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. If a store in France bought clothing from Egypt to sell at their store in Paris, the clothing would be considered an | import | 2. From this list of productive resources found at Burger King, which of these is a natural resource: cook, grill, order taker | chicken | 3. How does a command economy answer the question what to produce | whatever the government says | 4. Here is a list of productive resources found at Wal-Mart. Which of these is a capital good?(cashier, cash register, fruit) | cash register | 5. A country has a new industry that builds tractors for agriculture. To protect this new industry from competition by lower priced foreign built tractors the government would use what type of economic trade barrier to raise the price of imported tractors? | Tariff |
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