Weather Tag – Reading 6.A.1-2, Science ESS2-1, ESS3-2, Social Studies 3.D.1, PE 1.A.1
Choose a season and name a person to represent that season. Before that person is tagged, have them
mention some activity or part of nature that is a part of that season. If they cannot name something,
they are it. Students cannot repeat what any other student has already said about a
season.
Winter Dress Relay – Sci ESS2-1, ESS3-2, SS 3.D.1, PE 1.A.1
Have kids get into two lines. Depending on the season, have them dress up one person in the group with
all the items in the team’s bag. The team that dresses up their teammate first wins. Make sure that an
identical number of items are in each bag.
Musical Fashion – Sci ESS2-1, ESS3-2, SS 3.D.1, PE 1.A.1
First, get a bag full of different funny clothes: hats, shirts, swimsuits, boxers, skirts, coats etc. Then have
all players sit in a circle. With music playing, they pass the bag around until the music stops. When the
music stops, the player with the bag has to close their eyes and reach into the bag. Whatever they pull
out, they have to tell which type of weather they could wear the article.
Animal Aerobics – Sci LS1-1, PE 1.B.1
Have students compete in a relay as animals. Bear crawl, elephant march, crab walk, spider crawl, snake
slither, etc. They can incorporate sounds at the start and finish or tell what the animal eats and where it
lives.
Light as a feather – Rdg 6.A.1-2,PE 1.A.1, 6.C.1, Sci PS2-1 (various content standards based on
modifications)
Have students in small groups of 5-7. Throw a feather (or any light object, i.e. packing peanut) into the
air. See how long the students can keep it floating in the air. Each time the student taps up the object
they have to give an example of: fruit, circle, animal, color, etc.
Going old-school – Rdg 6.A.1-2, 7.A.1, SS 1.A.1, PE 1.A-C
Red-Rover, Red light green light, mother, may I?, duck-duck goose, freeze tag, musical chairs, sharks &
minnows, 4-square, charades (incorporate instructional topics)
Farmer and the Crow – Rdg 1.D.1-3, Math 1.A.1-2, SS 4.0, PE 1.A-C, LS1-1, ETS1-1 (various content
standards based on modifications)
Divide the children into teams of equal number, each team behind a starting line, facing a wall or finish
line about twenty feet away. The first player on each team is a farmer, the second player is a crow, the
third is a farmer, the fourth is a crow, and so on. At a signal, the first farmer on each team takes the
seeds (six beanbags or another similar sized object) and places them at equal intervals from the starting
line to the finish line. He runs back and touches the second player, a crow. The crow must hop over
each of the beanbags, touch the finish line, change to the other foot, hop back, and pick up each seed as
he comes to it. He hands the seeds to player number three, a farmer, who goes out to plant them again,
and so on. The team finishing first wins. Play again letting each crow be a farmer and vice versa. Having
a practice round for this game is helpful for students to know what to do in each round of the relay. This
game teaches sequencing and following directions. This can be done with pictures of different items that
students have to identify (colors, numbers, letters) as they hop over them.
Post office – Rdg 6.A.1-2, 1.B.1-2, 1.D.1-4, SS 3.A, C, PE 1.A.1 (various content standards based on
modifications)
Everyone chooses a major city like Chicago, New York City, etc. They are mail. If the postmaster calls
out their city, they are to exchange places with another player before the postmaster can take their
seat. This is another game that teaches listening and following directions. Students can even choose
somewhere they used to live or the teacher can designate locations in Maryland. Can be modified to
other topics: fruits/veggies, colors, numbers (odd/even), opposite words, etc. There are lots of
variations. You can also have students be odd or even numbers and the postmaster can say odd and ALL
those students have to move.
Spider’s Knot – Sci PS2-1, ETS1-1, PE 1.A-C, 6.C.1
With your students stand in a circle, each putting in first their left hand and grasping that of someone
else’s hand , then doing the same with the right, making sure that they are holding two different
people's hands. Challenge them to undo themselves into a circle.
Assembly Line Workers – Math 1.A.1-2, Sci ETS1-1. ETS1-2, SS 4.0, PE 1.A.1, 1.D.1
Materials: Tray, various items such as a ball, Frisbee, and beanbag
First, talk about assembly lines and what they are. Why are they used? Gather some stuff and go
outside for a "game." Pretend that you are in the factory building a new contraption. You have to have
a tray first, a Frisbee goes on top of the tray, the ball goes in the Frisbee, etc...
