1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. An individual living thing(Go to number 8 next) | organism | 2. Nonliving part of an ecosystem (Go to number 13 next)2 | abiotic factor2 | 3. All the organisms living in an area and their physical environment (Go to number 11 next)3 | ecosystem | 4. A group of various species that live in the same area and interact with each other (Go to number 17 next)4 | community4 | 5. Living or once living part of an ecosystem (Go to number 3 next)5 | Biotic factor5 | 6. Unequal survival and reproduction that results from the presence or absence of particular traits (Go to number 15 next)6 | Natural selection6 | 7. All the members of the same species that live in the same area at the same time (Go to number 19 next)7 | population7 | 8. Group of organisms that are closely related and can mate to produce fertile offspring (Go to number 23 next)8 | species8 | 9. Name two different consumers (Go to number 24 next)9 | any animal9 | 10. A diagram showing the many feeding relationships in an ecosystem (Go to number 22 next)10 | food web10 | 11. The process in which energy from the sun is used by plants to make sugar molecules (Go to number 5 next)11 | photosynthesis11 | 12. Illustrates the loss of energy from one trophic level to the next (Go to number 21 next)12 | energy pyramid12 | 13. Organisms that get their energy by eating other organisms (Go to number 25 next)13 | consumers13 | 14. Stored carbon from the remains of plants and animals that died millions of years ago (Go to number 20 next)14 | fossil fuels14 | 15. Organisms that make their own food (Go to number 18 now)15 | producers15 | 16. Organisms that transform atmospheric nitrogen into usable nitrogen compounds (Go to number 9 next)16 | nitrogen-fixing bacteria16 | 17. Results from excessive use of fertilizer (Go to number 7 next)17 | algal bloom17 | 18. Diagram that shows the transfer of energy from one organism to another (Go to number 2 next)18 | food chain18 | 19. Regions that have distinctive climates and organisms (Go to number 12 next)19 | biomes19 | 20. Broad geographical band of coniferous forest below the Arctic Circle (Go to number 6 next)20 | taiga20 | 21. Characterized by short summers, dry conditions, and thin soil (Go to number 16 next)21 | tundra21 | 22. Lies beneath the topsoil of the tundra (Go to number 1 next)22 | permafrost22 | 23. Amount of salt in ocean water (Go to number 10 next)23 | salinity23 | 24. Organisms that break down dead organisms (Go to number 14 next)24 | decomposer24 | 25. The functional role of an organism in an ecosystem (Go to number 4 next)25 | niche25 |
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