Predict trends based on data in graphic form (e.g., use a graph showing past trends in world consumption of nonrenewable resources to predict rates of consumption) Use texts, photographs, and documents to observe and interpret geographic trends and relationships, as exemplified by being able to Summarize information obtained from primary and secondary sources (e.g., analyze student-answered questionnaires) Compare a variety of media such as photographs, maps, aerial photographs, and field sketches to draw conclusions (e.g., compare field sketches, aerial photographs, and maps to draw conclusions about the transformation of the landscape over time) Analyze visual information (e.g., use photographs, cartoons, videos, and CD-ROM images to make geographic inferences about the nature of a place) Use simple mathematics to analyze geographic data, as exemplified by being able to Use numerical information to describe the characteristics of a place (e.g., count the number of days of rain and sunshine over a period to determine the average for each category) Use numerical information to compare places and discover variations in patterns (e.g., plot average annual rainfall for places in a region) SKILL SET 5 ANSWERING GEOGRAPHIC QUESTIONS By the end of the fourth grade, the student should know and understand how to: Present geographic information in the form of both oral and written reports accompanied by maps and graphics, as exemplified by being able to Organize a wall display that integrates maps, graphs, tables, and captions to present a geographic theme or the answers to a geographic question Research and make an illustrated oral report to the class or an appropriate public agency on a locational question (e.g., the best place to roller blade, skateboard, ice skate, picnic, or construct a biking-and-hiking tail) Use methods of geographic inquiry to acquire geographic information, draw conclusions, and make generalizations, as exemplified by being able to Make statements summarizing key geography ideas at the conclusion of learning opportunities (e.g., after watching slides of cities saround the world, write a paragraph summarizing some major functions of cities) Recognize whether a series of statements forms a logical progression that answers geographic questions Apply generalizations to solve geographic problems and make reasoned decisions, as exemplified by being able to Use maps to find the shortest paths for planning car pools, homework buddies, or babysitting networks (e.g., the "best" [least time, most direct] route from school to a friend's house and home) Test generalizations on range (how far individuals are willing to travel for certain goods and services) (e.g., conduct a survey on how far people drive or walk to shop for groceries, and then propose the best location for a new grocery store) BACK
(individuals; to travel; for certain goods and services) (Predict trends; based; on data in graphic form) (information; obtained; from primary and secondary sources) (plot average annual rainfall for places in a region; to Recognize; whether a series of statements forms a logical progression) Context(plot average annual rainfall for places in a region to Recognize,List([1152, 2204))):(a series of statements; forms; a logical progression that answers) (a wall display; integrates; maps, graphs, tables, and captions; to present a geographic theme or the answers to a geographic question Research and make an illustrated oral report to the class or an appropriate public agency on a locational question (e.g., the best place to roller blade, skateboard, ice skate, picnic, or construct a biking-and-hiking tail) Use methods of geographic inquiry to acquire geographic information, draw conclusions, and make generalizations, as exemplified by being able to Make statements summarizing key geography ideas at the conclusion of learning opportunities (e.g., after watching slides of cities saround the world, write a paragraph summarizing some major functions of cities) Recognize whether a series of statements forms a logical progression that answers geographic questions Apply generalizations to solve geographic problems and make reasoned decisions, as exemplified by being able to Use maps to find the shortest paths for planning car pools, homework buddies, or babysitting networks (e.g., the "best" [least time, most direct] route from school to a friend's house and home) Test generalizations on range (how far individuals are willing to travel for certain goods and services) (e.g., conduct a survey on how far people drive or walk to shop for groceries, and then propose the best location for a new grocery store) Context(a wall display integrates,List([1478, 1508))):(a wall display that integrates maps, graphs, tables, and captions; to present; a geographic theme or the answers to a geographic question Research) (Predict trends based on data in graphic form; use; a graph showing past trends in world consumption of nonrenewable resources to predict rates of consumption) Context(Predict trends based on data in graphic form use,List([0, 55))):(Predict trends based on data in graphic form; use a graph showing past trends in world consumption of nonrenewable resources to predict rates of consumption e.g. analyze; student-answered questionnaires) Context(Predict trends based on data in graphic form use,List([0, 55))):(Predict trends based on data in graphic form; use