1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. What are decomposers | Organisms that break down organic matter | 2. What is biomass2 | Amount of living tissue2 | 3. How much of the energy is given off at each trophic level3 | 90%3 | 4. Give an example of a food chain.4 | Various answers4 | 5. What are populations made up of5 | Individuals of the same species5 | 6. Why is biodiversity important6 | It provides lots of cheap and important resources6 | 7. What increases a population7 | Number of births and immigration greater than deaths and the number of people leaving an area7 | 8. What kind of energy do producers use and make8 | Use light energy, make chemical energy8 | 9. Give an example of a decomposer.9 | Various Answers9 | 10. Which level in food web or chain would have the least amount of energy available10 | Top level carnivores10 | 11. What is carrying capacity11 | Amount of organisms that can survive in a particular area11 | 12. What kind of energy do consumers use and make12 | Use chemical make heat (from cell energy)12 | 13. If the population of a prey decreases, what happens to the population of its predator13 | Decreases13 | 14. If a producer has 400 units of energy, how many units of energy will be available to the herbivores who eat the producers?14 | 40 units14 | 15. Where is the greatest amount of energy located in a food web15 | Producer level15 | 16. Give an example of a possible abiotic factor in an ecosystem.16 | Various Answers16 | 17. Give an example of a carnivore.17 | Various Answers17 |
What are decomposers&choe=UTF-8
Question 1 (of 17)
What is biomass2&choe=UTF-8
Question 2 (of 17)
How much of the energy is given off at each trophic level3&choe=UTF-8
Question 3 (of 17)
Give an example of a food chain.4&choe=UTF-8
Question 4 (of 17)
What are populations made up of5&choe=UTF-8
Question 5 (of 17)
Why is biodiversity important6&choe=UTF-8
Question 6 (of 17)
What increases a population7&choe=UTF-8
Question 7 (of 17)
What kind of energy do producers use and make8&choe=UTF-8
Question 8 (of 17)
Give an example of a decomposer.9&choe=UTF-8
Question 9 (of 17)
Which level in food web or chain would have the least amount of energy available10&choe=UTF-8
Question 10 (of 17)
What is carrying capacity11&choe=UTF-8
Question 11 (of 17)
What kind of energy do consumers use and make12&choe=UTF-8
Question 12 (of 17)
If the population of a prey decreases, what happens to the population of its predator13&choe=UTF-8
Question 13 (of 17)
If a producer has 400 units of energy, how many units of energy will be available to the herbivores who eat the producers?14&choe=UTF-8
Question 14 (of 17)
Where is the greatest amount of energy located in a food web15&choe=UTF-8
Question 15 (of 17)
Give an example of a possible abiotic factor in an ecosystem.16&choe=UTF-8
Question 16 (of 17)
Give an example of a carnivore.17&choe=UTF-8
Question 17 (of 17)
