I’ve noticed that a popular activity during our COVID-19 pandemic right now is scavenger hunts. My favorite scavenger hunt app is Goosechase, which I wrote about in January of this year. Although I don’t currently have students, I immediately thought of this app when pondering how I would engage my students during online learning. I considered making a GooseChase for other teachers and families to use, but a few others have beat me to the punch – and done much better jobs than I would have done.
First of all, Goosechase itself has begun a “Community Cup 2020” that is open to all to participate. It runs from now until April 3rd, with new missions being added each day. (Apparently the first day included a mission for people to do their best Batman impression, and the video compilation of select submissions is super cute.) The page describing the contest also includes a how-to video in case you are new to Goosechase. Since this is an app that asks for photos and videos of people doing (usually) silly things, please be conscious of privacy issues, especially for minors.
Boys and Girls Clubs of Metro Atlanta have also created their own special pandemic-inspired Goosechase. They tweeted that they have one called, “Quarantine Can’t Keep Us Down,” which ends tomorrow, March 26th. You can download the app and do a search for that game title to participate. It has so many missions that I couldn’t count them, and it would definitely be a fun activity for the whole family. According to @BGCMA_Clubs on Twitter, this is just the first of an educational series of scavenger hunts, so follow them on Twitter if you are interested in participating in future hunts.
The link to Barb’s Instructables post gives great directions on how you can use Scratch, pressure switches, and a Makey Makey to create an interactive display of book choices for students.
There are many potential students-centered uses for this idea, such as using student-created book blurbs or designing containers for the pressure switches and wires. Scratch has made it extremely easy in the last couple of years to program for use with Makey Makey, and Barb has a link to a video to help you out in her Instructables post.
While writing yesterday’s “Game of Phones” post, I started searching my archives and I was surprised to see that I hadn’t mentioned Goosechase Edu. So, let’s rectify that today.
Goosechase is a scavenger hunt app available on the App Store and on Google Play. Players need to download the free app. (If you are using district devices, be sure to verify ahead of time that the app has been approved for use.) Organizers need to create an account online. There is a special, educational version of Goosechase available that has different pricing tiers, so be sure to visit the Edu site rather than the one designed for corporate use.
The pricing can be a bit confusing when you are new to using Goosechase Edu. Suffice it to say that, as a classroom teacher, I found the free plan to work well for my class. This plan allows you to have 5 teams compete against each other during a game. This is in contrast to the next tier, which allows for 10 teams or 40 individuals to play at a time. You only need one device per team, although you can use more – allowing team members to separate to complete different missions.
When the organizer sets up a Goosechase game, he/she adds missions to the hunt. Each mission can be awarded points when completed, and the organizer can determine which missions are weighted more than others. An example of a mission would be the following, which I used in my Principles of Arts class when we were learning about different camera angles:
The organizer can make up missions, or use missions that have already been posted in the Goosechase Mission Bank. In fact, you can even browse the library of public Goosechases, and choose to copy an entire hunt for your own use. Each mission requires that a photo and/or video be submitted in order to complete it.
Like many online student interactives available these days, Goosechase creates a code, which participants will use to join the hunt. Teachers can determine the amount of time for the hunt, and even when missions or automatic messages will appear for participants. (When students first launch Goosechase, remind them to allow for notifications so you can get in touch with them during the hunt.)
I like to mix missions that require some, most, or all of the group to be in the pictures or videos as well as some images that are of things around campus. This way, the group has some accountability for staying together and on school property. I also go over behavior expectations before they leave the room, stressing that teams must: stay together, not disrupt any other classes going on, stay safe when taking pictures, and return on time. As students are off on the hunt, the organizer can pull up an activity feed to see the missions as they are being completed. I walk around the halls as I monitor the feed to help discourage any temptations for mischief.
With notifications enabled, you can send out a reminder to the teams when time is wrapping up. Give yourself some time to do a debrief at the end, when the class can look at the team submissions and decide as a group how to assess them before declaring the final winners. One of my favorite features of the game is that you can actually download all of the submissions to save for the future end-of-the-year slideshows or other reminders of silly learning experiences in class.
There are plenty of Goosechase games in the library related to core curriculum that you can use. Another great way to use Goosechase is in a unit on Growth Mindset. I worked with my 8th graders on this a lot last year. We talked about taking risks and solving problems, and then I sent them off to complete the following set of missions:
Here is what I like about Goosechase: students can get out of their seats, students can be creative, students can choose the missions they want to do, we can laugh together as we learn, we are making tangible memories, and even the students who are the least engaged will participate.
If you teach in a secondary classroom where phones are ubiquitous, this might be the resource for you. Amanda Sandoval (@historysandoval) recently tweeted out “Game of Phones“, an assignment created in Google Slides that she designed to help her students demonstrate their understanding of the causes of The Great Depression. You can see some of the submissions from her students on her Twitter feed under the tag #gameofphones. Of course, your class may not be studying The Great Depression, or you may just want to tweak some of the slides. In that case, you can always make a copy to suit your own classroom needs.
And here’s another amazing (and timely) resource from Amanda – a Hyperdoc on Impeachment. Be sure to follow Amanda on Twitter and/or visit her website for more digital wizardry to use in your classroom.
Stay tuned tomorrow for my post on Goosechase Edu, another way to capitalize on the power of phones and/or tablets during your lesson.
One of my presentations this year at TCEA was called, “50 Shades of Green,” (thanks to Angelique for that title). I’ve been curating information about using green screens with classes from my own blog posts, tweets, and other shared blogs from educators. The presentation included ideas for activities/lessons, apps and software for editing, and practical tips. There are lots of links for resources, so if you are looking for a comprehensive collection of green screen ideas, feel free to take a look at the presentation here.
If you happen to be attending TCEA 2019 in San Antonio, TX, next week, I hope you will swing by to say, “Hi!” or even attend one of my sessions.
You can thank my partner-in-crime for the name of my first session about using green screens:
12:00 PM – 12:50 PM
Fifty Shades of Green
Despite the title, it will be a G-Rated session.
My other session will actually be co-presented with the aforementioned partner-in-crime, Angelique Lackey.
01:15 PM – 02:05 PM
Step Away from the Slideshow
The title is not quite as provocative as my green screen session, but considering my colleague’s direct involvement there will probably be more of a chance we will end up being banned from ever presenting at TCEA again 😉
Long ago – during the first semester – my GT 3rd graders decided that they wanted to do their Genius Hour project on volcanoes. (My 3rd grade class is only 3 students this year, so they are doing their project together.) To narrow things down, we decided to learn more about shield volcanoes. Specifically, Kilauea.
You can probably see where this is going. After months of research, writing a script for a newscast, dealing with many device issues and lost footage, we finally had everything together.
Then Kilauea erupted.
Actually, of course, Kilauea has been erupting. For years. But in the last few weeks it has been more insistent on being noticed. A neighborhood needed to be evacuated because lava flowed into it, and the toxic fumes aren’t too hospitable either. In addition, more violent eruptions may happen in the near future.
Our video needed to be rewritten and re-filmed. Again. The students, of course, wanted to keep all of their “humorous” sections. I wanted to make sure it didn’t look like we were making light of a serious situation that has caused Hawaii’s governor to declare a State of Emergency.