Health Relay – Rdg 1.D1-4, Math 1.A.1-2, Sci LS1-1, Health 6.E.1, PE 1.A.1 (various content standards
based on modifications)
Materials: Pictures of good and bad healthy habits
Shuffle the pictures and place them face down. Students run to picture, take the top one and place it in
either the “good” or “bad” pile. The first team to finish with all the correct answers wins. Modifications
such as food categories, animal habitats, opposites (hot/cold, big/small, etc.), patterns, shapes.
Waiter, Waiter Game – Rdg 1.D.1-4, Sci LS1-1, Health 6.F.1, PE 1.A.1
Materials: Tray Various foods (pics or plastic)
Students will form four equal lines. On go the first student and their friend in each line will walk with
their lunch tray to the center circle of plastic foods. They will choose a food from the Food Guide
Pyramid. After choosing their food and placing it on the tray, they hand the tray to the second student
and buddy. The event continues in this way until the team has a food from each group on the Food
Guide Pyramid. If a student drops a food, that food must be returned to the circle. The first team to
complete the balance sits down. They are the winner. This can be modified by having students collect:
items that relate to certain seasons, foods in a refrigerator vs cabinet, items in different types of stores,
things you would find in bathroom vs kitchen, etc.
Match My Feet – Rdg 1.A.1, Math 1.A.1-2, PE 1.B.1
The children stand in a circle. The leader claps a rhythm and everyone joins in. The leader then stands
in front of another child and makes up a dance to a rhythm. If the second child copies the dance
successfully, he becomes the leader. If not, the leader chooses a different child and repeats the dance.
Math Hop – Math 3.A.3B, 6.C.1, 7.0 A-D, PE 1.A-C
Students line up side by side. Using math skills, students jump a certain number of times until the first
student reaches the finish line. Variations could include: select an odd number from 1-10, small
computation (1+1, 3-2), how many apples in the picture?, how many more apples than oranges in the
picture?. If they are correct, they jump forward that many times.
Do you know? – Rdg 6.A.1-2, SS 3.A-D, PE 1.A.1, 1.C.1 (various content standards based on
modifications)
The players sit in a row and one, the leader, stands in front of the group with a ball in his or her hands.
The leader says, "It is an animal, starting with a B" and throws the ball to the first player sitting in the
row. The player replies by trying to guess the name of the animal starting with "B" and throws the ball
back. If the guess is right, he or she then becomes the leader and stands in front of the group. The first
leader sits at the end of the row. If the player does not know the answer, he or she throws the ball back
to the leader and the play continues to the second player in the row. If, at the end of the row, no player
has guessed the name of the animal, the leader this time has to say the second letter of the animal and
so on. The leader may ask anything such as the name of a town, country, river, mountain, car, etc. A
player should not be allowed too long to think but should throw the ball back rather quickly.
Down, Down, Down – Rdg 6.A.1-2, Sci ETS1-3, PE 1.A-C, 2.B.1 (various content standards based on
modifications)
Materials: tennis ball or bean bag
You start off with a tennis ball and throw the ball continuously back and forth until somebody drops the
ball. When someone drops the ball, you say "Down on one knee." If the same person drops it a second
time, you say "Down on two knees." If the same person drops the ball again, you say "Down on one
elbow”. If the player drops it a fourth time, you say "Down on two elbows." The next time, you say
“Down on the chin”. If the player drops it another time, that player is out. Players must stay in
position to catch and throw the ball. The last person that has not dropped to the floor is the next it. In
addition to going “down” for each miss students have to answer a question or provide example of:
circle, animal in certain habitat, something cold, word that rhymes with ___. Teacher can even give the
student one “free pass” if they get an answer correct.
Uncle Sam Tag – Rdg 1.D.1-3, Sci ESS2-1, ESS3-2, SS 3.0, PE 1.A.1 (various content standards based on
modifications)
Materials: Four markers, Set of colored flags (You can also use colorful scarves)
Set out four cone markers. Two will be the starting line and the other two will be the ending lines.
Choose one player to be an Uncle Sam, who stands in the center of the play area wearing the necklace.
All other players tuck a flag in their waistband or pocket so that three-fourths of it is showing
and stand behind one of the starting lines. Start line players, start the game by chanting: Uncle Sam,
Uncle Sam, May we cross your ocean? Uncle Sam answers, yes if you are wearing (names a color) red.
