Quest 12: Quest Craft Copy
You’ve met every challenge with grit and resolve. Now it’s time for you to master the art of Questcraft. The more quests you and your learners create, the more problem solving inquiry paths will be available to potential world-savers!
In this quest you will support your narrative by creating a quest about ANY topic for YOUR learning environment. For example, for a narrative about intrepid adventurers who follow the cyborg Yeti trail of lost treasures across 7 continents, your first quest could involve learning about the continents, the Yeti, and/or map skills.
- Check the Instructional Quests table (below) for sample quests created by your peers.
- Refer to the Resource Pathfinder and the Gamification Products for additional sources. (If you find a new source, please make it available to others via the PLN Resources Survey.)
- When ready, complete the Quest Submission Survey. After about 5 minutes you may Search for your quest by key word in the Instructional Quests table. (You can scroll from left to right):
- Refer to the Timestamp column or Search by key word in the Instructional Quests table for the most recent quest (before yours) and offer feedback.
- Check back here later to see if anyone has given you feedback.
|Timestamp||GamerTag||Subject||Title and/or Topic||Objective||Activity||Assessment||Source||Game|
|6/11/2018 10:06:22||DeLorenzo||Game Thinking||The Puzzle of Motivation||The students will learn what motivators are in the workplace and thinking situations, and what types of motivation work best.||The content is learned by viewing a video with the speaker Dan Pink and note-taking during this video. Students will watch the video independently.||The assessment is employing the information that is learned in a timed or obstacle based game. Students will get instant feedback on their correct or incorrect answers and submit the scores they received. They can retake the assessment multiple times and submit the scores along with the number of times taken.||Link||Link|
|6/13/2018 17:53:32||Hagan||Game Thinking||Operant Conditioning in Gaming||Students will learn about the psychological elements of gaming and examples/effects of operant conditioning therein. Students will also learn the history and elements of operant conditioning as well as how it can be used against them or their students while gaming or in everyday situations.||Students will watch the video presentation on the skinner box/operant conditioning in gaming. This video discusses the history and discovery of operant conditioning and how it is used in modern culture. Students will then be able to access Classtools.net to engage in a flashcard review of the video’s material and to play a scored review game.||The teacher will assess the acquisition of the material by having students submit screenshots of their scores on the review game after having completed the flashcard review. Mastery will be determined by the level of the individual game completed along with the gamer’s score.||Link||Link|
|6/19/2018 11:34:38||DeLorenzo||Game Thinking||the Puzzle of Motivation||The students will learn what motivators are in the workplace and thinking situations, and what types of motivation work best.||The content is learned by viewing a video with the speaker Dan Pink and note-taking during this video. Students will watch the video independently.||The assessment is employing the information that is learned in a timed or obstacle based game. Students will get instant feedback on their correct or incorrect answers and submit the scores they received. They can retake the assessment multiple times and submit the scores along with the number of times taken.||Link||Link|
|6/21/2018 10:30:47||DeLorenzo||Language Arts||Sentence Structure and Punctuation in The Tell-Tale Heart||Students will learn how using different kinds of punctuation and sentence structures can contribute to mood and meaning.||Students will play through the two Trapped! Games to reinforce sentence and punctuation skills. The theme of the “gothic” is also present in the two Trapped! Games to continue immersion in the genre.||Student answers will be reviewed by the instructor for understanding.||Link||Link|
|6/28/2018 18:47:52||Hudobenko||Language Arts||Elements of Plot||the elements of a plot diagram, be able to define the five different parts of plot, and be able to identify these elements with a story or role play of their own.||Students will access the Smartboard to reveal the different components of plot along with their definitions. The skill they are working towards is understanding plot elements and how they apply to any text, video, movie, etc. The skill will be embedded in the assessment because students will not only be asked to complete a quizlet, but also create their own crossword puzzle to test their peers on their new knowledge based on a story they create independently.||During the lesson, students will be asked to label plot components of their favorite book or comic book after the class discussion. Students will also be completing a quizlet before they move on to their creative writing component.||Link||Link|
