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Table of Contents
Outcomes:
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Subject
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SCO
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Language
Arts
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1.1
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describe, share, and discuss thoughts,
feelings, and experiences and consider others’ ideas
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1.4
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listen critically to others’ ideas
and opinions
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9.1
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create written and media texts
using a variety of forms
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Social
Studies
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2.3.1
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give examples of how children and
their families use economic decision-making as consumers
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Visual
Arts
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3.4
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explore images using technology
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Tech
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SEHI 3.1
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share books, media, electronic
information resources, and computer equipment
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PTS 3.1
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present their learning by
selecting media and software appropriate to the content and purpose, with
teacher assistance
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BOC 3.1
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safely use school media, computer
equipment, and software to support their learning, with direct teacher
assistance when required
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BOC 3.3
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operate a classroom computer, log
on and off the school network, launch and close software, save, edit, and
print their work, with teacher assistance
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Health
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D1.1
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identify
and show appreciation for skills they have developed
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D2.1
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acknowledge
thoughtful and caring behaviours among their classmates
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D2.2
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demonstrate
respect for and acceptance of all classmates
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D3.1
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identify
and use strategies for making and keeping friends, and for resolving
conflicts with friends
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D4.1
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accept
responsibility for the consequences of their decisions
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D4.2
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identify
and evaluate alternative solutions for a given problem
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Purpose:
The purpose of this activity is to use the technology that
they have in their pockets and at home to make learning fun and connected to
what they like to do outside of school.
By using this technology and code system, I am able to communicate my
lesson through a cool and 21st Century way. The students will be able to use their pocket
devices to scan the messages that I have prepared. They will be very motivated to use their PT
to scan the codes and figure out the secret messages. The students will use
their PT to demonstrate to me they have successfully scanned using their
technology, as well as illustrate their understanding of the lesson and
application of the lesson. This lesson
is a follow up activity to a previous lesson discussing how to decide to spend
money. Here is a sample of a QR Code:
Preparation:
·
Download a QR Code reader onto the pocket
technology that they are going to be using.
·
(This step was done by the teacher to facilitate
and expedite the process-it is worth noting that the teacher can also instruct
the students and then the students can download the needed app, however it is a
good idea to have the app installed before trying to download it at school as
it may be blocked due to your school internet filters)
·
Have the activity sheets prepared in advance, or
post one sheet on the bulleting board
·
This can
be a whole class activity or an ongoing individual centre style of activity it
is up to the teacher to decide how the project will continue
·
Email the parents and students asking them to
download a QR Code Reader and Maker
·
Prepare an answer key so that you can quickly
check to see if the students are scanning properly
·
Assist any students who do not have access to
pocket technology by providing opportunity to use the classroom technology or
to work with a friend
Materials:
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Smart phone with a camera, or other device like
an IPod 4th Gen or tablet
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Internet access
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QR Code reader app from Apple App Store
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Computer or laptop, optional
·
Word processing program like MS Word
·
Paper
·
Website
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Email provider, with active account
I do:
Part 1: Discussion
These
are the questions that will guide my introduction to this project. I will lead the discussion to guide the types
of comments being made by the students,
it is a good idea to record what they know about QR codes , as well as
what they may want to know, and revisit these points after they have learned. Have the students seen a QR code before? Where?
I would use a K/W/L Chart (see below) this chart
can be easily generated using Kidspiration.
(I would have the basic chart on the shared drive or email out to them, so
that the children could modify and make changes as they see fit they would save
their own KWL Chart in their folder.)
Part 2: Questions:
1.
What is a QR Code?
2.
How do you read a code?
3.
How do you make a code?
4.
What are they used for in the
world?
5.
What can we use QR codes for
in our classroom?
6.
Can we create a QR Code
message showing our learning?
Example: KWL Chart
Part 3:
Remind the students that we have
been discussing many factors that require making decisions about spending
money, deciding if it is a wise decision, deciding if it is a need or a
want. Use their devices to create a
quick list of 3 examples of things they must have to live and survive. Share what they have created in discussion. I record the examples. We then discuss why such things are needs and
other things are wants. We then will
read the book Kate’s Money
Part 4:
1.
Using a LCD Projector, in a
large group the teacher introduced an example of what a QR Code looks like, in
a small group the teacher can show the code from a device
2.
