Grade 4

Social Studies

Unit: 10

Lesson: 03

Suggested Duration: 4 days

Grade 04 Social Studies Unit 10 Exemplar Lesson 03: Analyzing DataGrade 04 Social Studies Unit 10 Exemplar Lesson 03: Analyzing Data

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by

supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a

recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementingCSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of

Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

Students analyze, interpret and make inferences about economic and population data and write a summary.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas

law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The

TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

4.6A Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and

interpret maps.

4.6B Translate geographic data, population distribution, and natural resources into a 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.

4.7C Compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal

Plains) with regions of the United States and other parts of the world.

4.12 Economics. The student understands patterns of work and economic activities in Texas. The student is expected to:

4.12C Analyze the effects of exploration, immigration, migration, and limited resources on the economic development

and growth of 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:

4.21C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts,

timelines, and maps.

4.21E Use appropriate mathematical skills to interpret social studies information such as maps and graphs.

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 Indicators

Grade 04 Social Studies Unit 10 PI 03

Analyze economic and population data about Texas and write a summary about how Texas has changed.

Standard(s): 4.7C , 4.6A , 4.6B , 4.7A , 4.12C , 4.21C , 4.21E , 4.22D

ELPS ELPS.c.4J

Key Understandings

Data explains important information about how societies grow.

—    What were the effects of a changing population on the economic development and growth of Texas?—    How have the demographics of Texas changed?

Vocabulary of Instruction

Last Updated 05/15/13

Print Date 08/27/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 17  

demographics

migration

rural

urban

ethnicity

Materials

Refer to Notes for Teacher section for materials.

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,

attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the

public website.

Handout: Who is a Texan? (1 per student)

Teacher Resource: PowerPoint: Texas Data: What does data tell us about Texas?

Teacher Resource: Thinking Critically

Handout: Texas Data (1 per student)

Teacher Resource: Texas Data KEY

Handout: Facts about the Population of Texas (1 per student)

Handout: Where in the World Comparisons (1 per student)

Handout: Immigrant Life in Texas (1 per student)

Handout: Analyze Texas Data (1 per student)

Resources

Texas Almanac: http://www.texasalmanac.com/topics/culture

Texas State Data Center: http://txsdc.utsa.edu/

Advance Preparation

1. Teachers will need to become familiar with the content and procedures for this lesson.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections in the textbook and other classroom and library resources to support learning about historical eras and geography.

4. Preview websites according to district guidelines.

5. Prepare attachment(s) as necessary.

Background Information

Students practice analyzing different types of data and make inferences about the data presented. Collecting and studying data is useful in looking for trends and prepare for

the future. Some of the areas the students can discuss are weather trends (global warming), demographics (where is the population moving and why), medical services,

business growth and development of businesses. Other data analyzed can be based on the growing population and how it will impact jobs, education and other factors.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one

approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create

original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “MyContent” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Characteristics of a Texan

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 – 10 minutes

1. Organize students into pairs.

2. Distribute the Handout: Who is a Texan? (1 per student).

3. Allow students 5 minutes to brainstorm and answer the questions on the Handout:

Who is a Texan?

4. Project the Handout: Who is a Texan? Allow each group to share their thoughts.

Materials:

computer/projector

Attachments:

Handout: Who is a Texan? (1 per student)

Grade 4

Social Studies

Unit: 10

Lesson: 03

Suggested Duration: 4 days

Last Updated 05/15/13

Print Date 08/27/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 17  

5. KEY – There will be a variety of answers that are appropriate. Students need to beable to defend their answer.

6. Explain to students that in this lesson, they will examine data such as maps, graphs,

and charts reflecting the Texas population.

Instructional Note:

This activity guides students to make predictions

based on the past and the present.

EXPLORE/EXPLAIN – Effects of geographic factors on economic development and growth of Texas Suggested Day 1 (continued) – 40 minutes

1. Organize students into pairs and provide a computer for each group to view the

Teacher Resource: PowerPoint: Texas Data: What does data tell us about Texas?

2. Share with students the guidelines for examining graphs using the Teacher Resource:

Thinking Critically. (Information in shaded rows does not apply to examining graphs

for this lesson.)

3. Students view the Teacher Resource: PowerPoint: Texas Data: What does data tell

us about Texas? Students analyze and interpret data about Texas.

