lesson 2: arizona's geography
TRANSCRIPT
16 17
LESSON 2: ARIZONA’S GEOGRAPHY
Estimated Time for Lesson 2 hours, 30 minutes State Standards
Standards Taught• SocialStudies–S4C1PO7:LocatephysicalandhumanfeaturesinArizonausingmaps,illustrationsor images:physical—GrandCanyon,MogollonRim,ColoradoRiver,GilaRiverandSaltRiver;human— Phoenix,Yuma,Flagstaff,Tucson,Prescott,HooverDamandRooseveltDam.
• SocialStudies–S4C1PO2:Interpretpoliticalandphysicalmapsusingthefollowingmapelements:title, compassrose,symbols,legendandscale.• SocialStudies–S4C1PO6:Describecharacteristicsofhumanandphysicalfeatures:physical—river,lake, mountain,range,desert,valley,canyon,plateauandmesa;human—city,stateandroads.
• SocialStudies–S4C2PO3:LocatethelandformregionsofArizona(plateau,mountainanddesert)onamap.• SocialStudies–S4C2PO5:Describehowregionsandplaces(e.g.,GrandCanyonandColoradoRiver) havedistinctcharacteristics.
StandardsAddressed• SocialStudies–S4C1PO1:Usedifferenttypesofmapstosolveproblems(e.g.,historicalmaps). • Science–S6C3PO1:Identifythesourcesofwaterwithinanenvironment. • Science–S6C3PO2:DescribethedistributionofwaterontheEarth’ssurface. • SocialStudies–S4C2PO1:DescribehowtheSouthwesthasdistinctphysicalandculturalcharacteristics.• SocialStudies–S4C2PO4:ComparethelandformregionsofArizonaaccordingtotheirphysicalfeatures, plantsandanimals.• VisualArts–PO202:Createanartworkthatservesafunction.
Objectives
Content Objectives • StudentswillbeabletoidentifyanddistinguishphysicalandhumanfeaturesonanArizonamap.• StudentswillbeabletoidentifyandlabelthethreeregionsofArizona.• StudentswillbeabletodescribethedifferencesamongthethreeregionsofArizona(animals,plants,places, rainfalllevelsandgeneralcharacteristics).
Language ObjectiveStudents will use descriptive adjectives, including comparatives and superlatives (dry/drier/driest), to describe the three regions of Arizona.
Vocabulary Cardinal directions:thefourmainpointsofthecompass(north,east,southandwest)Compass rose:asymbolonamapindicatingdirection(e.g.,north,southwest)Desert Region (Basin and Range): southernmostregioninArizonacharacterizedbylittlerainandnumerousmountainrangesseparatedbylower-elevationbasins Human features:thepatternsthatpeoplemakeonthesurfaceoftheEarth,suchascities,roads,canals,farmsandotherwayspeoplechangetheEarth Legend:themapkeythatexplainsthemeaningofmapsymbolsMountain Region (Central Highlands):centralregioninArizonacharacterizedbymountainousterrain,higherelevationandrelativelyhighlevelsofprecipitation Physical features:characteristicsofaplacethatarepartofthephysicalenvironment(e.g.,mountains,desertsandbays)Plateau Region (High Desert):northeasternregioninArizonacharacterizedbyrelativelyflatterrainbuthighelevation(SeeBackgroundInformationforfurtherdescription.) Relief map:atypeofmapthatshowselevationandlandfeaturesinthreedimensions
18 19
Background Information Desert Region:ThisregionisalsocalledtheBasinandRangeRegion.ItislocatedfromthesouthernborderofArizonatothenorthwesternedgeofthestate.Itencompasses partsoftheSonoranDesert,MohaveDesertandMexicanHighland.ThisregioniswherethemajorityofArizona’spopulationresidesandincludescitiessuchasPhoenix,TucsonandYuma.TheCentralArizonaProjectisaman-maderiverthatstretches336milesacrossthisregion.Thisregionisknownforitshot,sun-baked,low-elevationbasins.Dirt,dustandsandpavethedesertfloor.Duststormsandmonsoonsareseasonallycommoninthisregion.Theclimateinthisregionisverydryandseasonablywarm.Duetothesoilconditionsinthearea,whentheregionreceivesrain,verylittlewaterpercolatesthedry,crackedandpebble-pavedgroundatfirst,oftenhavingtheeffect
ofmajorfloodevents.Aboutaweekafteraraineventinthespringseason,wildflowerscarpet thedesertfloor.
