Activity 01
Whole Class: Directional Simon Says
Call out commands using position words and directions, such as 'Simon says, stand beside a friend' or 'Move behind your chair.' Students follow only if you say 'Simon says.' After 10 minutes, switch to student leaders for peer practice.
What do words like above, below, beside, and behind tell us about where something is?
Facilitation TipDuring Directional Simon Says, pause after each command to let students process and mirror your movements before moving on.
What to look forProvide students with a simple 5x5 grid and a few points already plotted (e.g., (2,3), (4,1)). Ask them to plot two new points (e.g., (1,4), (3,5)) and draw a line connecting them. Then, ask them to describe the movement needed to get from the first point to the second using words like 'right' and 'up'.
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Activity 02
Pairs: Follow My Directions
One partner gives simple directions using position words, like 'Put the crayon above the book, then beside the eraser.' The other follows and checks. Partners switch roles after five instructions.
How can you describe where your pencil is using position words?
Facilitation TipIn Follow My Directions, have pairs take turns giving commands while the other listens and acts, ensuring both roles build comprehension.
What to look forDraw a simple shape (like a square) on a grid. Ask students to draw the shape after it has been translated 3 units to the right and 2 units up. Observe if they can accurately shift the entire shape.
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Activity 03
Small Groups: Treasure Hunt Clues
Hide objects around the room with cards showing directions, such as 'Go under the table, then two steps right.' Groups read clues aloud, follow them together, and discuss positions found.
Can you follow simple directions to move from one place in the classroom to another?
Facilitation TipFor Treasure Hunt Clues, model how to read a clue aloud before moving so students connect reading to physical action.
What to look forShow students an image of a shape reflected across a line. Ask: 'What happened to the shape? How is it different from the original? If this line was a mirror, what would you see?' Encourage them to use terms like 'flipped' and 'opposite'.
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Activity 04
Individual: Position Journal
Students draw classroom items and label positions with words like 'clock above door.' They add arrows for directions from their desk. Share one entry with the class.
What do words like above, below, beside, and behind tell us about where something is?
Facilitation TipDuring Position Journal, ask students to draw and label their examples immediately after placing objects to reinforce the connection between action and language.
What to look forProvide students with a simple 5x5 grid and a few points already plotted (e.g., (2,3), (4,1)). Ask them to plot two new points (e.g., (1,4), (3,5)) and draw a line connecting them. Then, ask them to describe the movement needed to get from the first point to the second using words like 'right' and 'up'.
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Generate Complete Lesson→A few notes on teaching this unit
Teach position and direction through layered, embodied experiences. Start with whole-body movement games to build kinesthetic memory, then pair discussions with hands-on tasks that require students to explain their choices. Avoid relying solely on static images or verbal explanations, as these often fail to address individual spatial awareness differences. Research shows that children learn best when they can see, hear, and do, so rotate between visual, auditory, and tactile activities to reinforce concepts from multiple angles.
Successful learning shows when students use precise spatial language to describe and follow directions without hesitation. They apply terms like 'behind' or 'between' accurately in both spoken and written tasks, and can physically move according to simple directional commands with confidence.
Watch Out for These Misconceptions
During Directional Simon Says, watch for students who always point the same way for left and right, regardless of their body orientation.
After each round, ask students to turn to face a different direction and repeat the command, then mirror each other’s movements in pairs to highlight how left and right change with orientation.
During Follow My Directions, watch for students who place objects far from the reference point when using 'beside'.
Provide string or masking tape to mark a 10cm zone around a central object; pairs take turns placing items and explaining why their object is 'beside' the reference point.
During Treasure Hunt Clues, watch for students who confuse 'behind' with 'under' because both relate to hidden positions.
Give small groups a set of toy objects and ask them to sort pictures or cards into categories of 'behind' (objects placed against a surface) and 'under' (objects placed beneath another), using peer feedback to clarify the distinction.
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