This iAdventure is addressing architectural structures through time. It was my intention for this iAdventure to be used as a three week unit for students that attended class every other day for one hour class periods. This unit was developed for grades five through eight using the performance standards from this age group.
 
 
 
 

 

Background Information

This iAdventure covers the basic architectural structures. The students will research major architectural developments beginning with the Romans and continuing to present. Students will make a number of choices as they travel with Professor Smart and his talking cat Whiskers in their time machine. Each unit has a worksheet the students will fill out as they research various web sites. The iAdventure will conclude with each team of students constructing a cathederal of their own design using ideas generated by the project.
 
 

Missouri's Framework for Curriculum Development

Visual Arts - History

1. Identify and categorize artists, movements, and art forms found in the United States and other cultures. (1.1; 2.4;4.4)

2. Recognize major events in the history of art and their impact on civilization. (1.5; 1.7; 4.3)

3. Name the style that most closely characterizes a work of art or architecture. (1.1)

4. Explain the effects of technological advances on the development of styles of art, artists, or art movements. (2.7)

5. Identify a style of art or architecture that may have influenced specific subsequent styles. (1.4; 3.8)
 
 

Visual Arts - Criticism/Analysis

1. Recognize major figures and works and understand their significance related to a medium. (2.1)(FA4)

2.Describe the positive roles of the visual arts, past and present. (2.4)(FA 4, 5)
 
 

Visual Arts - Aesthetics

1. Demonstrate technical skills needed to create products with aesthetic integrity. (1.9)(FA3)

2. Apply knowledge of varied media and tools to produce a specific visual statement. (2.5)(FA1)

3.Demonstrate mastery of techniques for researching informatin about art, artists, art events, and art history. (1.4)(FA 3)

Visual Arts - Product/Performance Standards

1. Describe how the elements and principles of art are used in a work to make a personal statement. (2.4)(FA2)

2. Produce two- and three-dimensional works of art with a particular composition, subject matter, expressive quality, or expressive content. (2.1)(FA1)

3. Demonstrate the ability to use spatial relationships. (3.6)(FA1,4)

4. Produce artwork that represents spatial concepts. (3.6)(FA1,4)
 
 

Resources Needed:

1. Access to a group of Internet-connected computers
2. Access to cardboard, glue, scissors, knives, paint and other various art supplies
3. Print outs of worksheets for students to have while conducting their research
4. A work area for art projects and storage
 
 

Assessment

Project Rubric

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Name __________________________________

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Contribute
Research, Gather Information	Does not collect any information that relates to the topic.	Collects very little information--some relates to the topic.	Collects some basic information--most relates to the topic.	Collects a great deal of information--all relates to the topic.
Share Information	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.
Be Punctual	Does not hand in any assignments.	Hands in most assignments late.	Hands in most assignments on time.	Hands in all assignments on time.
Take Responsibility
Fulfill Team Role's Duties	Does not perform any duties of assigned team role.	Performs very little duties.	Performs nearly all duties.	Performs all duties of assigned team role.
Participate in Classroom Discussion	Does not speak during the discussion.	Either gives too little information or information which is irrelevant to topic.	Offers some information--most is relevant.	Offers a fair amount of important information--all is relevant.
Share Equally	Always relys on others to do the work.	Rarely does the assigned work--often needs reminding.	Usually does the assigned work--rarely needs reminding.	Always does the assigned work without having to be reminded.
Value Others' Viewpoints
Listen to Other Teammates	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.
Cooperate with Teammates	Usually argues with teammates.	Sometimes argues.	Rarely argues.	Never argues with teammates.
Make Fair Decisions	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.
				Total

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Model and Presentation Scoring Guide

Evaluator:	Project Name:
Students:
Preliminary Work	Inc.	Poor	Avg.	Good	Excellent
Students complete all of the worksheets prior to constructing the model.	1	3	5	7	10
Students used primary and secondary research which included factual and interesting information.	1	3	5	7	10
Students included a minimum of 3 different resources.	1	3	5	7	10
Students create 2- dimensional drawing of their proposal.	1	3	5	7	10
Design
Students state what principles of design are evident in their model.	1	3	5	7	10
Students have a working knowledge of architectural structures and how to use them in their model.	1	3	5	7	10
Students know the differince between symetrical and asymetrical balance as it relates to architecture.	1	3	5	7	10
The most appropriate construction techniques were used for each construction task.	1	3	5	7	10
Students have used original ideas in their design choices.	1	3	5	7	10
Content
Information is relevant and interesting	1	3	5	7	10
Students have used creativity in the design.	1	3	5	7	10
Students have used correct punctuation, complete sentences, grammar and spelling.	1	3	5	7	10
Students showed complete understanding of presented material.	1	3	5	7	10
Students stayed within the projects size limitations.	1	3	5	7	10
Students have used original ideas in their design choices	1	3	5	7	10
Presentation
The model is neat in appearence without unnecessary glue runs etc.	1	3	5	7	10
Students were prepared and ready to give their presentation on time.	1	3	5	7	10
Overall synthesis of the presentation.	1	3	5	7	10
Total: ________

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Acknowledgements

This is where you can give credit to those that may have provided you with important resources that you used to complete your iAdventure. This would the sources of your digital images, references to print materials, including fiction books, etc.

It might be a good idea to state that 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:

For more information on iAdventures, visit the iAdventure Home Page.