Google Trek/Primary Sources Matrix

Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Mathematics
1. Number Sense,
Properties, and
Operations

Students look at a
Google Trek the
teacher creates as a
reference for a word
problem that gives
the distance
between two places
and the speed at
which a person is
traveling from one
place to the other.
Students then
calculate how long
it would take to get
from one place to
the other. For
example, students
would solve a
question like this
one: If the distance
between point A
and point B is 250
miles, and a person
is traveling at 50
mph, how long
would it take the
person to get from
point A to point B?
(Student Example)
4. Critical thinking,
problem solving,
and decision
making. Students
use critical thinking
skills to plan and
conduct research,
manage projects,
solve problems, and
make informed
decisions using
appropriate digital
tools and resources.
c. Collect and
analyze data to

Apply and Analyze

(Identify Blooms
Level) Students
examine the map to
get an idea of what
the distance in the
problem would look
like. They use the map
and the information in
the word problem to
solve the math
problem.
(Explanation)

Constructivism

Student Use

Flipped
Classroom

identify solutions
and/or make
informed decisions.
(Student Standard)

2. Patterns, Functions,
and Algebraic
Structures
3. Analysis, Statistics,
and Probability

In a lesson
teaching
statistics, the
teacher shows a
Google Trek with
two points in two
popular vacation
points. Showing
the pictures and
descriptions that
go along with the
points, the
teacher takes a
poll to see how
many students
would want to go
on vacation to
each point. Then,
the teacher shows
the data in
fraction form and
demonstrates how
to calculate
percentage.
(Teacher Example)
2. Design and
develop digital
age learning
experiences and
assessments.
Teachers design,
develop, and
evaluate
authentic learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in
context and to
develop the
knowledge, skills,

Apply and Create

(Identify Blooms
Level) The teacher
creates a Google Trek
to illustrate and give
detail about the two
places and
demonstrate how
students can collect
data for statistics by
taking a poll.
(Explanation)

and attitudes
identified in the
Standards. a.
Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.
(Teacher
Standard)

4. Shape, Dimension,
and Geometric
Relationships
Reading, Writing, and Communicating
1. Oral Expression and
Listening
2. Reading for All
Purposes
3. Writing and
Composition

The teacher uses

a few different
primary sources of
first-hand
accounts of a
persons life (their
own life story) as
mentor texts for
their students to
refer back to
during a project
where students
write stories of
their own lives.
Students can
write their stories
in any format or
genre, as long as
they analyze how
the mentor texts
are written and
can apply some of
the aspects of the
texts they enjoy in
their own writing.
(Teacher Example)
1. Facilitate and
inspire student

Analyze and Create

(Identify Blooms
Level) Students use
the mentor texts the
teacher provides to
examine writing
techniques that
interest them so they
can apply those
techniques to their
own writing.
(Explanation)

learning and
creativity.
Teachers use their
knowledge of
subject matter,
teaching and
learning, and
technology to
facilitate
experiences that
advance student
learning,
creativity, and
innovation in both
face-to-face and
virtual
environments. c.
Promote student
reflection using
collaborative tools
to reveal and
clarify students
conceptual
understanding
and thinking,
planning, and
creative
processes.
(Teacher
Standard)

4. Research and
Reasoning

After a lesson on the

Civil War, students
research major
places during the
war, whether they
are where battles
took place or other
major events, and
plot the points on
their own Google
Trek. This will allow
students to learn
more about the war
by doing their own
research and they
will learn how to use
Google Trek more
efficiently. (Student
Example) 3.
Research and
information fluency.
Students apply
digital tools to

Understand, Apply,
and Create (Identify
Blooms Level)
Students take their
understanding of the
Civil War and the
major events that
occurred to dig deeper
in their own research
and apply that
knowledge to create a
Google Trek that
displays their
knowledge.
(Explanation)

gather, evaluate,
and use
information. c.
Evaluate and select
information sources
and digital tools
based on the
appropriateness to
specific tasks.
(Student Standard)

Social Studies
1. History

2. Geography

Students pick a
significant person in
history to research
and create a
presentation on
using Google Trek
and primary
sources. With the
help of the
information in their
primary sources,
they will plot the
points of major
events in the
persons life on their
Google Trek, which
they will then
present to their
classmates to help
teach them about
their person.
(Student Example)
3. Research and
information fluency.
Students apply
digital tools to
gather, evaluate,
and use
information. c.
Evaluate and select
information sources
and digital tools
based on the
appropriateness to
specific tasks.
(Student Standard)
The teacher, in a
lesson on the
difference
between urban
and rural cities,
plots points on