Demonstrate what the app is
called and how to find it on a Blackberry Playbook, or other device such as an
IPod 4th Gen.
3.
Show how you scan a code,
remind students that you may need to slightly move the device
4.
Open the copy that was saved on the shared drive or use the paper handout
of this project
5.
Demonstrate that it is fun and
easy.
6.
Begin to scan and record the
students can use the computer, however the code is stored on their device
7.
Review logging into the
computers, network, and finding classroom shared space to access their folders
8.
Send students off to begin
doing this activity. In the preparation section it is mentioned that
this can be a whole class activity or an ongoing individual centre style of
activity it is up to the teacher to decide how the project will continue
9.
Teacher’s role is to walk around monitor and assist as
needed
10.
Upon completion of the project
the students are going to produce an electronic answer page, then email their scan
code project back to me as an attachment
11.
Bring students back to meet and
discuss as a class the project – offer time to reflect and look at each other’s
projects
You do:
1.
Students are to begin to do the scan me
activities
2.
Students can partner up and share
3.
Students will save the messages, follow the instructions and generate the
answers using a writing app
4.
Students will send the message to me by email
We do:
1.
Students will begin to scan the messages, record
the information and follow the QR code message instructions to complete the
lesson
2.
We will record the code messages
3.
Students will scan the QR messages together
sharing the technology
4.
Students will analyze the QR messages together
5.
Students will create the QR messages together
sharing the technology
6.
Students will collaborate together to create the
sentences to convert into a QR Code
7.
Students will share their technology
We share:
1.
We will scan QR codes
2.
We will share the messages
3.
We will discuss the decisions making process
that Kate followed in the story
4.
We will share what needs and wants we have as a
class, personal as well
5.
Upon
completion of the project the students are going to produce an electronic
answer page, then for some students to email their project as an attachment to
the teacher, we will share the email attachments using an LCD Projector
connected to a computer
6.
Students will share their ideas for feedback,
and make necessary revisions of their answers
Assessment: Anecdotal
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Can students successfully read and then create a
QR Code?
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Was the student successfully able to generate a
code?
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Did the code have the correct answers?
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Did the student work successfully with other
students in the group?
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Did the student come up with an original final
Word document?
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Did the student discover new skills integrating
technology for fun?
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Did the student have fun?
·
Did the student connect this activity to the
world?
21st Century Teacher Efficacy Rubric:
Score the teacher (self reflection)
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Criteria is a synthesis of the
following lessons in the articles: 21st
C. Learner, Five Hallmarks of Good Homework,7 Essentials of Project-Based
Learning, and Show us What Homework’s For
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Purpose: Did the student
personalize the purpose of the project?
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Evidence
of question
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Evidence
of critical thinking
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Evidence
of gaining knowledge by reflecting, collaboration, communicating
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Personalized
the driving question
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Efficiency: Did you learn anything?
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Shared
knowledge during group discussion responsibly respecting others feelings and
manners
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Participated
productively with partner
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Draw
conclusions-connect to a real situation real world events
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Makes
informed decisions based on self-assessment and group collaboration
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Ownership: Personal relationship between the student and the content
formed?
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Applied
knowledge from personal experiences to new situation
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Evidence
of individual research, generated new questions
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Evidence
that the student became involved in the decision making process during group
work
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Student
performed activities finding pleasure in personal growth
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Competence: (differentiation)
Student
selected activities based on personal inquiry and time restraints
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Evidence
of pursuing personal growth by self-assessment and openness to new ideas and
suggestions
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Found
additional information independently
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Evidence
that student related activities to
personal life
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Customized
project and components (activities) to personal needs- different style,
signed name with a Code, different medium to present the message (results)
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Aesthetically
Appealing
-Public
Presentation
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Aesthetic
Growth multiple components digital, visual, textural, technological
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Used
creative and artistic formats to express personal learning
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Trying
a variety of formats
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Organized
uncluttered
Attractive
Attention
grabbing text fonts
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Self-Evaluation-Any
new ideas?
