Technology Integration Matrix

Colorado
Academic
Standards

NETS T

NETS S

Blooms
Taxonom
y

Constructi
vism

Student
Use

Direct
Instructio
n

Instructio
nism

Behaviori
sm

Mathematics
1. Number
Sense,
Properties,
and
Operations

2. Patterns,
Functions,
and
Algebraic
Structures
3. Analysis,
Statistics,
and
Probability

By reading
the
information
about the
size of the
areas of the
national
parks and
other
habitats
students are
using
numbers
that exceed
1,000

The
teacher
will
demonstr
ate how
students
will
collect
informatio
n and
analyze
their
findings.

Students
apply
what they
have
learned
about the
number of
animals in
a habitat
to
understan
d the
relationshi
ps animals
have with

Students
will create
an
electronic
chart of
animals
and plants
in certain
habitats
and
determine
if there are
any that
are
overlappin

Teacher
provides
statistical
informatio
n of the
number of
animals in
a certain
habitat.

Reward
correct use
of Google
Treks

their
habitats.
4. Shape,
Dimension,
and
Geometric
Relationshi
ps

Students
use Google
Trek to see
where the
areas of
the
habitats
are in the
world and
the size of
them
through
the
topographi
c maps
used.

1. Oral
Expression
and
Listening

2. Reading
for All
Purposes

g.

The
teacher
will
demonstr
ate using
a habitat
that is not
listed to

Students
will pair
and share
the
informatio
n that they
collected
from the
worksheet
and their
investigati
on.
Students
will use the
websites to
learn the
vocabulary
that they
will be
using while

Teacher
creates a
Google
Trek to
show the
difference
in area of
certain
habitats.

Reading, Writing, and Communicating

Students
Teacher
will listen
models the
to the
pair and
summary
share
that other
activity.
students
share with
them.

Students
identify
animals
and plants
that they
have read
or learned
about

Reward
correct use
of pair and
share.

The
teacher
provides
websites
that have
the
information
in different

find the
informatio
n for the
workshee
t.
3. Writing
and
Compositio
n

4. Research
and
Reasoning

working
with
habitats.

Students
will fill out
the
worksheet
by writing
their
answers in
the
specified
places.

The
teacher
will
demonstr
ate how
to find
key words
on the
website
to locate
informatio
n.

Students
will follow
the links
provided
on the
Google
Trek to find
the
informatio
n that is
needed for
the
worksheet;
they will
have to do
some
reading to
find this
informatio
n.

before.

Students
will write a
list of
animals
and plants
that live in
the
habitat
that they
are
investigati
ng.

areas that
are needed
to
complete
the
worksheet.
Students
will create
a
presentatio
n of one
habitat for
other
students to
view.

Students
will build on
their
understandi
ng of
habitats by
doing
further
research on
the
websites
that are
provided.

Social Studies

Reward
correct use
of
worksheet.

The
teacher
demonstra
tes how
the Google
Trek works
with its
external
links.

Reward
correct use
of Google
Treks.

1. History

2.
Geography

3.
Economics

The
teacher
will
provide
students
with
informatio
n about
the
history of
the area
on the
Google
Trek.
The
teacher
will
create a
Google
Trek to
shows
students
the area
in which
the
habitats
are
located.

Students
will
recognize
when the
parks
were
establishe
d and
connect
this to
informatio
n learned
in social
studies.
Students
will explore
the Google
Trek and
find where
certain
habitats
are in
relation to
where they
are. They
will also
look for
similar
habitats
around the
world.

Students
will identify
habitats
that they
have
experience
d in their
own travels
or where
they live.

Students
will apply
what they
have
learned
about
each
habitat to

The
teacher
will
demonstra
te how to
go through
the Google
Trek and
how to
follow the
links.

The
teacher
creates a
Google
Trek to
demonstrat
e the
location of
different
habitats.

Reward
correct use
of Google
Treks.

determine
what
should be
done to
help
protect it.
4. Civics

Students
will find
ways in
which they
can
improve
the
habitats
that they
are
researchin
g.

Students
will create
an
advertisem
ent for
other
students to
use to help
preserve
habitats.

Science
1. Physical
Science
2. Life
Science

3. Earth

The
teacher
will
demonstr
ate how
to find
informatio
n on how
an
organism
interacts
with its
environm
ent from
the
websites
provided.
The

Students
will
differentia
te each of
the
habitats
by the
informatio
n that
they find.

Students

Students
will identify
animals
that they
know about
and how
those
animals
interact
with their
environmen
t.

The
teacher
teaches
concepts of
the
habitats
through
the
information
the
students
collect
from their
investigatio
n.

Students

The

Reward
correct use
of Google
Treks and
the
additional
websites.

Systems
Science

teacher
will
provide
informatio
n on the
Google
Trek that
will lead
students
to the
weather
climate of
the
habitat,
and the
impact
that it
has.

Learning
Disabilities
- EEOs

The
teacher
will work
with the
students
with
learning
disabilitie
s to make
sure that
they
understan
d how to
use the
Google
Trek
program.
The
teacher
will

will
analyze
the impact
that
weather
has on
each
habitat.

will create
an
example of
an
impactful
weather
occurrence
of any one
of the
habitats to
show the
class its
impact.

teacher
will
demonstra
te how to
make a
storm (like
a tornado)
and how it
affects a
habitat.

Differentiation

Gifted/
Talented

Students
will learn
how to use
the
accomidati
ons that
are
provided
for them
with the
technology
depending
on their
learning
disability

Students
will look for
further

The
teacher
will
demonstra
te how to
correctly
answer
questions
and use
the Google
Trek.

Students
will use
their

Reward
students
that meet
the
expectatio
ns
provided
for them.

Reward
students
that do

provide
additional
questions
for the GT
students
to further
investigat
e.

informatio
n and find
more than
3 animals
and plants
to list in
their
worksheet.

previous
knowledge
and
experience
to do
further
research on
one animal
and the
impact that
their
habitat has
had on
them and
vis versa.

further
research.

Other
Reflection: I really enjoyed making the Google Trek and viewing the different lessons that people have already made before. By
doing this matrix I have seen how much technology can be integrated into the standards just through one lesson. All four of the
main subjects can have some sort of impact on each lesson. So using cross-curriculum is not as hard as it seems. Even though
my lesson is a life science lesson, math, writing and reading, and social studies were all used as well. The matrix helped me to
see the wide variety of standards that can be met through just one lesson. The Google Trek program was relatively easy to use. It
is an interactive way for students to learn. I was so intrigued that I spent a lot of time looking at other lessons and learning from
them because of how fun they were. I think that students will enjoy this, because they get to explore on their own, even though
there is a certain direction that they must go in. It is also great that these lessons can be used at all different levels.