The students will take an in-depth look at the regions of our great state. They will be able to organize the information and create a foldable for each region and discuss the sub-regions of an area, overall climate, major geographic features, major cities and industries, and the impact of the region to the rest of the state, the United States, and the world.
Created by Laurie Gallant, December 2007
The student uses geographic tools to collect, analyze, and interpret data. The student is expected to create thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries.
TEKS §113.23. Geography, Grade 7. (b)(8)(A)
The student understands the location and characteristics of places and regions of Texas. The student is expected to:
- locate places and regions of importance in Texas during the 19th and 20th centuries;
- compare places and regions of Texas in terms of physical and human characteristics;
- analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.
TEKS §113.23. Geography, Grade 7. (b)(9)(A, B, C)
The student understands the effects of the interaction between humans and the environment in Texas during the 19th and 20th centuries. The student is expected to:
- identify ways in which Texans have adapted to and modified the environment and analyze the consequences of the modifications; and
- explain ways in which geographic factors have affected the political, economic, and social development of Texas.
TEKS §113.23. Geography, Grade 7. (b)(10)(A, B)
The student understands the interdependence of the Texas economy with the United States and the world. The student is expected to:
- analyze the impact of national and international markets and events on the production of goods and services in Texas;
- analyze the impact of significant industries in Texas such as oil and gas, aerospace, and medical technology on local, national, and international markets.
TEKS §113.23. Economics, Grade 7. (b)(13)(A, C)
The student understands the concept of diversity within unity in Texas. The student is expected to identify examples of Spanish influence on place names such as Amarillo and Río Grande and on vocabulary in Texas, including words that originated from the Spanish cattle industry.
TEKS §113.23. Culture, Grade 7. (b)(19)(C)
The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:
- compare types and uses of technology, past and present;
- analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world.
TEKS §113.23. Science, technology, and society, Grade 7. (b)(20)(A, E)
The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas.
TEKS §113.23. Social studies skills, Grade 7. (b)(21)(A)
The student communicates in written, oral, and visual forms. The student is expected to:
- use social studies terminology correctly;
- use standard grammar, spelling, sentence structure, and punctuation;
- transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate;
- create written, oral, and visual presentations of social studies information.
TEKS §113.23. Social studies skills, Grade 7. (b)(22)(A, B, C, D)
- Students will create a flip-top foldable that represents the 4 major regions of Texas. If you need inspiration, Dinah Zike has published several books of foldables (http://homeschool-books.com/xcart/books/dinah-zikes-materials) which can be used as examples of the foldable format.
- Fold an 8 ½ X 11 paper in half length-wise, as if it were a hot-dog. Then open paper and fold in half the other way. Fold once again to create four sections. Open the paper up and fold in half (hotdog) and you will have 4 sections which will represent the four regions of Texas. Next you will use a different color of paper, fold in the same manner, and then cut from right to left, to show the elevation of Texas.
- Students will then label each fold with a region and add the state, agriculture symbol and whatever else you would like.
- Under each flap, the student will write in detail about the region, using information from their notes. Each should include any sub-region, climate, average rainfall, natural resources, the ecosystems that they learned about from the TIDES website, cities, water resources, and interesting facts about the region. (View an example of a student foldable.)
Each region is worth 20 points and will be graded according to the accuracy of the information written. The other 20 points are for neatness and creativity. This can be counted as a test/project grade.
Modifications: To make the project easier, the foldable can be made in advance for the students. Lined paper can also be placed inside them for the students to write on.
Extension: If a student wants to, they may create their own illustrations for the foldable. They may also use the information and create a “Tour across Texas” where they create a schedule for a sports group or music group to Travel across Texas. There they must tell what Highways to travel, places to stay, points of interest to visit, and places to eat. For advanced students, this is often an enjoyable alternative to the foldable.
