Teach your students about how the water cycle works in the amazon rainforest and where there are other rain forests around the world with Google Earth. Learning Objectives: Students will learn about how the water cycle functions in the Amazon rainforest. Students will learn about Brazil’s flying river. Students will map out rainforests around the world. Audience: 5th-9th grade Categories: Geography, Science Voyager Story: I am WATER / Eu sou Água Tools Required: Access to a Chrome Browser, Google Earth, Google My Maps, paper/pencil.
Teachers will foster real world connections to examples of fairy tales from around the world using the Voyager Story, Fairy Tales from Around the World. Students will identify common characteristics of fairy tales and use them to generate a fairy tale. • In this writing exercise, students will identify characteristics specific to fairy tales such as the use of magic and the “rule of three”. • Students will also explore 3 examples of how authors found inspiration in their surroundings and included elements of the real world in the fairy tales they wrote. • Students will apply their understanding of the characteristics of fairy tales and their connection to the real world to generate a fairy tale of their own that includes all five plot elements, the use of magic, the “rule of three”, and is set in their hometown.
Teachers can use I’m Feeling Lucky and Street View in Google Earth to randomly select a location in the world and relate it to multiple content areas. Teachers can also choose to preselect a location that lends itself well to relevant standards and objectives using Search or Voyager Stories. • Passport Warm Up is an engaging daily routine in which students review geography, math, science, social studies, ELA and current events concepts. • This activity is designed to be independent practice for students that requires minimal to no direct instruction on the part of the teacher. • Teachers can choose from the standards based example questions listed below, or use them as inspiration to generate their own questions. • To stay within the 15 minute time frame, teachers should use 1-2 questions per subject.
Google Earth Education: The Underground Railroad Secret Codes and Symbolism Writing Lesson #GoogleEa
Students will utilize the Google Earth Voyager Story, The Underground Railroad to explore the role of secret codes and symbolism in the success of the United States Underground Railroad, as well as the risks assumed by all of its participants. Students will draw on multiple sources to write an informative/explanatory essay outlining the role that secret codes and symbolism played in the success of the Underground Railroad.
How can students lead community efforts to protect water? Students will use Google Earth to identify local bodies of water and select one to “adopt”. Students will work collaboratively to plan a Water Walk and generate ideas around how to lead their community in efforts to protect water, ultimately putting their plans to action. Learn more about how your classroom can join the #JuniorWaterWalkers effort: https://mrcssharesease.wordpress.com/junior-water-walkers/
Learn how deforestation of the Amazon impacts the world and how the combination of technology and sustainable consumption can help protect the “lungs of the planet.” Learning Objectives: ● Students will learn about the rapid change of the Amazon rainforest ● Students will discuss how deforestation impacts the entire world ● Students will discuss the challenges of monitoring deforestation and how technology has helped scientists and researchers address these issues. ● Students will learn about sustainable consumption. Audience: 4th-9th grade Categories: Geography, Visual Art, Language Arts, Science, Social Studies Voyager Story: I am CHANGE / Eu sou Mudança Tools Required: Access to a Chrome Browser, Google Earth, Post-its/Paper and Google Slides or an alternative presentation or drawing application. Time to Complete: 3-4hrs
On the margins of the Amazon River Basin live 27 million people to whom the forest have been providing for thousands of years, among many things, the essential: food. Açaí, the Brazil Nut, Coffee, Wood and Cocoa are just a few examples of the many more products originate in the rainforest. Today, the Amazon feeds people all around the planet and its produce can be found in practically any supermarket. As demand for products from the rainforest increases, more pressure is exerted on these precious ecosystems. With 90 percent of the world’s forests outside of protected areas, it is essential that we all work to protect the ecosystems and the wildlife and the cultures of the Amazon that depend on them. The first step to taking action is understanding our own consumer behavior and how we impact the environment. Learning Objectives: ● Students will learn about the origins of different commonly used foods or household goods. ● Students will discuss the ways in which humans support sustainable food production and the ways that we harm food production. ● Students will use a Google My Map to understand geographic relationships and distance. ● Students will have a stronger understanding of their relationship to consumption of products from the rainforest. Audience: 5th-6th grade Categories: Geography, Science, Social Studies Voyager Story: I am Food / Eu sou Alimento Tools Required: Access to a Chrome Browser, Google Earth, Google My Maps, and Google Docs or writing materials.
