RUNNING HEAD: Engaged Learning Project

Dan Davis

Title of Project: Cardboard Continents: Exploring Africa and Asia with Google Cardboard
Subject(s): World Studies and Life Science
Grade Level(s): 7th
Abstract:
Students at my new school are already knowledgeable about the ways technology can be used to
enhance learning. Technology is used to investigate real-life problems working with outside parties, and
is used by students and local businesses to solve those problems together. My idea is to take students
away, far from Georgia, in an effort to increase their world-view and identify key content area standards
in both World Studies, and, in a lesser amount, Life Science. I propose to use the emerging technology
of Google Cardboard virtual reality viewers to allow my students to virtually visit locations in addressed
specific geography standards, write a travel blog, and share their journeys with students across the
Internet. Students will act as freelance travel bloggers, but will be given specific observation and time
guidelines by the teacher. Also, students will take an interdisciplinary approach on their travels by
writing about their journey, sharing GPS coordinates, and identifying biomes and plant and animal
communities. A major focus of both the social studies and science standards this project address will be
the importance of land and water as a resource to both natives and tourists.
Learner Description/Context:
CMS is a STEM-certified school, and has tailored learning expectations and experiences to support the
inclusion of science, technology, engineering, and mathematics. Because of this emphasis on learning
with technology, my school has a wide variety of devices and locations available to explore with various
computer apps. My students, as well, are familiar with the use of smartphones and app stores, which
they utilize under whole-school BYOT guidelines. In order to increase technology usage in all content
areas, rather than focusing mainly on science and engineering, this project will allow them to virtually
explore locations far from Georgia while experiencing a real-life interactive tour of the standard using
Google Cardboard and Google Earth technology. Also, sharing the experiences location coordinates,
description, and observations in a blog format will allow other students who have access to the same
technology to go on the virtual tour themselves, and leave comments and feedback on the journey, as
well as the written blog entry descriptions written by my students.
Time Frame:
This project will be an ongoing exploration of science and social studies standards. Students will use the
technology during each of the three main units of 7th grade World Studies taught during the school year.
Each activity will occupy three to five class sessions, approximately once per month. This will be an
ongoing, long-term cumulative project lasting from August until March.
Standards Assessed:
ISTE STANDARDS FOR STUDENTS
1. Creativity and innovation
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
2. Communication and collaboration
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media

RUNNING HEAD: Engaged Learning Project

Dan Davis

b. Communicate information and ideas effectively to multiple audiences using a variety of media
and formats
c. Develop cultural understanding and global awareness by engaging with learners of other
cultures
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks d. Process data and report results
4. Critical thinking, problem solving, and decision making
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology operations and concepts
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
GEORGIA PERFORMANCE STANDARDS 7th Grade
Main Unit 1: Africa
SS7G1: The student will locate selected features of Africa.
a. Locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical
rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas
Mountains, and Kalahari Desert.
b. Locate on a world and regional political-physical map the countries of Democratic Republic of
the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, Sudan, and South Sudan.
SS7G2: The student will discuss environmental issues across the continent of Africa.
a. Explain how water pollution and the unequal distribution of water impacts irrigation, trade,
industry, and drinking water.
b. Explain the relationship between poor soil and deforestation in Sub-Saharan Africa.
c. Explain the impact of desertification on the environment of Africa from the Sahel to the
rainforest.
SS7G3: The student will explain the impact of location, climate, and physical characteristics on
population distribution in Africa.
a. Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest affect
where people live, the type of work they do, and how they travel.
Main Unit 2: Southwest Asia (the Middle East)
SS7G5: The student will locate selected features in Southwestern Asia (Middle East).