4. Students use the Handout: Texas Data (1 per student) to analyze and record the

information from the Teacher Resource: PowerPoint: Texas Data: What does data

tell us about Texas?

5. Teachers may use the Teacher Resource: Texas Data KEY that has been provided

to assist and monitor student groups, providing feedback to clarify and verify

responses.

Materials:

computer

Texas State Data Center: http://txsdc.utsa.edu/

Texas Almanac:

http://www.texasalmanac.com/topics/culture

Attachments:

Teacher Resource: PowerPoint: Texas Data: What

does data tell us about Texas?

Teacher Resource: Thinking Critically

Handout: Texas Data (1 per student)

Teacher Resource: Texas Data KEY

TEKS: 4.6A, 4.6B, 4.7A, 4.7C, 4.12C, 4.21C, 4.21E

ELABORATE – Effects of geographic factors on economic development and growth of Texas Suggested Day 2 – 15 minutes

1. Distribute the Handout: Facts about the Population of Texas.

2. Students write one fact in each section of the handout that reflects the population of

Texas.

3. Students should use the Handout: Texas Data they completed earlier in the lesson to

get ideas for the Handout: Facts about the Population of Texas, which should be

assessed according to the teacher’s discretion.

Materials:

Handout: Texas Data (completed earlier)

Attachments:

Handout: Facts about the Population of Texas (1

per student)

TEKS: 4.6A, 4.6B, 4.7A, 4.7C, 4.12C, 4.21C, 4.22D

EXPLORE – “Where in the World” geographic comparison Suggested Day 2 (continued) – 35 minutes

1. Distribute the Handout: Where in the World Comparisons (1 per student).

2. Organize students into “Home Groups” of 5.  Students number off 1­2­3­4­5.

3. Assign each number in the Home Group a specific geographic region of Texas:

#1s = Mountains and Basins

#2s = Great Plains

#3s = North Central Plains

#4s = Coastal Plains

#5s = Other Country Comparison

4. Students break into “Expert Groups” to begin researching their assigned region usingthe textbook, local resources, and district-approved websites and record their findings

on the Handout: Where in the World.

Students research the Texas region, climate, defining characteristics, and major

cities.

Student then find an area in the U.S. that has similar characteristics.

Group #5’s task is unique. This group will choose 1 country outside the UnitedStates and one region within that country. They will research that region’s climate,defining characteristics, and major cities. Then they will determine which Texas

region is most similar to the foreign country region they selected.

5. The teacher facilitates group research and discussions, helping to clarify the

expectations.

Materials:

Map Pencil Colors

Computers (optional)

Attachments:

Handout: Where in the World Comparisons (1

per student)

TEKS: 4.6A, 4.6B; 4.7A, 4,7C; 4.22D

EXPLAIN – Comparison of Geographic Regions Suggested Day 3 – 20 minutes

1. Students go back to their original “Home Groups” from Day 2.

2. Each group member Expert has 3­5 minutes to “teach” his home group membersabout the region he researched. Students take notes on the Handout: Where in the

World as the experts share information.

Materials:

Colored Map Pencils

Handout: Where in the World Comparisons (1

per student) (from earlier Explore)

TEKS: 4.6A, 4.6B; 4.7A, 4,7C; 4.22D

Grade 4

Social Studies

Unit: 10

Lesson: 03

Suggested Duration: 4 days

Last Updated 05/15/13

Print Date 08/27/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 17  

EXPLORE – Effect of immigrant life on the economic development and growth of Texas Suggested Day 3 (continued) – 30 minutes

1. Distribute the Handout: Immigrant Life in Texas (1 per student)

2. Students analyze the excerpt of the letter written by Elise Waerenskjold and write

about how was different in Norway than in Texas.

3. Organize students into pairs.

4. Assign pairs additional immigrant groups that settled in Texas, at the teacher’sdiscretion.

5. Using the textbook, local resources, and district-approved websites, allow pairs to

research the immigrant group and the political impact on Texas.

Attachments:

Handout: Immigrant Life in Texas (1 per student)

TEKS: 4.12C, 4.22D

EVALUATE – Effects of geographic factors on economic development and growth of Texas Suggested Day 4 – 50 minutes

Grade 04 Social Studies Unit 10 PI 03

Analyze economic and population data about Texas and write a summary about how Texas has

changed.

