Activity

2: Scavenger Hunt

Olivia Miller

a. Activity Title Scavenger Hunt


b. Sources (APA citations):

Bocks, S. (2017). Sensory Play Ideas, Sensory Bins, and Messy Play Ideas. Little Bins for Little
Hands. Retrieved October 25, 2017 from https://littlebinsforlittlehands.com/kids-
sensory-play-ideas/

Vicker, B. (2010). Successfully Using PECS with Children with ASD. Indiana Resource Center for
Autism. Retrieved October 25, 2017, from
https://www.iidc.indiana.edu/pages/Successfully-Using-PECS

Watland, D. (2016, May 17). Using Visual Supports for Students with Developmental Disabilities.
Catapult Learning. Retrieved October 25, 2017, from
https://catapultlearning.com/blog/2016/05/17/using-visual-supports-for-students-with
-developmental-disabilities/

c. Equipment needed:
Scavenger hunts consist of hiding any items of your choice around a predefined area. For this
activity, the items will be fall-themed.

1 Red Leaf 1 Rock

1 Yellow Leaf 1 Piece of Bark
1 Green Leaf Paper
2 Twigs 1 Flower
1 Pinecone 1 Rubber Spider
1 Acorn 1 Football
1 Plastic Pumpkin 1 Piece of Candy Corn

d. Activity Description:
Gather all of the items needed for the scavenger hunt.
Create lists prior to the activity of the items each team has to find (either typed on the
computer and printed out or written with pen/pencil on paper).
 Hide all items to be found around a predefined area.
Divide your participants into teams.
Provide your participants with lists of the items they have to find.
Set a fixed time in which the participants have to find as many items as they can and
meet back together.
Whichever team gathers the highest number of items and returns in the allotted time
wins.

e. Primary interaction pattern(s): Derived from your activity analysis, which should be
attached.
*Note: Two different types of activity analyses forms will be used. For your first two activities,
use Stumbo and Peterson and for your third activity use Porter.
Intergroup Scavenger hunts customarily consist of 2 or more teams competing to find
all of the items on a given list in the quickest time.

f. One researched adaptation specific to a disability group:
Adapting a scavenger hunt for someone who has Autism Spectrum Disorder:
Instead of holding a traditional scavenger hunt, you can make this activity less
overwhelming and more manageable for all participants by creating a sensory tub scavenger
hunt. Sensory tubs are a tactile experience. Theyre great for participants to explore their world
in a controlled, calm, focus-driven environment.
A sensory tub is made by filling a plastic tupperware bin with sensory beads or kinetic
sensory sand, along with items to find. You can make this an opportunity to teach counting and
recognizing numbers by hiding plastic numbers in the beads; you can make this an opportunity
to teach spelling and learning the alphabet by hiding plastic letters in the beads; you can make
this an opportunity to teach learning and recognizing shapes by hiding plastic shapes in the
beads. Alternatively, you can make this an everyday fun activity by hiding a conglomerate of
items of your choosing.
In addition, you can use visual supports to help your participants absorb information in
an easier manner. By using pictures of the items to be found in the scavenger hunt instead of
listing out each item, you can help your participants better understand what is being
communicated to them (especially if they are more challenged with reading).