During the two-week unit on community,
students learned a variety of things about their community including community helpers and their roles as well as different
components of the community – buildings, street signs, etc. As one of the
culminating activities to this unit, the kindergarten students completed a scavenger hunt around the school, seeking out clues
from different teachers and administrators, using these clues to search for various street signs posted throughout the school.
This activity allowed for engagement
among students with different learning modalities including:
Students moved throughout the school searching for clues and signs.
Students touched the signs as they were removed from doors or walls.
Students listened to teachers and administrators read clues.
Students looked for different signs and colors.
Title: Street Sign Scavenger
Studies, Language Arts
Needed: 1 class periodOverview: Students go on a scavenger
hunt around the school to search for clues and common street signs.
Materials or Equipment:
Copies of street signs
Clues for participating teachers
Goal 1: Read with understanding and fluency.
C. Comprehend a broad range of reading materials.
- 1.C.1a: Use information to form questions and verify predictions.
Goal 4: Listen and speak effectively in a variety of situations.
A: Listen effectively in formal and informal situations.
- 4.A.1c: Follow oral instructions accurately.
Goal 5: Use the language arts to acquire, assess and communicate information.
C: Apply acquired information, concepts and ideas to communicate in a variety
- 5.C.1b: Use print, nonprint, human and technological resources to acquire and use information.
Goal 22: Understand principles of health promotion and the prevention and treatment
of illness and injury.
A: Explain the basic principles of health promotion, illness prevention and safety.
- 2.A.1c: Identify dangerous situations and safety methods to reduce risks (e.g., traffic, improper
use of medicine and poisons, strangers).
Goals: Students will
recognize common street signs based on sight, description, and purpose.
Students will be able to:
listen to verbal clues.
search for and find the corresponding street/other sign.
Hang signs around school.
Talk with participating teachers and distribute clues to participating teachers.
None – the class will be surprised by a call from the office. The
office will call down to our room and request the kids to all come to the office where they will receive their first clue.
Students will receive a clue about a sign – describing purpose, color, etc. (See clues below). They will have to search for the sign posted on a classroom door.
When the students find that sign, they will receive the next clue from the teacher in that room.
Students will continue in this manner throughout the school until they reach the end and return to the office to drop
off all the signs they have collected to Dr. Tinich. He will have the final clue,
which will lead us back to our classroom where the students will find a special treat.
Students will be called down to the office.
Office will tell them that Principal needs help finding clues.
Explain to students that they will receive a clue – they will have to listen closely and find the street sign
that the clue is describing. It will be posted on a classroom door (teacher will
provide some direction as to which room it may be). When the students find the
sign, they must ask the teacher in that room for the next clue.
The students will go to the following rooms (in this order):
Office (Receive clue #1)
Art (Pick up sign #1, receive clue #2)
Cafeteria (Pick up sign #2, receive clue #3)
Library (Pick up sign #3, receive clue #4)
Music (Pick up sign #4, receive clue #5)
Primary 2 (Pick up sign #5, receive clue #6)
Primary 1(Pick up sign #6, receive clue #7)
Bathroom (2nd floor – near primary) (Pick up sign #7, receive clue #8)
Auditorium (Pick up sign #8, receive clue #9)
Gym (Pick up sign #9, PE teacher tells students to return to office)
Principal’s office (Deliver signs to Principal, receive clue #10)
Return to classroom to receive sign #10 – STOP SIGN
Signs and Clues:
Bicycle Route – GREEN – “Sometimes this color tells you to go, but on this sign the color will let
you know that it’s safer to go for a bicycle ride when this sign appears at the pathway side.”
Park – BROWN - “When you see the next sign, you’ll know what it means. Visit my park, but keep it clean.”
Exit – BLACK - “See this next sign – what do you know? Leave
through this door, if you must go.”
Railroad – YELLOW – ““Oh sign as bright as the sun in the sky.
This color says to slow down as you pass by. When you see this sign, it’s
near trains that go fast. Stop, wait, and watch until the trains go past.”
Road Closed – ORANGE – “Next
sign, next sign – why is it there? It says DANGER. Drive with care.”
Hospital – BLUE - “Find the next sign – where does it lead?
To gas, food, hospital, rest, or other help you need.”
Don’t Walk – RED – “On the next sign you find, keep this in mind: when the words are in red,
don’t cross the street. But when they turn white, you can move your feet!”
Bathroom – PURPLE – “If it’s the restroom you need, look for this sign indeed.”
School/Pedestrian Crossing – YELLOW – “The crossing guard will let you know when to stop and when
to go. You might see this bright sign on your way to school. Listen to the crossing
guard – and don’t break the rules!”
Stop sign – RED – “When this color is on a traffic light, it’s always at the top. But no matter where you see it, it tells everyone to stop. When
you find this last sign, you’re at the end. It will tell you what to do
– you’re finished, my friends!”
Discuss the activity.
Extra Challenge or Adaptations:
Student will participate with the rest of the class. Aide will assist
him as necessary, but otherwise he will perform along with the other children. He
will use 1 and 2 word utterances, such as color words.
Evaluation or Assessment:
Observation of the students during the activity including their participation and discussion. Anecdotal observations may be recorded.