Module 3 Unit 4 Activity 2
Scavenger Hunt Using QR Codes
Presentation Topic: Prepositions of Location
Workshop Date and Time: Friday 11th of July, 2014
Location: The English Learning Center
No. of Students: 2
Audience Description: Korean elementary students age 8 – 9 years
old.
Preparation:
I prepared for this activity by texting the student’s
mothers to ask if they were allowed to be filmed, and also to ask for
permission to bring their smart phones to school. They preferred not to be
filmed, so I asked if I could take pictures of them and blur their faces out.
They said this was ok. I also made sure the students downloaded the Google
Goggles app.
I then went to www.qrstuff.com
to make the QR codes for the students
using prepositions of location, and their clues.
I printed the QR codes and hid them in locations around our
small school.
I made sure I had all the worksheets and materials to help
explain the prepositions of location. The worksheets are located below:
Preposition of location worksheet: https://drive.google.com/file/d/0B5fTaPEKu3vwOWkwdU9FTVB6RDg/edit?usp=sharing
Clue sheet:
QR codes/ worksheets:
Found in the Teach Now
submission page.
Procedure:
Describe what procedure you followed for setting up and
conducting activity. Copy or link any activities that you conducted during the
session. Add references to time segments in your recorded video if you think
some portion of your session was captured well on camera.
As a mentioned above, to set up the activity, I made sure
the kids had their phones and downloaded the app on their phones the previous
week. When they arrived, I made sure that their apps were on their phones.
In the beginning of the class I started my class with a cup
and a Shrek doll. I went through all the vocabulary with them showing Shrek
placed in the different prepositions of location. Then after I think they are
familiar with the vocabulary, I quiz them by placing Shrek in different
locations and asking them, “Where is Shrek?”.
When I felt like they were familiar with the words, I gave
them the worksheet found on the preparation section and gave them a few minutes
to finish the activity.
When they were done, I took out a QR code and ask them if
they know what it was. I explained what QR codes are and I got them to take
their phones out and click on the application. I made them scan it and press on
the message they got. Then I explained what a scavenger hunt is. I told them
that they would be given specific clues about where the next QR code is, and
that all QR codes have a letter they have to write down to get a final message,
but they would have to go to different locations in our small school to find
the clues. I told them that the student who found out the hidden message first,
could choose a game to play for the remainder of the time. I gave them the
clues sheet found on the preparation section and explained that they could
write down the letters on it. I took out another QR code to get them started.
When the students gathered all the clues, they came back to
their seats and my winning student was Ryan.
Then we did a small review of the prepositions of locations,
and then I asked them what they thought of the scavenger hunt, and what they
liked, or didn’t like and what they learned.
Finally, we had about 10 minutes left and Ryan got to choose a game for us to play
the remainder of the class. He wanted to
watch the end of a movie we have watched in class previously and I agreed.
After the activity was
over, I reviewed the prepositions of location to see if they remembered. They
did not use cheat sheets, and I provided an audio recording of them.
Below is the breakdown of the time that I estimated for my
lesson:
60 minute Lesson
5 minutes of attendance and introduction
15 minutes of explanations of prepositions of
location/worksheets
5 minutes explanations of their tasks
10 minutes to search for QR codes
5 minutes to decipher clues and discuss their answers
5 minutes to review what they have learned, get feedback on
the activity and talk about next weeks activities
Use remainder of the time for games picked by the winner
The rubric: https://docs.google.com/document/d/1x4QPNx9w-rpa6TWLIHvNsoalGuASDXjSXuOvuSij5yQ/edit?usp=sharing
Rubric:
CATEGORY
|
4
|
3
|
2
|
1
|
Comprehension
|
Student seems to understand all directions and prepositions
of location.
|
Student seems to understand most of the directions
and prepositions of location.
|
Student understands some parts of the directions and
prepositions of location.
|
Student has trouble understanding or remembering
most directions and prepositions of location.
|
Respects Others
|
Student follows directions without without
distracting others.
|
Student gets off tasks but does not distract others.
|
Student gets off task, distract others OR moves
around in ways that distract others once.
|
Student gets off task distract others, OR moves
around in ways that distract others more than once.
|
Participates Willingly
|
Student willingly tries to ask questions and find
the clues on their own.
|
Student willingly tries to find clues but ask gets
others off task by asking them for the clues.
|
Student does not willingly participate and tries to
get answers from others.
|
Student does not participate.
|
Key Take Away Points:
A few things that I
learned from this experience is that I my students really love getting tasks
that involve not sitting at their desks the whole time.
Another thing that I
was surprised was that the volume of my voice was quite loud. I guess I am used
to teaching larger classes.
I could also manage my
class better because they were very excited to start the game and didn’t pay
much attention to the instructions.
I also stood in front
of them most of the time. I could move around a little more.
Sometimes I speak a little
fast so I could have explained a few things at a slower pace.
Overall I learned a
lot from doing this lesson and my students really enjoyed and learned the
prepositions of location.
Feedback:
Describe or quote feedback from students and your mentor.
Copy or link any feedback documents that you gathered from participants after the
session.
When I asked my
students what they thought of the activity they said that it was fun.
I asked them if they
knew why we did it, and they said it was to learn the prepositions of places.
I also asked them if
they would like to do it again and both of my students said yes.
I could also tell that
they really like it because when they started the scavenger hunt they were very
engaged in what they were doing, and were looking to achieve their goals and deciphering
the words.
It was very entertaining
for me to take pictures of them and watch them retrace their paths when they
were unsure if they were looking in the right place.
My mentor said that he
thought the activity was very engaging and he thought it was a great idea for
teaching our students the prepositions of place.
He did say that I
should have made sure my students understood the instructions clearly before I
let them start the scavenger hunt as they seemed distracted because they were
eager to start. He wasn’t sure if all my instructions were clear to them
because they were already setting the apps on their phones, before I finished
explaining my instructions.
Evidence:
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