EDUC 2220- Educational Technology

Infant-Pre-K Curriculum Plan: Technology-Based Lesson/Activity

Your Name Kalynne Williams_____________________ Activity Title _QR Code Scavenger Hunt_________________

Number of children participating at one time _4 or 5_____ Ages _Pre-K_3-5 years________

Activities written for previous classes cannot be re-used and must be the original work of the student.
Ohio Early Domain: Social and Emotional Development
Learning &
Strand: Relationships
Development
Standards: Topic: Interactions with Adults

List at least 1 Standard Statement: Request and accept guidance from familiar adults.
standard that
Domain: Social and Emotional Development
is addressed
by this activity. Strand: Relationships
Write out each
component Topic: Peer Interactions and Relationships
completely
Standard Statement: With modeling and support, negotiate to resolve social conflicts with
and exactly,
as published in peers.
ELDS.
Domain: Approaches Toward Learning
Strand: Initiative
Topic: Planning, Action and Reflection
Standard Statement: Develop, initiate and carry out simple plans to obtain a goal.
Domain: Approaches Toward Learning
Strand: Engagement and Persistence
Topic: Persistence
Standard Statement: Carry out tasks, activities, projects or experiences from beginning to
end.
Domain: Cognition and General Knowledge
Strand: Cognitive Skills
Topic: Memory
Standard Statement: With modeling and support, remember and use information for a
variety of purposes.
Domain: Cognition and General Knowledge
Strand: Cognitive Skills
Topic: Symbolic Thought
Standard Statement: Demonstrate understanding that symbols carry meaning and use
symbols to represent thinking (e.g., drawings, construction or movement).
Domain: Language and Literacy
Strand: Listening and Speaking
 Topic: Expressive Language
Standard Statement: Use language to communicate in a variety of ways with others to share
observations, ideas and experiences; problem-solve, reason, predict and seek new information.
Lesson
In this lesson, students will learn about QR codes and the importance of them. They will practice
Summary:
making codes, exploring the codes and then going on a scavenger hunt to find different codes. This
allows children to practice their cognitive thinking skills, interaction skills, problem solving skills,
memory skills and following directions. Students will each have the opportunity to create their own QR
code of their name so they better understand what these codes are. They will also practice scanning
their own codes on the iPads provided and sharing them with their friends. After they are familiar with
QR codes, the teacher will create a scavenger hunt of QR codes where the students will have to scan
the code to find the clue to the next code.
Estimated About 50 minutes in the morning and 50 minutes in the evening for about two or three days. The third
Duration:
day would only be in the morning to finish the children that didnt get to complete the scavenger hunt.
Preparation What preparation is needed?
of materials Create a poster about QR codes to present to the children, create QR codes (2 of each) for
and the scavenger hunts with clues, create a poster to record where each clue led to.
environment What materials will be used?
6 iPads (with QR app), printer, paper, pencils, paper, created QR codes (scavenger hunt 2 of
each), poster about QR codes and poster to record results.
How will the learning environment be set up?
When the children have center time (free choice time) in the morning and evening, there will
be a table to work on their QR codes. There will be no more than five children at the table at a
time, so the children will have to take turns. There will be a teacher at that center the whole
time, assisting the children.

Instructional Procedures:

Day 1:
Circle Time in the morning (roughly 10 minutes):
This is when I will dedicate morning meeting for explaining QR codes. I will present my poster I created to explain what
they are, why they are important and what they are used for. I will explain how to create one and how to scan them on
the iPads. I will also take this time to explain to the children what we will be doing the next couple days with QR codes. I
will explain that everyone will have a turn at the table during centers to create their own QR code and practice scanning
them with the iPads, then the next day they will participate in a scavenger hunt to find codes around the school.
Centers (about 50 minutes, morning and afternoon):
I will choose the four or five children to go to the QR code table so I know what children still need to complete that
center. Depending how many children are in my class, I plan to have two groups in the morning and two groups in the
afternoon complete their QR codes and practice scanning them. Once I put the children in groups, they will have about
20 minutes to create their codes and practice scanning them. With each group, I will guide them to the website/app
where they will create their code. http://goqr.me/ They will use the keyboard to write their name in the content box
and create their personal QR code. I will print out each childs code. Once they are printed out, they will use a QR code
scanner on their iPad to practice scanning their QR code. They can practice scanning their friends codes as well to see if
they can read other codes. They can practice scanning their codes until their 20 minutes is up, then the next group will
switch. They are to write their names on the back of their codes and give them to me before moving on to another
center. Two groups will do this in the morning and the other two groups will do theirs in the afternoon. If there is fewer
children, the children will have longer to create their codes and practice scanning.

Day 2:
Circle Time in the morning (10 minutes):
I will refresh the information we learned about QR codes and reflect on the activity they did the day before. I will ask the
children why they think making codes are important and what they got from the activity. I will explain to the children
that yesterday was to get them familiar with how the codes work so they can participate in a QR code scavenger hunt. I
will show them the blank poster where we will record the results of the scavenger hunt at the end. I will post a copy of
each QR code on a chart. There will be columns beside each code that we will record what the clue was and where the
next clue was. I will explain to the children that they will work with the same groups they did the day before to complete
the scavenger hunt. Once each group has completed the scavenger hunt, we will work together to put our results on the
chart. Explain to the children that they shouldnt tell other groups what the clues are or where the codes are located
until after all the groups have done the activity.
Centers (about 50 minutes, morning and afternoon):
Two groups will complete the scavenger in the morning and the other two groups will do it in the afternoon. The
children and each group will have about 20 minutes to complete the scavenger hunt. Once the first group gets to the
center, I will have the children each scan the first QR code located on the table. They are to read the QR code, I will help
the children if needed. They are to work together to find the answer to the clue. Once they figured out where the next
QR code is located according to the clue, we will walk as a group to the next place. Once they find each code they will
scan it, figure the clue out and move on to the next clue. They will repeat this for each QR code. They will each take their
iPad with them so they all have the opportunity to scan the code, along with a piece of paper and pencil. Once they each
scanned the code, they are to leave the code where its placed so the next group will have it. After each clue and QR
code, they are also to record where each code was. The codes will be numbered so they will be easy to differentiate.
Once they have found the last QR code, they are to remember the message that the code says and report back to the
classroom. Once each group is finished, the next group will complete the scavenger hunt. The other two groups will
participate in the scavenger hunt in the afternoon during centers.

Day 3:
Circle Time (10 minutes):
During morning meeting, I will have the children bring their papers from the scavenger hunt with them. We will record
where each QR code was and reveal the big message at the end. We will wrap up the lesson and review the whole
concept of QR codes. I will post the QR codes they made around the room and are able to take them home when I take
them down.

Extension
This is the website children can go to practice making more QR codes:

http://goqr.me/

This website briefly explains QR codes, why they are important and all the different things they are used for:

http://www.freeqrcodes.org/
Differentiated Instructional Support:
Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students:
The students that are accelerated and seemed to master this activity might need a little more challenge. Having these
children explain the material to another children having problems will help them understand it even better. Challenging
them to creating more codes that are harder and longer may challenge them.
Discuss additional activities you could do to meet the needs of students who might be struggling with the material:
The students who are struggling with the material and completing the activities might need a little more time to fully
understand the material. It also might be beneficial to pair them with children that are pretty confident in the material
so they can learn from them. It might help for them to practice making more codes and scanning more.

Vocabulary:
QR code, scanning, clue, iPad, website, app.

For teachers At least 6 iPads with QR code apps and internet capable, camera to take pictures of
the children, printer, scissors, paper and two posters

For students IPad with apps and internet, printer, paper, and scissors.