Understand, Analyze,
and Create (Identify
Blooms Level) by
researching their
significant people,
students will better
understand that
person and be able to
investigate and
explain their person to
the rest of the class
by creating a Google
Trek that will help
them in their
presentation.
(Explanation)

Understand and
Analyze (Identify
Blooms Level)
Students will be able
to understand and
explain the difference

Google Trek of
several cities that
are examples of
both types to
show students the
difference and
give them
examples they
might recognize
and be able to
associate with.
(Teacher Example)
2. Design and
develop digital
age learning
experiences and
assessments.
Teachers design,
develop, and
evaluate
authentic learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in
context and to
develop the
knowledge, skills,
and attitudes
identified in the
Standards. a.
Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.
(Teacher
Standard)

between urban and

rural cities and will be
able to compare and
contrast the two.
(Explanation)

3. Economics
4. Civics
Science
1. Physical Science

2. Life Science

3. Earth Systems
Science

Students get in
groups and research
major contributors
to science using
primary sources
they find. The
groups will present
their person to the
rest of the class and
after all groups
have gone, the
teacher will give a
lesson on the
people to cover
anything that was
missed or just to
refresh. (Student
Example) 2.
Communication and
collaboration.
Students use digital
media and
environments to
communicate and
work
collaboratively,
including at a
distance, to support
individual learning
and contribute to
the learning of
others. b.
Communicate
information and
ideas effectively to
multiple audiences
using a variety of
media and formats.
(Student Standard)
The teacher uses
weather reports
and Google Trek
to show the
students how
different places
have different
types of weather.
This will be a part
of a lesson about
types of weather.
(Teacher Example)
2. Design and
develop digital

Understand and
Analyze (Identify
Blooms Level)
Students will learn
about and understand
a significant scientific
contributor enough to
explain the person
and their discoveries
to the rest of the
class. (Explanation)

Analyze and Create

(Identify Blooms
Level) the Google
Trek created by the
teacher helps
students visual
different types of
weather to compare
the weather and the
area that it occurs and
discuss the weather.
(Explanation)

age learning
experiences and
assessments.
Teachers design,
develop, and
evaluate
authentic learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in
context and to
develop the
knowledge, skills,
and attitudes
identified in the
Standards. a.
Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.
(Teacher
Standard)

Differentiation
Learning Disabilities EEOs

The teacher uses

Google Trek in a
lesson about a
historical person,
an artist, or any
other lesson to
give students
more visual
images and
representation to
allow students
who are visual
learners to have a
different resource
in learning the
topic. (Teacher
Example) 1.
Facilitate and
inspire student
learning and

Understand (Identify
Blooms Level)
Students will be able
to understand the
topic, event, or person
they are studying
more thoroughly with
the aid of a Google
Trek that allows them
to have a visual
representation of the
topic. (Explanation)

creativity.
Teachers use their
knowledge of
subject matter,
teaching and
learning, and
technology to
facilitate
experiences that
advance student
learning,
creativity, and
innovation in both
face-to-face and
virtual
environments. c.
Promote student
reflection using
collaborative tools
to reveal and
clarify students
conceptual
understanding
and thinking,
planning, and
creative
processes.
(Teacher
Standard)

Physical Disabilities
Gifted/ Talented

Students are
challenged to create
their own Google
Treks that illustrate
their idea of the
best historical trip
to go on, which
includes important
historical
landmarks, pictures,
and explanations of
why the place
should be a part of
the trip. The
students will then
present their ideal
trip to the class.
(Student Example)
1. Creativity and
innovation.
Students
demonstrate
creative thinking,

Apply and Create

(Identify Blooms
Level) Students
apply their knowledge
of historical sites to
their presentation on
Google Trek,
explaining why the
site is important and
should be included on
a historical trip.
(Explanation)

construct
knowledge, and
develop innovative
products and
processes using
technology. b.
Create original
works as a means of
personal or group
expression. (Student
Standard)

Other
Reflection: This matrix was a little difficult for me because I was not able to think of many lessons where Google Trek or primary
sources could be used in all subject areas, especially science and math. However, the difficulty finding examples allowed me to
think deeper into the uses of Google Trek and I was able to better understand the tool and how it can be used in a classroom.
Also, there are primary sources that can be found about almost any topic, so it was helpful to learn about how I could teach my
students to find those sources as reliable sources for projects or research. After doing the project with Google Trek and doing this
matrix, I could see myself using Google Trek in my own classroom to give students a visual representation of the topic, giving
them more variety in the lessons and allowing more visual learners a chance to better understand the topic. With each matrix
that I complete, I am able to see how I can integrate technology into my classroom despite the topic or subject, which will be
helpful to my students that grow up in a more technology oriented world.