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GIS: Constructing Sensible Bioregions

Group Size

Small Groups

Authors

Utah LessonPlans

Summary

In this activity, learners will use different criteria to define "sensible" regions that more closely align with the underlying topography and natural boundaries of bioregions.


Materials

Attachments

  • Transparency maps of United States by state
  • Transparency maps of United States by major watershed
  • PowerPoint presentation: Five Themes of Geography
  • PowerPoint Presentation: Defining a Bioregion
  • Background materials on bioregions and political regions


Background for Teachers

The United States can be divided into regions based on any number of criteria. Political regions, as defined by state boundaries for example, are human/cultural constructs that often have little to do with the natural characteristics and inhabitants of the place. The purpose of this project is to provide learners with opportunity to (a) explore the concept of region, (b) consider how perception affects the designation of regions, (c) define the concepts of bioregions (natural) and political regions (cultural), and (d) identify major bioregions in the U.S. using watersheds as the defining criteria.


Intended Learning Outcomes

1. Describe the concept of a region.
2. Identify major regions in the U.S. and explain why they exist.
3. Compare and contrast bioregions with political regions.
4. Identify U.S. bioregions using watersheds as the defining criteria.


Instructional Procedures

  1. Review the five themes of geography and extensions (see Five Themes of Geography PowerPoint presentation) with a special emphasis on Regions, Perception, and Patterns.
  2. Provide each team of students a transparency map of the United States showing the state outlines.
  3. Ask each team to divide the country into larger regions. Use colored markers to indicate the regional boundaries.
  4. Ask each group to present the map to the class and explain the rationale for their regional classifications.
  5. Overlay the various maps and compare and contrast the differences in regional boundaries.
  6. Next provide each group with a transparency map of the United States displaying the major rivers.
  7. Repeat steps 3 -- 4.?Alternatively: Provide half the teams with the state outline map and half with the river map and complete steps 3 -- 4.
  8. Discuss the differences in perception that resulted in regional differences using the two maps.
  9. Discuss the concepts of political regions and bioregions (see Defining a Bioregion PowerPoint presentation as well as the included background materials).


Extensions

Region Revision

Add cartographic value to one of the regional maps used in this activity. For example, the maps provided use HUC2 classification to indicate major regional watershed boundaries [Hydrolgic Unit Code -- See "readme" file inside folder for detailed explanation]. The data set actually increases in scale all the way to HUC8 (Local Watersheds). Add one or more classification scales and analyze the result. You might also consider mapping a or layer in ArcView. Might these data be used as a basis for creating regional divisions within the US landmass?

Regional River Investigation

Assign each learner, or team of learners, one major watershed/bioregion to investigate. Discover information such as length, terrain, vegetation, habitat and the like. Investigate the history of human settlement on the river as well as the changes in human uses of the river over time. Conduct a web search to locate images and/or information about the river. Encourage each group to contact someone who lives along the river using telephone or e-mail. (Web sites about the river will likely contain telephone numbers or e-mail addresses of individuals knowledgeable about the watershed.) Public officials and organizations within the watershed may also be helpful.

Answer questions such as the following:
How does the river's current condition compare with its condition 25, 50, 100, 200, or 2000 years ago?
Who uses the river and for what types of activities? (irrigation, recreation, hydroelectric power, etc.) How have the uses changed over time?
What culturally diverse groups share the river?
What conflicts may have resulted from this interaction and how have they been resolved?

Advanced Skill: Consider adding hotlinks to your ArcView project that display images of the river. To learn more, while inside of ArcView/ArcVoyager go to: [Help] [Help Topics] Index. Enter to learn more.

Borderline Blues

Add river data for Canada and Mexico. Analyze the pattern along the national boundaries. Is there evidence to suggest changing any international boundaries on the basis of watershed/river basin location? This type of extension can be used to discuss other places around the world where rivers correspond with international borders or where rivers cross international boundaries. Encourage students to find other places where this is the case.

Publishing Your Map

Combine individual or group maps covering separate topics into a single PowerPoint presentation. Include concept maps (scanned as necessary), images and content related to your watershed/river basin into a class presentation. Deliver the presentation to an audience larger than the class itself. Encourage each team member, by whatever means necessary, to deliver some part of the presentation.


Assessment Plan

  1. Evaluate each group's initial map presentation. Record a competent grade (B) for each learner who actively participates in the presentation in some way.
  2. Give students the following scenario:

    The year is 2020. The U.S. has a radical new President, elected on a platform designed to seriously address environmental issues, especially with respect to resource management, sustainability, and bringing people back in touch with the land that supports them. The availability, distribution, and use of water are of primary concern.

    You are a State Representative who is a member of a newly established committee to redistrict the U.S. in a way that makes sense from an environmental perspective. This likely will entail abolishing the current, rather arbitrary, state boundaries in favor of constructing boundaries that are defined more by the underlying characteristics of the land and its inhabitants (of all species).

    Your task is to regionalize the U.S. in a way that will encourage sustainability within regions and cooperation among regions. Using the ArcView project (or overhead transparencies), create a map that outlines the new boundaries. Consider as many relevant criteria as you deem necessary. You must provide a brief written justification of your pattern of regionalization for the committee, including an explanation of political regions and bioregions. Be prepared! You may be called upon to discuss your decisions with the President! (Develop a rubric to evaluate this component? Also, need to create Student Handout for this part.)

  3. Include a sketch (map or picture) that illustrates one new learning or understanding. Include a short caption that explains the sketch.


Created: 07/26/2004
Updated: 01/25/2018
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