Mary Chambliss and Stephenie Albert presented information on using QR codes in the classroom. They discussed how teachers have used QR codes and how students can create their own QR codes to link to websites, text documents, images, audio recordings and videos across various subjects and grade levels. Examples were provided of student projects where they researched animals and trails in the American West, creating presentations and interactive activities using QR codes. Teachers are encouraged to contact the presenters with any other ideas for using this technology.

1. NC TIES 2014
Stephenie Albert and Mary Chambliss

2. Mary Chambliss
Technology Facilitator
Stephenie Albert
5th Grade Teacher

3. Universal Product Code (UPC)
1 Dimensional
First use in 1960s by Association of
American Railroads.
http://commons.wikimedia.org/
Became most popular in
grocery stores beginning with a
pack of Wrigley Company
chewing gum in June of 1974.

4. Quick Response Code
2 Dimensional
Initially developed,
patented and owned by
Toyota for car parts
management .

5. Beetagg – Proprietary
barcode from Connvision
High Capacity Color
Barcode – Developed by
Microsoft.
MaciCode – Used by
United Parcel Service.
Now Public Domain.
PDF417 – Originated by
Symbol Technologies.
Public Domain.ShotCode – for camera
phones. Originally from
High Energy Magic LTD.

6.  To engage students.
 As part of project based learning.
 To allow students to create materials for
others.
 To prepare students for using technology in
future careers.

7. Teachers have used QR codes in the classroom, but
we want to show you ways that students can create
their own QR Codes.

8.  Linking Websites
 Text
 Text Documents and Image Files
 Voice Recordings
 Creating and Linking to Video Files
 Creating and Printing Multiple QR Codes
 Across multiple subject areas, grades, classes
 Parent Connections
 Future – Other School and Community
Connections

9.  Dropbox, Recordmp3.org, Audacity

21. https://audioboo.fm/boos/1916693-jackie-robinson

24. Blue Poison Dart Frog
By: Zohayr
http://www.123rf.com/stock-photo/dart_frog.html
Located: Amazon rainforest in Northern South
Adaptations: Blue poison dart frogs are covered with a sticky skin that helps to hold
in moisture and allows the frog in the wild, blue poison dart frogs live for 4-6 years.
Omnivore: It eats insects like caterpillars, ants, beetles, flies and mites.
Fun Facts
Life: 3-15 years
Size: 1 inch
Group name: Army
Is threatened by habitat loss
Most natural member of the frog, leimadophis a snake with same poison
Used for Native American poison on dart tips
Can jump more than 10 times higher than its own height
Most toxic frog
http://animals.nationalgeographic.com/animals/amphibians
FRILLED LIZARD
BY: Reagan
When the frilled lizard feels threatened it rises on its hind legs, opens its
mouth, open his colorful, skin flap that encircles its head, and hisses. If that
does not scare away the attacker he quickly turns around and then bolts and
lifting his leg left and right. The frilled lizard does not stop running or looks
back until he reaches the top of a tree. The frilled lizard nick name is (frill neck)
and are also are a part of the dragon family. The frilled lizard lives in Savanna
woodlands of Northern Australia. The frilled lizard survives in warm tropical
forest weather. The frill neck eats Crickets, spiders, and worms. . The frilled
lizard is a carnivore because it only eats meat. The frilled lizards prey is owls,
eagles, wild cats, big snakes and dingoes.
FUN FACTS
On average, the larger adults reach about 3 feet (0.9 meters) from head to tail and weigh up to 1.1
pounds (0.5 kilograms.
Frilled lizards lives up to 20 years. The frilled *+lizard spends most of its time in
trees eating.
Females lay 8 to 23 tiny eggs in an underground nest.
http://video.nationalgeographic.com/video/kids/an
imals-pets-kids/reptiles-kids/lizard-frilled-kids/

44.  Students researched trails in their family
groups.
 Created Powerpoint presentations.
 Students took notes they could use for
information as they traveled the trails.
 Each group wrote 5 hardship questions and 5
trivia questions.
 Groups traveled the trails and earned points
based on their knowledge of the West.

54.  A. This may be the safest route, but there is
nowhere to resupply. You get delayed and
your family starves (-5 points)
 B. You looked exhaustion right in the face
and said, “Bring it.” After just one day of
traveling, people are too tired to go on and
you get delayed. (-2 points)
 C. You manage to make it to Sacramento
California in time (+5 points)

59.  Please feel free to email with any questions or
to tell us about ideas you have.
 mchambliss@wcpss.net
 salbert2@wcpss.net
 http://msalbertgrade5.weebly.com/nc-
ties.html