Teacher Page

Summary:

learning with iAdventures

To learn more about what iAdventures are, visit the What is an iAdventure? site!
What is an iAdventure?  An iAdventure is a problem solving activity in which students determine the direction and outcome of a content-rich storyline, using resources available on the Internet, particularly resources providing real-world data and primary documents. The activity is designed to help students discover how the characters could use access to unlimited data and information (the Internet) to solve problems and make choices.  As students work their way through the story, they are faced with a series of dilemmas, in which choices must be made. At these points, the teacher has provided links to Internet sites with real-world data, "primary" documents, and other valuable web resources. Students visit these sites, collect data, read various documents, view video and images, and interact with the activities. After analyzing the information, they make an informed decision about the next course of action for their character. The outcome of the iAdventure is open-ended, often a complex product created by the students themselves. Every student product should be different, based upon the knowledge and interests of the students, and upon the choices they have made during the iAdventure.
This iAdventure covers information on colors.  Specifically it goes over primary and secondary colors, complimentary colors, colors in Spanish, the color wheel, and color blindness.  There are many activities that can be done to suppliment what is learned here.  The targeted grade level is K-2.  This iAdventure could take 1-4 weeks depending on how much time is needed to understand the choices.  It could be done in many ways; as a class, in small groups, or individually, although the final product should be done individually.  In the end, students will create a painting/drawing - labeling the colors in English and Spanish, whether it is a primary or secondary color, what the complimentary color of the color is, and write a paper on color blindness.

Site Map:
 Teacher Page
(You are here!)
Title Page
Research Guide 1 
 Reseach Guide 4
Opening Story
Research Guide 2 
 Research Guide 5
Story 2A
Story 2B
Research Guide 3
Story 3A
Story 3B
Story 3C
 Story 3D
 
Conclusion
 

Background:
Students should already know the names of basic colors and be able to identify them.  Students will be writing a paper, so they will need to be able to write many words.  Color words should probably be displayed in the room since students will have to label them in English and Spanish.

Curriculum Standards and State Standards:

          art

Curriculum Standards - Art Grade 1/Grade 2/Grade 3 Criticism/Analysis-Know a vocabulary with which to discuss works of art.  Art Grade 1/Grade 2/Grade 3 Product/Performance-Know and use the elements of art.
State Standards - In Fine Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of 3. the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts.  GOAL 1 Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.  Students will demonstrate within and integrate across all content areas the ability to 2. conduct research to answer questions and evaluate information and ideas.  GOAL 2 Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.  Students will demonstrate within and integrate across all content areas the ability to 5. perform or produce works in the fine and practical arts.

Evaluation of Student Product:

CATEGORY

4

3

2

1

Score

Color Choices

Choice and application of color shows an advanced knowledge of color relationships. Color choice enhances the idea being expressed.

Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed.

Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed.

Student needs to work on learning color relationships and using that knowledge in his/her work.

 

Time/Effort

Class time was used wisely. Much time and effort went into the planning and design of the mask. It is clear the student worked at home as well as at school.

Class time was used wisely. Student could have put in more time and effort at home.

Class time was not always used wisely, but student did do some additional work at home.

Class time was not used wisely and the student put in no additional effort.

 

Planning and Explanation

Student can describe in detail at any point during the painting process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented.

Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning.

Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let's things evolve in somewhat random manner.

Student has thought very little about the project. Is present but is not invested in the product.

 

Knowledge Gained - Technique

Student can accurately name 5 characteristics of the technique being studied and describe how these 5 characteristics are used in his/her own paintings.

Student can accurately name 4 characteristics of the technique being studied and describe how these 4 characteristics are used in his/her own paintings.

Student can accurately name 3 characteristics of the technique being studied and describe how 2-3 of these characteristics are used in his/her own paintings.

Student cannot accurately name 3 characteristics of the technique being studied OR cannot describe how characteristics relate to his/her own work.

 

Creativity

Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through.

Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the painting.

Student has copied some painting from the source material. There is little evidence of creativity, but the student has done the assignment.

Student has not made much attempt to meet the requirements of the assignment.

 

Primary/Secondary Colors

Student knows all the primary and secondary colors.

Student knows several of the primary and secondary colors.

Student knows one of the primary and secondary colors.

Student does not know which colors are primary and which are secondary.

 

Complimentary Colors

Student knows all the complimentary colors.

Student knows several of the complimentary colors.

Student knows one of the complimentary colors.

Student does not know any of the complimentary colors.

 

Colors in Spanish

Student knows all the color names in Spanish.

Student knows several of the color names in Spanish.

Student knows one of the color names in Spanish.

Student does not know any of the color names in Spanish.

 

Labeling

Student has all the primary/secondary colors labeled as well as that colors complimentary color. The color should be labeled in Spanish also.

Student has several of the primary/secondary colors labeled as well as the colors complimentary color. The color should be labeled in Spanish also.

Student has very few of the primary/secondary colors labeled as well as the colors complimentary color.

Student has none of the proper labels.

 

Color Blindness

Student knows many facts about color blindness, and shares their thoughts on the issue.

Student shares either facts or thoughts on color blindness, but not both.

Student shares little about color blindness.

Student does not do the color blind portion of the product.

 


Word Document of Evaluation

Acknowledgements:

   

Rubric Help
http://rubistar.4teachers.org/index.php
Flaming Text
http://www.flamingtext.com/
Clipart Guide
http://www.clipartguide.com/_search_terms/education.html
Logo Generator
http://www.domainsrush.net/logogen.htm
Teacher's Guide
http://www.theteachersguide.com/Edgraphicscolor.html
Clipart
http://school.discoveryeducation.com/clipart/images/art.gif
abcteach
http://abcteach.com/directory/clip_art/basic_words/
Teachers Center
http://catalog.teacherscenter.com/spanish_color_poster_pals-p-147500.html
BK's Schoolhouse
http://bksschoolhouse.com/educational_supplies.php?spat=Spanish
Classic Carving Patterns
http://www.carvingpatterns.com/projects/color.htm
Complimentary Colors
http://www.adchat.net/complimentary.htm
Color Blindness
http://www.healthofchildren.com/C/Color-Blindness.html