Players wearing red get a free pass to the other end. Then on the go signal from Uncle Sam,
the rest of the players try to run to the opposite end line without getting their flag pulled. Tagged
players become Uncle Sam’s helpers. Begin the game again and this time, Uncle it calls out another
color. Keep going until all players are caught but one. This player becomes the new Uncle Sam
for the next game. This can be done with a variety of topics: animals, weather, story characters, natural
resources/materials, etc.
THE BLOB – Sci ETS1-3, PS2-1, PS2-2, PE 1.B.1, 2.A.1, 6.C.1
Establish boundaries. Start by calling yourself the Blob. Chase the children until you catch one. That child
then grabs your hand and becomes part of the Blob. Together, still holding hands, you catch others. The
Blob grows larger with each capture. Only the outside free hands can tag. The Blob may either tag or
encircle its prey. One of the characteristics of the Blob is that it can split up in to different numbers of
smaller Blobs, but there must be at least two to a Blob. When one, two, or three children are left,
whichever you specify, the game ends. Those children unite and begin the next Blob.
POINTS – Sci PS2-1, ETS1-3, PE 1.A-C, 2.B.1
In this game, each body part that can support body weight counts as a point. Points include hands,
fingers, toes, buttocks, heels, elbows, knees, and feet. To introduce the game, have the children try to
balance on two specific points with you. Then have them try their own ideas. Have them try different
two-point balancing, then one-point balancing, then three-point balancing. Try challenging them to
discover the most difficult ways to balance. At an advanced level challenge them to change from three
points to two points without falling, four to two, etc.
SHADOWS – Rdg 6.A.1-2, Sci PS3-1, PE 1.B.1
When the sun is shining, find a space where the children can watch their shadows. Challenge them to
make shadows with different characteristics. Tall? Wide as possible? Narrow as possible? Lie on back
and make shadows with their legs only? In combinations with others, make a dog shadow? Create
monsters? Machines?
COOKIE MONSTER – Math 1.A.1-2, 6.A.1, 6.C.1, PE 1.A.1
All children line up along a wall. They are cookies. One child is the Cookie Monster who stands some
distance away. The children chant, "Cookie Monster, Cookie Monster, what time is it?" The cookie
monster responds with a clock time, choosing any number he or she wishes, e.g., "Eight o'clock." The
'cookies' then count out loud together as they take large steps toward the Cookie Monster, "One, two,
three, four, five, six, seven, eight." The 'cookies' repeat their 'what time' call. The cookie monster
continues to respond with time numbers until he or she decides to answer, "Cookie time!" whereupon
the Cookie Monster chases the cookies back to the wall. Cookie monster can also call out small
computations (3-1, 2+2) as the cookies take that many steps while counting off.
Card Calisthenics – Math 6.A.1, PE 1.A-C
Materials: deck of playing cards
Assign each suit a specific exercise: Spades – jumping jacks, Hearts – situps, etc. Draw a card and
students complete the number of the specified exercise as indicated by the card. Aces – 1, Jack – 11,
Queen – 12, King – 13, all others are the simply the number posted. Students should count aloud while
doing the exercises.
UNO Fitness – Math 6.A.1, 6.C.1, PE 1.A-C
Each student receives an UNO card. They are to perform an activity based on the card.
Red Cards =push-ups
Yellow Cards =mountain climbers
Blue Cards =curl ups
Green Cards=bell jumps/lateral jumps),
Skip Card -- skip one lap around the gym
Reverse Card -- jog/walk one lap backward around gym
Draw two Cards -- draw two cards from the regular UNO deck and perform those activities
Wild Draw 4 Card -- draw four cards from the UNO deck and do all four activities.
What’s on Deck – Math 1.A.1, PE 1.A-C
Materials: Deck of UNO or regular playing cards
Randomly toss the cards onto the floor (doesn’t matter if they are face up or face down). Select a
category: red, hearts, odd numbers, etc. Have students see how fast they can collect just those selected
cards. They can only pick up one card at a time, return it to the start line and then return to pick up
another. This can be played in small teams or individually. All groups can be looking for the same
category or be given different ones.
Risk Factor Game – Sci LS1-1, ETS1-1, Health 7.B.1, PE 1.A.1, 2.B.1
Discuss the risk factors for heart disease with the children. Scatter children around the room and have
them respond to commands in the appointed ways:
High Blood Pressure: Jump as high as possible.