Standard(s): 4.7C , 4.6A , 4.6B , 4.7A , 4.12C , 4.21C , 4.21E , 4.22D

ELPS ELPS.c.4J

1. Distribute the Handout: Analyze Texas Data (1 per student) and allow them to use

the notes and handouts completed in this lesson to analyze economic and population

data about Texas. Students write a summary about how Texas has changed.

2. Students consider the following guiding questions when completing this task.

What were the effects of a changing population on the economic

development and growth of Texas?

How have the demographics of Texas during the 20th century changed?

Attachments:

Handout: Analyze Texas Data (1 per student)

TEKS: 4.6A, 4.6B; 4.7A, 4.7C; 4.12C; 4.21C, 4.21E; 4.22D

Grade 4

Social Studies

Unit: 10

Lesson: 03

Suggested Duration: 4 days

Last Updated 05/15/13

Print Date 08/27/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 17  

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 05/15/13 page 1 of 1

Who is a Texan?

List three adjectives that describe a Texan:

1.

2.

3.

Where do most Texans live?

What are some examples of different

cultures in Texas?

How has Texas changed through the years? (Think about jobs, languages, location and movement, population increase or decrease,

etc.)

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 11/14/12 page 1 of 1

Thinking Critically

T Title—Look for a title on the map, graph, photograph, or illustration.

A Ask yourself what the title tells you about the visual? What do you know about the subject?

D

Details ELAR Social Studies

Caption Labels Organization

Date--Are there any dates on the map? If so what do you know about that time period? Directions—Which way is north on the map? Is there a compass? Distance—Is the map showing a large

area? Is it showing something traveling or moving?

P Place—Is the visual showing the world, a continent, a country, a state, a

region?

O Other Info—What else can you gather from the visual before going on?

L Legend or Key—What does the legend show? Are there any symbols? Is the map simple or crowded with information?

E Explain—Can you see the equator? Are there other grid lines that may help

you?

S

Same – Have you seen this information before on other visuals? Scale—Is there a scale? How many miles does it measure? Will you need it to find the distance between two places?

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 05/03/13 page 1 of 2

Texas Data

Use the PowerPoint Texas Data: What does data tell us about Texas? to gather information about the demographics of Texas. Slide Analysis of Data Your Thoughts

2

What are demographics in your own words? Describe the demographics of your class. ___Rural ___Urban Number of boys _____ Number of girls _____

3

Which region of Texas do most Texans live? _____Coastal Region _____North Central Region _____Great Plains Region _____Mountain and Basin Region

Where do most Texans live in this region?

I which region does your family live? Why?

4

How old are most Texans? How old are most Americans?

Is the United States getting older or younger?

5

Is the population of Texas growing or not growing? Which ethnic group is the largest in Texas? Which ethnic group is growing the fastest?

How does the population of Texas compare to the United States?

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 05/03/13 page 2 of 2

Texas Data Slide Analysis of Data Your Thoughts

6

Do most people in Texas in 2005 live in urban or rural areas? Between 1950 and 2005, which group has grown the fastest – urban or rural population?

Do you live in urban or rural Texas? How do you know?

7

What area of employment are most people in Texas in 2005? Was there an area of employment that did not do well in 2005? Is the chance of getting a job better in Texas or the United States?

Which area of employment would you like to work? Explain your answer.

8

What amount of education do most Texans have? Which ethnic group has more college than high school education?

Why is important that people are well educated?

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 05/03/13 page 1 of 2

Texas Data KEY

Use the PowerPoint Texas Data: What does data tell us about Texas? to gather information about the demographics of Texas. Slide Analysis of Data Your Thoughts

2

What are demographics in your own words? The size, distribution, and composition of populations.

Demographics of classroom

Where do most of your classmates live?

___Rural ___Urban --------------------------------- Number of boys _____ Number of girls _____

3

Which region of Texas do most Texans live? __X__Coastal Region _____North Central Region _____Great Plains Region _____Mountain and Basin Region

Where do most Texans live in this region? They could list one of the large cities or describe where the population is geographically – along the coast, central Texas, in the urban areas, etc.

In which region does your family live? Why? Depends on part of the state students in your class live.

4

How old are most Texans? 25 – 44 years old

How old are most Americans? 25 – 44 years old

Is the United States getting older or younger? The U.S. is getting older.

