Students learn about the Houston Ship Channel. Then they analyze the positive and negative consequences of this environmental modification. Finally, they imagine what changes may occur in the Texas environment over the next century.
Students learn about the Houston Ship Channel. Then they analyze the positive and negative consequences of this environmental modification. Finally, they imagine what changes may occur in the Texas environment over the next century.
Students read an introduction explaining how people both adapt to and modify the environment, with the Houston Ship Channel as a key example. They then respond to a collaborative wall prompt by imagining the Texas landscape in the 1500s and comparing it to today, listing ways Texans have modified the environment.
Teacher MovesPresent the lesson overview and objectives, emphasizing the focus on environmental modification and its consequences. Prompt students to share concrete examples of environmental changes (such as roads, dams, buildings, and oil wells) and their impacts (like air and water pollution), using their wall responses to surface prior knowledge.
Students read two articles, Houston Ship Channel 1 and Houston Ship Channel 2, to learn how the channel was created and how it transformed Houston’s development. After reading, they complete a graphic organizer describing how the channel modified the environment, the main goods shipped, and the positive and negative consequences of the modification. They then answer two multiple-choice questions about natural ports and the purpose of creating the Houston Ship Channel.
Teacher MovesGuide students’ reading of the articles, clarifying how Houston’s lack of natural geographic advantages led to the construction of the ship channel. Support students as they complete the graphic organizer, prompting them to distinguish between environmental modifications, economic activities, and consequences. Review the multiple-choice questions to check understanding of natural ports and the channel’s main goal, addressing any misconceptions.
Students read an explanation of how the Houston Ship Channel connected Houston to the Gulf of Mexico and led to extensive environmental changes beyond widening and deepening the waterway. Using a photograph of the modern channel, they post to a collaborative wall, listing visible modifications to the environment and posing at least one question about what they see.
Teacher MovesReinforce how the ship channel turned Houston into a major port and spurred additional development along the waterway. Help students closely observe the photograph, eliciting examples such as docks, factories, skyscrapers, roads, and bridges. Highlight insightful student questions and lead a brief class discussion that connects these observations to broader ideas about environmental modification.
Students imagine traveling to Texas 100 years in the future and write a letter to friends and family describing how the Texas environment has changed. In the letter, they explain possible positive and negative changes and what caused them. After posting, they read classmates’ letters and respond to at least two with a question or positive comment.
Teacher MovesEncourage students to apply what they have learned about past environmental modifications to predict future changes, prompting them to consider causes such as technology, population growth, and environmental policy. Monitor the letter-writing and peer responses, prompting students to give specific, constructive feedback and to consider both benefits and drawbacks of future environmental changes.
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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