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. State the WHO’s definition of health (Synthetic pitch) | 2. Classify the following under the most appropriate dimension of health. (Study centre door)Healthy weight range, Poor coordination, Getting along with peers, Having positive self esteem, Working cooperatively, Being able to cope with stress, Having a sense of self worth, Not giving up when you receive a bad SAC score | 3. Identify five sociocultural factors (DC Building door) | 4. Define morbidity, incidence, life expectancy (LPA Building Door) | 5. What do YLL & YLD stand for? (side of RC8) | 6. Discuss the difference between the terms developed and developing (Canteen) | 7. Other than poverty, identify another four sustainable development goals (side of RC18) | 8. Provide two reasons why our health has improved from the 1900’s to now in 2018 (Science building door) | 9. Other than obesity, diabetes and cancer, name five other NHPA’s (Gym sails) | 10. How many tea spoons of sugar does a product have if it has 48 grams of sugar? RC1 |
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