Personal Space Lesson Plan

Instructor: Artem Cheprasov

Artem has a doctor of veterinary medicine degree.

This lesson plan provides you with mini-activities, a full-fledged activity, an extension, as well as discussion topics and questions that will get students thinking about personal space.

Learning Objectives

Upon completion, students should be able to:

  • define personal space
  • identify their own personal space
  • express themselves using body language


45-90 minutes without the main activity


Curriculum Standards

  • CCSS.ELA-Literacy.RI.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

  • CCSS.ELA-Literacy.SL.4.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

  • CCSS.ELA-Literacy.RI.4.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

  • CCSS.ELA-Literacy.RF.4.4

Read with sufficient accuracy and fluency to support comprehension.


Warm Up

  • Warm-up the kids for the lesson and discussion by asking:
    • What is personal space?
    • Can you show me your personal space?

Reading & Discussion

  • Each student should receive a handout of the following lesson: Personal Space: Lesson for Kids.
  • As they read the text, they need to:
    • Take notes on the material.
    • Jot down any questions they may have.
    • Highlight any words they don't understand.
    • Define all bold terms in their own words.
  • Now have students read the 'Crowded Out' and 'What Exactly is Personal Space?' sections. Discuss:
    • Why do they believe people have different personal space requirements?
  • Now have them read 'Body Language'.
  • Mini-activity: have each student come up to the class and use only their body language to signal something to the class. The rest of the class should guess what they're trying to signal.
  • Read the rest of the lesson now, then discuss:
    • Does someone with a larger personal space automatically dislike you if they move away from you? Why or why not?
  • Mini-activity: have students pair up and come to the front of the class. One student should stand while the other comes closer and closer until the standing student begins to feel uncomfortable. Once that student begins to feel uncomfortable they should say 'Stop!' Switch students. This will help students gauge their unique personal space.

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