Project GO
Water: Too Much, Too Little
Overview
Background Information
Content Enhancement Video
Standards: Part One—Too Much Water
Texas Essential Knowledge and Skills Standards (TEKS) – World Geography Studies
| (3) Geography. | The student understands how physical processes shape patterns in the physical environment. The student is expected to: (A) explain weather conditions and climate in relation to annual changes in Earth-Sun relationships; (B) describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes; and (C) describe how physical processes such as hurricanes, El Niño, earthquakes, and volcanoes affect the lithosphere, atmosphere, hydrosphere, and biosphere. |
| (4) Geography. | The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to: (A) explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions; (C) explain the influence of climate on the distribution of biomes in different regions. |
| (5) Geography. | The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to: (A) Analyze how the character of a place is related to its political, economic, and social and cultural elements. |
| (6) Geography. | The student understands the types, patterns, and processes of settlement. The student is expected to: (A) Locate and describe human and physical features that influence the size and distribution of settlements; and (B) Explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability to resources, and economic activities. |
| (8) Geography. | The student understands how people, places, and environments are connected and interdependent. The student is expected to: (A) Compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology; (B) Describe the interaction between humans and the physical environment and analyze the consequences of extreme weather and other natural disasters such as El Nino, floods, tsunamis, and volcanoes on people and their environment; and (C) evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non-renewable resources. |
| (12) Economics. | The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to: (B) evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of water. |
Texas Essential Knowledge and Skills Standards (TEKS) – Grade 6 World Cultures
| (5) Geography. | The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to: (A) describe ways people have been impacted by physical processes such as earthquakes and climate; (B) identify and analyze ways people have adapted to the physical environment in various places and regions; and (C) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure. |
Texas Essential Knowledge and Skills Standards (TEKS) – Grade 7 Texas History
| (8) Geography. | The student understands the location and characteristics of places and regions of Texas. The student is expected to: (A) locate and compare the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions; (B) locate and compare places of importance in Texas in terms of physical and human characteristics such as major cities, waterways, natural and historic landmarks, political and cultural regions, and local points of interest; and (C) analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas. |
| (9) Geography. | The student understands the effects of the interaction between humans and the environment in Texas. The student is expected to: (A) identify ways in which Texans have adapted to and modified the environment and explain the positive and negative consequences of the modifications; and (B) explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas. |
Advanced Placement Human Geography
| Unit | |
|---|---|
| Unit 1: Thinking Geographically 1.5 Human- Environmental Interaction | |
| Unit 5: Agriculture and Rural Land-Use Patterns and Processes | |
| Unit 6: Cities and Urban Land-Use Patterns and Processes | |
| Unit 7: Industrial and Economic Development Patterns and Processes | |
National Geography Standards (NGS)
| Standard | Grade 4 Benchmark | Grade 8 Benchmark |
|---|---|---|
| Standard 1: How to use maps and other geographic representations, geospatial technologies, spatial thinking to understand and communicate information | K-4.1. Properties and functions of geographic representations – such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations; K-4.2. Geospatial data are connected to locations on Earth’s surface; K-4.4. The interpretation of geographic representations | 5-8.1. The advantages and disadvantages of using different geographic representations – such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations for analyzing spatial distributions and patterns; 5-8.2. The acquisition and organization of geospatial data to construct geographic representations; 5-8.4. The use of geographic representations to ask and answer geographic questions |
| Standard 3: How to analyze the spatial organization of people, places and environments on Earth’s surfaces | K-4.1. The meaning and use of fundamental spatial concepts such as location, distance, direction, scale, movement, region, and volume; K-4.2. The distribution of people, places, and environments form spatial patterns across Earth’s surface | 5-8.1. The meaning and use of spatial concepts, such as accessibility, dispersion, density, and interdependence; 5-8.2. Processes shape the spatial patterns of people, places, and environments over time | Standard 4: The physical and human characteristics of places | K-4.1. Places are locations having distinctive characteristics that give them meaning and distinguished them from other locations; K-4.2. Places have physical and human characteristics | 5-8.1. Personal, community, and national identities are rooted in and attached to places; 5-8.2. Physical and human characteristics of places change |
Standard 7: The physical processes that shape the pattern of Earth’s surface | K-4.1. There are four components of Earth’s physical systems (the atmosphere, biosphere, hydrosphere, and lithosphere). K-4.3. Physical processes shape features on Earth’s surface. | 4-8.1. The four components of Earth’s physical systems (the atmosphere, biosphere, hydrosphere, and lithosphere) are interdependent. 4-8.3. Physical processes generate patterns of features across Earth’s surface. |
Standard 14: How human actions modify the physical environment | K-4.1. People modify the physical environment. K-4.3. The consequences of human modifications of the physical environment. | 4-8.1. Human modifications of the physical environment in one place often lead to changes in other places. 4-8.3. The physical environment can both accommodate and be endangered by human activities. |
Standard 15: How physical systems affect human systems | K-4.1. Physical environment provides opportunities for and imposes constraints on human activities. | 4-8.1. The characteristics of a physical environment provide opportunities for and impose constraints on human activities. | Standard 18: How to apply geography to interpret the present and plan for the future | K-4.1. Geographic contexts (the human and physical characteristics of places and environments) are the settings for current events. K-4.3. People’s perceptions of the world—places, regions, and environments—are constantly changing. | 4-8.1. Geographic contexts (the human and physical characteristics of places and environments) provide the basis for problem solving and planning. 4-8.3. People’s perceptions of the world affect their views of the present, and expectations about the future. |
