Covariational reasoning, essential for understanding functions and modeling dynamic situations, is traditionally introduced in secondary education. This paper proposes introducing covariational reasoning in primary school settings through an artifact, the Tracer. Previous studies investigate a covariational approach to functions with younger students using technological mediation. The present study investigates the efficacy of incorporating covariational reasoning into primary school mathematics education using a bodily-sensorial perspective. Preliminary results reveal the emergence of Embodied Instrumented Covariation (EIC), indicating that students verbalize covariational reasoning and demonstrate it through embodied actions. This suggests that introducing covariational reasoning in primary school settings is feasible and beneficial for students' mathematical development.