Finding Our WayActivities & Teaching Strategies
Active learning works well for spatial awareness because young children develop understanding through movement and touch. When children position themselves in space and relate objects to their own bodies, they internalize directional language naturally. Hands-on activities also reduce abstract confusion by grounding concepts in real classroom experiences.
Learning Objectives
- 1Demonstrate the ability to follow a sequence of 3-4 directional instructions to navigate a classroom space.
- 2Identify the relative position of objects in a grid using terms like 'left,' 'right,' 'above,' and 'below.'
- 3Create a simple map of a familiar area, indicating at least three distinct locations and their relationships.
- 4Explain the meaning of 'between' when describing the location of an object relative to two other objects.
Want a complete lesson plan with these objectives? Generate a Mission →
Whole Class: Direction Simon Says
Call out positional commands like 'Stand to the left of your chair' or 'Walk between the tables.' Children follow and then lead rounds. Discuss successes and mix-ups as a group.
Prepare & details
Can you tell me what is to the left of the door?
Facilitation Tip: During Direction Simon Says, have children face the same direction so left and right refer to the same perspective.
Setup: Walking path: hallway, outdoor area, or clear loop in classroom
Materials: Discussion prompt cards, Optional: clipboard and notes sheet, Partner rotation plan
Small Groups: Classroom Grid Hunt
Draw a large floor grid with chalk or tape, labeling spots with classroom objects. Children roll a die to move and describe their position, like 'I am next to the bookshelf.' Groups report findings.
Prepare & details
How would you get from the classroom to the bathroom — can you show me?
Facilitation Tip: For the Classroom Grid Hunt, place objects in obvious grid squares first to build confidence before adding complexity.
Setup: Walking path: hallway, outdoor area, or clear loop in classroom
Materials: Discussion prompt cards, Optional: clipboard and notes sheet, Partner rotation plan
Pairs: Follow My Map
One child draws a simple map of the classroom with a start and path to an object. Partner follows directions to find it, then switches roles. Pairs share maps with the class.
Prepare & details
What is between the window and the bookshelf?
Facilitation Tip: In Follow My Map, model one step at a time and encourage pairs to check each other’s work before moving forward.
Setup: Walking path: hallway, outdoor area, or clear loop in classroom
Materials: Discussion prompt cards, Optional: clipboard and notes sheet, Partner rotation plan
Individual: My Desk Grid
Children create a 3x3 grid around their desk, placing stickers or drawings and labeling positions. They describe grids to a neighbor for verification.
Prepare & details
Can you tell me what is to the left of the door?
Facilitation Tip: On My Desk Grid, remind children to hold their pencils in their dominant hand to avoid reversing left and right when drawing.
Setup: Walking path: hallway, outdoor area, or clear loop in classroom
Materials: Discussion prompt cards, Optional: clipboard and notes sheet, Partner rotation plan
Teaching This Topic
Start with whole-class games to establish shared language and body awareness. Avoid worksheet-only approaches since young learners need movement to internalize spatial concepts. Research shows frequent, short bursts of directional practice strengthen memory more than prolonged lessons. Model mistakes intentionally so children see that correcting left and right is part of learning.
What to Expect
Successful learning looks like children using precise positional language with confidence when describing locations or giving directions. They move accurately according to verbal instructions and can represent simple paths on paper. Confusion about left and right or linear-only movement should decrease as activities progress.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring Direction Simon Says, watch for children who turn their bodies but still say the wrong direction when facing a new orientation.
What to Teach Instead
Have them repeat the instruction while pointing to their left shoulder after turning, linking the word 'left' to their physical side.
Common MisconceptionDuring Classroom Grid Hunt, watch for children who treat grid labels as pictures rather than symbols.
What to Teach Instead
Pause the hunt and ask them to close their eyes while you move an object. Then have them open their eyes and locate it on the grid, reinforcing that the grid represents real space.
Common MisconceptionDuring Follow My Map, watch for children who only give forward directions and ignore turns.
What to Teach Instead
Model a circular path with your finger on the map and say, 'Notice how we turn here.' Ask them to trace the path with their finger to feel the movement.
Assessment Ideas
After Direction Simon Says, place three objects in a line (e.g., block, cup, book). Ask: 'What is between the cup and the block?' Listen for the word 'between' and note who uses it correctly.
After My Desk Grid, give each child a small grid paper. Ask them to draw a star in the top left square, a heart in the square below it, and a smiley face to the right of the heart. Collect papers to check correct relative placement.
During Classroom Grid Hunt, ask pairs: 'What directions would you give to go from the door to the reading corner? Would you say 'turn left' or 'go straight'? How would you describe what is next to the bookshelf?' Listen for directional words and listen for how they describe locations.
Extensions & Scaffolding
- During Classroom Grid Hunt, challenge students to create their own grid clues for a partner to follow.
- For students struggling with Direction Simon Says, add a visual cue like a colored dot on their left hand to reinforce direction.
- After My Desk Grid, invite students to design a simple map of their bedroom at home and share it with the class.
Key Vocabulary
| Grid | A pattern of horizontal and vertical lines that form squares, used to help us find places. |
| Map | A drawing of an area that shows where things are, like roads, buildings, or places in our school. |
| Left/Right | Words we use to tell where something is compared to us or another object. |
| Between | In the space separating two things or people. |
| Direction | The way someone or something moves or is aimed. |
Suggested Methodologies
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