ALEX Learning Activity


How to Use Google Classroom

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
  This learning activity provided by:  
Author: Hannah Bradley
System:Dothan City
School:Carver Magnet School
  General Activity Information  
Activity ID: 1618
How to Use Google Classroom
Digital Tool/Resource:
About Classroom from Google Support
Web Address – URL:

This informational website and video clip will provide teachers with instructions to set up a virtual Google Classroom and demonstrate how students will join the virtual classroom. Additionally, this digital tool will show how the teacher can create assignments and provide feedback through this online platform.

  Associated Standards and Objectives  
Content Standard(s):
Technology Education
TC2 (2009)
Grade: K-2
8 ) Use digital environments to exchange ideas with individuals or groups.

Examples: other states, other countries

•  Producing digital works collaboratively
Examples: developing shared writing projects, creating language experience stories

Technology Education
TC2 (2009)
Grade: 3-5
2 ) Use various technology applications, including word processing and multimedia software.

•  Using navigational features commonly found in technology applications
•  Identifying digital file types
Technology Education
TC2 (2009)
Grade: 3-5
10 ) Use digital environments to collaborate and communicate.

Examples: publishing online journals, sharing presentations, contributing to online discussions, communicating with experts

•  Producing digital works collaboratively
Examples: developing shared writing projects and group multimedia projects

Technology Education
TC2 (2009)
Grade: 6-8
2 ) Publish digital products that communicate curriculum concepts.

Examples: Web pages, videos, podcasts, multimedia presentations

Technology Education
TC2 (2009)
Grade: 6-8
5 ) Use basic features of word processing, spreadsheets, databases, and presentation software.

Examples: word processing—reports, letters, brochures

-  spreadsheets—discovering patterns, tracking spending, creating budgets

-  databases—contact list of addresses and telephone numbers

-  presentation software—slideshow

Technology Education
TC2 (2009)
Grade: 6-8
12 ) Use digital tools to communicate and collaborate at all levels from interpersonal to global.

Examples: instant messages, e-mail, blogs, wikis, collaborative authoring tools, online learning communities

•  Demonstrating digital file transfer
Examples: attaching, uploading, downloading

Learning Objectives:

  • Using Google Classroom, students will publish a digital product to communicate their understanding of curriculum concepts. 
  • Using Google Docs, students will use basic features of word processing software.
  • Students will use the tools provided by Google Classroom to communicate and collaborate with their teacher and classmates. 
  Strategies, Preparations and Variations  

This learning activity strategy may be used to conclude any unit of study at any grade level. Each student in the class will need a Gmail address and access to a digital device for this activity (desktop computer, tablet, or laptop).

The following procedures will describe how to utilize Google Classroom to assign students two assessments and provide students with feedback within the scope of the following lesson: "Can an Animal's Traits be Influenced by the Environment?"

1. The teacher will create an assignment on Google Classroom and attach the following Google Doc: "Claim-Evidence-Reasoning Graphic Organizer". (Note: The teacher should select "Make a Copy for Each Student" before creating the assignment. This will allow each student to receive a personal copy of the Doc to make edits, rather than editing the original document.) 

2. The students will log on to the Google Classroom. The students will find the assignment on their stream and click "Open". The students will click on the Google Doc: "Claim-Evidence-Reasoning Graphic Organizer" uploaded by the teacher. The students will use their research notes from the earlier part of the lesson to complete their graphic organizer. (Note: The students' work will automatically save to their Google Drive.) 

3. After the students complete the graphic organizer, they should navigate back to the Google Classroom assignment and click "Turn In." 

4. The teacher should review each student's graphic organizer and provide feedback as a formative assessment. The teacher can provide feedback by typing directly on the Google Doc (using a different color/font than the original document and the student's typing) or by creating a comment (highlight the text, then click on "Add a Comment" on the right side of the document). After providing feedback, the teacher should "Return" the document to the student, so he or she can view the feedback. The teacher may also assign a grade for the assignment. 

 5. The teacher will create a second assignment on Google Classroom and attach the following Google Doc: "Claim-Evidence-Reasoning Response". (Note: The teacher should select "Make a Copy for Each Student" before creating the assignment. This will allow each student to receive a personal copy of the Doc to make edits, rather than editing the original document.) 

6. The students will follow steps 2 and 3 to open, edit, and turn in the assignment. The students will use their notes from the graphic organizer, along with their teacher's feedback, to write a response to the essential question using the claim-evidence-reasoning format. 

7. After the students turn in the assignment, there are various options for providing feedback:

  • The teacher can provide feedback following the instructions in step 4, assign students a grade for the summative assessment, and return the assignment to the student.
  • The teacher can provide feedback to the students and allow them to make corrections before resubmitting the assignment for a grade. 
  • The students can digitally "share" their Doc with another student. The students can peer edit each other's documents prior to submitting the assignment to the teacher for a grade. 
Assessment Strategies:

The teacher will informally assess the students' understanding of the lesson's content by reviewing each student's "Claim-Evidence-Reasoning Graphic Organizer". The teacher can provide another informal assessment by providing feedback on the student's "Claim-Evidence-Reasoning Response" and allowing the student to improve the writing piece before it is graded as a summative assessment. 

The teacher will formally assess students at the conclusion of the lesson by reviewing each student's "Claim-Evidence-Reasoning Response" using the "Claim-Evidence-Reasoning Checklist". The teacher may assign point values for each criterion if desired. 

Advanced Preparation:

The students and the teacher will need access to digital devices with internet capabilities (desktop computers, laptops, tablets, etc.) throughout the duration of this learning activity. Prior to beginning this learning activity, the teacher should create a digital Google Classroom and require all students to join the online class. The teacher should demonstrate how to navigate the Google Classroom website and ensure that students are familiar with the various Google Productivity Tools (Docs, Drive, Slides, etc.) that can be used within the online classroom. 

For more information on establishing an online Google Classroom within your traditional classroom, please visit "How to Use Google Classroom." 

Visit "Can an Animal's Traits be Influenced by the Environment?" lesson plan to learn more about this activity and additional lesson procedures to redeliver this Science activity in the classroom. 

Variation Tips (optional):
Notes or Recommendations (optional):

To learn more about integrating the practice of scientific argumentation in your classroom, please visit "Integrating Scientific Argumentation into Your Classroom: Using the Claim-Evidence-Reasoning Framework." 

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