QR Challenge: Tech 2017

Created using the ClassTools QR Treasure Hunt Generator

Teacher Notes

A. Prior to the lesson:

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

• Download a QR reader (e.g. I-Nigma | NeoReader | Kaywa) onto their mobile devices
• Bring these devices into the lesson.

3. Print out the QR codes.

4. Cut them out and place them around your class / school.

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B. The lesson:

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!

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C. TIPS / OTHER IDEAS

4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.

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Questions / Answers (teacher reference)

Question	Answer
1. 1.Pick a number between 0-9x100. What number did you pick?	Write down the title of a book you would choose under the number chosen.
2. 2.Find the children's biography section and pick a person. Can you find this person in the catalog database Biography Reference Center?	Yes, What was the citation of the first biography on the list?
3. 3.What is a book Genre? How many different genres are on the shelves of the adult fiction section?	5
4.	3
5. 4.How many databases have pro/cons of social issues? How many categories of topics are there?	2,24
6. 5.True or False magazines can be checked out of the library.	True
7. 6.Can e-cards check out e-books?	Yes, Write down the title of a book you would like to check out.

 

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