Google Hangout

Spofford Pond Grade 6, Cole School Grade 2 & Eggs, Hanging Out!

This week, 6th grade students in Ms. Boyle's class met their 2nd grade buddies from Mrs. Estella's class at the Cole School via Google Hangout (video chats).
Thanks to a grant from BEST over the next few weeks, 6th graders will be hatching chicks in their classroom.  They will be reporting back to their 2nd grade buddies throughout the process, sharing information, photos, videos and chatting in Google Hangouts to learn about the life cycle of chicks.

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

K-2.DTC.b.2; K-2.DTC.b.3; 6-8.DTC.b.2; 6-8.DTC.b.3

Grade 5 Google Tools for Productivity

Mrs. Medugno's & Mrs. Bouffard's Classes Practice with Read & Write Fifth grade students spent some time practicing using the highlighting feature of Read & Write for Google.  This feature allows students to read online documents and articles, highlight important information and then "collect" that information in a separate Google Doc.  This doc gets automatically stored in the student's Google Drive (complete with citation) to use a source for reporting findings. In these classes, students read articles about the thirteen original colonies, then highlighted facts from the articles based on economy, geography, government and reasons for founding.  Next, using their collected information, students worked in small groups to present their findings in a shared Google Slides presentation. Presentations ended with a brief advertisement for the colony they researched.

Finished Projects:

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?
2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework 3-5.CAS.b; 3-5.DTC.a.3; 3-5.DTC.b; 3-5.DTC.c

Grade 4 Science Exploration

Forces That Shape the Earth's Surface Students in Ms. Davis' science classes have been studying various forces that shape the Earth's surface.  Topics have included:  volcanoes, earthquakes, water, ice & wind.  Students worked as small groups of scientists (volcanologists, seismologists, hydrologists, glaciologists & aeroligists) and researched their topic through both print and online resources.

Additional resources came from two experts in the field as classes had virtual guest speakers, Geologist Cynthia Gardner and Seismologist Seth Moran, talk to them about their experiences at USGS Cascades Volcano Observatory at Mount St. Helens.

Student scientists were then challenged to present their findings in a shared Google Slides presentation, answering the following questions: "How do forces shape the landforms that make up Earth's surface?" "How does Earth's surface change due to forces?  Are these rapid or slow processes?" "How do people try to control or understand the effects of these forces?" Upon completion, each team of students presented their Slides to the rest of the class, demonstrating their scientific expertise. Check out these finished presentations:

Lesson Objective:

Use text  and online information to collaborate with teammates on a Google Slides shared presentation.
Presentations will reveal student expertise about one of four forces that change the Earth’s surface.

Students will work in cooperative groups, research information in books and on the Internet, synthesize information collected during research, and apply/present facts and information in a multi-media product.

Essential Technology Questions:

How can technology be used to enhance a topic and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

How does this digital tool increase collaboration and communication?

Essential Science Questions:

What different forces shape the landforms that make up the Earth’s surface?

In what different ways does the Earth’s surface change?

How do people try to control or understand the forces that shape Earth’s surface?

How do we use information gained through research to expand our knowledge of the Earth’s surface?

Essential English Language Arts Questions:

How do authors write informative/explanatory texts to examine a topic and convey ideas and information clearly?

How can we paraphrase, in our own words,

from informative text to display knowledge and understanding of a topic?

How does interaction with informative writing and researching provoke thinking and response?

2016 Massachusetts Digital Literacy and Computer Science Curriculum Framework

3-5.DTC.a.2, 3-5.DTC.a.3, 3-5.DTC.b.1, 3-5.DTC.b.2, 3-5.DTC.c.1, 3-5.DTC.c.4, 3-5.DTC.c.5

Common Core Standards:  Grade 4 Language Arts

RI.4.1, RI.4.2, RI.4.3, RI.4.5, RI.4.7, RI.4.10

W.4.6

SL.4.1, SL.4.2, SL.4.5

2016 Massachusetts Science and Technology/Engineering Curriculum Framework

4-ESS1, 4-ESS2-1, 4-ESS3-1, 4-ESS3-2