Life Cycles Scavenger Hunt

Life Cycles Scavenger Hunt
Life Cycles Scavenger Hunt
Life Cycles Scavenger Hunt
Life Cycles Scavenger Hunt
Life Cycles Scavenger Hunt
Life Cycles Scavenger Hunt
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166 KB|3 pages
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In this scavenger hunt, students will look around the room for answers to questions about animal and plant life cycles. Then, they must match the found answer cards to their corresponding questions.

Set up: Write the answers (see "Answer Key" page) to the questions on notecards (or just cut apart sentence strips). Scatter the answer cards around the room (answer side down), making sure to mix the order up (you can "hide" them or just set them around). Make a copy of the scavenger hunt questions for each student.

How it works: First, I hand out the questions page (front and back) to the students and we read the questions aloud (just so they are familiar with all the questions from the very beginning). Next, I allow my students to partner up for this activity. Then, staying in their partner groups, they begin looking around the room (with paper and pencil in hand) for the "hidden" answer cards. Once they find one, they:

1. flip it over
2. read the answer together
3. look for the corresponding question together
4. write the answer down on the correct blank
5. flip it back over
6. put the card back EXACTLY where they found it
7. Repeat until they answer all 20 questions!

*Note: I often have students who come to me and say they can't find the last few cards (and thus can't answer all the questions). To help solve this problem, I have come up with a color coding system! I write the answers on notecards (or sentence strips) of different colors. Then I make a note on the answer key as to what color each answer is written on. This way, when students come to me and say, "We can't find #10," I can quickly respond, "#10? Okay, well, it's on a red card, so go look just for red right now!" This does seem to help! To aid this problem even more, you could put all the same colored answer cards in a common area of the room. Then, you could respond with something like, "Okay, well, #10 is red, so go look at all the red cards, which are found along the back wall/around my desk/on the bookshelf/etc." Finally, if class time is almost up and students still can't find a card, I tell them they can just write in what they think the answer is (because sometimes students are not careful with the cards and one may get "lost" behind a shelf or some other place you didn't intend--that is why I stressed the replacement of the cards above!).

This is a great culminating activity for our life cycles unit. The students enjoy it, it gets them moving and collaborating, and it serves as a comprehensive review to a long unit. Woohoo! Have fun! :)
Total Pages
3 pages
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