RUNNING HEAD: Engaged Learning Project

Dan Davis

a. Locate on a world and regional political-physical map: Euphrates River, Jordan River, Tigris
River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip.
b. Locate on a world and regional political-physical map the nations of Afghanistan, Iran, Iraq,
Israel, Saudi Arabia, and Turkey.
SS7G6: The student will discuss environmental issues across Southwest Asia (Middle East).
a. Explain how water pollution and the unequal distribution of water impacts irrigation and
drinking water.
SS7G7: The student will explain the impact of location, climate, physical characteristics,
distribution of natural resources and population distribution on Southwest Asia (Middle East).
a. Explain how the distribution of oil has affected the development of Southwest Asia (Middle
East).
b. Describe how the deserts and rivers of Southwest Asia (Middle East) have affected the
population in terms of where people live, the type of work they do, and how they travel
Main Unit 3: Southern and Eastern Asia
SS7G9: The student will locate selected features in Southern and Eastern Asia.
a. Locate on a world and regional political-physical map: Ganges River, Huang He (Yellow
River), Indus River, Mekong River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian Ocean,
Sea of Japan, South China Sea, Yellow Sea, Gobi Desert , Taklimakan Desert, Himalayan
Mountains, and Korean Peninsula.
b. Locate on a world and regional political-physical map the countries of China, India, Indonesia,
Japan, North Korea, South Korea, and Vietnam.
SS7G10: The student will discuss environmental issues across Southern and Eastern Asia.
a. Describe the causes and effects of pollution on the Yangtze and Ganges Rivers.
b. Describe the causes and effects of air pollution and flooding in India and China.
SS7G11: The student will explain the impact of location, climate, physical characteristics,
distribution of natural resources, and population distribution on Southern and Eastern Asia.
a. Describe the impact climate and location has on population distribution in Southern and
Eastern Asia.
b. Describe how the mountain, desert, and water features of Southern and Eastern Asia have
affected the population in terms of where people live, the types of work they do, and how they
travel.
Minor Standards:
S7L4: Students will examine the dependence of organisms on one another and their environments.
c. Recognize that changes in environmental conditions can affect the survival of both individuals
and entire species.
e. Describe the characteristics of Earths major terrestrial biomes (i.e. tropical rain forest,
savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e.
freshwater, estuaries, and marine).
Learner Objectives:
Students will be able to locate and identify major physical features, countries, sources and bodies of
water, and major biomes in three major world regions. Students will be familiar with virtual reality
technology and using it to support thoughtful and careful observations of the real world. Additionally,
students will become familiar with writing to a specific purpose and audience, word processing, and
web-publishing. Finally, students will learn how to effectively collaborate and communicate within the

RUNNING HEAD: Engaged Learning Project

Dan Davis

classroom and in online forum settings based on their peer feedback, postings, and feedback and/or
comments.
The hook or Introduction:
The hook is practically built-in to the technology used. Students will be amazed that virtual reality exists
inside a cardboard box they fold together. As an introduction to the project, a whole-group session will
take place using the classroom smart board as we view the curated explorations with Google Maps and
Street View found at https://www.google.com/maps/views/streetview?gl=us. After viewing several
locations, the teacher and the students will write a summary and response to one of the tours to help
further introduce the requirements of the project.
Process:
Students will use their smartphones (or the school-supplied iPhones) and the Google Earth app inside a
Cardboard viewer to locate and tour in virtual reality the locations assigned for each geography standard.
Students will take notes, and then work together to write and publish a blog post online. Students will
work in pairs to produce a visually and textually appealing travel blog published on the class page at
www.sonder.io/ddavis_cms, as well as an informative post at the Google Earth Community forum at
http://googleearthcommunity.proboards.com/board/27/students-educators. By completing each
individual voyage, students will have a blog that is full of geography content that can be reviewed at the
end of the course prior to final exams. The teacher will take the role of fellow traveler, and can offer
advice and guidance as needed during the virtual tour to ensure that the student groups meet all aspects
of the standard. Because the student-created posts will be available and open for comments to all users
on the Internet, students will be responsible to judging the validity and usefulness of the resulting post
comments and replying to them in an appropriate, thoughtful, and content specific way. As a
culminating activity in each of the three units, students will be required to address water use and issues
seen throughout their journeys. Students will follow typical blogging guidelines, such as titles,
locations, and dates when making submissions for their project. Students must also reference the
individual standard and element that their trip addresses in that blog post. For instance, if students are
voyaging to the Mekong River Valley, they should have blog title that references that area, and in their
blog post they will provide a description of the area and they should address how the location and water
affects where people live and what they do. Students will also be asked to describe the type of biome
and environmental conditions present in that area, as well as the impact of water as a necessary and
competitive resource.
To address cultural sensitivity, students will research each country that they are required to visit in order
to gain an understanding into its customs and norms. This research will primarily be conducted using
the U.S. Department of State International Travel website at
http://travel.state.gov/content/passports/english/country.html, where students will select their country
and read the official description of traveling safely. Also, students will be able to browse countryspecific entries at the Sonder.io website and at Lonely Planet to find personal entries from culturallyresponsive bloggers. Peer groups will assess the sensitivity of each rough draft blog entry and offer
advice prior to posting, and the teacher will listen in during the group discussions and offer any cultural
recommendations or research areas based on his or her experiences.
To increase the collaboration, students will actually web-publish their blogs with the by-line that they
have created it using Google Cardboard. This will increase web search hits for the projects, allowing
users across the nation and globe to find their travel blogs. Students in other classes completing the
same project would be able to take the tour and leave comments on each others trips. The ultimate goal
of the project is to attract web users from the locations my students have created virtual tours of who