|12/9/2018 21:28:16||Gage||Language Arts||Journey through "Thank You, Ma'am"||the value of morals through the use of the short story “Thank You, Ma’am” through the perspective of the boy, Roger.||Since the idea is for students to learn the value of morals through the perspective of the boy in the story, the content will be embedded in the assessment. In theory, students would make decisions as themselves but through the perspective of Roger.||The learning will be measured based on the decisions that students make in place of Roger. They will be presented scenarios that are similar to the text, and they must choose the morally correct answer.||Link||Link|
|3/3/2019 13:38:16||Pham||Game Thinking||Beginning Gamification||comprehend and identify the key concepts in gamification||Students will watch a Youtube video, Episode 57 - Square One - Beginning Gamification. Students will discuss and think-share what they believe the ‘takeaway’ message from the video was. Students will take on the role as journalists and identify the key concepts in gamification to present to their peers. Students will take a gamification ‘quiz’ to test their knowledge of what they just learned||To measure the learning that took place during the lesson, students will provide feedback on identifying one pro and one con based on assessing the video and key concepts of gamification||Link||Link|
|3/10/2019 17:29:29||Mierzejewski||Game Thinking||Ken Robinson: Bring on the Learning Revolution||The classmates will learn what Ken Robinson says about how education needs to change in order for it to be effective for students to learn.||The learning will take place by having the students watch the video and then answer the questions provided within the crossword puzzle. Lay out the scenario for the students and give them the task they are needed to complete at the end Have students watch the video After completing the video have students form groups and talk about the main topics associated with video Have students in their groups come up with ideas of how they can implement the main ideas from the video into school curriculum Assess students comprehension by having them complete crossword puzzle||The learning will be assessed by having the students complete the crossword puzzle. The crossword will provide the students the chance to learn the key topics from the video while being in a more fun manner then taking notes and being quizzed on it.||Link||Link|
|3/31/2019 9:43:43||Pham||Social Studies||Colonial America Special Topics||Students will explore a topic of their choice that takes place within Colonial America (ie: weapons & battle, science & medicine, food & farming, school & work, daily life & clothes, or government & politics)||→ Students will research their topic through a variety of medias (internet, videos, books, etc) → Students will design a PowerPoint or role play the topic → As students are presenting, the class is asking questions and writing down what is interesting to them, how is it relatable?||Students will demonstrate their knowledge through a presentation or live action performance; → Students will distinguish the difference between past to present day (ie: What was the medicine in Colonial America compared to present day?) → At the end, the students will be able to answer, would you have survived living in Colonial America with what you know now? If the answer is no, what would you need to do in order to survive? (This document will be on Office 365 on TEAMS for students to reply to.)||Link|
|4/3/2019 10:06:34||Vargas||Math||Escape From Math||The main purpose of this project is to show students that it is possible to learn and have fun, using Math and Logic to solve puzzles and getting out of virtual escape rooms. Moving from the driving question “How can you escape from Math?”, the students will be involved in many challenging activities involving math.||Students will divided into small groups. Students will create and solve puzzles for the rest of the class.||Rubric: https://twinspace.etwinning.net/58724/pages/page/412947||Link||Link|
|4/4/2019 9:59:00||Gigliotti||Math||Math: Bank Robbery Escape Room||Students will show their ability to solve: equations with one unknown, systems with substitution, and systems of equations with word problems.||In class escape room, embedded in the assessment. Students will enter into small groups where they work together to solve their mission. They will be associated as FBI agents trying to catch an unknown bank robber. They will use a combination of equations learned to practice their skills. They cannot go to the next step until they achieve the correct answer. Each group will have varied answers so they cannot share answers. Each step contains more clues about where to go next. Eventually they will unlock the last case to find someone in that room is the criminal.||The learning will be measured by the completion of the task. Each safe can only be unlocked with the correct answer, so I would know where they are struggling and succeeding.||Link||Link|
|4/5/2019 10:09:24||Fortier||Game Thinking||Ancient Greece||Students will learn about the impact of Ancient Greece Civilization Students will learn about the foundation of Greece and their ideas that changed the world Students will take a self-paced, instant grading assignment which assesses their learning||The learning will take place through website which contains videos, articles, and information and also interactive game that allows students to comprehend what they learned from the video. The content will be embedded in the assignment because the video includes the content and the game assesses the students knowledge of Ancient Greece.||I will measure the learning that takes place by having a self paced, instant grading feedback, and results of the game right after the students take it. Students will be aware of their correct answers and incorrect answers to go back and view the video to help them understand the topic.||Link||Link|
