Sort the objects

Materials: 6 boxes or containers, a large bag, classroom realia: crayons, pencils, scissors, glue, books (5 of each).
Preparation: Attach the crayon, pencil, scissors, glue, book and paper cutouts one to each box. Display the boxes at the front of the classroom.
Directions: Put all the realia in a large bag in front of students. Have the puppet help you carry the bag. Walk a little with the puppet, then drop the bag by accident, spilling out all of the school objects.
Have students help the puppet put all the objects in the corresponding boxes. Call up individual students to pick up one of the objects and put it in the correct box. Encourage the class to give instructions for putting the objects in the box. e.g. (name), come here. Pick up a crayon. Put it in the box.

In, on and under game

Materials: tables, chairs, a large box, toys or stick puppets.
Preparation: If possible, take students to work in a large space outside the classroom. If not, clear a place in the middle of your classroom.
Directions: Place a table, a chair and the box in the middle of your workspace. Have students sit in a circle around the objects.
Hold up the toys or puppets and put them in, on and under the objects, describing where are they.
T: She is in the chair. She is in the box. She is under the table.
Give instructions to individual students to place themselves in different places.
T: Sit under the table. Sit on the chair. Sit in the box.
Have some students give instructions to others.
Then seat students in the middle of the workspace. Arrange several tables, chairs and the box around students to make an obstacle course. Direct students one by one to go through the obstacle course.
T: In the box. Under the table. On the chair.
After each instruction, make sure students go correctly through the obstacle course. Finally, if it is safe to do so, divide the class into teams, set up enough obstacle courses with tables, chairs and boxes and have students race.

Visual/spatial intelligence

Some students find directions and maps extremely difficult. This may be because they have difficulty with left and right and/or they have difficulty with spatial awareness. Do different activities in class to help students develop an understanding of maps and directions. These activities should involve a mixture of positional references (Where is A with respect to B?) and directions (How do I get from A to B?). Where is the pet store with respect to the shoe store? The pet store is opposite the shoe store. Where is the pet store with respect to the gym and the restaurant? How do I get from the pet store to the gas station? etc.