Thesaguarocactusisatrademarkoftheregion.Youcanalsofindthepaloverdetree,mesquite,barrelcactus,pricklypearandagave.Animalsintheregionincludecoyotes,antelopejackrabbits,Gilamonsters,javelina,mountainlions,blackbears,SonoranDeserttoad,Costa’shummingbird,deserttortoiseandtheCaliforniamyotisbat.
Mountain Region:TheMountainRegionisalsocalledtheCentralHighlands.ThisregionisthetransitionzonebetweenthebasinsandtheColoradoPlateau.TheMountainRegionconsistsofachainofvalleysandbasins (ChinoValley,VerdeValley,TontoValley,SanCarlosBasin,SaffordValleyandDuncanBasin)formedbycollidingtectonicplates.Butmuchofthetallmountainsthatmayhaveexistedlongagohavebeenworndownbyweathering anderosion.Thisregionreceivesmorerainthantherestofthestate,andduringwinterissnow-packed.Streamsandsmallman-madelakesaboundinthearea.Thereisarichmininghistoryintheregion,includingminesinJerome,Globe,Miami,Clifton,Kearny,Hayden,MorenciandBisbee.Thegeologiclandformsdisplayavariety ofcolors,asseeninSedona.ManyoftheplantsfoundintheMountainRegionaresimilartothosefoundinthePlateauRegionofArizona.Thereareponderosapineforestsmixedwithoakandnumerousareasofnaturalwildflowers.Elk,blackbear,mountainlionsandreintroducedMexicangraywolvesaresomeoftheremarkableanimalsfoundinthisregion.Youmightalsoseethejavelina,antelopeandwildturkey.
Plateau Region:Thisregion,alsoreferredtoastheColoradoPlateau,consistsofaseriesofflat-toppedplateaus4,000to9,000feetinelevation.ThewesternboundaryofthePlateauRegionistheGrandWashCliffsalongtheGrandWashFault,andthesoutheasternedgeistheMogollonRim.ThehallmarkofthisregionistheGrandCanyon,whichthousandsoftouristsvisiteachyear.However,thePlateauRegionisalsopopularforlesser-knownsystemsofdeepandmajesticcanyons,weather-wornrockformations,vastuntrammeledlandscapesanduniquelifezones.Theregionischaracterizedmostlybyhighdeserts,butmountainousareaspopoutofthedesertshrubberylikeaforestislandinthemiddleofashrubsea.Withinthemountainousregionsoftheplateau,youmightseeponderosapine,bluespruce,alpinefir,elm,cottonwoodandaspen.However,themajorityofthelandinthePlateauRegionishighdesertcontainingyuccaplants,variouscactusplantsandnumerousshrubs,includinghigh-desertsage.SomeofthesmallerflowersincludeIndianpaintbrush,lupineandcolumbine.ThePlateauRegionofArizonahasawidevarietyofanimalsrangingfromthelargeblackbearandgreathornedowl,twoofthepredatorsfoundintheregion,toArizona’smostsought-aftermuledeerpopulation.Someoftheotheranimalsincludethering-tailedcat,coyote,grayfox,badger,prairiedog,hornedlizard,gartersnake,baldeagle, collaredlizardandevenTownsend’sbig-earedbat.
18 19
Procedures
Activity 2.1: Geography Scavenger Hunt 45minutes
TeacherdrawsattentiontothemapofArizonahangingonthefocuswallorbulletinboard.
TodaywearegoingtolearnaboutthegeographyofArizona.Wewilllearnabout
physicalandhumanfeaturesofourstateas weplayascavenger-huntgame.
First,studentswillexploreamapofArizonathroughamapscavengerhunt.PassoutArizonaPhysiographicRegionsmapsandActivity2.1MapWorksheets,“AZMapScavengerHunt.”ReviewtheArizonaPhysiographicRegionsmapbeforeyoubegin.Thenletstudentsworkinpairsorteamstoreadandfollowthedirectionsonthescavenger-huntsheet.Facilitatestudents’questionsastheyexplorethemapanddiscoversomeoftheuniquefeaturesofArizona.Monitorstudentsforunderstanding,difficultiesandprogress.AskquestionstoallowstudentstoexplorethemapofArizona.Thistimeisaboutexploration, soencouragestudentstorecordquestionsthey haveaboutArizonaastheydotheactivity.