Smoking: Cough as they walk.
Stress: Move frantically in the circle.
Obesity: Walk very slowly.
Inactivity: Sit or lie without moving.
Heart Attack: Perform three or more of the risk factors.
Wellness: Briskly walk around the area.
Any number of diseases or disorders can be used for this activity.
Step by Step – Math 1.A.1-2, 3.B.1, 4.A, 4.B, Sci ETS1-1, ETS1-2, ETS1-3, PE 1.A.1
Have teacher create graph with names of areas in the classroom or school that are close/far. Tell
students to predict how many steps they think it will take to get there. Record the class’s prediction on
the graph. Now have students walk normally to those locations and count their actual steps. This can be
done with a couple of different students or whole group and find the average. (Discuss with students
why everyone’s step count is not the same). Record the actual number on the graph. Ask students if
they want to change any of their other predictions based on the new information. They can even predict
who will take the most and the fewest steps based on the discussion.
Cigarette Chain Tag – Sci LS1-1, PS2-1, PS2-2, ETS1-1, ETS1-2, ETS1-3, Health 7.B.1, PE 1.A.1, 2.B.1,
6.C.1
Select three students to be “its” (smokers). A child who is tagged by an “it” must join the smoker’s chain
and continue to chase the children. Only “its” can tag. Thus the cigarette chain grows longer and longer,
making it harder and harder to move quickly. The message is, therefore, that smoking slows you down.
This can also be applied to other diseases or obesity.
Hand Hockey – Sci ETS1-1, ETS1-2, ETS1-3, PS2-1, PS2-2, PE 1.A-C, 2.B.1
Partners face each other in the “up” position of a push-up. They are spaced one to two feet apart. Each
child tries to maintain the “up” position and score a goal by using one hand to push a “puck” (beanbag
or newspaper wad) between his partner’s hands. A goal is scored each time the puck slides between the
other child’s hands.
Aladdin – Sci PS2-1, ETS1-1, ETS1-3, PE 1.B.1, 2A.1
The students put magic carpets (piece of paper) against their chests, drop their hands and run around
the room trying to keep the paper from falling on the floor. They are not allowed to hold the paper
against their chests; as they run, it will be blown against them. Teachers can write a list of tasks or
questions on the papers so that each time it falls, the student has to complete one of the activities
before trying again.
Builders and Bulldozers – Sci PS2-1, PE 1.A.1
Divide children into two groups. Group one is made up of builders and group two of bulldozers. Place
small cones, in a scattered formation, in the exercise area. Knock some of the cones over and leave the
others standing. On your signal, the builders stand the cones up and the bulldozers knock them over.
After about 30 seconds the groups switch roles.
BAND-AID TAG – Sci LS1-1, PE 1.A.1
One person is "it." Whenever someone is tagged by "it" they must hold a Band-aid (their hand) on the
spot where they were tagged. Then the game continues. When someone runs out of Band-aids, (they
get tagged three times), they are frozen until two other people come over to them and "operate." The
two other people need to tag the frozen person at the same time and count to five. Switch the person
who is "it" often. This activity can be used in connection with classroom discussions of the human body.
LIGHTHOUSE AND SHIPS – Sci PS2-1, ESS3-3, ETS1-1, ETS1-2, ETS1-3, PE 1.B.1, 6.C.1
One player is designated to be the lighthouse. One quarter of the players assumes the role of “rocks”
and they scatter in a bounded area. All the other students become ships and boats of various sizes. The
ships blindly navigate their way (eyes closed) their way about, attempting to reach the safety of the
lighthouse. If a boat bumps into a rock, the boat becomes an extension of the existing rock and makes
the noise “swish” (water lapping against the rocks). The lighthouse constantly goes “Beep! Beep! Beep!”
to help the ships reach the safety of the lighthouse. This activity can be connected to topics of weather,
transportation, safety, etc.
TRUE OR FALSE – Rdg 6.A.1-2, 1.A.1-4, Sci 1.A.1, Health 6.0, PE 1.A.1
The players are divided into 2 equal teams standing on either side of a center line. One of these is the
"True" team and the other is the "False" team. Each team has a goal on either side of the center line.
When the leader gives a true statement, such as "Grass is Green", the true players run for their goal,
chased by the false team. If tagged, the members of the true team become members of the false team.
(just the opposite if the question is false). The team that has the most players at the end of the playing
time is the winner. This activity can be applied to any classroom topic.
