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. Question 1: K/PP Can you make snakes out of playdough? I challenge you to make snakes using playdough and order them from: Longest to shortest, OR Thinnest to fattest. | Info for teachers – You will need play dough. Discuss how can you tell which one is longest? | 2. Question 2: K/PP Let’s look at short and tall. Who is the shortest in your class and who is the tallest? Our challenge now is to find an object that is short and one that is taller. Then we will make a poster comparing the tall object and the shorter object. | Info for teachers – follow up discussion about what short and tall means? What other words do we use as well as these to describe size? | 3. Question 3: K/PP Tracey made a train using 6 blocks. Can you make a train that is longer than Tracey’s? How long is your train? Can you make a train that is shorter than Tracey’s? How long is your train? | Info for teachers – Discuss how many blocks are needed to make a train shorter, longer and how you can work out the length. | 4. Question 4: K/PP Can you make shapes using only popsticks? I challenge you to and name the shape. Glue your shape/s to a piece of paper and with your teacher’s help, write the name of the shape. | Info for teachers – Discuss shapes students know. Model how to create a shape using popsticks. Discuss what shape/s could be made and what shape/s couldn’t be made using popsticks. Why? | 5. Question 5: K/PP Do you know the story of Goldilocks and the Three Bears? I want you to close your eyes and think about the three bears. What do they look like? How are they the same? How are they different? Are they the same size? Who is the smallest? Who is the biggest? Who is in the middle? I really need your help. Could you draw me a picture to show what baby bear, mother bear and papa look like? | Info for teachers – Prior to task, read Goldilocks and the Three Bears to students. Project picture of a teddy bear for students to help with their drawing. Discuss aspects of size: height, width, etc. |
Question 1 (of 5)
Question 2 (of 5)
Question 3 (of 5)
Question 4 (of 5)
Question 5 (of 5)
