Paige Baldwin

Primary Sources and Google Trek Matrix

Colorado
Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Mathematics
1. Number
Sense,
Properties,
and
Operations

Students can
create a google
trek to talk about
the different base
number systems
that other
countries and
ethnicities have
had through time.
A marker could be
used for the United
States since we
use bas 10 number
system. A marker
would be placed in
Central America for
the Aztecs since
they counted in the
base twelve
system, and a
marker in the
Mesopotamian
region for the early
Mesopotamians
who counted in
base sixty. Through
this exercise
students will start
to understand the
various number
systems and how
what base system
is used relates to
place value.
Standard 1.
Students
demonstrate
creative thinking,
construct
knowledge, and
develop innovative
products and
processes using
technology. C. Use
models and
simulations to
explore complex
systems and
issues.

2. Patterns,
Functions,
and
Algebraic
Structures

Create and Apply

Students will
create a Google
Trek by
assembling map
markers together
on a map that
highlight and
speak about the
various base
number systems
used in the world
today and in the
past. Students will
apply what they
learned about the
different base
number systems
to create the
Google Treks.

Constructi
vism

Stude
nt
Use

Flipped
Classro
om

3. Analysis,
Statistics,
and
Probability

The teacher will

teach the class a
lesson about
statistics using a
federal document
(which is a
primary source)
from the U.S.
Department of
Education using
statistics on
poverty rate and
poverty level for
counties near
where the school
resides. This way
students can look
at the document
that lists the
statistics and
learn how
statistics are
created. The
teacher will also
be able to with
this lesson, make
students aware of
how coming
different
economic
statuses affect
how students
learn and can
impact the
resources a child
has. The teacher
can also highlight
what resources
are available for
such students at
school so that
they can receive
assistance or aid
that could not get
at home.
Standard 4.
Teachers
understand local
and global
societal issues
and
responsibilities in
an evolving digital
culture and
exhibit legal and
ethical behavior in
their professional
practices. B.
Address the
diverse needs of
all learners by
using learnercentered
strategies
providing
equitable access
to appropriate
digital tools and

Understand
Students will be
able to
understand how
data is used to
create statistics.
Students will also
be aware about
the diversity of
economic
statuses in the
classroom and will
be more
understanding
that not everyone
can have
resources that
others take for
granted.

resources.

4. Shape,
Dimension,
and
Geometric
Relationship
s
Reading, Writing, and Communicating
1. Oral
Expression
and
Listening
2. Reading
for All
Purposes

The teacher will

read the class a
letter from John
Adams to his wife
Abigail Adams to
highlight the
different writing
style in the 1700s
and to explain
how the English
language as
evolved since
then. The teacher
can also use this
time to explain to
the class what a
primary source is
and how a letter
is a primary
source. If the
school has IPads
the teacher could
pull up the pdf
letter online and
have each
student highlight
words or
grammatical
structures that
are no longer
used today, to
help students
understand how a
language evolves.
Standard 1.
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.

Remember and
Understand
Students will
understand how
the English
language, both
written and
spoken evolves
overtime.
Students will be
able to identify
the grammatical
and written
differences of
texts from
different eras and
will be able to use
those tools in the
future when they
read older texts.

Promote student
reflection using
collaborative tools
to reveal and
clarify students
conceptual
understanding
and thinking,
planning, and
creative
processes.

3. Writing
and
Composition
4. Research
and
Reasoning

Students will work

in groups to create
a Google Trek
about an event or
time period in
history. Students
will be using this as
a research project
with the project
done in a creative
format. Students
will research and
use various
primary sources
they found online
and can use a few
secondary sources
such as books they
have found in the
library. Events/time
periods could
include a Google
Trek on: the Santa
Fe Trail, events
leading up to the
American
Revolution, stops
on the
Underground
railroad, and the
creation of the
Continental
Railroad.

Analyze, Evaluate,
and Create
Students will first
evaluate the
primary and
secondary
sources to see if
the information
within them is
credible and
relatable to their
topic. Then
students will
analyze the
documents to
determine what is
being said and
how it relates to
their project.
Students will then
create the Google
Trek, using the
primary and
secondary
sources they have
to support their
statements.