Students will use the Google Earth Voyager Story, Reading the ABCs from Space, to create an alliterative acrostic poem. LESSON SUMMARY: Engage: Introduce the Google Earth Voyager Story, Reading the ABCs from Space. Explore: Introduce the concept of alliteration. Allow time for students to independently explore the images and the examples of alliteration found in Reading the ABCs from Space. Explain: Create an Earth themed acrostic poem using alliteration and share their work with a partner. Apply: Collaborate: Create a poem entitled Earth ABCs by taking one letter of the alphabet (or more) from each student’s poem. MATERIALS NEEDED: Access to the Google Earth Voyager Story, Reading the ABCs from Space Pencil/Paper Crayons/Markers
CREATORS: Eminence Fifth Graders LESSON TITLE: The Day the Dinosaurs Died RECOMMENDED GRADES: The grades that we recommend for Google Earth Voyages are 3rd through Middle. OBJECTIVES: Students will: (Experience how the topic lived and thrived) (Experience what happened during their time period) (See how they made an affect on our lives today) PREPARATION: Things to be prepared in advance will be researching information on what the Voyage will be about and what it will teach others.
Teachers will use the Google Earth Voyager Story, Planetary Exploration on the Earth, to introduce several examples of similarities between Earth and the other planets in our solar system. • Teachers will build background knowledge about Planet Earth using the Newsela Text, Exploring the Planets: Earth. • Teachers will use the Voyager Story, Planetary Exploration on the Earth to introduce several examples of similarities between Earth and the other planets in our solar system. • Students will choose one planet from the Voyager Story, Planetary Exploration on the Earth to research. • Students will compare and contrast Earth to another planet in our solar system. • Students will work collaboratively in small groups to create a presentation that compares and contrasts Planet Earth to another planet in the Milky Way Galaxy. • Students will present their work to an audience of their peers.
Looking for a fun and quick activity for your Math/Science/Social Studies/Geography/Laguage Arts class? Look no further! Play a BINGO game using Google Earth and the “I’m Feeling Lucky Button” to generate random places where students will observe characteristics based on a customized BINGO card. Tailor the BINGO game card to fit the particular subject matter that your students are learning about.
Teachers will use the Google Earth Voyager Story, Exploring Earth’s Ecosystems, to provide multiple sources to consider for this inquiry investigation. • Teachers will present students with the inquiry, should humans intervene when imbalances in ecosystems are observed? • Teachers will introduce 3 more sources of information using the Google Earth Voyager Story, Exploring Earth’s Ecosystems. • Students will work to identify and classify evidence from each source in one of two categories: Yes (humans should intervene) or No (humans should not intervene). • After reviewing the evidence, students will form a hypothesis that they will share with the class. • With each new source of information, students will add to their evidence chart and make adjustments to their hypothesis. • Finally, students will write an argument essay using their final hypothesis as the claim and referring to specific evidence from the sources used.
Teachers will use the Voyager Story This is Home to foster student exploration of the ways that people around the globe are living and compare and contrast others lifestyles to their own. • Students will reflect on their community to better understand their own lifestyle. • Teachers will introduce students to a different lifestyle using the Google Earth Voyager Story, This is Home. • Together, the class will explore the various aspects of life and students will gather information about life in the selected location. • Students will then use this information to compare and contrast the way their community lives with a community in another part of the world. • Finally, students will apply their understanding of a different lifestyle by creating a journal entry written from the perspective of a student living in that community.
