Technology Integration MatrixThird Grade Google Trek

Katelynn Lippitt
Colorado
Academic
Standards

NETS T

NETS S

Blooms
Taxonomy

Constructi
vism
Mathematics

1. Number
Sense,
Properties,
and
Operations
2. Patterns,
Functions,
and
Algebraic
Structures
3. Analysis,
Statistics,
and
Probability
Visual
displays
are used
to
describe
data

Design and
Develop
Digital Age
Learning
Experiences
and
Assessment
s (Teacher
will use
several
different
kinds of
data that
can be used
to describe
a location
on the map.)

Research
and
Information
Fluency
(Students
will research
a given
feature of
several
different
places
within the
United
States.
Students will
then place
this data in
to a graph.
Using
Google Trek,
students will
place these

Apply:
Students
will use the
information
that they
collect to
apply it to
a visual
medium for
each
comparison
s and data
analysis

Stude
nt Use

Direct
Instructi
on

Flipped
Classro
om

Instructio
nism

Behavior
ism

graphs with
each
location on
a map,
allowing for
the students
to compare
each
location with
another)
4. Shape,
Dimension,
and
Geometric
Relationshi
ps
Reading, Writing, and Communicating
1. Oral
Expression
and
Listening
2. Reading
for All
Purposes
3. Writing
and
Compositio
n
A writing
process is
used to
plan,
draft, and
write a
variety of
literary
genres

Facilitate
and inspire
student
learning and
creativity
(the teacher
will inspire
students to
explore how
setting and
location
changes can
affect a
story plot.
The teacher

Creativity
and
Innovation
(Students
will create
different
location
points
(either in
small scale,
or large) to
develop a
story plot
for a
fictional

Create
(planning):
Students
will use
locations to
create a
plan for a
future, or
proposed
future,
story.

will also
provide
some
examples
for how
students
can change
their
character
and their
setting
based on
where they
are from,
geographica
lly.)

story. Each
point will be
labeled in
sequence of
events, and
the
developmen
t will be
described in
each point)

4. Research
and
Reasoning
Social Studies
1. History
2.
Geography
The
concept of
regions is
developed
through
an
understan
ding of
similaritie
s and
difference
s in places

Model
Digital Age
and Work
(The teacher
will provide
different
ways that
students
can use
Google
Maps and
Google
Earth to
identify
geographica
l locations to
better help
the children

Critical
Thinking,
Problem
solving, and
Decision
Making
(Students
will use
critical
thinking
skills to
determine
how a
location,
based on
geographica
l features,
will

Understand
: Students
will use an
understand
ing of
people and
backgroun
d
knowledge
to
determine
differences
and
similarities
between
locations.

understand
where they
live, and
what other
parts of the
world look
like)

determine
the way
people live.
They will
make
decisions
about their
prior
knowledge
to develop
an
understandi
ng of
current life
conditions)

3.
Economics
4. Civics
Science
1. Physical
Science
2. Life
Science

3. Earth
Systems
Science
Earths
materials
can be
broken
down
and/or
combined
into

Design and
Develop
digital age
learning
experiences
and
assessments
(The Teacher
will give
students
locations
where the

Communicat
ion and
Collaboratio
n (Students
will be
placed in
small groups
and will be
given a
location with
geographica
l features

Analyze:
Students
will use the
information
that they
have to
analyze
needs,
wants, and
availability
of
materials.

different
materials
such as
rocks,
minerals,
rock cycle,
formation
of soil, and
sand
some of
which are
usable
resources
for human
activity

landscape
and
resources
are unique
or different
from the
students
location.
The teacher
will ask to
the students
to identify
some of the
main
features
within the
area, and
how these
might affect
the way
people live
here

Learning
Disabilities
- EEOs

Students
with
learning
disabilities
will be given
materials
such as
matching, or
teacher

and what
they need.
The goal of
the students
is to other
groups to
ally with
them based
on what
they need
for where
they live.
Students will
use a
Google Trek
to look at
the different
locations
available
and make
conclusions
about who
they should
talk to, what
they have to
offer, and
what other
people
need)

They will
use this to
analyze
what their
best option
might be to
make
allies and
gain the
sources
that they
need.

Differentiation

Gifted/
Talented

assistant
positions
when the
classroom
could
become
overwhelmi
ng or
chaotic
where the
student has
the potential
to be lost.
Materials
required by
an IEP or
could make
the student
more
understandi
ng of the
information
will be
provided
Students of
Gifted/Talent
ed will be
allowed to
help the
other
students
(determinin
g their
completion
of their own
work), or
they will be
allowed to
complete a

larger
amount or
more
difficult
problems
when it
comes to
matching,
placing, or
problem
solving
Other
Reflection: Students will be assessed based on how well they were able to understand where they are deliberately placing
markers, or what information they are applying based on the location. The students will not need to be assessed based on the
aesthetic portion of their map, but rather on what purpose they placed each marker at, or the information they applied to each
one. For instances where a Google Trek is used as a tool to learn, which is already created by a teacher, the students shall be
assessed based on how well they used the information, and how they processed it.