Grade K

SKILL SHARPENERS Grade

™
Evan-Moor ®
EMC 9489
Geography K

Downloadable
Teaching
Guide
Contents

How to Use This Guide  3

How to Approach Teaching Geography  3
How to Use the Sample Pacing Plan and Template  4
How to Use the Discussion Questions  4
When to Do the Field Trips  4
How to Use the Literature Suggestions  4
Sample Pacing Plan and Template  5

Map Skills  8

Looking at the World  10

Landforms and Bodies of Water  11

Weather in Our World  12

USA Map  14

World Map  15

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 2

How to Use This Guide
This guide provides suggestions and support to help you use Skill Sharpeners:
Geography as part of your core curriculum. The information and practice
in Skill Sharpeners: Geography reinforce important geography concepts
through engaging practice activities. The discussion questions, field trip
suggestions, and literature suggestions provided in this guide will help you
extend learning through additional conversations and real-world experiences.

How to Approach Teaching Geography

Geography skills are fundamental to students’ success in the real world. Students apply
geography concepts and skills in their everyday lives. From recognizing landforms and
waterways to analyzing and deciphering signs on a restroom door or successfully navigating
their way through the halls of their school to find their classroom, geography is an important
part of students’ academic foundation. In addition, geography concepts provide students with
knowledge of history, economics, citizenship, and how different places and people
around the world relate to one another. As students ask questions about the world,
you may look to Skill Sharpeners: Geography to answer some of those questions.

Begin by reading the geography texts to students and encouraging them

to repeat after you as you read. Help students make sense of the pictures
they see on the pages and use the “Talk with Your Child” suggestions to help
guide your conversations and reinforce geography vocabulary and concepts.
Continue to guide students through completing the activities in the unit by reading
and explaining the directions. Provide modeling and support as needed.

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 3

How to Use the Sample Pacing Plan Sample Pacing Plan

and Template Day

1
Pages/Resources
Workbook pages 8 and
9
Time Notes
30 minutes

The number of days you spend on each unit will depend on how
Read the discussion questions
Discussion questions, page on
page 8 of this guide before
8 of this guide the
lesson.

you are using this resource. You may be using it to supplement

Tasks
• Pages 8 and 9: What
Is a Map?— Read the title
through comparing the and the text to students.
illustration of the living room Then guide students
what is different about to the map of the living
the two pictures. room. Ask them

your general curriculum or as part of a hybrid learning model.

Day

The sample pacing plan is based on a 5-day lesson plan. Each

Pages/Resources
Time Notes
2 Workbook page 10
30 minutes In advance of the lesson,
read the
literature suggestions on
page 9 of
this guide and choose a

day includes the Skill Sharpeners: Geography workbook page

book for
the Day 4 lesson.
Tasks
• Page 10: Living Room
Map— Read the title and
use the crayons at the top the directions to students.
of the page to complete Then explain how to

number(s) and suggested resources, the duration of the practice,

the activity.

relevant notes, and the tasks for that day. Refer to the plan to see
examples of how and when to incorporate the tips and strategies Skill Sharpeners: Geography
• EMC 9489 • © Evan-Moor
Corp.

and resource materials into the workbook lessons.

5

Map Skills

Discussion Questions

How to Use the Discussion Questions

Use the following questions
along with some of your
students’ understanding own to encourage discussio
of the topic. n to deepen

• Pages 8–9
Living room
What is the difference between
the room
at the top of the page and
the room at the
bottom of the page?

This guide includes discussion questions for each unit. The Kim’s parents want to put
and in the living room.
Kim’s parents know where
a computer desk
Which view will help
to put the desk?
• Pages 16–17

discussion questions are intended to help students connect What place does this map
How do you know?
How would this map help
show?

new students?
A map of the living room

the topic to their own lives and deepen their understanding

• Pages 24–25
What place does this map
show?
How do you know?

• Pages 32–33

of how geography concepts and skills relate to the real world. What place is to the left of the
What place is to the right o
What animal would you lik
car?
f the car?
e to visit at the zoo? Tell a frie
the directions north, south, e nd where it is on the map us
ing

After reading the geography text on the first two pages of

ast, or west.
• Pages 40–41
How do symbols on a map
help you?
What symbol would you
draw on a map

every unit, engage students in discussion about the topic.

for your house?

Encourage students to share their experiences and opinions. Skill Sharpeners: Geography
• EMC 9489 • © Evan-Moor
Corp. 8

When to Do the Field Trips

The field trips may be most valuable after students complete each concept in the workbook.
The field trips and virtual field trips are intended to deepen students’ understanding of the
topic and extend their learning by having authentic or virtual experiences. As students
participate in the field trips, encourage them to share their observations and ideas.

