iAdventure Teacher Page

An iAdventure is a way of teaching students important concepts and skills by involving them in a story line with real or fictional characters. Katie and Tommy visit their grandmother and learn about their ancestors who traveled on the Oregon Trail. This story is inspired by the book Roughing it on the Oregon Trail by Diane Stanley.

For this iAdventure, the students will work in pairs to explore websites for information about the Oregon Trail. After learning about why the emigrants have chosen to go west and what was required to provision their wagon, students must decide if they will use mules or oxen. They will complete “What Can I Learn” Sheets at several points in the adventure.

In the next stage of the adventure, they learn about life on the trail and the difficulties and problems encountered. Their next decision is what kind of obstacle they will face: Indians, buffalo, illness/injury, or weather and other obstacles. For the final project, the students will group with other pairs of students who faced the same obstacle. The group will put together a skit to teach the other students how the emigrants could face and survive the problem.

Cholera – A deadly disease which was the biggest killer on the Oregon Trail. Caused by poor sanitation.

Dutch Oven – Deep cast iron pot with a lid used for cooking and baking. Bred could be baked by covering the lid with hot coals.

Hardtack – A hard biscuit made of flour and water eaten by the emigrants on the trail. They did not spoil.

Jumping Off – The towns along the Missouri River where people left for the west were know as “jumping off’ places. They were leaving civilization.

Manifest Destiny – The concept that Americans had the “right” and were destined to expand and claim the western territories.

Outfit – The wagon and mules or oxen that pulled it. Very important to make it to reach their destination.

Pass – A gap in the mountain range which allowed the emigrants to cross. They could be “saddles” in the range or gorges.

CA:6 Participating in formal and informal presentations and discussions of issues and ideas

SS:5 The major elements of geographical study and analysis and theory changes in society and environment

SS:6 Relationships of the individual and groups to institutions and cultural traditions

Goal 1:1 Conduct research to answer questions and evaluate information and ideas

Goal 1:4 Use technological tools and other resources to locate, select and organize information

Goal 1:5 Comprehend and evaluate written, visual and oral presentations and works

Goal 1:7 Evaluate the accuracy of information and ideas into useful forms for analysis or presentation

Goal 3:3 Develop and apply strategies based on one’s own experience in preventing or solving problems

Goal 3:5 Reason inductively from a set of specific facts and deductively from general premises

Goal 4:5 Develop, monitor and revise plans of action to meet deadlines and accomplish goals

Goal 4:6 Identify cooperative tasks and coordinate with others to complete tasks.

Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Research Sheets
Most of the questions are answered incorrectly.	Many of the questions are not answered correctly.	Most of the questions are answered correctly and completely.	All questions are answered correctly and completely.
Does not hand in any research sheets.	Hands in most research sheets late.	Hands in most research sheets on time.	Hands in all research sheets on time.
Maps
The Oregon Trail is not close to being accurately located. Two or fewer landmarks are marked. No color or drawings are used	The Oregon Trail is not located very accurately. Four landmarks are marked. Little or no color or drawings are used or if used, does not enhance the map	The Oregon Trail is marked accurately and six landmarks are correctly positioned. Some color or drawings are used well.	The Oregon Trail is marked accurately and all landmarks are correctly positioned. Color or drawing enhances the map
Drama
All of the activity revolves around one character with other characters just standing around	Most of the activity revolves around one or two characters with other characters doing very little	The presentation involves most of the characters on an equal basis	Presentation includes all students in the group with fairly equal participation
It is difficult to understand the point of the scene. The presentation is hurriedly thrown together	The purpose of the scene is mostly makes sense but it is hurriedly thrown together	The storyline of the scene mostly makes sense. Some parts are less developed.	The storyline of the scene is consistently well developed and engaging.
No costumes or props are used.	Few costumes or props are used and they do not add to the story.	Some costumes and props are used to enhance the story	Costumes and props are used to enhance the story
Actors mumble and cannot be understood	Only part of the dialog can be heard and understood.	Most of the dialog can be heard and understood	All actors speak clearly and distinctly
Gestures and movement are not used.	Gestures and movement are used some but it is distracting	Uses some gestures and movement to enhance the story	Uses gestures and movement to enhance the story
Script: There are numerous and serious errors in usage, grammar and spelling.	Script: There are many errors in usage, grammar and spelling.	Scripts: There are some errors in usage, grammar and spelling	Script: Written script has few or no errors in usage grammar and spelling
Team Work
Is always talking--never allows anyone else to speak.	Usually doing most of the talking--rarely allows others to speak.	Listens, but sometimes talks too much.	Listens and speaks a fair amount.
Usually wants to have things their way.	Often sides with friends instead of considering all views.	Usually considers all views.	Always helps team to reach a fair decision.
Does not relay any information to teammates.	Relays very little information--some relates to the topic.	Relays some basic information--most relates to the topic.	Relays a great deal of information--all relates to the topic.
Does not perform any duties of assigned team role.	Performs very few duties.	Performs nearly all duties.	Performs all duties of assigned team role.
			Total

The scenes that the students will write for their class play are not expected to be great art. Due to the length of the scenes, there will not be time to develop either the characters or an intricate story line. What they can do, is act out a convincing scene about how the emigrants could have faced their particular challenge. I was not able to find any good basic websites about simple drama for this age group so you will need to talk about it some in class. Here are some basics to discuss.

Maps
Good maps are more than just an accurate display of the geographic information. Take some time in class to talk about the aesthetics of maps (show good examples) and how the colors, shading, or other elements make them more easy to “read” or enhance their value. Their maps will be graded on:

The story of Katie and Tommy was inspired by a similar story of a boy and a girl who time-travel to the Oregon Trail with their Grandmother and family dog.
Stanley, Diane. Roughing it on the Oregon Trail. Joanna Cotler Books, 2000.

The iAdventure concept was developed in the Warrensburg, MO school district, as part of the "Learning with iAdventures" program. This program was funded by a Competitive Technology grant from the Missouri Department of Elementary and Secondary Education. Provide a link here, like the following:

Teacher Page (You are here!)	Title Page
Research 1	Opening Story Page (with Introduction)
Research 2	Story Page 2A	Story Page 2B
Story Page 3A	Story Page 3B	Story Page 3C	Story Page 3D
Research 3a	Research 3b	Research 3c	Research 3d
	"Create a Conclusion" Page