RUNNING HEAD: Engaged Learning Project

Dan Davis

would be willing to comment and provide their actual on-the-ground comments in the comments section
of the blog. The teacher will foster university and travel bureau contacts in the target countries by
supplying students access to individuals and organizations that have been contacted and approved
previously. As an additional source for real-life exposure and feedback, student groups will post their
travel blogs in the Google Earth Community forum subsection for teachers and students. Both of these
avenues will allow the groups gain real-life exposure to travelers and bloggers from across the world.

Introduce
required
standard(s)
DAY 1

Research
country/area
online
DAY 1

Conduct VR
field trip
DAY 2

Compose
rough draft
of blog post
DAY 3

Peer review
and edit blog
post
DAY 3

Publish blog
post to
Sonder.io and
Google Earth
forum
DAY 4

Reply to
comments
and feedback
from
authentic
users
ONGOING

The project will be assessed in several ways. One, the students will use a simple checklist in order to
meet the expectations found in the appropriate standard. This activity will work concurrently with map
activities and learning of required geography standards in the constructivist classroom, which are both
assessed formally and informally. Two, students will be scored using a rubric that judges their creativity
and thoroughness in their write-up of the location. Third, students will view and comment each others
blogs to increase collaboration amongst classes. Finally, students will use the class online sites to
publish their work. One, Sonder.io, is a dynamic, growing community of actual travelers, typically study
abroad students, who will be able to read and comment on the blog posts, the other is a rich forum of
knowledgeable Google Earth users.
Technology Use:
A variety of Internet-capable devices will be used to access the online research portion. Smartphones,
both student- (BYOT) and school-supplied iPhones, will have the Google Cardboard, Google Maps and
Google Earth apps installed to complete the virtual field trips. Along with the smartphones, the most
essential piece of technology is the most low-tech: any one of the many brands of Cardboard viewers. I
purchased mine here, http://www.ebay.com/itm/281697770186, and students will have access to several
within the classroom. I plan on paying for these using classroom funds, and possibly a technology
portion of the school or PTA budget. Students will use computers in the school computer lab and
computer carts to draft, edit, and publish their blog posts to the class Sonder.io blog and to the Google
Earth Community Forum.
What modifications have you made since you submitted your idea for feedback?
I have found specific websites for publishing student blogs where the virtual travel blogs can get
authentic exposure. Within these two websites, I have created generic user names that student groups in
my classes will be able to use in order to post their blog entries. Most importantly, I have purchased,
assembled, and used a Google Cardboard virtual reality viewer and some associated apps. I believe that
it is essential that teachers try out any task or project they assign in order to troubleshoot and work
through expected outcomes.
Which indicators of Engaged Learning will be high in this lesson and Why?
Authentic/meaningful and Student as Producer: this travel blog will allow others to explore these areas,
and will afford my students an excellent review of standards. Multi-disciplinary: students will use social
studies and science standards to explore and observe each location, and writing standards will be
addressed during the blogging portion of the activity. Performance-based assessment: students will