|4/7/2019 20:38:03||Mierzejewski||Math||Investigation into Solving Systems of Equations with Graphing||→Learners will be able to… Solve a systems of equations utilizing a graph/table of values Graph lines Form equations After completing this lesson students will begin to understand how to solve systems of equations by using graphing. Before this lesson occurs students will already know how to write equations based off of information in a word problem and also they will have the knowledge of how to graph lines on a coordinate grid. The students will be tasked with trying to solve problems that involve systems of equation.||The quest will occur around the classroom and it will not require technology. It will be a 10 question gallery walk type of setup. The students will be given a scenario at each station adopting a new role in order to become more involved with the problems. There is a specific order the students need to complete the walk, students will need to visit each station exactly once following the specific color associated with their answer, in order to do it properly, if they make a mistake the students will need to find their error and try and fix it themselves. Hints will be provided at the station as a slight aid for the students if they’re struggling.The quest will occur around the classroom and it will not require technology. It will be a 10 question gallery walk type of setup. The students will be given a scenario at each station adopting a new role in order to become more involved with the problems. There is a specific order the students need to complete the walk, students will need to visit each station exactly once following the specific color associated with their answer, in order to do it properly, if they make a mistake the students will need to find their error and try and fix it themselves. Hints will be provided at the station as a slight aid for the students if they’re struggling.||The assessment for this lesson will be for the student’s to properly complete the activity. The activity is rigorous and necessitates that the students complete the work in the proper order or else the students will not be done. A exit ticket gauging student understanding will be given before the end of the of the class period as a way for the instructor to know how the students did in the activity.||Link|
|4/21/2019 11:19:15||Brian cranwell||Physical Education||Speed Stacking||Learners will be able to complete a series of patterns in speed stacking including the 3-3-3 and 3-6-3 pattern; Learners will be able to motivate themselves through a challenging set of pattern recognition and ability through speedstacking.||Students will watch a video on how to complete a 3-3-3 pattern in sport stacking. After watching the video students will then go and practice the pattern. Students will take the knowledge from the video and apply it to the activity. Students will be able to complete the pattern in a variety of settings such as individual, partner or in races. Once students are able to complete the 3-3-3 pattern than they are able to move to a new challenge the 3-6-3 pattern. Once students move to the new pattern they will watch a video on how to complete a 6 stack before practicing the pattern. The same concept as the previous level applies as students practice individually, partner or in races. Once students are comfortable then they will try the 3-6-3 pattern and be able to move on to the next level.||Students will complete an exit slip answering 3 questions on how they performed during the lesson.||Link||Link|
|6/3/2019 10:47:08||JakeLoco||Personalization, Game Thinking, Language Arts, Art||Summarizing the plot of Macbeth||Learners will be able to summarize the plot of Macbeth and write a personal reflection/reaction to the story.||This lesson will take place after the class has finished reading the entire play. First, I will guide the class through a short game of Kahoot. This quiz has 12 questions related to the plot of the entire play. This game of Kahoot will be a way for students to casually review the story and have fun at the same time! If students answer these questions incorrectly, this will be a chance for the class to discuss the correct answer. This lesson will take place after the class has finished reading the entire play. First, I will guide the class through a short game of Kahoot. This quiz has 12 questions related to the plot of the entire play. This game of Kahoot will be a way for students to casually review the story and have fun at the same time! If students answer these questions incorrectly, this will be a chance for the class to discuss the correct answer.Next, students will have a choice of two different assignments.First, students may create an illustration to summarize the plot of Macbeth. Since there are five acts in the play, students will be asked to create one illustration for each act depicting a major event in the story. Each illustration will include a one paragraph description of the image including the setting, characters, and the action taking place. The second option is for students to Act (or film) a shortened version of the play in front of the class. Whether it is filmed or performed, students will write a one-page paper reflecting on their experience as an actor. Students should explain why they included each scene in their performance. Students should also explain the various choices they made in creating their performance.