TECHNOLOGY-10

ESSENTIAL UNIT 4 (E04)

(Technology Resources)
(JULY 2010)

Unit Statement: In this unit the student will focus on an exploration of a resource such as
Google Earth or its equivalent by creating a Google Earth Tour. (It is understood that as
software and online applications change, the spirit, rather than the letter of this Unit will
be followed). The technology teacher should collaborate with the classroom teacher to
create projects that align with outcomes in other subject areas.
Essential Outcomes: (assessed for mastery)
1. The Student Will transfer current knowledge to learning how to use new
applications.
2. TSW select an appropriate topic for a tour.
3. TSW collect and evaluate sources to support a tour.
4. TSW use strategies to organize their information and research.
5. TSW draft an early plan for a tour.
6. TSW select and use applications effectively and productively.
7. TSW create at least two different products, using two different applications that
can be embedded in the Google Earth tour.
8. TSW create a collaborative class Google Earth tour that traces information as it
relates to the essential question.
Introduced and Practiced Outcomes:
1. The Student Will apply existing knowledge to generate new ideas, products, or
processes.
2. TSW advocate and practice safe, legal, and responsible use of information and
technology.
3. TSW exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
4. TSW identify capabilities and limitations of contemporary and emerging
technology resources and assess the potential of these systems and services.
5. TSW apply existing knowledge to generate new ideas, products, or processes.

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Suggested Materials:
It is helpful to use Google Earth for this unit. Here is an excellent example of the use of
Google Earth in connection with Literature. Here is good information about Google Earth.
Here is an abundance of information about using Google Earth in the classroom. If Google
Earth is not available, then Google Maps might be used.
Topics can be chosen by the teacher or the student with help from the teacher. (See
Suggested Activities for more ideas).
Once topics are chosen, students should use online and desktop software applications to
create projects that can be embedded into the Google Earth Tour. Consider video creation
(uploading to youtube permits embedding in Google Earth), Voicethread, Slideshare, as
well as available desktop applications.
When engaged in problem based learning it is helpful to create guidelines for students that
include identification of an essential question, goals, elements (tasks), research tasks, a
timeline and rubrics. Here is an excellent resource to assist with planning.
Suggested Activities:
Topics for a Google Earth Tour might include the following: (1) A virtual autobiography;
(2) Research on a famous person; (3) Important information from a recently read book; (4)
Places of worship in the students community; (5) Environmental health of a river
overview (identification of critical environmental point sources); (6) Create a work of
fiction; begin with a journey that can traced using the PATH tool and then add moments
along the way that tell the tale using imagery to inspire them.

Assessment Rubric found on following page.

QSI TECHNOLOGY-10 E04

Copyright 1988-2010

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Assessment Rubric E04 Technology Resources

The use of the following checklist is suggested, but not mandatory. Rather it is a tool to
assess students on essential outcomes. Students may receive a D (deficient) if they have
not made a reasonable effort on one or more outcomes.
TSW
1. Transfer current
knowledge to
learning how to use
new applications.

A Level Mastery
Exceptional ability to
transfer effective skills
to a variety of digital
tools,

B Level Mastery
Skills transfer occurs, but
incorporation of complete
skill set into new
application is lacking.

2. Select an appropriate
topic for a tour.

Selection of a robust,
challenging thoughtful
topic adds opportunity to
students learning.

Students choice of topic

is appropriate for a tour.

3. Collect and evaluate

sources to support a
tour.

Exceptional and intuitive

ability to collect and
analyze data using
multiple processes and
diverse perspectives.

.Inability to collect
sources and evaluate
them.

4. Use strategies to
organize their
information and
research.

Student uses digital tools

to organize information
from a variety of
sources.

Ability to collect and

analyze data exists, but
requires assistance; use of
multiple processes and
diverse perspectives is
limited.
Organization of
information from a variety
of sources is present, but
lacks streamlined
effectiveness.

5. Draft an early plan

for a tour.

Student has exceptional

ability to communicate
effectively by drafting a
plan using digital media
and environments.

Student has a plan, but it is

not effectively
communicated or the plan
is not as effective as it
could be.

Student has not drafted

a plan.

6. Select and use

applications
effectively and
productively.

Consistently
demonstrates ability to
select and use best
choice technology tools
for accessing
information and
pursuing inquiry.

Demonstrates ability to
use technology tools for
accessing information and
pursuing inquiry, although
explanation of use and/or
tool chosen are not always
best.

Inconsistent ability to
choose and use best
technology tool for the
task.

7. Create at least two

different products,
using two different
applications that can
be embedded in the
Google Earth tour.

Exceptional ability to
apply existing
knowledge to generate
new ideas, products, or
processes.

Consistent ability to apply

existing knowledge to
generate new ideas,
products, or processes.

Inconsistency in ability
to apply existing
knowledge to generate
new ideas, products, or
processes.

Product uses writing,

speaking and
technological skills to
share new
understandings in an
organized way that is
accessible to others.

Product uses writing,

speaking and
technological skills, but
may not share new
understandings, or is
somewhat inaccessible.

Product is inaccessible
or incomplete.

8. Create a
collaborative class
Google Earth tour
that traces
information as it
relates to the
essential question.

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Copyright 1988-2010

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P Progress
Inconsistency in ability
to transfer current
knowledge to learning
how to use new
applications.
Inability to select an
appropriate topic for a
tour.

Inconsistency in ability
to organize their
information and
research.