Standard 3.
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.

Social Studies
1. History
2.
Geography

Students will work

in groups to create
a Google Trek
about a road trip

Create Students
will be designing
a dream road trip
for them and their

they would like to

go on. Students
must stop at 3
landmarks, one
man made and two
natural landmarks,
on the trip.
Students must
label and describe
each stop they
make on the trip.
This project relates
to geography since
students are
learning about the
geography of each
state as well as a
few physical
features of each.

friends to go on.
The students will
also be learning
about
geographical
features and
geography as
they do it.

Standard 2.
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.
A. Interact,
collaborate, and
publish with peers,
experts, or others
employing a
variety of digital
environments and
media.

3.
Economics
4. Civics

The teacher
creates a Google
Trek for the class
to explain to
hierarchal
structure of
government in the
United States. A
marker will be
placed at the city
council building
for city
government, at
the county seed
for county
government, at
the state capital
building for state
government, and
at Washington
D.C. for federal
government. The
teacher will then
use the Google
Trek as a visual

Understand
Students will be
able to
understand how
different levels of
government work
and will be able to
identify what role
each level playing
in the governing
of citizens.

aid for when she

describes the
various levels of
government and
what power each
level has.
Standard 2.
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.

Science
1. Physical
Science
2. Life
Science

Students can work

in a group to
create a Google
Trek on migration
patterns for
different species of
animals. Species
used could include
monarch
butterflies, geese,
and ducks.
Students would
mark different
parts of the
migration pattern
on Google Trek and
would learn what
influences the
migration patterns
for animals of
various species.
Standard 2.
Students use
digital media and
environments to
communicate and
work
collaboratively,

Understand,
Apply, and Create
Students will be
able to classify
the different
reasons a species
migrates into
groups and
understand how
each factor
impacts the
migration pattern.
Students will then
apply what they
know to generate
various migration
patterns on
Google Trek.

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.

3. Earth
Systems
Science

The teacher will

use Google Trek to
create a lesson on
geology. The
teacher will create
a trek of different
rock formations
highlighting what
type of rock
(igneous,
sedimentary, or
metamorphous),
when the
formation
occurred, and
what types of
erosion have
occurred on the
rock formation.
The Trek will be a
visual aid to help
students stay
interested into the
lesson and will be
posted online so
that if students
missed class or
want to go back
over the lesson,
they can online.
Standard 2.
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. C.
Customize and
personalize
learning activities
to address
students diverse
learning styles,
working

Remember and
Understand
Students will be
able to recall the
different rock
formations
discussed in the
lesson and can list
them into groups
as sedimentary,
igneous, or
metamorphous.
Students will also
be able to classify
and understand
the different rock
formation by the
type of rock in it
and what factors
influenced that
rock formation to
form.

strategies, and
abilities using
digital tools and
resources.

Differentiation
Learning
Disabilities EEOs

Physical
Disabilities
Gifted/
Talented

Teachers can work

with students to
create a Google
Trek and give
them extra time
to work on the
project where the
teacher can
explain how to
use Google Trek
and guide the
students how to
create an
example Google
Trek.

Instead of working
in groups the
students can work
by themselves to
create a Google
Trek in one of the
subjects such as an
event/time period
in history or the
migration pattern
of a particular
species. The
student can then
show their final
project to the
class. Students can
also be extra
options and/or
more landmarks to
include in the
Google Trek so that
the project is more
challenging.

Other
Reflection: This project helped me to understand how Google Trek and primary
sources can be for different subjects in the classroom. While there are some cases
where Google Trek works much better in a subject than the primary sources, there
are other cases where both can be used together for the same lesson or project in a
particular subject. I also learned in this project that Google Trek can be used as the
method of technology integration for primary sources in the classroom. Google Trek
is an easy program to use and primary sources that are images can easily be
uploaded to it. This matrix helped me not only in expanding my technology section
of my TPACK, but in the integration of technology to my content knowledge area of
my TPACK as well. From this matrix I could exactly how easy it is to use newer and
not as widely used methods of technology into the classroom.