||The assessment for this Quest will be based on a three-point system. 1 – Below Standard 2 – Meets Standard 3 – Exceed Standard The Kahoot quiz will not be graded. Whichever of the two assignments the student(s) choose to complete, the following questions will be considered for scoring: Does the student demonstrate their understanding of the plot? Did the student show an appropriate amount of effort for this assignment? Does the student provide a thorough reflection of the assignment in their writing?||Link||Link|
|6/6/2019 14:27:41||Lauryn Margerum||Personalization||Personalized Quest||Learners will be able to examine how the theme of loyalty can be seen across different cultures and how loyalty can be viewed in a positive and negative way.Learners will be able to compare and contrast texts in different forms in terms of their approaches to similar themes and topics.||The sequence of learning is as follows:Initiation - Students will watch TedTalk - Sarah Kaminsky: My Father the forger. Teacher will ask students to move to different parts of the room if they believe the examples teacher gives are positive or negative or both. They will move to the different spots after each example. Regroup and discuss.Guided Practice - Teacher will model completing T chart with examples of how loyalty can be positive or negative from their discussion from initation. Teacher will have students copy what teacher is modeling.Independent Practice - Students will work in groups to complete a T-chart on a previously read poem, Locomotion as well as a previously read novel, What We Left Behind. There are events from the poem and novel listed and the students will decide if the event led to a positive or negative outcome for the character.Kahoot activity - Students will choose options on kahoot to see if they put the events in the correct column. Assessment - Students will complete a venn diagram.||The learning will be measured by an independent assessment. The learners will complete a venn diagram independently.||Link||Link|
|6/6/2019 21:21:13||Clint||Math||Rules of exponents||Using the set of rules of exponents each student will be able to describe how each rule is used and what that rule accomplishes in the problem set.||In this lesson students will be using flexible seating to determine if they want to collaborate, receive a mini lesson, or work independently on the sides of the room. The mini lesson will involve a brief overview of the current chapter and each rule Collaboration will be using the link Independent work will be to catch up on the book work for the chapter or read ahead for the next lesson||How will you measure the learning that took place during the lesson? With several minutes left in class I will walk around and pass out index cards. I will assign a letter to each student so they can sign their work with anonymity. I will ask each student to use a rule of exponents and write down a problem and the solution on one side of the card. On the other side of the card they should replace one exponent with a question mark. I will then collect and randomly distribute the cards. I will do this four times, telling the students to write their answer and letter in a corner of the card.||Link||Link|
|10/11/2019 9:59:43||Joseph Morse||Math||Quadratic Quest||Learners will be able to… See the differences between quadratics.Visualize it graphicallySolve quadratic equationsHow to apply these equations to real life applications.||-identify examples of quadratic equations.describe the difference between real solutions and not real solutions.distinguish real solutions from imaginary solutions on a graph.relate quadratic equations to real life||Informal check ins, walking around the classroom asking and answering in depth questions to further learning.Exit card will be the work they accomplished today.Test and quiz||Link||Link|
|10/13/2019 15:17:37||bcranwel||Personalization, Physical Education||Heart Rate Goals||Learners will be able to… understand how certain physical activities effect your working heart rate zones more than others. Students will know how to work in order to maintain a target heart rate zone that will assist in improving a students physical fitness abilities.||→ Students will put on a heart rate monitor. HR monitors flash a certain color depending on what heart rate zone the student is in (Blue = resting HR, Green = Target HR, Pink = Above Target HR, Red = Max HR. Students will enter the gym and begin jogging around in their own personal space. When the whistle is blown students will have a choice to go to any of the 5 workout stations where they are to perform an exercise for a certain amount of time. When the whistle blows again, students will return to their self space and continue jogging in place. Students can workout individually or in small groups. At the end of the activity time students will collaborate with one another to discuss which exercises they believed helped them acheive their target HR zone (green color). Students will problem solve various reasons on why they believe certain exercises increased their HR’s more than others.||Students will self-assess themselves on their activity level as well as effort. Students HR zones will be recorded to show data to students on which activities had the greatest impact on their HR zones. Students will complete an exit slip reviewing the HR zones||Link||Link|
