Today's lesson is a culminating activity at the end of the Frankenstein unit. This lesson takes one class period to complete and requires students to wander around the building as they complete various tasks related to Mary Shelley's romance. Thus, making both administration and staff aware of the activity is crucial, and it may be necessary to get approval, which my student teacher and I did.
The document Plaques shows the various stations we set up around the school for the scavenger hunt. It's important to make sure all students have a safe group in which to complete the scavenger hunt, and it's important that students understand that the activity is suppose to be instructional as well as fun.
Before releasing the students on the hunt, the teacher will need to prepare the stations and have a document for students to use as a check sheet, too. Our check sheet gave the locations of the stations so students knew where to go to complete the tasks.
Additionally, if using other teachers' classrooms, some advanced preparation will be necessary. We used the weight room, so we asked the teachers using the room for their weights classes if we could invade their space for the hunt. We also got the office staff involved and a teacher in my department who is a big fan of Paradise Lost and was eager to share his love of Milton's poem.
In this lesson students
When students enter the room, I distribute the check sheet so that we have one less task to complete after the bell rings. They are eager for today because we told them about the scavenger hunt prior to the class, building it up over several days. They even forgive us for postponing the activity for several days because they know we're trying to make today special.
When class begins, I tell them that they will be in groups of 2-4 students. I tell the class that they need to have someone in the group who has a smart phone so that they can complete the scavenger hunt. I suggest they not form larger groups because a large group will mean delays and a loss of participation. So they know what to look for when they arrive at their scavenger hunt stations, I project an image of a station on the screen so that they see an example: Scavenger Hunt Station
I have my email and phone # on the board and tell them to write those on the forms so that they can text and email their work.
We look over the check sheet together and talk about the importance of being on task and showing respect for the building, for other classes, for the office workers, etc.
Then we're ready to begin the hunt.
As students disburse to join the scavenger hunt, it's necessary for me to stay behind and place tardy students into groups. My student teacher goes ahead and monitors students and gives them directions as they begin the hunt.
After a few minutes, I join the hunt and take pictures of students working on the hunt. I encourage them to use the costumes we've provided for the wedding ceremony and show one group how to locate the "Monster Mash" music on YouTube.
The Animoto is a compilation of photos I took and photos students submitted via text message and email. Additionally, the video clips are all student produced and based on the stations in the scavenger hunt.
This is just a small sampling of the work students did as they scavenged!
Since the groups need to submit their work via text message or email, it's vital that I check work prior to the end of class just to be sure all students have the email address and phone number for texting. Text Message from a group Frankenstein Scavenger Hunt task shows a message I received from one group along w/ the names of the group members. That way I know exactly from whom I getting responses.
As students return from the hunt, my student teacher and I engage them in an informal conversation about the activity to see which tasks worked and which didn't work as well. Happily, the groups had no trouble w/ instructions and reported no problems finishing the activity.