Design an obstacle course in which, for example, you verbally direct children to go up a ladder, down a slide, through a barrel, to the left of a traffic cone, to the right of a traffic cone, under a swing, over a creek and around a bench. If a child moves in the wrong direction, use gestures and words to redirect the child through the obstacle. Then have the children create their own obstacle courses for dolls to walk through, racers to drive through and cowboys to ride through. As the characters go through the course, the children should describe their actions with statements such as, "He's going around the hill."
When the children are not present, hide a group of small toys and record where each toy is hidden. Have each pair of children look for a different toy. One member of each pair should be the director, issuing directions such as, "Look under the chair," while the other member does the looking. Give each pair an age-appropriate amount of time to look before telling them where their toy is located. After all the toys are found, have the children leave the room and hide the toys again. Reverse the roles so that the directors become searchers and vice versa.
Pair up the children. Give one member of each pair, A, a picture depicting a park with a garden, or the inside of a grocery store, house or school. Give the other member of each pair, B, all of the items pictured. Locate all of the A children in one room and all of the B children in a different room. The children in each pair communicate by phone. Child A directs child B where to put each item so the result looks like the picture. When each pair is finished, compare the result to the scene pictured. Then have the children reverse roles.
Describe the current location and motion of the sun, moon, stars and planets. Show children how to use a compass. Give each child a sheet of paper with a large rectangle and compass drawn on it. Ask children to draw a scene depicting the sky and land observable from their homes. Using the compass, each child should describe his picture well enough so class members can reproduce much of it without actually seeing it. Give each child a large rectangular box with one side cut out of it. Have the children use their drawings as "blueprints" to create three-dimensional renderings of their pictures.