Asstudentsfinishthescavengerhunt,pullthewholegrouptogetherforawrap-up.Reviewthemapwiththestudents,allowingstudentstocomeuptoaclassmapandlabelwheretheyfoundthegeographicalfeatures.
Allowstudentstimetoaskquestionsaboutthemap. WhatquestionsdoyouhaveaboutArizonanow thatyou’vedonethisactivity?Whatareyoucurious
about?Whatdoyouwanttolearnmoreabout?
Recordstudents’answersonchartpaperor thewhiteboard.
Materials
•AnyArizonamap,or enlargedandlaminated ArizonaPhysiographic Regionsmap,placed onfocuswallor bulletinboard
•Activity2.1Map Worksheet(1per studentpairorteam)
• ArizonaPhysiographic Regionsmaps(1per student)
• Coloredpencils
Science Notebooking
Havestudentsrecordquestionstheyhave
aboutArizonaandaboutthemapintheirsciencenotebookswhileworking.Afterwardhavestudentspastetheirmapsinto theirsciencenotebooks forlaterreview.
20 21
Name:
20 21
Activity 2.2: Regions of Arizona 60–90 minutes
Introducetheactivitytostudents. Weworkedwithatwo-dimensionalmapinthefirstactivity.Nowwearegoingtoworkwitha
differenttypeofmapcalledareliefmap.Reliefmapsshowelevationlevelsorhowhighareasonamapare.TodaywearegoingtomakeourownreliefmapsofArizona!
Wewillbemakingthemapswithaspecialkindofdough.Wewillalsobelabelingimportantand
uniqueplacesinArizona,sowewillmakelabelsandaffixthelabelstothemapwithtoothpicks.
HavestudentsgetouttheirmapsfromActivity2.1.Giveeachstudenttheirtoothpicksandlabels.Workingwithstudents,guidethemtowritethefollowingphysicalfeaturesonlabelsinblueandattachthemeachtoatoothpick:GrandCanyon,MogollonRim,ColoradoRiver,GilaRiver,SaltRiver,VerdeRiver,PlateauRegion,MountainRegionandDesertRegion.
Havestudentswritethefollowinghumanfeaturesonlabelsinredandattacheachtoatoothpick:Phoenix,Tucson,Prescott,Flagstaff,Yuma,HooverDam,RooseveltDamandCentralArizonaProject.
Materials
• MapsfromActivity2.1
• Additionalmapcopies (1perstudent)
• Scissors
• 1pieceheavycardboard (about8-by-11inches) perstudent(oruselarge shoeboxlids)
• Toothpicks(17perstudent)
• File-folderlabels (17perstudent)
• Coloredpencils (redandblue)
• Saltdoughin3colors (purple,green,yellow) *Seesaltdough preparationdirections below.
Salt Dough Preparation (for25students)
• 1326-ouncepackages ofsalt
• 2bagsall-purposeflour
• 1.25gallonswater
• Foodcoloring
• Purple=4dropsblue, 10dropsred
• Green=4dropsblue, 10dropsyellow
• Yellow=15dropsyellow
• Gallon-sizeziplockbags (atleast3)
Directions (maywanttodoinparts)
Inabowl,mixequalpartssaltandflouruntilthoroughlyblended.
Addwateralittleatatimeuntilthemixturereachestheconsistencyofdough(abouthalfasmuchwaterasdryingredients).Stirthoroughly.Becarefulnottoaddtoomuchwater.Studentscanalwaysaddmoreifitistoothick.Doughthatistoowetwillnothavethedesiredeffect.
Separatethemixtureintothreeparts(uselargeziplockbagsandmixonepartpurple,onegreenandoneyellowuntileachcoloriswell-blended).
22 23
AskstudentstorecallthethreeregionsofArizona(plateau,mountainanddesert)usingtheirmapsfromActivity2.1.Havestudentssaythewordsastheydohandmotions forthethreeregions(plateau=flathandsstretchedabovehead;mountain=fingertipstogethertoformamountaininfrontofface;desert=flathandsnearwaist).
PassoutblankArizonamaps.HavestudenttracethebordersbetweenthethreeregionsofArizonaandlabeleachregion.Havestudentscutoutthemapsand gluethemontotheirpieceofcardboardorshoeboxtop.Usingshoeboxtopsisidealbecausetheyprovideaborderaroundthemapsodoughdoesnotrun.
