Augmented Reality With Google

Google's Augmented Reality Pioneer Program Comes to Spofford Pond!

On Tuesday, Google Ambassador Caleb J. spent the day with students and teachers in grades 3 - 6 to demonstrate augmented reality.  In this beta version, students got to see Google's next big undertaking before it is released to the public. According to Google's definition, "Augmented reality is a technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view."  Students explored the forces of nature, bees, dinosaures, the skeletal system, plants and more.
It was an awesome experience! Thank you Google for coming to our school and letting us investigate your newest technical endeavor: AR Expeditions!

Student Explorers

Some students left feedback on Flipgrid about their experience.
Check it out:

More Information: The Wild and Amazing World of Augmented Reality (article)
Google Expeditions AR (video)


Technology Essential Questions: Why is exploration an important part of learning?
How can an augmented reality experience motivate students and inspire active participation? How can we leverage a tool like Flipgrid to increase engagement and amplify student voice?
2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework: 3-5.CAS.a.1; 3-5.CAS.b.1; 3-5.CAS.c.4; 3-5.CT.e.2 6-8.CAS.c.1; 6-8.CT.e.2 - .3

iPad Apps

Our Favorite iPad Apps Get Busy!

Students in Mrs. Hartley's and Mrs. Coates's third grade classes have been very busy using iPads to create their own digital stories.  Students wrote their stories using one of our favorite apps:  Book Creator.  This app allows for easy input of text, images, sound and color.  When complete, stories can be converted into movies. Illustrations for these digital books were created with Drawing Pad, another all-time favorite, especially in grade three!  Drawing Pad is an iOS app that really brings out the user's creative side.  Using the Drawing Pad drawer full of digital drawing tools like crayons, colored pencils, pencils, and markers, students produced some beautiful masterpieces!
Authors and Illustrators in Action:

Grade 3

Drawing Pad Illustrations:

Book Creator Books:

Technology Essential Questions:

Are there technological solutions or enhancements to supplement what is being taught?

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

How can we use this software to address the different needs, learning styles, interests and abilities of students?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework: 3-5.CAS.a.1; 3-5.CAS.b.1-4; 3-5.DTC.a; 3-5.DTC.b

Snow Day!

Spofford Pond Students Live Snow Day Weather Reports

Technology Essential Questions:

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

How does this digital tool share student voices and ignite discussions?

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

How does this digital tool address the different needs, learning styles, interests and abilities of students?

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

3-5.CAS.a.3; 3-5.CAS.a.5; 3-5.CAS.c.4; 3-5.DTC.b

6-8.CAS.a.3; 6-8.CAS.a.4; 6-8.CAS.a.5; 6-8.CAS.b.4; 6-8.CAS.b.6; 6-8.CAS.c; 6-8.DTC.b;

Grade 5

Grade 5 Science Google Slides Collaboration with  Mrs. O'Brien's and Mrs. Wiles-Stasko's Students

This week in science, 5th grade students worked collaboratively on a Google Slides presentation to answer the question, "How does the hydrosphere affect the geosphere?" Students were asked to contribute a slide to the class presentation that both showed and explained their answer.
To complete this project, students used technical skills like keyboarding, inserting text boxes, inserting copyright-free images, arranging objects, executing online research, and troubleshooting to solve technical problems.
Students also used future-ready skills like collaborating in real time, communicating ideas digitally, exchanging information digitally,  creating unique digital projects and demonstrating responsible use of technology.
Check out a few of their slides:

Technology Essential Questions:

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

How can this technology be used to enhance this science 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.a.2; 3-5.CAS.a.3; 3-5.CAS.b.1-4; 3-5.DTC.a; 3-5.DTC.b; 3-5.DTC.c

Global Reading Event

Read Across America! Read Across the World! Happy Birthday, Dr. Seuss!

Today Spofford Pond students participated in Read Across America, "an annual reading motivation and awareness program that calls for every child in every community to celebrate reading on March 2, the birthday of beloved children's author Dr. Seuss.
Additionally, students shared book reviews on a global Flipgrid classroom.  Students left video book reviews (complete with #shelfies) of their favorite books and the reasons why they would recommend it to someone else.  This global Flipgrid classroom has over 4000 participants and is still growing! Click here to check it out.
What a great way to share a love of reading on a global platform!

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 leverage a tool like Flipgrid to increase engagement and amplify student voice?

How can we share our ideas on a global scale?

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

3-5.CAS.a.3; 3-5.CAS.a.5; 3-5.CAS.b.1; 3-5.CS.C.4; 3-5.DTC.b

6-8.CAS.a.4; 6-8.CAS.a.5; 6-8.CAS.b.6; 6-8.DTC.a.1; 6-8.DTC.b

Grade 4

Renewable Energy Infographics in Ms. Davis's Grade 4 Science Classes

4th Grade scientists in Ms. Davis's classes used Google Drawing to create infographics about renewable energy sources.
Some students worked collaboratively in small groups to create an infographic as a team.  Other students worked independently.  In both cases everyone used their understanding of renewable energy sources, their research skills and their technical skills to create these masterpieces:

Way to go 4th graders!

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.a.1; 3-5.CAS.b; 3-5.DTC.a; 3-5.DTC.b; 3-5.DTC.c.2; 3-5.DTC.c.3