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Identified
own areas of interest-select resources that are engaging
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Identified
areas of increased skill
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Assess
own ability to work with others face to face and through digital medium
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Assess
own growth
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Total:
Each
section is worth one point for a total of
out of 24
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Total=
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Comment
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Differentiation:
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EPA support available
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The activity can be scaffolded easily by
limiting the messages to be scanned or by using the EPA to write the messages
down for the student
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Students are able to choose other word
processing programs
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Certain students will not be able to email as an
attachment the answers, these children can create a visually pleasing copy and print it off on paper
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Teacher can scribe for the student
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Teacher can provide additional time
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Teacher can provide a picture for the student to
use
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Activities can be scaffolded to meet the
individual needs
·
Teacher can assist with the use of PT to scan
the QR Code
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Teacher can minimize the amount of codes needed
to be scanned to an attainable and manageable amount for the student
·
Use co-writer on computer to assist students with writing their
sentences if they are having problems
spelling the words, then copy word/sentences into Kidspiration or Word,
·
Use Kidspiration on computer to make a an idea
web (concept map) to structure and organize their ideas into a sentence, then
follow the program to create the sentences into Word, then use the sentences by
copy and paste into the QR Code creator web based program
·
Teacher can assist with using a text to speech
program if the student is not able to hit the letters on the keyboard or type
for the student
Assessment Rubric
Unit 1-Needs and Wants: Technology in their lives
Name:
__________________________________________
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Subject
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SCO
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1
Point -Achieved some
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2
Points-Achieved most
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3
Points-
Achieved
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Language
Arts
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1.1
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describe, share, and discuss
thoughts, feelings, and experiences and consider others’ ideas
|
1
|
2
|
3
|
|
|
1.4
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listen critically to others’ ideas
and opinions
|
1
|
2
|
3
|
|
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9.1
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create written and media texts
using a variety of forms
|
1
|
2
|
3
|
|
Social
Studies
|
2.3.1
|
give examples of how children and
their families use economic decision-making as consumers
|
1
|
2
|
3
|
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Visual
Arts
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3.4
|
explore
images using technology
|
1
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2
|
3
|
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Tech
|
SEHI 3.1
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share books, media, electronic
information resources, and computer equipment
|
1
|
2
|
3
|
|
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PTS 3.1
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present their learning by
selecting media and software appropriate to the content and purpose, with
teacher assistance
|
1
|
2
|
3
|
|
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BOC 3.1
|
safely use school media, computer
equipment, and software to support their learning, with direct teacher
assistance when required
|
1
|
2
|
3
|
|
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BOC 3.3
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operate a classroom computer, log
on and off the school network, launch and close software, save, edit, and
print their work, with teacher assistance
|
1
|
2
|
3
|
|
|
D1.1
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identify
and show appreciation for skills they have developed
|
1
|
2
|
3
|
|
|
D2.1
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acknowledge
thoughtful and caring behaviours among their classmates
|
1
|
2
|
3
|
|
|
D2.2
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demonstrate
respect for and acceptance of all classmates
|
1
|
2
|
3
|
|
|
D3.1
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identify
and use strategies for making and keeping friends, and for resolving
conflicts with friends
|
1
|
2
|
3
|
|
|
D4.1
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accept
responsibility for the consequences of their decisions
|
1
|
2
|
3
|
|
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D4.2
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identify
and evaluate alternative solutions for a given problem
|
1
|
2
|
3
|
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Comment
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Total=
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Appendix:
Activity 1: Scan Me!
Activity 2: Needs and Wants Secret Code Messages
If you want- sign your name
by creating a code! And put it here.
Activity 2: Answer Key for Needs and Wants Messages
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Scan these codes
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Write the messages
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Name:
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Hi Grade 2 students. Please read the instructions. Finish the work and
have fun!
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Read the book called Kate’s Money. List 2 needs and 2 wants from the
book.
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Are the needs of African children the same as Kate’s needs and wants
and your own?
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Record your answers on the computer using Word.
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Email me your answers: pascal@staff.ednet.ns.ca
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Lesson 9: Handout
QR Me
Scan
and read and create a QR Code
Use the technology that you have in your pockets
and at home to make learning fun and connected to what you like to do –use your
pocket devices. By using this technology and QR code system, you
are able to communicate and share digital stuff through a cool and 21st
Century way. You will be able to use your pocket devices to scan
the messages that I have prepared. Have
fun using your Pocket Technology to scan the codes and figure out the secret
messages. You will use your PT to demonstrate to me that you
can scan using your technology, as well as, share your understanding of the
lesson and how you problem solved. This lesson is a follow up activity to a previous
lesson discussing how to decide to spend money.
Here is a sample of a QR Code
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