5

Is the population of Texas growing or not growing? Growing Which ethnic group is the largest in Texas? White Which ethnic group is growing the fastest? Hispanic

How does the population of Texas compare to the United States? Suggested Keys Ethnic groups in the U.S.

are growing faster. The ethnic group that is

larger in Texas than in the U.S. are Hispanics

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 05/03/13 page 2 of 2

Texas Data KEY

Slide Analysis of Data Your Thoughts

6

Do most people in Texas in 2005 live in urban or rural areas? Urban Between 1950 and 2005, which group has grown the fastest – urban or rural population? Urban

Do you live in urban or rural Texas? How do you know? Depends on part of the state students in your class live.

7

What area of employment are most people in Texas in 2005? Professional and Business Services Was there an area of employment that did not do well in 2005? Construction Is the chance of getting a job better in Texas or the United States? Texas

Which area of employment would you like to work? Explain your answer. Subjective but should be based on the graph.

8

What amount of education do most Texans have? Students can say high school or some college. Which ethnic group has more college than high school education? Anglo Asian Black looks even but more have high school than college

Why is important that people are well educated? When people have more education they usually have more opportunities in life.

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 11/14/12 page 1 of 1

Facts about the Population of Texas Write one fact about the population of Texas in each pie of the circle graphic organizer.

How has Texas demographics changed overtime?

Place an X on the spectrum. Very Little Very Much

Texas demographics have changed over time because ______________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 11/14/12 page 1 of 3

Where in the World Comparisons

#1s = Mountains and Basins 1. Shade in the area of Texas that represents the Mountains and

Basins in GREEN. 2. Describe the climate and defining characteristics. 3. Name the large Texas Cities in this region. 4. Name an area in the United States that has similar characteristics.

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 11/14/12 page 2 of 3

#2s = Great Plains 1. Shade in the area of Texas that represents the Mountains and

Basins in BROWN. 2. Describe the climate and defining characteristics. 3. Name the large Texas Cities in this region. 4. Name an area in the United States that has similar characteristics.

#3s = North Central Plains 1. Shade in the area of Texas that represents the Mountains and

Basins in ORANGE. 2. Describe the climate and defining characteristics. 3. Name the large Texas Cities in this region. 4. Name an area in the United States that has similar characteristics.

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 11/14/12 page 3 of 3

#4s = Coastal Plains 1. Shade in the area of Texas that represents the Mountains and

Basins in BLUE. 2. Describe the climate and defining characteristics.

3. Name the large Texas Cities in this region. 4. Name an area in the United States that has similar characteristics.

#5s = World Comparison 1. Select a country outside the United States.

2. Research ONE region in this area. Describe the climate and

defining characteristics.

3. Name a major city in this region.’

4. Name a Texas Region that is most similar to this Region.

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 04/22/13 page 1 of 1

Immigrant Life in Texas

Based on this letter, how was life in Texas different than in Norway? _________________________ ________________________________________________________________________________ ________________________________________________________________________________ _______________________________________________________________________________

What was the effect of immigrants moving to Texas on the economic and population growth of Texas? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

Norwegians migrated to Texas in the 1800s. An early Norwegian settler, Elise Waerenskjold,

wrote many letters back to Norway describing how life in Texas was different than in Norway.

Third Day of Christmas, 1852

To Mrs. Thomine Dannevig:

...I have always had a liking for farm and country life, and if one is otherwise happy in his position,

I cannot imagine a more pleasant or more independent state, for in this country a tiller of the soil is

respected as much as anyone else, be he official or merchant. This is not as in Norway, where the

farmers constitute a lower class...

- Elise Waerenskjold

Image courtesy of the Institute of Texan Cultures. Text courtesy of: Dallas Historical Society. (2010, July 7). Bound for texas: Immigration. Retrieved from http://www.dallashistory.org/history/texas/immigration.htm

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 11/14/12 page 1 of 2

Analyze Texas Data

Annual Employment in Texas Since 1998

Texas Population Growth 1980 - 2040

Texas

United States

Grade 4 Social Studies

Unit: 10 Lesson: 03

©2012, TESCCC 11/14/12 page 2 of 2

Analyze Texas Data

List two facts from each graph. Annual Employment in Texas Since 1998 1.____________________________________________________________________________ 2.___________________________________________________________________________ Texas Population Growth 1980 – 2040 1.____________________________________________________________________________ 2.____________________________________________________________________________ How does employment affect the population growth of Texas? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________