Wearenowgoingtomakeourmapwithsaltdough.Eachoftheregionswillbeadifferent
color.We’llmakethePlateauRegionoutofpurpledoughfirst.
Givestudentseachalargelumpofpurplesaltdough.Havestudentmakeahighplateauinthatregionwiththesaltdough.AsstudentsaremoldingthePlateauRegion,discusstheecologyandothercharacteristicsoftheregionwiththestudents.BackgroundinformationabouteachregioncanbefoundintheBackgroundInformationsectionofthislesson.Recordquestionstheyhaveabouttheregiononchartpaperatthe frontoftheroom.Afterthelesson,allowstudentstimetoresearchthosequestionsordiscussthem.
AfterstudentsmoldthePlateauRegion,havethemcarvetheColoradoRiverandGrandCanyoninthedough.Havethemstickthetoothpicksthatbelonginthatregionintotheirtopographicmapsintheappropriateplaces.Ifdoughistoorunny,toothpickswillfallover.Inthatcase,letmapsdryforonedayandtryagain.
RepeatthisprocedurefortheMountain(withgreensaltdough)andtheDesert(yellowsaltdough)regionsofArizona.Againdiscusstheecologyoftheregionaswellasthephysicalandhumanfeaturesofeachregionasstudentswork.Itmaybenicetoshowstudentspicturesofanimalsandplantsfoundintheregionwhiletheyareshapingeachregion.Finally,havestudentsplace theirtoothpicksinthesaltdoughwheretheybelong.
Allowsaltdoughmapstodryforatleastonetotwodays.Thewetterthedough,thelongertheywilltaketodry.
Literacy Link
(WS3C2PO3)Havestudentswriteandillustrateatourismbrochureofthethreeregions ofArizona,featuringcities, flora,fauna,climateand more.Studentscould researchquestionsthey haveabouteachregiontoincludeintheirbrochure.
22 23
Activity 2.3: Annual Rainfall Patterns and Analysis 30–45minutes
Optional:YoucandotheactivityinsmallgroupsorstudentpairsbycopyingtheArizonamapandtheprecipitationdatatableback-to-backforeachstudentandpassingoutcoloredpencils.
MakesureanenlargedmapofArizonaishung.Introducetheactivity:
NowwearegoingtoexamineprecipitationlevelsinthedifferentregionsofArizona.
WewillbeanalyzingsomedataabouttheprecipitationlevelsinvariouscitiesinArizona.
Passoutthecharttitled“AverageYearlyPrecipitationinArizona.”Thestudentswilluseeithercoloredstickydotsorwater-solublepenstomarktheamountofrainfallofthelistedlocationsfromthechartonthemap.Handoutthechartandthenwritethefour color-codedcategoriesontheboard.
Itisdifficulttofindpatternsinanunorganizeddatalist.Ifwecangrouptherainfallinto
rangesofamounts,wemaybeabletosee apatternofrainfallinArizona.
Youcanassignlocationstoindividualsorhavethemworkinteams.Anoptionistogivethestudentscopiesofthemapinpairsandstudentslabelthecitiesonthemapusingthechartandcoloredpencils.
Havestudentsdecidewhichcolordottousefortheircityandstickontheclassmap.Oncestudentteamshavefinished,reviewthemapasaclassandallowstudentstocopythecolorsontheirownmapsforeachcity.Havestudentsgivethismapthetitle“AverageAnnualPrecipitation.”
Materials
• ArizonaPhysiographics Regionsmap(enlarged)
• Averageprecipitation inArizonadatatable (onoverheadorcutinto piecesforgroups)
• Blue,green,yellowand redstickydotsor overheadmarkers
• Graphpaperfor MathConnectionactivity
Precipitation amounts
• Morethan20inches=blue
• 12–20inches=green
• 6–12inches=yellow
• Lessthan6inches=red
24 25
Askeachstudentorgrouptorecordtheprecipitationfortheirlocationsinthepropercolumnonthechart.Haveeachstudentcopythefiguresandtotaleachcolumn.Thenhelpstudentscalculatetheaverageprecipitationforeach area.Discusswhystudentsneedtoaveragethetotals.Nexthavestudentsusedifferentcolorstomakeabargraph.
Follow-up Discussion:Askstudentstolookattheirmapsanddiscusstheirobservationswiththeirteams/partners.
