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Descriptive Title—Scoot with QR Codes 2nd Grade Kayla Melugin Lesson Description - The students will be playing the game "Scoot" by moving from desk to desk solving math problems. This Scoot game will be different from a typical set up because, in place of ordinary looking math problems, there will be QR codes the students have to scan to reveal an equation. Objectives—Students will be able to: - Solve given math problems using schema and strategies previously taught - Use a technology device properly by following directions given - Scan a QR code by using a technological device Concept(S) and/or Key Words And Definition(S)—Students will learn how to use technology in a new way and form new experiences through specific programs that aide the lessons objectives. - QR: Stands for Quick Response used in a code format that can be decoded by an application on a cell phone or similar technology. - scan: Look at all parts of (something) carefully in order to detect some feature. - URL: Uniform (or universal) Resource Locator, the address of a World Wide Web page. Students’ Background Knowledge—Students should know the rules of Scoot as a way to review math facts previously taught. Also, students should have been introduced briefly to the technology being used; enough to know the name and general use. Materials and Teaching Aids— - Cell phones/IPod/IPad with QR code reader installed (enough for one per student or one per small group) - Printed QR codes that reveal various math facts - Worksheet to keep track of equations and answer* - Pencil* * 1 per student Classroom Management Suggestions— The lesson will begin with a quick review of the game rules and then transition into instruction on how to handle and scan the codes. After the students have enough background knowledge to continue, they will receive a device and be instructed to open an application. There will be a few practice scans to be sure the students understand how scanning the codes will work, they will be put in their small groups and decide who goes first and they will take turns from there. If the device is dropped, mishandled, or damaged in any way, that student or group of students will not have use of their technology device and be given a separate worksheet with the equations written out. The student(s) must start over and fill out the second worksheet individually away from the rest of the students. When the students have completed scanning their codes, they must turn in their device(s) to the teacher. If there are any problems with the devices throughout the lesson, resolve as quickly as possible. If another device cannot replace the one the student(s) is/are using give them the worksheet with the equations written out, but include them in the rotation. Assessment— The students will be assessed by a rubric that grades the students on how they handled the technology, their knowledge on background information given to them, and answers to the equations given. The first and second assessment items listed will be informal. The students will be asked questions and be observed throughout the lesson. The third assessment item will be more formal based on the worksheet they hand in to the teacher. Standards—State standards: Math: Number Sense and Operation Content Standard 1: A student, applying reasoning and problem solving, will use number sense and operations to represent numbers in multiple ways, understand relationships among numbers and number systems, make reasonable estimates, and compute fluently within a variety of relevant cultural contexts, including those of Montana American Indians. Algebraic and Functional Reasoning Content Standard 4: A student, applying reasoning and problem solving, will use algebraic concepts and procedures and function concepts to model the quantative and functional relationships that describe change within a variety of relevant cultural contexts, including those of Montana American Indians. Technology: 1. The student will use digital tools and resources for problem solving and decision making. 4. The student will possess a functional understanding of technology concepts and operations. Links Outside This Lesson—Students will be introduced to technology they probably have not worked with previously. By the end of the lesson, the students will have a basic knowledge base of using common technology devices to scan a code which will carry over into using other applications on the same device in school and at home. Accommodation for Diversity— Any student with special needs will be taught following their IEP or other education plans. If the student has difficulty holding or operating a technological device, he or she will be paired with someone who can scan the codes. If the student has difficulty hearing or seeing instruction, he or she will sit close to the teacher during instruction and may need a partner to help scan the codes, if necessary. If the student has trouble focusing on the paper or cannot see due to the color of the paper and ink, he or she will be provided with the same worksheet in a different color such as a green piece of paper with black ink. Any other needs will be dealt with on an individual basis. Technology Integration— In this lesson, students will use a device to scan a QR code that will reveal a math equation they must solve on a worksheet. The device used will depend on availability. A cell phone, IPod, and or IPad may be used as long as each device has a QR reader application installed. Indian Education for All Integration—If I were to integrate an Indian Education for All standards, I would compare devices used by Native Americans traditionally and now and compare those devices or lack thereof to the devices used in the lesson. Teaching Model—Five E's Model Engage: Explain to students that in today's lesson, they will be playing the "Scoot" game. Because they have played this game before they will know the rules, but to be sure that all students understand what to do review the rules: 1. There is one station per student playing. At each station there is a math problem that must be solved and recorded using the worksheet given. There will be 2-3 rest stations. At these stations, the student may eat one of the treats provided and either catch up on a math problem they have not finished or sit back and wait patiently. 