Descriptive Title鈥擲coot with QR Codes 2nd Grade Kayla Melugin by wangnianwu


									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:
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.

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
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.
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
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
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.
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.
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.


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
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
     QR code info:
     QR generator:
      Name: ________________________________

1.            2.            3.            4.


5.            6.            7.            8.

9.            10.           11.           12


13.           14            15.           16.

17.           18.           19.           20.


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