Finding Your Way Using QR Codes

Transcription

1 Published on AASL Learning4Life Lesson Plan Database Finding Your Way Using QR Codes Created by: Karla Collins Title/Role: School Librarian Organization/School Name: Longwood University Location: Virginia Grade Level: 9 Type of Lesson: Stand-alone lesson Type of Schedule: Flexible Collaboration Continuum: Moderate Content Area: Language Arts Content Topic: Freshman library orientation Standards for the 21st-Century Learner Skills Indicator(s): Use prior and background knowledge as context for new learning Find, evaluate, and select appropriate sources to answer questions Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Dispositions Indicator(s): Display emotional resilience by persisting in information searching despite challenges Demonstrate teamwork by working productively with others. Responsibilities Indicator(s): Use information technology responsibly. Self-Assessment Strategies Indicator(s): Use interaction with and feedback from teachers and peers to guide own inquiry process Seek appropriate help when it is needed. Scenario: As new students in the school, 9th graders typically receive an orientation to the library through their 9th grade English class. In this lesson, students work in pairs to complete a library scavenger hunt using clues found by scanning QR codes that have been placed throughout the library. This lesson uses technology tools to engage the students in an activity which familiarizes them with the layout of the library and other aspects of the library, such as online resources and library hours. It also refreshes their skills in finding materials in the library and locating information in resources. The instructional team is made up of the librarian, classroom teacher, and Instructional Technology Resource Teacher (ITRT). The teacher works with the librarian in planning the scavenger hunt to identify skills and content that will be included in the activity. The librarian also collaborates with the ITRT to develop and present the activity using QR codes and ipod Touches. The instructional team works together to plan, implement, and assess the instruction. The classroom teacher follows up on the lesson with an assignment that requires the students to use the resources as part of their current research/instructional unit. Overview: While designed to be an introduction to the library resources for new students, it is also a review of prior instruction, such as using an index and table of contents, finding various types of books in

2 the library, using online databases, and finding books using the computer catalog. English content: Use of resources. EQ: How can I efficiently use the resources in the library to find the information I need for my assignment? Final Product: Completed scavenger hunt with knowledge of resources to use in upcoming assignment. Library Lesson: The students will refresh their knowledge of locating information in library resources by correctly answering questions to earn the next clue. The students will learn the layout of the library collection. The students will access online library resources to correctly answer questions. Estimated Lesson Time: 45 minutes Assessment Product: Formative Assessment: The instructional team will monitor the students' work as they are completing the hunt and provide guidance/redirection as needed. Summative Assessment: The completed scavenger hunt will be assessed by the instructional team for completion and correct answers. Students with incomplete or incorrect responses will receive remediation of the skills. Process: Formative: Monitor the students during the hunt to assess correct use of the ipod and QR codes to access clues and information. Provide scaffolding for students who are having trouble finding the answers. Make sure partners are sharing the responsibilities. Student self-questioning: What information do I already know that will help me find the resources or answers to the clues? What resources did I find in the scavenger hunt that will help me find information for my assignment? If needed, did I ask for help from a peer or a teacher? How well did my team work together? Instructional Plan Resources students will use: Physical Object Software Text (books, letters, poems, newspapers, etc.) Resources instructor will use: Projector Laptop Other Other instructor resources: ipod Touch, Common Craft video, i-nigma.com (QR code generator), document camera Instruction/Activities Direct instruction: Pre-Instruction preparation: Planning/collaboration: With the classroom teacher, determine the skills that will be reviewed in the scavenger hunt. For example, students may need to use an index or table of contents to find the answer to a question in a specific reference book. Most questions should be phrased so they do not require a book that may get checked out during the course of the activity. Example: In fiction, ask how many books are on the shelf that are written by a specific