a graph showing past trends in world consumption of nonrenewable resources to predict rates of consumption to make; generalizations) ((e.g., the "best" [least time, most direct] route from school to a friend's house and home) Test generalizations on range (how far individuals are willing to travel for certain goods and services); propose; the best location for a new grocery store; T:then) ((e.g., the "best" [least time, most direct] route from school to a friend's house and home) Test generalizations on range (how far individuals are willing to travel for certain goods and services); e.g. conduct; a survey on how far people drive or walk) (both oral and written reports; accompanied; by maps and graphics) (opportunities; e.g. saround; the world; T:after watching slides of cities) (Predict trends based on data in graphic form; written; ) (people; drive; ) (past trends in world consumption of nonrenewable resources; to predict; rates of consumption) (statements; summarizing; key geography ideas; L:at the conclusion of learning opportunities) (people; walk; to shop for groceries) Context(people walk,List([2744, 2764))):(people; walk to shop; for groceries) (a paragraph; summarizing; some major functions of cities) (a logical progression; answers; ) (the student; understand; how to: Present geographic information in the form of both oral and written reports accompanied by maps and graphics, as exemplified by being able to Organize a wall display; T:By the end of the fourth grade)
plot average annual rainfall for places in a region to Recognize,List([1152, 2204)) a wall display integrates,List([1478, 1508)) Predict trends based on data in graphic form use,List([0, 55)) Predict trends based on data in graphic form use,List([0, 55)) people walk,List([2744, 2764))
individuals Predict trends information plot average annual rainfall for places in a region a series of statements a wall display a wall display that integrates maps, graphs, tables, and captions Predict trends based on data in graphic form Predict trends based on data in graphic form Predict trends based on data in graphic form (e.g., the "best" [least time, most direct] route from school to a friend's house and home) Test generalizations on range (how far individuals are willing to travel for certain goods and services) (e.g., the "best" [least time, most direct] route from school to a friend's house and home) Test generalizations on range (how far individuals are willing to travel for certain goods and services) both oral and written reports opportunities Predict trends based on data in graphic form people past trends in world consumption of nonrenewable resources statements people people a paragraph a logical progression the student
to travel based obtained to Recognize forms integrates to present use use a graph showing past trends in world consumption of nonrenewable resources to predict rates of consumption e.g. analyze use a graph showing past trends in world consumption of nonrenewable resources to predict rates of consumption to make propose e.g. conduct accompanied e.g. saround written drive to predict summarizing walk walk to shop summarizing answers understand
for certain goods and services
on data in graphic form
from primary and secondary sources
whether a series of statements forms a logical progression
a logical progression that answers
maps, graphs, tables, and captions to present a geographic theme or the answers to a geographic question Research and make an illustrated oral report to the class or an appropriate public agency on a locational question (e.g., the best place to roller blade, skateboard, ice skate, picnic, or construct a biking-and-hiking tail) Use methods of geographic inquiry to acquire geographic information, draw conclusions, and make generalizations, as exemplified by being able to Make statements summarizing key geography ideas at the conclusion of learning opportunities (e.g., after watching slides of cities saround the world, write a paragraph summarizing some major functions of cities) Recognize whether a series of statements forms a logical progression that answers geographic questions Apply generalizations to solve geographic problems and make reasoned decisions, as exemplified by being able to Use maps to find the shortest paths for planning car pools, homework buddies, or babysitting networks (e.g., the "best" [least time, most direct] route from school to a friend's house and home) Test generalizations on range (how far individuals are willing to travel for certain goods and services) (e.g., conduct a survey on how far people drive or walk to shop for groceries, and then propose the best location for a new grocery store
a geographic theme or the answers to a geographic question Research
a graph showing past trends in world consumption of nonrenewable resources to predict rates of consumption
student-answered questionnaires
generalizations
the best location for a new grocery store T:then
a survey on how far people drive or walk
by maps and graphics
the world T:after watching slides of cities
rates of consumption
key geography ideas L:at the conclusion of learning opportunities
to shop for groceries
for groceries
some major functions of cities
how to: Present geographic information in the form of both oral and written reports accompanied by maps and graphics, as exemplified by being able to Organize a wall display T:By the end of the fourth grade