K.3 OVERVIEW

The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Tell students that there are certain words that explain where to find things. Use classroom objects in relation to where you are standing for visual examples. (For example, you could say, “I am standing in front of the chalkboard,” or “The bookstand is near the group.”)
• Explain to students you will be playing a game with a teddy bear. A student will draw a card, and the teacher will help the student read the location word. The student must put Teddy in a position that represents the word. The student should say a sentence that matches his or her actions. (For example, a student might draw “above”, and the student will take Teddy somewhere in the room and put him above another object. Then he or she will say a matching statement like, “Teddy is above the teacher’s desk.”)
  -If the child puts Teddy in the wrong position, call on another child from the group to help correct the mistake.
  -Play until each student has taken a turn by recycling the cards.
  Read to the students a teacher-selected book on directional words. After completing the book, have students pick out position and direction words from the book and explain how the author used them in context. (For example, “The mom told the boy to sit next to his grandma.”)
• Explain that the class will play a game called, “Bring Me.” Pick out an object in the room. Describe its location by using directional words. The student will get a point for the group if they bring you to the correct object. (For example, you might say, “Bring me the thing that is in front of the chalkboard.” The student should bring you the item in front of the chalkboard.”)
  -For an extra challenge, have students create their own clues for the item they want. (Student takes on teacher’s role.)
• Tell students that maps help a person understand the location of something. Read a teacher-selected book on maps.
  -Ask the students how the maps were used in the book that was read.
• Draw a simple map of a park on the board. Tell students that you drew a map of a park. Ask the students, “What is to the right of the pond?” (flower). “What is above the tree?” (bird). “What is next to the left of the pond?” (tree).
  -Have students place a paper doll in various positions on the map. Call on students to make statements about the doll in relation to the park. (For example, the paper doll is below the bird. The paper doll is next to the pond.)
• Read a teacher-selected book that shows the location of objects.
• Ask students to define near and far.
  -Tell a student to go stand near the door. At the same time, tell another student to stand far from the door. Ask a student in the group to make a statement about the two children. The student should say, “Mary is near the door and Joe is far from the door.” -Pass out manila paper. Have the students write on the left side, “near.” Write on the right side, “far.” Tell students to look around and see what they are near. The students will then draw a picture of something they’re near. Then have the students look around for something that is far away from them. Students can draw a picture of the near and far objects.
  Tell students that a map of the world shows people where different countries and oceans are located.
  -Point to the United States of America, and explain that we live in this country. Locate Virginia on the map and tell the students we live in Virginia. We live near the Atlantic Ocean.
  -Point to the Pacific Ocean, and ask the students if it is near or far from where we live.
  -Repeat the last step for other parts of the world in comparison to the United States (Alaska, Canada, Europe, Asia, etc.)
  -For an extra challenge, also use the other positional words. (For example, Canada is above the United States on the map.)
• Read a teacher-selected book with directional words and position of objects.
• Describe the location of objects in the classroom using positional words.

WEB SITES

http://www.kidsource.com/kidsource/content/geog.html
http://www.kidsource.com/kidsource/content/history.html
http://www.kidsource.com/kidsource/content2/history.lp.html
The U.S. Department of Education offers information on helping your child learn geography.

http://www.enchantedlearning.com/crafts/geography/
Check out the geography crafts from Enchanted Learning.

http://geography.about.com/library/blank/va.jpg
The Geography Homepage offers a variety of maps, including state outline maps.

http://www.50states.com/maps/virginia.htm
Here are blank state outline maps.

http://chumby.dlib.vt.edu/melissa/posters/posterset.html
Social studies curriculum resources poster sets are available for kindergarten.

LITERATURE LINKS

Location: near, far, above, below, left, right, left, behind, in front

Head, Honor.
Ed Mouse Finds Out About Directions. No city: Raintree/Steck Vaughn, 1999.
Ed Mouse attends his friend’s Jo’s party and has fun playing the games by following simple directions.