MINE FIELD – Rdg 1.D.1-3, SS 3.D.1, PE 1.B.1, 6.C.1, ETS1-1, ETS1-2, ETS1-3, PS2-1
Place a variety of objects - squeaky toys, balloons, chairs, ropes and cones randomly about.
Kids form partners. One person is blindfolded; their partner must talk them through the "mine field."
Partners may not touch each other at any time. Try and make it from one side of the playing area to the
other. Several pairs may try to maneuver at the same time. This activity can be used to reinforce
directional words: over/under, left/right, forward/backward as well as predicting distances.
MONKEY TAG – Rdg 6.A.1-2, SS.3.A-D, PE 1.B.1
Scatter with 3 or 4 kids who are "It". When players are tagged, they must lie on their backs, feet up in
the air. They are free if another person can touch both feet with their elbow before being caught. The
person “unfreezing” asks the frozen person to identify (sound, animal, rhyming word, season,
transportation, color, fruit, etc.)
Lady Liberty – SS 1.A.2, Sci ESS3-3, ETS1-1, ETS1-2, PE 1.B.1, 1.C.1, 6.C.1, SS4.A.2
Given a variety of objects, a small team (3-4 students) attempts to build their version of the Statue of
Liberty. Height, resemblance, time, and stability are the measured criteria. An extra movement element
can be added by placing 2 “builders” at the construction site and 1-2 “delivery” people that have to
retrieve supplies (one at a time) from a designated location. These jobs can rotate throughout
construction. Modifications include a variety of structures or objects that can be constructed based on
classroom themes.
Past and Present Pairs – Rdg 1.D.1-3, SS 5.A.1-2, Sci ESS3-3, ETS1-1, ETS1-2, ETS1-3, PE 6.C.1
Create a set of past and present pairs using pictures of objects, locations, technology, people, etc. that
represent the past and the present (VHS/DVD, BW/Color TV, Horse & Buggy/Car, Farm workers/
Combines, etc.). Make sure there are even pairs. Give each student a random card and have them move
around the room searching for the matching picture. Have them identify whether their card is past or
present and how they know. Modifications: have a few “future” cards and give them to any unpaired
student or to several students and have them predict which pair they go with and why. Repeat activity
as needed. Can add timing or have students move like certain animals or make noise associated with
their cards.
Natural or Nah? – Rdg 1.D.1-3, SS 3.B.1, Sci ESS3-3, ETS1-1, ETS1-3, PE 6.C.1
Same concept as the Past and Present Pairs: Use pictures that illustrate natural vs man-made physical
features. Modifications could include bonus cards that demonstrate a combination of the two (house
built into cave, farm on a delta, grist mill on a river, etc.)
Transportation Tango - Rdg 1.D.1-3, SS 3.B.1, Sci ESS3-3, PS2-1, ETS1-1, ETS1-3, PE 6.C.1
Same concept as the Past and Present Pairs: Use pictures that illustrate types of transportation and a
related feature or characteristic. (plane/sky, helicopter/sky, boat/lake, ship/ocean, 18-wheeler/boxes,
dump truck/dirt, delivery truck/soda, chips, ship/cargo, etc.) There can be multiple matches to the same
mode of transportation: what it carries, where it travels, who is driving/flying, etc. as well as different
types of boats, planes, trucks, etc. Students “tango” to find a matching characteristic or have them
match all the characteristics that fit their cards. Students can make sounds to match the mode of
transportation.
Modification: Give all students a mode of transportation and call out the descriptions: carries people,
flies, brings food to the grocery, etc. All students with that card perform an action or sound associated
with their picture. Have students “tango” to exchange cards and repeat.
How did that get here? - Rdg 1.D.1-3, Sci LS1-1, ESS3-3, ETS1-1, ETS1-2, ETS1-3, SS 4.A.2, 4.B.1.3, PE
1.B.1
Provide students with a visual of the sequence of how something is made starting with the resources to
the completion of the final product (chicken {egg} + wheat + cocoa beans  chocolate cake, trees
paper, iron ore + fire  metal chair, etc). Include 2-4 steps of the production process. Put students in
teams based on the number of steps in each sequence. Have each student act out one of the steps in
order while the other groups try to guess what’s being made. Give a bonus point for any resources that
can be identified in the process. Modification: give teams the individual illustrations of each step and
they race to see which team first completes the sequence correctly. Teams can also compare materials
to see if any products share the same resources. Another option is to have students sequence how
products get to them. Resourcefactorystorehome, farmgroceryhome, etc.