RUNNING HEAD: Engaged Learning Project

Dan Davis

create a real blog for a worldwide audience and will be scored using rubrics for performance and
completeness.
Which indicators would you like to strengthen?
Collaboration: I am still seeking ideas on how to incorporate professional travelers and regional experts
into the experience for my students. Perhaps Skype sessions or Google Hangouts?
What LoTi level do you think this lesson would be and Why?
LoTi 5: Students are using a variety of cutting-edge and traditional technology to complete the
assignment, and it will serve as a real-life tours of each area. Also, students will use online travel blogs
to communicate and collaborate with experts, tourists, and locals in the required locations to further their
understanding of the geography of each region.
What help would you like to receive from us?
What would be the best way to contact and filter the best experts in each world region?

RUNNING HEAD: Engaged Learning Project

Dan Davis

References and Supporting Material

Essential apps and support communities
Google, Inc. (May 29. 2015). Cardboard. Retrieved from
https://play.google.com/store/apps/detailsid=com.google.samples.apps.cardboarddemo&hl=en
Google, Inc. (2015). Google lat long blog. Retrieved from http://google-latlong.blogspot.com/
Retrieved from https://www.google.com/maps/views/home?gl=us
Student web publication
Sonder. (2015). Sonder.io. Retrieved from https://sonder.io/ddavis_cms
No author. (2015). Google earth community forum. Retrieved from
http://googleearthcommunity.proboards.com/
Student travel guidelines and examples
The College Tourist. (2015). Destinations. Retrieved from
http://www.thecollegetourist.com/category/destinations/
Institute of International Education. (2015). Generation study abroad: Resources for teachers. Retrieved
from http://www.iie.org/en/Programs/Generation-Study-Abroad/Resources-for-Teachers
Lonely Planet. (2014). Apps. Retrieved from http://www.lonelyplanet.com/apps/
Lonely Planet. (2014). Middle east. Retrieved from http://www.lonelyplanet.com/middle-east
Lonely Planet. (2014). Africa. Retrieved from http://www.lonelyplanet.com/africa
Lonely Planet. (2014). Asia. Retrieved from http://www.lonelyplanet.com/asia
National Geographic Society. (2015). Mapping. Retrieved from
http://education.nationalgeographic.com/education/mapping
Google Cardboard resources
Broida, R. (July 15, 2014). cnet: Getting started with Google cardboard. Retrieved from
http://www.cnet.com/how-to/getting-started-with-google-cardboard/
Bourget, P. (December 19, 2014). Android Headlines: Google cardboard and maps let you vitrua-tour
the
earth. Retrieved from http://www.androidheadlines.com/2014/12/google-cardboard-maps-letvirtua-tour-earth.html
Lang. B. (June 28, 2014). Road to VR: Google adds virtual reality street view mode to Google Maps for
Android. Retrieved from http://www.roadtovr.com/google-adds-virtual-reality-street-view-modeto-google-maps-for-android/
Metz, C. (June 29, 2015). Wired: Paired with AI and VR, Google Earth will change the planet.
Retrieved
from http://www.wired.com/2015/06/paired-ai-vr-google-earth-will-change-planet/

RUNNING HEAD: Engaged Learning Project

Dan Davis

Travel information for American citizens

U.S. Department of State. (2015). Websites of U.S. embassies, consulates, and diplomatic missions.
Retrieved from http://www.usembassy.gov
U.S. Department of State. (2015). U.S. passports & international travel. SRetrieved from
http://travel.state.gov/content/travel/english.html
Authentic travel community
Rick Steves Europe, Inc. (2015). Beyond Europe Rick Steves travel forum. Retrieved from
https://community.ricksteves.com/travel-forum/beyond-europe