Location of Objects
The student will observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside.
The student knows that energy, force, and motion are related and are a part of their everyday life.
Fun and Games, Spatial Concepts: Chateau Meddybemps (website) - Information that helps parents and teachers learn about and teach developmentally appropriate spatial concepts to young students.
Spatial Awareness in Young Children: Kids Development (website) - Brief article with useful information about spatial awareness and tips for teaching spatial awareness to your students.
Spatial Relations and Learning: New Horizons for Learning (PDF) - Information about spatial relations, including qualities like size, distance, volume, order, and time.
Play, Build, and Learn Spatial Relationships: Education.com (website) - Students observe and describe the relative locations of objects and develop a basic spatial concepts vocabulary.
Leaping, Jumping, Hopping: University of North Carolina (website) – discuss and experience basic movement, focusing on leaping, jumping, and hopping skills.
- Supporting Lessons
- Assessment Ideas
- Literature Connections
- Additional Resources
Spatial Awareness Activities: Get Up and Go! (PDF) - Activities designed to enhance children’s ability to recognize location and understand where parts of their body are in relation to other parts.
Rosie’s Walk: Northern Territory (Australia) Department of Education (PDF) - Use this set of activities and teacher information as students follow Rosie around the farmyard, focusing on location words such as “above,” “below,” “behind,” “front,” and “beside.” (Note: the book on which this lesson is based, Rosie’s Walk, can be obtained at most school libraries, or online, as indicted in Literature Connections, below.)
Elaboration Lessons and Extensions
Fun and Games, Spatial Concepts (Still Scenes): Chateau Meddybemps: (website) - On this web page, students interact with labeled pictures to practice identifying the location of an object.
Part 1: Give each student a teddy bear counter. Instruct students to place their teddy bear counters above their heads, below their shoes, behind their backs, in front of their shoes and beside their shoes.
Part 2: Show students a pencil that is on top of the table. Ask students to describe the pencil’s location. Next, place the pencil below the table (under), and ask students to describe the new location. Assess students’ use of each “location” word (e.g., “above,” “behind,” “front” and “beside”).
Rosie’s Walk. Hutchins, P. (ISBN-13: 9780020437505)
Hide and Seek: All About Location. Hall, K. (ISBN-13: 9780516255194)
Up Above and Down Below. Redding, S. (ISBN-13: 9780811848763)
Positions: Under, On, Beside, in Behind. Aemmer, G. (ISBN-13: 9780887240072)
Above and Below. Johnson, Tami (ISBN-13: 9780736867351)
Up and Down. Johnson, Tami (ISBN-13: 9780736867344)
Word Pairs Game: Do2Learn (website) - Game that helps children learn about the relationship between “location” words that go together (e.g., front/back, in/out, up/down, etc.).