As a Classroom Warm-Up Activity, Teachers will use Google Earth to access real-time weather data from the Current Weather Radar Layer and the Current Global Temperature Layer. Using the Google Earth Weather Layers, students can learn to interpret weather data, chart daily weather and make predictions about the weather for the coming days.
Teachers will take their class on a tour of 30 historic landmarks using the Voyager Story, UNESCO World Heritage Sites. Students will experience the site from different perspectives using Street View. • Using the Voyager Story, UNESCO World Heritage Sites, students will tour 30 historic landmarks from around the world. • Students will work collaboratively to generate detailed sensory descriptions gathered from exploring one site using Street View. • Students will independently respond to the narrative writing prompt: Write a narrative story that takes place in the UNESCO World Heritage Site of your choosing. Incorporate plot elements, facts and details from your research, and detailed sensory descriptions into your story.
Teachers will use I’m Feeling Lucky and Street View in Google Earth to randomly select a location in the world and relate it to English language arts, Geography, Math, Social Studies, and Science concepts. Teachers can also choose to preselect a location that lends itself well to relevant standards and objectives using Search or Voyager Stories.
Is freshwater the most valuable currency on Earth? In the lesson plan, students will explore the concept of global freshwater scarcity using the Google Earth Voyager Story, Blue Gold: Our Lakes, Our Lives. Using evidence gathered in the story and other resources, students will answer the question, is freshwater the most valuable currency on Earth? LESSON SUMMARY: • Engage: Is Earth’s surface made up of more land or water? • Explore: Examine images of Earth using Google Earth supporting the fact that Earth’s surface is 71% water. • Explain: If there is so much water on Earth’s surface, why is water so important? • Revise: Reflect on information shared during whole class discussion. • Apply: Respond to the question: is freshwater the most valuable currency on Earth? This is part 2 of a 4 part unit plan ‘Blue Gold’ but each unit can be completed independently.
The most exciting part of a baseball game is watching a hard hit ball leave the ballpark! Students will use Google Earth and geometry concepts to explore how far baseball players need to hit the ball to hit a home run in different baseball Major League Baseball Stadiums. LEARNING OBJECTIVES: *Students will apply geometry concepts to solve real world problems. Students will formulate an argument and support it with multiple pieces of evidence. LESSON SUMMARY: Engage: Watch the YouTube.com video: Longest Home Runs Ever. Explore: Use the Google Earth Measure Tool to compare distances of different baseball stadiums. Explain: Calculate the distance needed to hit a home run to different locations within Fenway Park and one other baseball stadium. Apply: Use stadium data to formulate an argument in response to a real world scenario. CULMINATING TASK/ASSESSMENT: Students will formulate and argument in response to the following prompt: Use data collected showing minimum distance needed to hit a home run at various baseball stadiums to make a prediction about which baseball stadium will have the highest number of home runs hit next season. Use specific evidence to support your answer.
Teachers will use the Voyager Story, Science in the Natural World, to demonstrate real world applications of the use of technology in scientific research. Teachers can select 1-6 different examples of technology in science. • Using the Voyager Story, Science in the Natural World, students will explore several examples of how scientists are using technology to study the natural world. • Students will gather evidence to better understand how technology has enhanced scientists ability to study the natural world. • Students will respond to the writing prompt: How has technology enabled scientists to study the natural world? Cite specific evidence from the Voyager Story, Science in the Natural World, to support your explanation.
In this unit, teachers will use the Voyager Story Chasing a Global Coral Bleaching Event and Street View to explore coral bleaching events around the world and identify their larger implications.
Teachers will guide students on a tour of some of the world’s top zoos and animal parks using the Voyager Story, Zoos and Animal Parks. Students will use Street View to explore the zoos and animal parks around the world. • Students will explore the purpose of different zoos and animal parks around the world using the Voyager Story, Zoos and Animal Parks. • Students will create a list of the pros and cons of keeping animals in zoos and animal parks. • Students will write an argument essay in response to the question: should animals be kept in captivity in zoos and animal parks?