Earning a Living in Texas
|Lesson Synopsis: |
|Students use data and other information to explain how people in different regions of Texas earn a living. They examine major Texas cities and major industries to|
|learn about how these industries are influenced by the geographic factors. |
| |
|TEKS: |
| |4.6 |Geography. The student uses geographic tools to collect, analyze, and interprets data. The student is expected to: |
| |4.6B |Translate geographic data, population distribution, and natural resources into variety of formats such as graphs and maps |
| |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 |
| |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 |
| |4.12 |Economics. The student understands patterns of work and economic 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 |
| |4.12B |Explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic |
| | |activities in Texas |
| |
| |Social Studies Skills TEKS: |
| |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-and-effect relationships, comparing, contrasting, finding the main|
| | |idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions |
| |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 |
| |
|Getting Ready for Instruction |
|Performance Indicator(s): |
|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. (4.7A; 4.12B; 4.21B; 4.22D) [pic] 4I; 5B |
| |
|Key Understandings and Guiding Questions: |
|Los factores geográficos influyen la ubicación de las actividades económicas. |
|¿Cómo se ganan la vida las personas de las diferentes regiones de Texas? |
|¿De qué manera los factores geográficos influyen la ubicación de las actividades económicas en Texas? |
| |
|Vocabulary of Instruction: |
|actividades económicas |patrones de asentamiento |patrones de trabajo |
|datos geográficos |factores geográficos |clima |
|distribución de la población |distribución |transportación |
|recursos naturales |agricultura | |
| |
|Materials: |
|Refer to the Notes for Teacher section for materials. |
| |
|Attachments: |
|Handout: Economics (1 per student) |
|Handout: Texas Cities (1 per student) |
|Teacher Resource: Texas Cities KEY |
|Handout: Texas Industries (1 per student) |
|Teacher Resource: Texas Industries KEY |
|Handout: Economic Activities (1 per student) |
|Handout: Poster Rubric KEY (1 per student) |
|Handout: Application (1 per student) |
| |
|Resources and References: |
|Possible optional web resources |
|Texas Department of Agriculture: agr.state.tx.us/ |
|Texas Workforce Commission: |
|Texas Workforce Commission: |
|City Population: |
|Governor’s office: |
|Tour Texas: |
|Texas Almanac: |
|Texas State Historical Association: |
|Texas Parks and Wildlife: |
|Texas Handbook Online: handbook/online |
|Teaching Texas: |
| |
|Advance Preparation: |
|Become familiar with the content and procedures for this lesson. |
|Refer to the Instructional Focus Document for specific content to include in the lesson. |
|Select appropriate sections of the textbook and other classroom materials to support the learning in this lesson. |
|Gather economic and geographic information about the region your school district is located in. The websites above can be helpful, but investigate other sources |
|as well, including local government offices and museums. |
|Review the information provided in the handouts. Add information related to the local economy, and adjust information based on current data and events. |
|Preview materials and websites according to district guidelines. |
|Display vocabulary words on a “word wall” to be referred to throughout the lesson. |
|Print and prepare handouts and other materials for the lesson. |
| |
|Background Information: |
|Students enter 4th grade with background knowledge about different types of economic activities and how people earn a living (from K-3 and real life experience). |
|Lesson 1 in this unit taught students about the regions of Texas and their characteristics. The expectation of this lesson is to apply that background knowledge |
|to investigate the economic activities of contemporary Texas and see how the geographic characteristics of Texas students learned about in Lesson1 have influenced|
|these activities. |
| |
|Economics: Individuals, businesses, and governments make choices about allocating scarce (limited) resources to satisfy their (unlimited) wants. Economics is the |
|study of these choices and the effects that emanate from the choices. Economics deals with the production and distribution and consumption of goods and services. |
|Getting Ready for Instruction Supplemental Planning Document |
|Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The |
|Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. |
|Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons |
|can be saved in the “My CSCOPE” Tab within the “My Content” area. |
|Instructional Procedures |
|Instructional Procedures |Notes for Teacher |
|ENGAGE – Build definition of “economics” |NOTE: 1 Day = 50 minutes |
| |Suggested Day 1 – 10 minutes |
|Organize students into pairs and provide each student with the Handout: Economics. |Materials: |
| |chart paper |
|Students brainstorm what they think the word economics means to them, recording their | |
|ideas on the Handout: Economics. (Responses can include words and pictures.) |Attachments: |
| |Handout: Economics (1 per student) |
|Allow 2-3 minutes for students to discuss, brainstorm, and record ideas. | |
| |Instructional Note: |
|Each pair shares one characteristic from their list (no repeats) that the teacher scribes |Economics – Characteristics that have to do with the production, |
|to an anchor chart. Students can add/delete/adjust information on their handouts. |development, and management of material wealth of a country, |
| |household, or business enterprise. |
|Facilitate a brief discussion of the answers provided. . Students provide reasons |Examples – Money, trade, technology, labor system, terms that have to |
|(evidence) for their thinking. Teacher probes with questions and encourages other |do with economic systems (free enterprise, socialism) agriculture, |
|responses as needed, discussing the information provided. |making a living, different types of jobs etc. |
| | |
|Return to this anchor chart throughout the lesson, reviewing and adjusting information for| |
|accuracy. | |
