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Designing Google Earth Activities for Learning Earth and Environmental Science

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Teaching Science and Investigating Environmental Issues with Geospatial Technology

Abstract

Web-based geospatial tools such as Google Earth and instructional resources integrated with appropriately designed instructional materials show great potential in promoting spatial thinking with diverse learners. This chapter describes two instructional middle school modules, Environmental Issues: Land Use Change and Energy that use Google Earth as a learning technology to promote understandings of earth and environmental science concepts. The design principles used to guide the development of the instruction are described. Recommendations for other curriculum developers interested in using Google Earth as a learning tool to foster spatial thinking skills are presented. The role of using educative curriculum materials as a form of professional development with Google Earth is discussed.

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Acknowledgments

We wish to give special acknowledgment to Lori Cirucci, Dork Sahagian, and Tamara Peffer, our partners in this effort. This work was supported in part by a NASA Explorer School grant and the Toyota USA Foundation Web-enhanced Environmental Literacy and Inquiry Modules for Middle School Learners (WELIM) grant.

Author information

Authors and Affiliations

  1. Department of Education and Human Services College of Education, Lehigh University, A113 Iacocca Hall, 111 Research Dr, Bethlehem, PA, 18015, USA

    Alec M. Bodzin

  2. Department of Earth and Environmental Sciences, Lehigh University, 31 Williams Dr, Bethlehem, PA, 18015, USA

    David Anastasio

  3. Johns Hopkins University, School of Medicine, 733 N Broadway, Baltimore, MD, 21205, USA

    Violet Kulo

Authors
  1. Alec M. Bodzin
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  2. David Anastasio
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  3. Violet Kulo
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Corresponding author

Correspondence to Alec M. Bodzin .

Editor information

Editors and Affiliations

  1. Hobart & William Smith Colleges, Geneva, New York, USA

    James MaKinster

  2. Cornell Laboratory of Ornithology, Ithaca, New York, USA

    Nancy Trautmann

  3. Lynch School of Education, Boston College, Chestnut Hill, Massachusetts, USA

    Michael Barnett

Appendix

Appendix

Energy unit instructional design model

1.1 Elicit Prior Understandings

At the beginning of the unit, the teacher evaluates what students know through a concept map, content knowledge, and attitude and behavior pretests.

figure a

1.2 Explore and Investigate

Students explore and investigate concepts through geospatial-supported investigations, laboratory experiments, and other curricular materials to help them acquire desired knowledge, skills, and attitudes.

1.3 Modify Instruction

The teacher adjusts instruction as needed based on students’ responses to the learning activities (formative assessment).

1.4 Assess

At the end of the unit, the teacher evaluates students through their completed artifacts and summative assessment. These include energy policy presentations, concept maps, and content knowledge, attitude, and behavior posttests.

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Bodzin, A.M., Anastasio, D., Kulo, V. (2014). Designing Google Earth Activities for Learning Earth and Environmental Science. In: MaKinster, J., Trautmann, N., Barnett, M. (eds) Teaching Science and Investigating Environmental Issues with Geospatial Technology. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3931-6_13

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