Module 4 Unit 6 Activity 3
Teaching a Procedure
to a Small Group
Scavenger Hunt with
QR Codes
·
Lesson Objectives: This lesson will teach
students my young ELL how to follow directions but it focuses on learning prepositions
of location taught during a lesson previous to the activity. The students will
have to know the material and vocabulary to prepare for a test at the end of
their semester.
·
Goals: Learn new vocabulary, follow directions, and
use technology using “I Do, We Do, You Do”.
·
Device: Smartphone or ipad/ tablet.
·
App: The app they will use is a
free app called Google Goggles that they can download where they can scan QR
codes.
·
Task: After teaching the students
prepositions of location, they will have to go on a scavenger hunt around the
different classrooms finding a QR code that is carefully hidden using
prepositions of location such as:
1. Go to the bathroom, it is next to the soap.
When they find the QR code,
they will scan it on their phone and it will tell them a letter that they have
to write on their clue sheet and give them directions to where the next QR code
is such as:
1. Hurray!
Your first letter is W.
2. Next, go to the smallest classroom and it is under the table.
When they find all QR codes,
they have to come back to their seats. Using all of the letters they have
found, they then have to decipher what the phrase is.
The first students who
decipher the phrase win.
Hopefully by looking at the
vocabulary, and placing the objects in real life, not just in words and
pictures, they will be able to remember the words (prepositions of location) and
know what they actually mean.
* I usually do this outside
with my university students but for these elementary school kids I am keeping
it inside our small school.
·
Preparation: I will help them download
the app one week previous to the activity during class time and explain the
activity for the next week. I already know that all my students have
smartphones but sometimes they aren’t allowed to bring their phones to my
class. When I message the mothers, I will let them know they will need their
smartphones for this activity. If their mothers do not allow them to bring
their phones, they can always be partnered with a kid in the class who has a
smartphone.
·
App Use: The app is very simple to
use. Once the app is downloaded, all the kids have to do is press the camera
button on the app and it will automatically scan the QR code. They will have to
click on the link that they get, and their clues will appear on their
phone/tablet screens.
Activity time: 60 minute lesson
5 minutes: Attendance and
introduction
10 minutes: Explanation of
prepositions and their tasks, demonstration of using QR codes (I Do). Here I will demonstrate to the
students how to click on the application and then I will have a sample of a QR
code. I will show the students how to scan the code and then show them the page
that appears next that will show them a message.
5 minutes: As a class, I hand
out the same QR code photocopy to each student and we practice using the
application together (We Do). I will
hand out a QR code to each student and we will all have to open the application
together and then aim the camera at the QR code and scan it. They will all have
a message that says “Good Luck” appear on their screen after they scan the QR
code.
20 minutes: Students are put in
groups and sent out to do the scavenger hunt (You Do It Together). In this section the students will have to go
and find all the clues scanning the QR codes around the classroom where they
are hidden. I will monitor and be there to help them if they need it.
5 minutes: Come back to their
seats and decipher the clues
5 minutes: Review what they
have learned and discuss their answers
5 minutes: Prepare for the
next class and for their assignment they have to go home and find a QR code
that they can scan (You Do It Alone)
and take a picture of it so we can discuss it during our next class especially referring
back to the lesson of prepositions of location.
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.
|
I believe that overall this activity went quite well. I have had
these students before and this was not the first time that I have taught this
lesson. It is one of my favorite lessons to teach and I feel that it really
helps them learn the concept of preposition of locations as they are actually experiencing
it for themselves.
I like bringing technology into this class and for this
preparation is key. I made sure that my students knew what we were going to be
doing from a week in advance and they all had their smartphones and apps ready
to go.
My mentor and I applied “I Do, We Do, You Do” to the lesson and it
really worked out well. Usually I let them do it individually but putting them
in groups made the students collaborate with each other and use techniques to
help them reach their goals faster.
All the students’ behavior was very good. They knew they were not
allowed to run, push, shove other groups and as we have done similar activities
in the past, they knew that if they broke these rules, they would have
consequences. One group of students almost started running and I just gave them
a stern look and they knew right away to walk.
My mentor mentioned that he thought I managed my time very well
and like that I left an extra five minutes for flexibility during the time
schedule. He said that he also thought this activity could work individually
and I explained that that is how I usually do the activity, but that I also
liked putting the students into groups as it brought more of a collaboration
aspect to the lesson.
In conclusion, the lesson went as planned with no major behavior
problems from the students and I hope a fun time was had and I will check how
much they retained the coming week.
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