How to Use the Literature Suggestions

The literature suggestions in this guide focus on different aspects of a topic. You may choose
to read the fiction and nonfiction books to students before beginning the unit, during the unit,
or after the unit. Encourage students to think about how they would feel if they were the person
in the story or if they were experiencing the situation the story describes.

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 4

Sample Pacing Plan

Day Pages/Resources Time Notes

1 Workbook pages 8 and 9
Discussion questions, page
8 of this guide
30 minutes Read the discussion questions on
page 8 of this guide before the
lesson.

Tasks
•  Pages 8 and 9: “What Is a Map?” — Read the title and the text to students. Then guide students
through comparing the illustration of the living room to the map of the living room. Ask them
what is different about the two pictures.

Day Pages/Resources Time Notes

2 Workbook page 10 30 minutes In advance of the lesson, read the
literature suggestions on page 9 of
this guide and choose a book for
the Day 4 lesson.

Tasks
•  Page 10: Living Room Map — Read the title and the directions to students. Then explain how to
use the crayons at the top of the page to complete the activity.

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 5

Day Pages/Resources Time Notes
3 Workbook page 11 30 minutes

Tasks
•  Page 11: Same Room, Different View — Read the title and the directions to students. Then guide
students through completing the activity as a group. Have them notice how the images change
when they are shown from above.

Day Pages/Resources Time Notes

4 Workbook page 12 15 minutes

Read a book about maps 15 minutes

Tasks
•  Page 12: Maps of Rooms — Read the title and the directions to students. Then have them
complete the activity independently. After they finish, review the answers as a group.

•  Read students the book you chose from the literature suggestions on page 9 of this guide.
Help them make connections to what they are learning in this unit.

Day Pages/Resources Time Notes

5 Workbook pages 13–15 30 minutes Prepare the supplies needed for the
My Kitchen Map project

Tasks
•  Pages 13–15: My Kitchen Map — Have students cut out the pictures. Then have them place the
pictures on the matching shapes on page 15 and glue them to the page. After they finish, discuss
what the kitchen has in it.

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 6

Pacing Template

Day Pages/Resources Time Notes

Tasks

Day Pages/Resources Time Notes

Tasks

Day Pages/Resources Time Notes

Tasks

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 7

Map Skills

Discussion Questions
Use the following questions along with some of your own to encourage discussion to deepen
students’ understanding of the topic.
Living room
• Pages 8–9
What is the difference between the room
at the top of the page and the room at the
bottom of the page?
Kim’s parents want to put a computer desk
in the living room. Which view will help
Kim’s parents know where to put the desk?

• Pages 16–17
A map of the living room
What place does this map show?
How do you know?
How would this map help new students?

• Pages 24–25
What place does this map show?
How do you know?

• Pages 32–33
What place is to the left of the car?
What place is to the right of the car?
What animal would you like to visit at the zoo? Tell a friend where it is on the map using
the directions north, south, east, or west.

• Pages 40–41
How do symbols on a map help you?
What symbol would you draw on a map
for your house?

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 8

Map Skills  continued

Field Trip Suggestions

If you live near a park, you might consider
organizing a field trip to visit it. If you do not live
near a park, you might consider taking a virtual
field trip to one.

While there, ask students to find objects that

are north, south, east, or west of another object.
For example, ask students, “What playground
equipment is south of the slide?” Then have
students draw a map of the park and discuss
how the map will help them. Then have students
draw a map key with symbols for each piece of playground equipment.

You can also group students with a partner and have them play “I Spy.” Have one student
find an item in the park and use directions as a clue to help his or her partner guess what
it is. One student starts by saying, “I spy something that is east of the big tree.” The other
student guesses what the item is. Then it is the next student’s turn to “spy” an object for his
or her partner to find.

Literature Suggestions
Consider reading students these stories about maps and directions.

Me on the Map, written by Joan Sweeney

Mapping My Day, written by Julie Dillemuth

Where Do I Live? written by Neil Chesanow

Follow That Map! A First Book of Mapping Skills, written by Scot Ritchie

Rosie’s Walk, written by Pat Hutchins

Keys and Symbols on Maps, written by Meg Greve

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 9

Looking at the World

Discussion Questions
Use the following questions along with some of your own to encourage
discussion to deepen students’ understanding of the topic.

• Pages 50–51
What is the difference between a map and a globe?
Would you use a map or a globe to find directions in your
city, town, or state? Why?

• Pages 58–59
Which continent do you live on? Which continent would you like to visit?
What ocean or oceans surround the continent you live on?
What kind of transportation can you take to visit other continents?
What are some activities you would like to do in the ocean?

