Street Signs

Street Signs lesson plan

Extend a unit of study on neighborhoods, shapes, symbols, and transportation with the creation of a town street maze.

  • 1.

    Organize a walking field trip of school grounds, the community downtown streets, etc. Place students in small groups with a supervising adult for the trip. While walking, ask students to be aware of signs that help drivers and walkers create safe traveling for everyone. Have students comment about what they are observing. Ask an adult accompanying each group to take notes on student contributions.

  • 2.

    Upon returning to the classroom, combine student contributions into a discussion of the field trip experience. Provide each student with a large piece of Crayola® Construction Paper and Construction Paper Crayons. Ask students to create the shapes that they saw on signs in the neighborhood.

  • 3.

    When shape drawing is complete, have students share their work and identify which signs were hexagons, which were triangles, etc.

  • 4.

    Ask students to put on their Crayola Scissors to cut a 3" x 5" index card into the shape of a sign. Is round? Square? Hexagonal? Rectangular? Triangular?

  • 5.

    When creating the sign post, have students color a craft stick or dowel stick using markers. Glue on the sign with Crayola School Glue and allow to dry overnight.

  • 6.

    Ask student to shape Crayola Dough into a sign stand. The craft stick can be pushed into the dough to allow it to stand straight.

  • 7.

    In small groups, have students set up a down square using their newly created signs and class blocks. Provide class time for students to "travel" on their streets. How well do their designs work?

Standards

  • LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
  • LA: Speak audibly and express thoughts, feelings, and ideas clearly.
  • MATH: Identify and describe shapes.
  • MATH: Analyze, compare, create, and compose shapes.
  • VA: Students will initiate making works of art and design by experimenting, imagining and identifying content.

Adaptations

  • Once students have had the opportunity to "travel" in their neighborhood creations, ask them if they think a new sign is needed, one that has a different message than those already created. For example, students may see the need for a sign that says walkers go first. How would it look? What color would it be? What shape? Would it have words on it or icons?