3 author (choose one with many titles). Planning/set-up: Use a QR Code creator to make the QR codes. There are many available online that are free and include free QR Code reader apps. Each QR code should give a clue that will take the students to a different section of the library. (see attachments for an example of how the scavenger hunt was organized with our library resources) Print the codes so they can be posted throughout the library. In order to spread out the groups of students, we started each group at a different reference book (12 groups). The clue given at each reference book guided the students onto one of six paths. Each path took the students to the following areas: Fiction, Biography, Non-fiction, Periodicals, online databases, library website, online catalog. We also included a question about the library hours. By having 6 paths, the groups were spread throughout the sections of library instead of trying to find and use the same resources. Create the answer sheets that will guide the students through their scavenger hunt and will give them a spot to record their answers. Place the QR codes throughout the library. **Before you give the lesson, complete all of the paths of the scavenger hunt to make sure everything is in the correct place!** Whole class instruction: 1. What are QR Codes? Show examples of QR (Quick Response) codes. Intitiate discussion about where students have seen QR codes, and what they know about them. Show video (We used Common Craft's "QR Codes, Explained by Common Craft.") that explains the history and development of QR codes. 2. How is the library arranged? Show the areas of the library, and where various types of materials can be found (fiction, non-fiction, etc.). Access students' prior knowledge about how books are arranged in the various sections (fiction by author's last name, etc). 3. Give instruction on the use and care of the ipod Touches and discuss appropriate handling of the devices. Reinforce rules/aup requirements for the school division, etc. Modeling and guided practice: Demonstrate the use of the ipod Touch and app using a sample QR code that has been enlarged to poster size. Use a document camera to show the screen of the ipod to the whole class. While students look for the answer to the first clue, the teacher, ITRT, and librarian position themselves throughout the reference section and guide the students through the steps to find the correct book, locate the answer, and find the next QR code. The instructional team then spreads out around the library to provide assistance as necessary as the groups complete their hunt. Independent practice: Groups follow the clues and answer the questions on their answer sheet. The final QR code leads the students to the online catalog, and instructs students to use the catalog to find a book to check out. Sharing and reflecting: As students return the ipods, ask questions about their experience. The classroom teacher can follow up with a lesson that requires students to use the library resources to find information on a topic related to their current unit of study. For example, one English teacher in our team was beginning a unit on The Odyssey, and had the students find background information about Greek mythology using the library resources. They came back the following day to complete the research assignment. The instructional team should meet after the lesson to make note of areas of difficulty and changes that need to be made for future classes. Have you taught this lesson before: Yes Strategies for differentiation: Pair students who will be able to provide support to each other (reading, locating information, etc.) Assign paths and/or questions based on reading interests/abilities. AASL/Common Core State Standards Crosswalk English Language Arts:

4 CC.9-10.W.8» English Language Arts» Research to Build and Present Knowledge» 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (9,10) CC.9-10.SL.1» English Language Arts» Comprehension and Collaboration» 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (9,10) CC.9-10.SL.1.b» English Language Arts» Comprehension and Collaboration» b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. (9,10) CC.9-10.W.6» English Language Arts» Production and Distribution of Writing» 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (9,10) CC.9-10.L.4.c» English Language Arts» Vocabulary Acquisition and Use» c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (9,10) CC.9-10.R.L.1» English Language Arts» Key Ideas and Details» 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (9,10) CC.9-10.R.I.2» English Language Arts» Key Ideas and Details» 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (9,10) CC.9-10.R.L.2» English Language Arts» Key Ideas and Details» 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (9,10) CC9-10RS/TS1» Reading Standards for Literacy in Sci Tech» 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (9,10) CC.9-10.SL.2» English Language Arts» Comprehension and Collaboration» 2. Integrate multiple

5 sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (9,10) CC.9-10.SL.3» English Language Arts» Comprehension and Collaboration» 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (9,10) This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

6 Group 1 ipod # QR Code Scavenger Hunt Names: We have scattered QR codes all around the library. Use the clues to take you to a new section of the library. Answer the question and find a QR code to take you to the next section. Your scavenger hunt will begin in the Reference section. QUESTION 1: ANSWER 1: Hint: Call number R LEN; The Encyclopedia of Animated Cartoons QUESTION 2: ANSWER 2: (Fiction) QUESTION 3: ANSWER 3: (Biography) QUESTION 4: ANSWER 4: (Non-fiction)

7 QUESTION 5: ANSWER 5: (Periodicals) QUESTION 6: ANSWER 6: (Library Information) QUESTION 7: ANSWER 7: (Edline) ***Now scan the QR code on the library Edline page.*** QUESTION 8: ANSWER 8: (Destiny) Find a book to check out today. Make sure your group turns in this paper.

8 General questions for all paths Make one copy of this page All paths bring students to these codes. Because each path leads to one location, only one code needs to be printed and placed in each location. Place on periodical shelf Library hours Place near library hours Online database password Link on EdLine page Book to check out

9 Group 1 & 7 Make one copy of this page R LEN R 552 COE Stephen King Stephen King Place in Reference book Place in Reference book Abraham Lincoln Place on F KIN shelf Place on B LIN shelf Place on shelf