|3/27/2020 17:13:09||DeeB||Social Studies||Mrs. Bauer's Clan Challenge||Learners will be able to work collaboratively and independently to accomplish grade level standards for Social Studies. As the students accomplish missions (review games, crack the code, research papers, etc.) they will contribute to their team’s clan points.||The students will learn through a multitude of “challenges.” I begin each social studies lesson with explaining what the challenge will be (Will you accept the challenge?). After I give the game rules and background knowledge (mini lesson), the students will go off and work on their challenge. At the end of the lesson, the students will submit their completed challenge to my online classroom. I will then grade them (1,2,3). 1= below grade level work, 2= grade level work, 3= above grade level work. I will then add them to the individuals points which calculates the overall clan’s total.||The students will learn through a multitude of “challenges.” I begin each social studies lesson with explaining what the challenge will be (Will you accept the challenge?). After I give the game rules and background knowledge (mini lesson), the students will go off and work on their challenge. At the end of the lesson, the students will submit their completed challenge to my online classroom. I will then grade them (1,2,3). 1= below grade level work, 2= grade level work, 3= above grade level work. I will then add them to the individuals points which calculates the overall clan’s total.||Link||Link|
|4/5/2020 15:36:02||Brott||Language Arts||Romeo & Juliet: Plot Summary||Learners will be able to summarize the plot of Romeo & Juliet and develop a personal reflection of or reaction to the events of the play.||→This lesson will take place after the class has finished reading the entire play. First, students will review the plot of Romeo & Juliet by participating in a Kahoot quiz. The quiz has 13 questions relating to key events and characters from the play, and will provide students to review these important details through competition. If a majority of the students answer the same question incorrectly, the teacher will take a moment to pause the game in order to provide a short review of the event or character with the students. Students will be provided with the link to this Kahoot so they may use it to study outside of the classroom. Next, students will be asked to complete a summary of the main events of the play by completing one of the following assignments: First, students may create a picture book to summarize the plot of Romeo & Juliet. Students will be asked to create at least five images (one for each act of the play) depicting major events in the story. Each illustration will include a one paragraph summary of the image, including the setting, characters, and the action taking place. Students who chose to complete this assignment may work independently or with one of their peers. Second, students may create a five to ten minute version of Romeo & Juliet. This shortened version of the play must contain at least five scenes from Romeo & Juliet (one from each act). Students may work in groups of two or three for this assignment, and can either perform their version of the play or present a video recording of their version to the class. In addition to the performance or video presentation, each group will be asked to submit the following: a copy of the script used by the group; a one-page explanation by the group describing why they included each scene in their performance as well as the various choices they made in creating their performance; a one-page paper by each group member reflecting on their experience as an actor.||→The assessment for this Quest will be based on a three-point system. 1 – Below Standard 2 – Meets Standard 3 – Exceed Standard The Kahoot quiz will not be graded. The following questions will be considered for scoring regardless of which assignment the students chose: 1 – Does the student demonstrate their understanding of the plot? 2 – Did the student show an appropriate amount of effort for this assignment? 3 – Does the student provide a thorough reflection of the assignment in their writing?||Link||Link|
|4/11/2020 12:33:12||Khaoula Miraoui||Game Thinking, Math||Solving Equations||→Learners will be able to…Solve one-step equation,Solve multi-step equation, Identify the solution as one, infinity many or no solution||The students will work together to complete the cumulative review for the unit of solving equations. The teacher will ask questions that cover the concepts and skills the students learned in the unit. They will use activities from Khan Academy. The students need to accurately complete the set of problems that highlight the objectives of the unit in order to take the game quiz. The quiz is not timed, the students can use their notes, and can take it as many times as they want.||The students will take a game quiz that highlights the main objectives of the unit. The game will be Who Wants to Be a Millionaire, and below is the link to the game.||Link||Link|
