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Can You See 

Me Now?

For people to safely walk across the street, it must be 

easy for drivers to see them. Students will discover what 

makes it difficult for drivers to see people crossing the 

street and how to change the street to make it safer.

Supplies

▸ Scissors (1 per student group)

▸ Glue sticks (1 per student group)

▸ Optional: Stuffed animal with “leash” 

(stick, yardstick)

▸ Optional: rulers (1-2 per student group)

▸ Optional: Computer projection

Supplemental Materials Provided

▸ Visual aid: Driver perspective and pedestrian

perspective

▸ Visual aid: Spot the Problem

(two street scenes, 1 per page) 

▸ Handout: Street Elements (3 pages)

Audience: 

Suitable for all ages

Format: 

30-45-minute activity 

in a classroom setting

To Do in Advance

 Determine number of student groups.

Students will work in pairs 

(or groups of 3-4 if necessary)

 If using Option 1 for Activity 1, print or

prepare computer projection for visual aid

 Print (1 per student group) or prepare

computer projection for visual aid Spot the 

Problem

 Print the Street Elements handout

(1 per student group, plus lesson leader copy)

 Review “The Why and How Behind the

Concepts” in the Primer

FHWA-SA-20-087

STEM Lessons for Pedestrian Safety: Can You See Me Now?
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Introduction to Concept and Activity

These concepts should be reinforced by the lesson leader during the activities.

▸ It is key for the people who are not in vehicles

to see and be seen so that they do not put

themselves in jeopardy around moving vehicles.

Being able to see properly, gives drivers enough

time to stop. It is especially important for drivers

to have enough time to stop in situations where

they might not expect to see a person walking.

▸ Shorter crossing distances take less time to

traverse so people experience less risk. Children,

older adults, and people with disabilities

may take more time when crossing so this is

especially important for them.

Greetings and Icebreaker (5 minutes)

Activity Part 1 (5-10 minutes): Choose one of 

the following two options to help students visualize 

what a pedestrian crossing looks like from the 

perspective of the driver and the person walking 

across the street. The first option works for all 

ages, the second option is likely better suited for 

younger students.

Option 1: Using computer projection or printouts, 

display the Visual Aid for Activity 1. 

Option 2: Arrange desks or tables in a straight line 

to mimic a vehicle parking lane (or ask students 

to form a line). Designate one student to try and 

“cross the street” between the desks or students. 

The designated student could “walk” the stuffed 

animal. Ask one or more students to stand at the 

end, close to the “vehicle parking lane” and call 

our when they are able to see the person crossing 

(or stuffed animal). 

Sample discussion:

What makes it hard for the driver to see the 

person crossing? What makes it hard for the 

person crossing to see the cars? What would 

be different if the person was shorter, or 

perhaps seated in a wheelchair? Streets can 

be changed so that people crossing can more 

easily be seen by drivers before they step in 

to the road and to shorten the distance that 

people walking have to cross. Next you’ll get a 

chance to design your own street that prioritizes 

the visibility of people crossing!

Activity Part 2 (5-10 minutes): Using 

computer projection or printouts (one 

set per student group) to share the 

two “Spot the Problem” scenarios with 

students. If using computer projection, 

ask one or more volunteers to describe 

a problem they see in each scenario. 

With printouts, ask the student groups to discuss 

amongst themselves and circle the problems. 

You can call on groups to describe their thought 

process for the scenarios. 

STEM Lessons for Pedestrian Safety: Can You See Me Now?
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Discussion Key:

Scenario 1 - The pedestrian has started crossing 

because the vehicle in the lane closest to the 

curb has stopped for them, but the car in the 

driver of the vehicle in the next lane has not 

stopped yet because they do not see the person 

crossing and the person crossing may not yet see 

the second vehicle. This visibility problem might 

be worse since the stopped vehicle is a truck that 

is higher/bigger than other vehicles. Students may 

also point out that vehicles are parked too close 

to the crosswalk on the other side.

Scenario 2 - The extension of the sidewalk into 

the crosswalk, called a curb extension, makes the 

pedestrian more visible to drivers and shortens the 

crossing for the pedestrian, but it has introduced 

a problem for bicyclists using the bike lane. When 

improving the street for one mode (e.g., drivers or 

people walking, bicycling, or taking the bus), we 

have to be careful not to create a safety concern 

for other modes. 

Activity Part 3 (15-20 minutes):

For each student group, pass out a 

packet of Street Elements, scissors, and 

a ruler. Tell students they will use their 

supplies to create a street that is safer 

for pedestrians. They should choose 

a combination of elements that 

shortens the crossing distance and helps drivers 

and pedestrians at the crosswalk to see each 

other. Take a few minutes to hold up the pages in 

your packet and ask students if they can describe 

the elements one at a time. It’s okay if students 

can’t describe some or all of the elements. Refer 

to the STEM Lessons Primer so you can offer quick 

descriptions of each element. 

▸ The blank street with a crosswalk is the

foundation. Students should cut-out and layer

the street elements on the foundation to create

their design.

▸ The crosswalk needs to keep the same

placement. Students are welcome to trim the

vehicle parking lane (s) for their designs.

Activity Part 4 (5 minutes): Options for “report out”: 

▸ Walk around with a stamp to “certify” each

design when students are done.

▸ One or two groups can volunteer to present

their design.

Notes

STEM Lessons for Pedestrian Safety: Can You See Me Now?
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Visual Aid: Activity 1 - Driver Perspective

Visual Aid: Activity 1 - Pedestrian Perspective

STEM Lessons for Pedestrian Safety: Can You See Me Now?
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Visual Aid: Activity 2 - Spot the Problem 1

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Visual Aid: Activity 2 - Spot the Problem 2

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Student Handout: Activity 3 - Street Elements

STEM Lessons for Pedestrian Safety: Can You See Me Now?
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Student Handout: Activity 3 - Street Elements

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Student Handout: Activity 3 - Street Elements

STEM Lessons for Pedestrian Safety: Can You See Me Now?