Where did that come from? - Rdg 1.D.1-3, Sci ESS3-3, ETS1-1, ETs1-2, ETS1-3, SS 4.A.2, 4.B.1.3, PE
1.B.1
Similar to the “How did that get there?” activity: In 3-5 different areas around the perimeter of the
activity area, place multiple copies of pictures of various resources: trees, cattle, water, grains, metal
ore, etc. In the center of the area place pictures of 4-6 objects that are produced from the resources
above. Have students stand next to the objects and then on your count go find the resources needed to
make their object and return to their starting spot. Have students rotate through the objects so they are
looking for a variety of resources during the activity. Discuss which objects are made from similar
resources.
Culture Club – SS 2.A.1, PE 1.B.1
After showing students examples of various cultural dances, have them demonstrate the basic moves
with music. Large variety of videos can be found on youtube.com or bing.com/videos. Search cultural
dances.
Number Line Nonsense –Math 1.C.1, 2.E.1, PE 1.A.1
Create a number line on the floor. Using number flash cards (with the written number or number of
objects to be counted), randomly scatter the cards on the floor. Have students line up on the number
line (in any order) and on “GO” they race to pick up a card. After identifying the number, or counting the
objects, students quickly stand on the correct location on the number line that matches the value on
their card. When all students are in place, have students count off and determine if they are in the
correct positions. Repeat as needed. Modifications: use a mix of cards (some objects, some numbers),
for advanced learners use small computation cards, use alphabet cards and have students place
themselves in order.
Snowflakes – Math 2.A.1, 2.D.1, PE 1.B.1
This activity will reinforce the identification of shapes and congruent shapes. The commands can be
visual/verbal or both. Using a variety of objects or pictures, have the students walk around the room
while playing music. When the music stops, call out the name of a shape or show a picture of a shape
(or both). Have students FREEZE into the shape that was indicated. Modifications: Have students
connect to create larger snowflakes and as a group they have to create one shape when indicated.
Money Madness – Math 1.C.1, 2.E.1, 6.A.1, 6.A.3, PE 1.A.1
Materials: coins (real or fake), deck of cards
Assign each suit in the deck a specific exercise and a monetary value: Spades – jumping jacks/nickel,
Hearts – situps/penny, etc. The values of each card: Aces – 1, Jack – 11, Queen – 12, King – 13, all others
are the simply the number posted.
Students select a card from the deck and complete the designated exercise the number of times
indicated. The banker (teacher) “pays” them based on their card. For example, a 9 of spades would get
$0.45 (9x5) and a King of hearts would get $0.13 (13x1). Can be repeated and graphed or used for the
activities below.
Students can then be placed in order from least to greatest, find a partner with the same amount of
money (compare the different coin combinations), or select the coins that add to their exercise value
(compare the different ways to create that sum).
Measurement Mania – Math 3.A.1, Rdg 1.D.1-3, PE 1.A.1
Temperature =push-ups
Height =mountain climbers
Weight =curl ups
Length=bell jumps/lateral jumps
Time – skip
Provide illustrations of a variety of objects or scenarios (thermometer, boiling water, mountain, building,
gallon of milk, scale, ruler, desk, clock, watch, etc.) and assign them a value 1-10. Hold up the illustration
and on your count, have the students call out the type of measurement that would be used. Some
pictures may have more than one correct answer. After making any necessary corrections, have the
students complete the indicated number and type of exercise assigned to that measurement. If there
was more than one answer, do both exercises.
Direction Dance – Math 2.E.1, Rdg 1.D.1-3, PE 1.A.1 (various content standards based on
modifications)
Count off the students by two’s. Have them pair up. Using the following list: over, under, on above,
below, next to, beside, behind, in front give students directions such as Number 1, stand behind your
partner. Number 2, place your hand above your partner’s head, etc. Incorporate larger movements such
as Number 1, do a jumping jack in front of your partner. Number 2, hop over your partner.
Modifications: Students can be given pictures of pairs of shapes, colors, modes of transportation,
numbers, foods, etc. instead of counting off and the directions change. Place the square under the
triangle. Place the colors over your head. Place the bus in front of the car. This activity can be done with
a variety on content topics, directional/placement words, individual/in pairs/whole group.