|4/11/2020 20:15:36||Rania Abuznaid||Math||Solving systems of linear Inequalities||Learners will be able to…Solve a system of inequalities by testing a point and by interpreting solutions from slope-intercept form.Graph lines||→The teacher will begin by accessing the student's prior knowledge for solving a linear equation, a linear inequality in one variable and a system of linear equations by elimination, substitution, or grahing. The teacher will allow the students 5 minutes to complete the Warm-Up and then review the warm up with the class to introduce the lesson. The plan for the students is to develop an understanding of how the symbols are related to the solutions of the inequality. The teacher will also review the meaning of this relationship. students should recognize that solutions are contained in the intersection of the shaded regions, and on the solid boundary lines in some cases. Throughout the Warm-Up, Guided Notes, students should gain a conceptual understanding of why these different methods for solving a system of equations work. Students' activity after the lesson is to work with their assigned partner or individually to do worksheets activities and check their work by entering into an online graphing tool. The teacher will walk around the room while students are working to monitor progress and to assist students one on one or in pairs as needed. For the online graphing tool the teacher will instruct students that the equations or relations should be entered in standard form Ax + By =C. If the inequality has only one variable, a 0 must be entered as the coefficient for the other variable. After completing the activity and checking all answers using the online graphing tool, students will complete a test on Quizlet that highlights the objectives of the lesson.||The students will take a game quiz that covers the objectives of the lesson. The game will be a test on quizlet to measure their understanding of the lesson||Link||Link|
|4/19/2020 7:29:12||Molly Millott||Math||Probability||Learners will be able to solve for probability of independent coin toss, as well as probability of outcomes of multiple events.||Students will watch the video embedded in the BrainPop page and study the related vocabulary on BrainPop as well as Mathisfun.com. Students will take the quiz to show mastery. (An account is required for this site, but it is free to sign up due to COVID). The quiz gives feedback on correct/incorrect responses.||Students will click on Quiz and answer the questions. They can retake the quiz for a higher score.||Link||Link|
|4/19/2020 23:04:10||David Byrne||Math||Linear Equations and Graphing||Learners will be able to identify key characteristics of linear equations and the relationship between the equations and the resulting graphs||Practice with flashcards and and matching will occur within Quizlet, and then a prepared quiz within Quizziz will challenge them. Throughout the||See Quizziz||Link||Link|
|4/25/2020 15:55:17||Cunningham||Science||Lab Safety Escape Room||Learners will be able to...complete five puzzles in 75 minutes that tests their understanding of rules, equipment identification, equipment location and proper lab procedures.||Virtual and physical escape room. Certain puzzle components need to be provided on paper in pre-made envelopes.||The escape room itself is a form of assessment after a mini-unit of lab safety. Grade 8 students, having had the material before in Grade 7 (same instructor) use this as a form of assessment after a review.||Link||Link|
|4/30/2020 0:05:44||Jose Irias||Math||Get To the End||Learners will be able to...create easier distinguishable shapes from non-regular shapes to be more time efficient when it comes to finding area||Students will compete against each other in a game of “maze” where you draw a path from the beginning through a maze and get it to the end. Once that is completed they will then be instructed to find the area and perimeter of the object which was created.||While they will only notice the fact that it is a game. I will be making sure to take note that they are completing the math related part as well as helping them figure out what they did wrong on answers. The game may changed to compensate for some students who may feel left out for taking too long in solving the puzzle. The directions may get flipped where they must solve an area and perimeter problem before they jump into the maze.||Link||Link|
|6/17/2020 20:10:37||aminahan||Game-based Learning||Spanish verb endings||Students will be able to identify the subject of a conjugated verb.||After viewing a video by Senor Jordan about present-tense endings of -ar, -er, and -ir verbs, students will sort the conjugated verbs into the correct subject areas.||The students will be able to complete the activity up to 10 times and the highest score will count. Allowing the students multiple chances will help them learn from their previous mistakes. They will also be allowed to reference the video in which the content is explained if necessary.||Link||Link|
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“Quest Craft” Quest Feedback
Under “Comments” below, please describe how the Quest Craft quest did and/or didn’t effectively model the Distance Motivation Pedagogy: