Things You Should Know

An iAdventure consists of several dilemmas that involve research and decision making. Each situation builds on the previous decision. The primary focus of an iAdventure is to obtain research from primary documents and real data in order to develop problem solving skills.  

This iAdventure concentrates on mathematical concepts such as rational numbers (decimals), fractions, measurement, average, and the basic operations of addition, subtraction, multiplication, and division. The grade level centers around fifth through eighth grades. Students may work independently as well as in cooperative groups. The duration of the iAdventure should be easily completed within 5 sixty minute sessions. It is necessary to allow adequate research of the web resources provided as well as some you might want to incorporate to be continued inside the classroom.

 

Below you will find a map of the iAdventure. This is set up to help you weave your way in and out of the iAdventure. You can click on any square in the table and it will take you directly to the site.

This section is set up with all the extra material that you will need inorder to manipulate this iAdventure.

Community Map- This is a printable map of the community. The map that is available is Raymore, MO.

Research Guide- This is an additional sheet that the students can fill out to insure that they are completing the research and have a reason for making their decision.

 

 

Background Information

The Trail Time begins with the main character being the students themselves remembering when they wrote an essay to the mayor. Upon waking up, one day they find out they get to make a trail. The student presented with the choice of where the trail should go and what should be on the trail. The student has unlimited amount of funds in addition to duration of their trail. There are several web sites provided for the student to research on both trails, Historic or Nature. Once the type of trail is determined, the student are faced with the option of painting the trail or filling it with markers. The student is provided with several more resources to research. Again, it is not important which mode of type of trail is chosen. After the student has solved this dilemma, they are provided with web sites to obtain vital information for making the final product, a Budget and trail map. This should include type of trail, materials needed, and and expense that might occur. If time permits, another suggestion might be to have students make a brochure for the beginning of the trail.  

 

Curriculum Standards

Missouri Show-Me Standards

Below is a list of Missouri Show-Me Standards that students will be addressing as they work on this iAdventure.

Goal 1:1 Develop questions and ideas to initiate and refine research

Goal 1:2 Conduct research to answer questions and evaluate information and ideas

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

Goal 1:8 Organize data, information, and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation

Goal 1:10 Apply acquired information, ideas, and skills to different contexts as students, workers, and consumers

Goal 2:1 Plan and make written, oral, and visual presentations for a variety of purposes and audiences

Goal 2:3 Exchange information, questions, and ideas while recognizing the perspectives of others

Goal 3:7 Evaluate the extent to which a strategy addresses the problem

Goal 3:8 Assess costs, benefits and other consequences of proposed solutions

Goal 4:1 Explain reasoning and identify information used to support decisions

Goal 4:6 Identify tasks that require a coordinated effort and work with others to complete those tasks

CA-3 Reading and Evaluating non-fiction works and materials

CA-4 Writing formally and informally

CA-5 Comprehending and evaluating the content and artistic aspects of oral and visual presentations

CA-6 Participating in formal and informal presentations and discussionss of issues and ideas

MATH-1 Addition, substraction, multiplication, and division; other number sense, including numeration and estimation; and the application of these operations and concepts in the workplace and other situations

 

Assessment

There is a worksheet provided with a variety of suggested questions. This is a checkpoint for you to determine if the student is obtaining adequate information to make an informed decision. You might consider developing this worksheet depending on the mathematical concepts being evaluated. 

 

The budget and itinerary should be graded by a scoring guide. One is provided for you. This can also be adjusted depending on the desired outcome. 

 

Creating Conclusions and Student Products

The final product, a budget and trail, consists of the student developing a detailed or itemized list of the materials needed. You might want to have an example available for students to examine while suggesting creativity. Students should be able to defend the choices made in the iAdventure based on personal preference and limitations. 

 

Acknowledgements

Thank you to the whole class it was very enjoyable process. I want to thank Stan Smith for teaching me how to incorporate the computer and the internet in the classroom with the use of iAdventures. Students seem to get more excited about learning when lessons are active and apply to real-life situations. Thank you, class, for your humor and confidence. It is greatly appreciated! 

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