What’s Your Position?

Cheryl Reuther, Elizabeth Wintermute, Marie Hopkins

Students will be able to use positional words when speaking and dancing to compare and contrast the position of objects. Students will be able to demonstrate how a variety of objects and organisms move.
1. How do different organisms move?
2. How can objects?
3. How do organisms and objects move differently?
4. How do objects and animals move similarly?
5. What causes an object to move? How can it be manipulated?


Copy paper box
Action figure
List of position words
Stuffed animals
Pictures of animals in different positions
Watercolor cakes
Watercolor paper
Chart paper marker


Day 1
Introduction to position words – Students are introduced to words that describe the position of an object. Use a box and action figure to demonstrate. Then students model the positional words with their bodies and boxes.

Day 2
Students position an object. Play Simon Says with a toy or stuffed animal.

Day 3 and 4
Students look at pictures of animals and describe their positions. Then they paint pictures of animals in a variety of positions.

Day 5
Take a walk outside and look for animals, people or objects and note their relative positions. Students write a poem that shares their observations from the walk.

Differentiation Approaches

1. ELL/Low Readers- Provide picture cards with words and sentence pattern for poetry.
2. ADHD – Lots of movement integrated into lesson.
3. Gifted/ Early finishers- Go to www.meddybemps.com/9.691.html to practice positional vocabulary.


Students demonstrate through dance, writing, painting and speech their understanding of positional terms.

Follow Up and Extension Ideas

1. Pair up with a partner for position Simon Says.
2. Visit the library and find books about animals. Discuss their different relative positions.

Additional Details

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