skip to main content

Leading adult education through support for and the effective application of technology.

Google Arts and Culture: Wonders of the World Project


Tech Product/Equipment:
Computer and projector, Mobile devices for students

Activity Description

Machu Picchu
Source: Unsplash by Natalie Pedigo (License: CC0/Public Domain)

Intermediate and advanced students learn about ancient and modern wonders of the world using the online information on the Google Arts and Culture site and other Web sites and then and share what they learn in a jigsaw reading/cooperative learning activity. As an optional follow-up, write a paragraph and/or make an oral presentation about a wonder of the world of their choosing (a museum, building, sculpture, statue, bridge, canal, dam, temple, church, cathedral, castle, or natural wonder or a UNESCO World Heritage Site) located in their native countries or elsewhere.


  1. Decide which Web site(s) you will have students use for the jigsaw reading and for gathering information for the follow-up activities and make sure that the Web sites are not blocked at your school. If the site(s) you want to use are blocked, you may choose to print pages about select wonders of the world.
  2. Practice using the sites in order to anticipate students’ questions or difficulties.
  3. Download the Example Document (above) titled Wonder of the World Project Prompt file. Modify it and re-save if you plan to use it as a prompt for the follow-up activities (paragraph and oral presentation). Print and photocopy for students as desired.
  4. Decide whether you will use a follow-up activity (paragraph or presentation) and prepare (a) model(s) for students to follow. (A sample Wonder of the World PowerPoint Presentation is provided as an Example Document).
  5. Prepare questions and/or a note-taking form to focus students’ reading in the jigsaw reading activity. Pre-teach the grammar that students will need to produce in speaking and/or writing by creating a handout for students to take notes on and practice with. For an example, see the Wonder of the World Present and Past Passive document.

Teacher Tips

  • You may choose to study one particular wonder of the world in-depth as a class. 

Program Areas

  • ESL: English as a Second Language


  • Intermediate High
  • Advanced

Lesson Plan

  • Begin by asking students if they know any wonders of the world and to name them, pointing out what kind of "wonders" they are (structure/architectural, natural, etc.).
  • List students’ responses and categorize them as ancient, modern, or natural wonders.

Tell students that they are going to view the Seven Wonders of the Ancient World.

Open a Web browser to the Example Web Site, Google Arts and Culture – 7 Wonders of the Ancient World. Talk about and/or ask questions in the target grammar (present and past passive), for example:

  • "What is this ancient wonder called?
  • Where was it located?
  • How was it destroyed?"
  • Finish by asking why these are considered wonders of the world.



Tell students that they are going to work in groups to learn more about a modern wonder of the world.

Engagement Enhancement

Divide students into small groups. These groups will be the home groups. Within these groups, number students 1-3, 4, or 5, depending on how many students there are. All 1s, 2s, 3s, etc., will join together in expert groups.

The expert groups will read and take notes about a modern wonder of the world for a jigsaw reading activity, using print-outs of the wonders information from the Web site Google Arts and Culture – 7 Wonders of the Modern World, or students can work together using a computer. If using one computer per expert group, have students open the using the link you provide them and read about the wonder they have been assigned or have selected. Provide the questions (sample questions may include the following: "What is/was the wonder named? Where is/was it located? Who was it built or discovered by? When? How many years was/has it been in existence? If it no longer exists, how was it destroyed? If it still exists, what is it used for today? How many people is it visited by daily or yearly?") to the expert groups. Model for students how to read and take notes and/or answer the questions.

 In expert groups, students can write a short summary together or can practice orally summarizing what they have read. Once all expert groups are confident that all the members understand what they have read and can orally summarize the information, reconvene the home groups.

In each home group, the "experts" will share what they learned about a modern wonder. The other members of the group can take notes.

After each member of the home group has shared information about a modern wonder of the world, ask students to share what they learned. Optionally, you can tell students to study their notes and give a short quiz using Quizziz or another online quizzing tool the next day.


Enhancement Extension

Teach students about passive forms. For this topic, present and past passive are the verb tenses used in the texts and will be used in students' writing and presentations. Use the Wonders of the World - Present and Past Passive handout to draw students' attention to the grammar form and to practice.


Ask students what they would consider "wonders" in their own countries or in other parts of the world. Have them choose their topics. You can have students write a paragraph about a wonder of the world of their choice and/or just make an oral presentation individually, in pairs, or in small groups. See the note-taking form for an outline for their paragraphs and presentations. Additional Web sites that may be used for this project include the following:


If you choose to have students write paragraphs, guide them in writing a topic sentence identifying the wonder with a statement about why they chose that topic or why it is considered a wonder, supporting sentences explaining briefly its origin or history and features using transitions between sentences, and using a conclusion. Provide feedback with comments, video, audio, or a rubric. Have students revise, as needed.

Last, students may make a PowerPoint presentation or Google Slideshow (make a copy of this template), or use another type of visual aid to make an oral presentation about the wonder they researched and wrote about (see the Example Document, Sample Wonder of the World PowerPoint Presentation file).


Evaluate students’ presentations with a rubric (see documents) or checklist or model and conduct peer evaluation or have students self-evaluate their work and reflect using questions on a Google Form, such as this one.



Students will be able to conduct short research projects online and write and present their findings.



  • Reading Foundational Skills
    • RF.4 - Read with sufficient accuracy and fluency to support comprehension. (Fluency)
  • Reading
    • CCR Anchor 2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
    • CCR Anchor 7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • Writing
    • CCR Anchor 2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
    • CCR Anchor 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • CCR Anchor 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
    • CCR Anchor 7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
    • CCR Anchor 8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • Speaking and Listening
    • CCR Anchor 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
    • CCR Anchor 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
    • CCR Anchor 5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
    • CCR Anchor 6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
  • Language
    • CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.
    • CCR Anchor 2 - Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing.
    • CCR Anchor 4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
    • CCR Anchor 6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.


listening, reading, speaking, writing, history, intermediate, jigsaw, modern, natural, paragraph, passive, past, present, presentation, project, Useful charts, usefulcharts, wonders, wonders of the world, advanced, ancient, architecture, cooperative, geography


Google Arts and Culture, Google Slides, PowerPoint


See Google products' terms:
Scroll To Top

OTAN activities are funded by contract CN220124 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.