Standards: Part Two—Too Little Water
Texas Essential Knowledge and Skills Standards (TEKS) – World Geography Studies
| (3) Geography. | The student understands how physical processes shape patterns in the physical environment. The student is expected to: (A) explain weather conditions and climate in relation to annual changes in Earth-Sun relationships; (B) describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes; and (C) describe how physical processes such as hurricanes, El Niño, earthquakes, and volcanoes affect the lithosphere, atmosphere, hydrosphere, and biosphere. |
| (4) Geography. | The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to: (A) explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions; (C) explain the influence of climate on the distribution of biomes in different regions. |
| (5) Geography. | The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to: (A) Analyze how the character of a place is related to its political, economic, and social and cultural elementss that have caused changes in settlement patterns, including urbanization, transportation, access to and availability to resources, and economic activities. |
| (6) Geography. | The student understands the types, patterns, and processes of settlement. The student is expected to: (A) Locate and describe human and physical features that influence the size and distribution of settlements; and (B) Explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability to resources, and economic activities. |
| (8) Geography. | The student understands how people, places, and environments are connected and interdependent. The student is expected to: (A) Compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology. (B) Describe the interaction between humans and the physical environment and analyze the consequences of extreme weather and other natural disasters such as El Nino, floods, tsunamis, and volcanoes on people and their environment; and (C) evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non-renewable resources. |
| (12) Economics. | The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to: (B) evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of water. |
Texas Essential Knowledge and Skills Standards (TEKS) – Grade 6 World Cultures
| (5) Geography. | The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to: (A) describe ways people have been impacted by physical processes such as earthquakes and climate; (B) identify and analyze ways people have adapted to the physical environment in various places and regions; and (C) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure. |
Texas Essential Knowledge and Skills Standards (TEKS) – Grade 7 Texas History
| (8) Geography. | The student understands the location and characteristics of places and regions of Texas. The student is expected to: (A) locate and compare the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions; (B) locate and compare places of importance in Texas in terms of physical and human characteristics such as major cities, waterways, natural and historic landmarks, political and cultural regions, and local points of interest; and (C) analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas. |
| (9) Geography. | The student understands the effects of the interaction between humans and the environment in Texas. The student is expected to: (A) identify ways in which Texans have adapted to and modified the environment and explain the positive and negative consequences of the modifications; and (B) explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas. |
Advanced Placement Human Geography
| Unit | |
|---|---|
| Unit 1: Thinking Geographically 1.5 Human- Environmental Interaction | |
| Unit 5: Agriculture and Rural Land-Use Patterns and Processes | |
| Unit 6: Cities and Urban Land-Use Patterns and Processes | |
| Unit 7: Industrial and Economic Development Patterns and Processes | |
National Geography Standards (NGS)
| Standard | Grade 4 Benchmark | Grade 8 Benchmark |
|---|---|---|
| Standard 1: How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information | K-4.1. Properties and functions of geographic representations – such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations; K-4.2. Geospatial data are connected to locations on Earth’s surface; K-4.4. The interpretation of geographic representations | 5-8.1. The advantages and disadvantages of using different geographic representations – such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations for analyzing spatial distributions and patterns; 5-8.2. The acquisition and organization of geospatial data to construct geographic representations; 5-8.4. The use of geographic representations to ask and answer geographic questions |
| Standard 3: How to analyze the spatial organization of people, places and environments on Earth’s surfaces | K-4.1. The meaning and use of fundamental spatial concepts such as location, distance, direction, scale, movement, region, and volume; K-4.2. The distribution of people, places, and environments form spatial patterns across Earth’s surface | 5-8.1. The meaning and use of spatial concepts, such as accessibility, dispersion, density, and interdependence; 5-8.2. Processes shape the spatial patterns of people, places, and environments over time |
| Standard 4: The physical and human characteristics of places | K-4.1. Places are locations having distinctive characteristics that give them meaning and distinguished them from other locations; K-4.2. Places have physical and human characteristics | 5-8.1. Personal, community, and national identities are rooted in and attached to places; 5-8.2. Physical and human characteristics of places change |
| Standard 7: The physical processes that shape the pattern of Earth’s surface | K-4.1. There are four components of Earth’s physical systems (the atmosphere, biosphere, hydrosphere, and lithosphere). K-4.3. Physical processes shape features on Earth’s surface. | 4-8.1. The four components of Earth’s physical systems (the atmosphere, biosphere, hydrosphere, and lithosphere) are interdependent. 4-8.3. Physical processes generate patterns of features across Earth’s surface. |
| Standard 14: How human actions modify the physical environment | K-4.1. People modify the physical environment. K-4.3. The consequences of human modifications of the physical environment. | 4-8.1. Human modifications of the physical environment in one place often lead to changes in other places. 4-8.3. The physical environment can both accommodate and be endangered by human activities. |
| Standard 15: How physical systems affect human systems | K-4.1. Physical environment provides opportunities for and imposes constraints on human activities. | 4-8.1. The characteristics of a physical environment provide opportunities for and impose constraints on human activities. |
| Standard 18: How to apply geography to interpret the present and plan for the future | K-4.1. Geographic contexts (the human and physical characteristics of places and environments) are the settings for current events. K-4.3. People’s perceptions of the world—places, regions, and environments—are constantly changing. | 4-8.1. Geographic contexts (the human and physical characteristics of places and environments) provide the basis for problem solving and planning. 4-8.3. People’s perceptions of the world affect their views of the present, and expectations about the future. |