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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

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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.

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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.

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Name:

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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).

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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.

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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

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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.

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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.