Whatdoyounoticeaboutthismap?Doyouobserveanypatternsintheaverageprecipitationlevels?DoyouhaveanyquestionsaboutprecipitationinArizona?
Tellstudentstorecordtheirobservationsonthebackoftheirmaps.Recordallobservationsandquestions asyoudiscussfindingsasaclass.Encourageotherstudentstoanswerquestionsposedbytheirclassmates. Theteachershouldactasafacilitatorinthediscussion.
Ifstudentsarehavingahardtimegettingstarted,leadstudentstothinkaboutthefollowingquestions:
Wherearetheheaviestareasofprecipitation(snow,sleet,hailorrain)inArizona?(inthemountains)
Whichareahasthelowestamountofrainfall?(thesouthwesterncornerofthestate)
LookatyourmapfromActivity2.1.Howdoestheamountofrainfallrelatetothenumberofriversinanarea? (Themostrainandsnowfallsinthemountains,sotherearemoreriversthatdrainthewatershedsinthoseareas)
Whichhasmorerainandsnow,thenortheasterncornerofArizonaorthecentralpartofthestate?(thecentralpartofthestate,inthemountains)
Whenwindpushescloudsintomountains,theyareforcedupwardwhereitiscolder.Coldaircannotholdasmuchwateraswarmair.Soontheairistoocoldtoholdasmuchmoistureasithadbefore,andthewatercondensesondustparticlesandbecomesrain.Sowherewouldyouexpecttheretobemorerain?
Pointtolocationsonmap.
CasaGrandeorFlagstaff?(Flagstaff)
SedonaorTucson?(Sedona)
AlpineorPhoenix?(Alpine)
Desert Mountain Plateau x – + % =Math Connection
Data Analysis Activity:
Pass out graph paper, and make a chart and graph titled “Amount of Precipitation in Different
Arizona Geographic Regions.” This can also be drawn
on the board.
24 25
ACTIVITY 2.1 MAP RUBRICR Labeledcardinaldirections. 1pointR LocatedtheGrandCanyon. 1pointR LocatedandlabeledtheMogollonRim. 2pointsR LocatedandtracedColorado,Gila,VerdeandSaltrivers. 2pointsR LocatedPhoenix,Tucson,Prescott,FlagstaffandYuma. 3pointsR LocatedandlabeledHooverDam. 1pointR LocatedandlabeledRooseveltDam. 1pointR LocatedtheCentralArizonaProject(CAP)Canal. 1pointR CorrectlycoloredandlabeledthethreeregionsofArizona. 3pointsR Score: 15pointstotal
EvaluationSocialStudies–S4C1PO7:LocatephysicalandhumanfeaturesinArizonausingmaps,illustrationsorimages:physical—GrandCanyon,MogollonRim,ColoradoRiver,GilaRiverandSaltRiver;human—Phoenix,Yuma,Flagstaff,Tucson,Prescott,HooverDamandRooseveltDam.
SocialStudies–S4C1PO2:Interpretpoliticalandphysicalmapsusingthefollowingmapelements:title,compassrose,symbols,legendandscale.
SocialStudies–S4C2PO3:LocatethelandformregionsofArizona(plateau,mountain,desert)onamap.
Performance Assessment: Collectstudents’Activity2.1mapsandusetheActivity2.1MapRubricforscoring.
SocialStudies–S4C1PO6:Describecharacteristicsofhumanandphysicalfeatures:physical—river,lake,mountain,range,desert,valley,canyon,plateauandmesa;human—city,stateandroads.
SocialStudies–S4C2PO5:Describehowregionsandplaces(e.g.,GrandCanyon,ColoradoRiver) havedistinctcharacteristics.
Ticket Out Assessment 1.Studentsshouldcorrectlyidentifythedefinitionsforhumanandphysicalfeatures,andgivethreeexamples ofeach.
2.Studentsshouldwriteonecorrectsentenceforeachregiondescribingthecharacteristicsofthatregion (animals,cities,elevation,rainfall,plants,etc.).
Language Objective Evaluation Studentsareexpectedtousedescriptiveadjectivesandcomparativeadjectives(dry,drier,driest)intheirdescriptionsofthethreeregionsofArizona.
Lesson Closure Asaconclusiontothelesson,havethestudentsdiscusstheiranswerstotheTicketOutquestionnaire.