2. Students must move as fast as they can because the time at one station is limited. 3. Each station is numbered and the students must follow the number pattern going from station 1 to station 2 or station 17 to station 1 (starting at the beginning). 4. When the students hear the teacher call "scoot" it is time to move to the next station. Next, tell them this time, the game will have a twist. Explain: Show the students the device(s) they will be able to use in the lesson. If a cell phone, IPod, and IPad are being used, show one at a time. Each time a device is explained, tell the students the name and ask if anyone knows what it is used for to gain a base of prior knowledge. Depending on the answers, fill in any gaps in information and move to the next device. Once each device is explained, tell the students what a QR code is and where it comes from; QR stands for Quick Response. It is seen in a code that can be unscrambled using a device that was just introduced. The application reads the code and connects to anything from text to a website or video. These codes come from Japan and are used in many different ways today. Show a few examples of where these codes can be found: soda bottles, magazines, commercials, etc. Then, tell the students the twist to the lesson is using these codes to unlock their math problems. Explore: Choose one device and a practice QR code. Show the students how to properly hold the device, how to get into the application (what it's called and where to find it), where the camera is located, and how to capture the image. Repeat for each device. Then, hand a device to each student or group of students. Ask them to point to the camera lens, turn the device on, find and launch the program. This will be an informal assessment to see if the students understand how their device works. Once the application is launched, give the students a practice QR code for them to scan. Model how to perform the scan and what buttons to push to capture the image; the students should perform the tasks with the teacher. This would be the time to correct any mistakes in capturing the code, holding the device, and knowing what to do with the code. If there are more than a few students who do not understand or are not performing the tasks correctly, gather all the students' attention and review how to use the device and application again. Repeat the process until all students have fully understood the concepts taught thus far. Elaborate: Make sure the students fully understand the device they have and who they are working with. Next, hand out the worksheets to each student and the will put their name at the top. Then, randomly place the Scoot stations with the QR codes and have the students look at their number and circle it on the worksheet to note where they began. Answer any last minute questions and make sure the students are ready to begin. Say “Begin” and the students will frantically scan their codes and copy down the equation and answers. Give the students a chance to scan the codes and wait about 30 seconds and say “Scoot” to signal the students to move to the next station. When the students move, they will take their worksheets, pencil, and device with them but leave the QR code or left over treats. Make sure to walk around the room to observe the students and be sure there are no problems with the technology. Evaluate: Once the students have completed all the stations, they will be called up by group to turn in their device(s) making sure it is stored properly then they will return to their seats. When all the device(s) are turned in, the students will turn in their worksheets and return to their desks and pass forward the Scoot stations (teacher will collect them). Ask the students comprehension questions about the technology they used making sure to ask about each device and the experiences students had with each. Continue the discussion by asking general questions about the device(s) to assess knowledge the students gleaned before they were assigned a device. Attachments— Math - Problem Solving : Scoot CATEGORY 4 3 2 1 Mathematical Explanation shows Explanation shows Explanation shows Explanation shows Concepts complete substantial some very limited understanding of understanding of understanding of understanding of the mathematical the mathematical the mathematical the underlying concepts used to concepts used to concepts needed concepts needed solve the solve the to solve the to solve the problem(s). problem(s). problem(s). problem(s) OR is not written. Use of Technology Student always Student typically Student sometimes Student rarely listens and follows listens and follows listens and follows listens and often directions and only directions and uses directions and uses "plays" with the uses technology as technology as technology technology instead instructed. instructed most of appropriately of using them as the time. when reminded. instructed. Or the student has lost the privilege of using the technology. Explanation Explanation of Explanation of Explanation of Explanation of knowledge gleaned knowledge gleaned knowledge gleaned knowledge gleaned from technology from technology from technology from technology lesson is detailed lesson is clear. lesson is a little lesson is difficult to and clear. difficult to understand and is understand, but missing several includes critical components OR components. student cannot fully explain information. QR code info: http://searchengineland.com/what-is-a-qr-code-and-why-do-you-need-one-27588 QR generator: http://qrcode.kaywa.com/ Scoot! Name: ________________________________ 1. 2. 3. 4. Rest! 5. 6. 7. 8. 9. 10. 11. 12 Rest! 13. 14 15. 16. 17. 18. 19. 20. Rest!
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