|EXPLORE – Major cities in Texas |Suggested Day 1 (continued) – 10 minutes |
|Students continue to work in pairs. |Materials: |
| |current data about Texas cities |
|Distribute to each student the Handout: Texas Cities. |information on the population of cities of Texas |
| | |
|Student pairs work together to research the cities shown using their textbook, classroom |Regions of Texas Map from Lesson 1 |
|materials, current economic data, and other resources. |map pencils |
| | |
|Students label the major cities in Texas and record at least one general fact about each |Attachments: |
|city and one fact related to economics. |Handout: Texas Cities (1 per student) |
| |Teacher Resource: Texas Cities KEY |
|Students switch partners and share their information, adding to and adjusting their | |
|handouts based on new information from their partners. |Purpose: |
| |Students gain knowledge about the location of cities in Texas. |
|Facilitate a discussion using the Regions of Texas map from Lesson 1 as an anchor chart. | |
|Teacher adds the major cities to the map as students share information from their |Instructional Note: |
|handouts. |Adjust the information and descriptions on the handout to reflect |
| |available resources, current conditions, local economy, etc. Add other|
|Lead students in a study of information on the population of cities of Texas. |industries, especially related to the local economy, as needed. |
| | |
|Students add symbols to their Handout: Texas Cities map (and to its legend) to provide | |
|information on the size of selected cities. | |
| | |
|Students draw in the regions of Texas on the map of Texas on their handouts and add | |
|geographic information regarding the city to the facts listed. | |
| | |
|Continuing the discussion, students speculate on the reasons for the location and growth | |
|of major Texas cities. (Encourage speculative discussion of factors such as climate, | |
|proximity to natural resources and labor pools, transportation routes, etc.) | |
| | |
|Teacher adds information to the class anchor chart. | |
|EXPLAIN – Major cities in Texas |Suggested Day 1 (continued) – 5 minutes |
|Partner A uses complete sentences and academic language to summarize information regarding| |
|one of the major cities of Texas to their partner. | |
| | |
|Partner B uses complete sentences and academic language to summarize information regarding| |
|a different city of Texas. | |
| | |
|Repeat as time allows to provide an opportunity for students to verbalize what they have | |
|learned about several cities in Texas. | |
|EXPLORE – Earning a living in Texas |Suggested Day 1 (continued) – 15 minutes |
|Provide students with the Handout: Texas Industries. |Materials: |
| |want ads from around the state (optional) |
|Students research a variety of materials and data about economic activities in Texas to | |
|deduce different ways people earn a living in Texas. (One source is the Texas Workforce |Attachments: |
|Commission website, but hard copy want ads and other resources may be used. The Governor’s|Handout: Texas Industries (1 per student) |
|office site provides many maps showing various aspects of the Texas economy.) |Teacher Resource: Texas Industries KEY |
| | |
|Students analyze information and data regarding the Texas economy to make inferences about|Purpose: |
|how people earn a living in different parts of the state. |Students gain knowledge major industries of Texas. |
| | |
|Facilitate a discussion encouraging students to put together the information they have | |
|regarding cities, natural resources, human characteristics, economic activities, etc. | |
|Students draw conclusions about the influence various factors (including geographic | |
|factors) have on economic activity. Teacher adds appropriate information to the class | |
|anchor chart. | |
| | |
|Include in the discussion the Key Understanding and Guiding Questions for the lesson. | |
|Geographic factors influence the location of the economic activities. | |
|How do people in different regions of Texas earn their living? | |
|How do geographic factors influence the location of economic activities in Texas? | |
|EXPLAIN – Economic Activities organizer |Suggested Day 1 (continued) – 10 minutes |
|Students complete the Handout: Economic Activities using the information gathered in |Attachments: |
|earlier activities. |Handout: Economic Activities (1 per student) |
| |Handout: Economic Activities Rubric (1 per student) |
|EXPLORE – How do people in the local region earn a living? |Suggested Day 2 – 10 minutes |
|Regroup students into pairs. |Materials: |
| |data and research materials on industries in the local region |
|Provide a variety of data and materials on industries in the local region/area. (data | |
|charts, graphs, etc.) |Purpose: |
| |Provide an opportunity for students to delve more deeply into ways |
|Using materials specific to the local region, students delve more deeply into the |people earn a living in the local area/region and understand why. |
|population and economic activities of the region, examining the region where they live, | |
|its physical characteristics, and information on how people earn a living. | |
|EXPLAIN – Job ad poster |Suggested Day 2 (continued) – 10 minutes |
|Student pairs create a poster advertising a job in an industry in the local region. |Attachments: |
| |Handout: Poster Rubric KEY (1 per student) |
|Students use the Handout: Poster Rubric KEY to complete the poster and then evaluate their| |
|work. | |
|ELABORATE – Where I’d like to work |Suggested Day 2 (continued) – 10 minutes |
|Display the posters from the Explain section and allow students to rotate through the |Attachments: |
|posters. |Handout: Application (1 per student) |
| | |
|Distribute the Handout: Application. | |
| | |
|Students use information they gathered during the Explore activities to reflect on and | |
|then describe an industry in Texas where they would like to work. (Answers will vary but | |
|should be based on the information gathered during the Explore activities, use academic | |
|language, and be supported by evidence.) | |
|EVALUATE – Economic Activity Graphic Organizer |Suggested Day 2 (continued) – 20 minutes |
|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. (4.7A; 4.12B; 4.21B; 4.22D) | |
|[pic] 4I; 5B | |
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