and to locate the distribution of stores in the community) Prepare maps as a means of spatially depicting information obtained from graphs (e.g., interpret a bar graph of U.S. exports to other countries and then prepare a map displaying the same information using arrow-shaped lines of varying width) Create maps that are labeled appropriately (e.g., use a self-checking system such as TODALSIGs-Title, Orientation, Date, Author, Legend, Scale, Index, Grid, source) Construct graphs, tables, and diagrams to display geographic information, as exemplified by being able to Organize quantitative geographic information into bar graphs, pie graphs and line graphs Keep a daily record of temperature, precipitation, cloud cover, and other weather data in graphic and pictorial forms Prepare a diagram to illustrate a written description of a geographic process (e.g., hydrologic cycle, rain shadow, or growth of a settlement) SKILL SET 4 ANALYZING GEOGRAPHIC INFORMATION By the end of the fourth grade, the student should know and understand how to: Use maps to observe and interpret geographic relationships, as exemplified by being able to Use maps to draw inferences (e.g., use maps showing migration routes of people at various periods in history to suggest the reasons for the migrations and the particular routes) Interpret maps to make decisions (e.g., use maps showing land contours, roads, and land uses to choose good locations for a proposed activity such as a new park, fire station, ski resort, or solid-waste landfill) Compare large-scale maps of different places to describe spatial patterns and relationships (e.g., use maps to compare the physical and human characteristics of regions) Use tables and graphs to observe and interpret geographic trends and relationships, as exemplified by being able to Prepare explanations of information obtained from tables and graphs (e.g., summarize climagraphs to produce a brief oral or written description of a location's climate and how that climate might influence agriculture, clothing, and other aspects of human life) Identify relationships between countries or regions from graphs (e.g., use the data from graphs to compare social and economic indicators from different regions of the world) 
(maps; are labeled appropriately e.g.; ) (a map; displaying; the same information) (the student; understand; how to: Use maps to observe and interpret geographic relationships, as exemplified by being able to Use maps to draw inferences (e.g., use maps showing migration routes of people at various periods in history to suggest the reasons for the migrations and the particular routes) Interpret maps to make decisions (e.g., use maps showing land contours, roads, and land uses to choose good locations for a proposed activity such as a new park, fire station, ski resort, or solid-waste landfill) Compare large-scale maps of different places to describe spatial patterns and relationships (e.g., use maps to compare the physical and human characteristics of regions) Use tables and graphs to observe and interpret geographic trends and relationships, as exemplified by being able to Prepare explanations of information obtained from tables and graphs (e.g., summarize climagraphs to produce a brief oral or written description of a location's climate and how that climate might influence agriculture, clothing, and other aspects of human life) Identify relationships between countries or regions from graphs (e.g., use the data from graphs to compare social and economic indicators from different regions of the world; T:By the end of the fourth grade) (decisions; e.g. use; maps showing land contours, roads) (Interpret maps; to make; decisions (e.g., use maps showing land contours, roads, and land uses to choose good locations for a proposed activity such as a new park, fire station, ski resort, or solid-waste landfill) (Construct graphs, tables, and diagrams; to display; geographic information) (information; obtained; from graphs) (land; uses; to choose good locations for a proposed activity such as a new park, fire station, ski resort, or solid-waste landfill) Context(land uses,List([1399, 1408))):(land; uses to choose; good locations for a proposed activity such as a new park, fire station, ski resort, or solid-waste landfill) (explanations of information; obtained; from tables and graphs) (climagraphs; to produce; a brief oral or written description of a location's climate) (spatial patterns and relationships; use; maps; to compare the physical and human characteristics of regions) (TODALSIGs - Title , Orientation , Date; [is]; Author) (Grid; [is]; source)
land uses,List([1399, 1408))
maps a map the student decisions Interpret maps Construct graphs, tables, and diagrams information land land explanations of information climagraphs spatial patterns and relationships TODALSIGs - Title , Orientation , Date Grid
are labeled appropriately e.g. displaying understand e.g. use to make to display obtained uses uses to choose obtained to produce use [is] [is]
the same information
how to: Use maps to observe and interpret geographic relationships, as exemplified by being able to Use maps to draw inferences (e.g., use maps showing migration routes of people at various periods in history to suggest the reasons for the migrations and the particular routes) Interpret maps to make decisions (e.g., use maps showing land contours, roads, and land uses to choose good locations for a proposed activity such as a new park, fire station, ski resort, or solid-waste landfill) Compare large-scale maps of different places to describe spatial patterns and relationships (e.g., use maps to compare the physical and human characteristics of regions) Use tables and graphs to observe and interpret geographic trends and relationships, as exemplified by being able to Prepare explanations of information obtained from tables and graphs (e.g., summarize climagraphs to produce a brief oral or written description of a location's climate and how that climate might influence agriculture, clothing, and other aspects of human life) Identify relationships between countries or regions from graphs (e.g., use the data from graphs to compare social and economic indicators from different regions of the world T:By the end of the fourth grade
maps showing land contours, roads
decisions (e.g., use maps showing land contours, roads, and land uses to choose good locations for a proposed activity such as a new park, fire station, ski resort, or solid-waste landfill
geographic information
from graphs
to choose good locations for a proposed activity such as a new park, fire station, ski resort, or solid-waste landfill
good locations for a proposed activity such as a new park, fire station, ski resort, or solid-waste landfill
from tables and graphs
a brief oral or written description of a location's climate
maps to compare the physical and human characteristics of regions
Author
source