predictions about physical characteristics of the Mountains and Basins region based on its name. Then they learn about and summarize the physical characteristics. Next they use a physical map to compare this region to the rest of Texas. Finally they create a map to encourage tourism to the region.
Students are introduced to the four physical regions of Texas and the focus on the Mountains and Basins region. Using a map of the four regions, they make and record predictions in a class table about the physical characteristics of the Mountains and Basins region based on its name and location.
Teacher MovesPresent an overview of the experience, including key vocabulary (elevation, tourism) and objectives. Clarify that Texas is divided into four physical regions and briefly reference available resources on these regions. Encourage students to share predictions without worrying about accuracy, and, if the school is in this region, prompt students to connect their ideas to local physical characteristics. Plan to revisit predictions later to evaluate which were accurate.
Students read a detailed description of the Mountains and Basins region, including its landforms (mountains, plateaus, basins), elevation, rivers, climate, vegetation, natural resources, and economic activities such as tourism, oil, and mining. They then complete a graphic organizer to categorize information about cities, climate, natural resources, and economic activity, and respond on a class wall explaining why so few people live in the region.
Teacher MovesGuide students’ close reading by asking them to count how many times the word “very” appears and discuss how this emphasizes the region’s extreme temperatures and dryness. Support students as they complete the organizer, using sample responses as needed. Highlight that harsh climate, limited rainfall, and mountainous terrain make farming difficult and contribute to low population, with the Upper Rio Grande Valley (including El Paso) as the main population center. Share strong student responses to prompt whole-class discussion.
Students examine a physical map of Texas, first answering a poll about what types of information the map provides, then using the map to describe how the Mountains and Basins region compares to the rest of Texas in terms of elevation, rivers, and transportation routes.
Teacher MovesReview the features and purpose of a physical map, emphasizing natural landscape characteristics and how colors, patterns, and symbols convey information. Direct students to open the larger version of the map and draw attention to the grid, legend, symbols, and scale, noting that north is at the top. After students respond to the poll and wall prompt, highlight that the Mountains and Basins region is the highest part of Texas and has fewer roads and major rivers than other regions, using exemplary student answers to reinforce these points.
Students consider how tourism supports the Mountains and Basins region’s economy, including attractions such as Big Bend and Guadalupe Mountains national parks. Working individually or in groups, they create a tourism poster—either digitally or on paper and uploaded—that encourages visitors to come to the region or to a specific site within it.
Teacher MovesSet clear time limits and expectations for the poster task. Remind students to draw on what they have learned about the region’s physical features, climate, and attractions to appeal to tourists. Afterward, provide time for students to view and appreciate each other’s posters, then summarize the key characteristics and economic importance of the Mountains and Basins region to consolidate learning.
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.
©2026 Exploros. All rights reserved.