Field Trip Suggestions

If you live near an ocean, you might consider organizing a field trip to visit it. If you do not live
near an ocean, you might consider taking a virtual field trip to one.

While there, have students draw a picture of the different plants and animals they see.
Ask students to think about activities they can do in the water. Have students look out into the
ocean to find nearby land. Can they see land? Discuss why or why not. (No, because oceans
are very big bodies of water.)

Literature Suggestions
Consider reading students these stories about continents and oceans.

Counting Continents, written by Ellen Mitten

This Is How We Do It: One Day in the Lives of Seven Kids from around the World,
written by Matt Lamothe

Maps and Globes, written by Jack Knowlton

Lucy in the City: A Story About Developing Spatial Thinking Skills, written by Julie Dillemuth

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 10

Landforms and Bodies of Water

Discussion Questions
Use the following questions along with some of your own to encourage discussion to deepen
students’ understanding of the topic.

• Pages 68–69
What is the difference between a valley, a hill, and a mountain?
Which area of land is best to set up a tent to camp: a valley, a hill, or a mountain? Why?
Look at the top of the mountain. What do you think the weather is like at the top?

• Pages 76–77
Which body of water would you like to visit? Why?
Which body of water can a cruise ship sail on? Tell why.

• Pages 84–85
What is the difference between a mountain and a volcano?
Would you like to live on an island? Why or why not?

• Pages 92–93
How do map symbols help you when you’re hiking in the woods?

Field Trip Suggestions

If live near a lake or a mountain, you might consider organizing a field trip to visit it. If you do
not live near a lake or mountain, you might consider taking a virtual field trip to one.
While there, ask students to draw a picture of the different plants and animals they see.
Have students look around to see if there are any other landforms or bodies of water nearby
or in the distance.

Literature Suggestions
Consider reading students these stories about landforms and bodies of water.

We’re Going on a Bear Hunt, written by Michael Rosen

A River, written by Marc Martin
Land and Water, written by Eve Heidi Bine-Stock
The Magic School Bus Blows Its Top: A Book About Volcanoes, written by Gail Herman
Mountain Night, Mountain Day, written by Anthony D. Fredericks
Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 11
Weather in Our World

Discussion Questions
Use the following questions along with some of your own to encourage discussion to deepen
students’ understanding of the topic.

• Pages 102–103
What is the weather like where you live?
Can the weather change every day? Every hour?

• Pages 110–111
What kind of clothes would you wear if you were to visit the Arctic?
Why do you think many animals that live in the snow have white coverings?

• Pages 118–119
What kind of clothes would you wear if you were to live in the desert?
Why do you think that not many plants can live in the desert?

• Pages 126–127
What season do you like best? Why?
Why is spring a great time for animal babies to be born?

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 12

Weather in Our World  continued

Field Trip Suggestions

If you live near a zoo, you might consider organizing a field trip to visit it. If you do not live near
a zoo, you might consider taking a virtual field trip to one.

While there, have students draw pictures of animals that can be found in different habitats.
Ask students if some animals could live in a different habitat, and why or why not. For example,
ask students if a penguin could live in the desert.

Literature Suggestions
Consider reading students these stories about weather, seasons, and habitats.

Cactus Hotel, written by Brenda Guiberson

Where Snowflakes Fall, written by Claire Freedman

Secret of the Seasons: Orbiting the Sun in Our Backyard, written by Kathleen Weidner Zoehfeld

A Tree for All Seasons, written by Robin Bernard

What Will the Weather Be? written by Lynda DeWitt

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp. 13

 USA Map

Wash
in gton
New Hampshire
North Vermont ne
Monta n a M ai
O re Dakota Minnesota
gon M ic h i g a n

Idaho Massachusetts
South Wisconsin
Dakota ork
Wyomin g N ew Y Rhode Island

Michig an
Connecticut
Iowa lv a nia
N ev a
da Nebraska Pen nsy New Jersey
Ohio
Utah Illinois Delaware

C
s
ia

a li
India n a
in t

Colorado
g

Maryland

fo
r

r
Kansas
Vi We

Missouri Virginia Washington D.C.

n ia
Kentucky
N orth a
Tenn essee Ca rolin
Arizon Oklahoma
a
N ew Mexic Arkansas South
o a
Ca rolin
Georgia
Alabam a
Mississippi

Texas
Louisiana
Flo
rid
a

Alaska

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp.

Hawaii

14
 World Map

Arctic Ocean

North
America Europe Asia

Atlantic
Ocean Pacific
Ocean
Africa
Pacific
Ocean
South
America Indian
Ocean
Australia

Southern Ocean

Skill Sharpeners: Geography • EMC 9489 • © Evan-Moor Corp.

Antarctica

15