Breakout EDU

🌱“We’re on a Mission Unplantable!”🌱

Third Graders Crack the Code in Seed Sabotage 

What do you get when you mix third-grade curiosity, critical thinking, and a touch of sabotage? A classroom full of detectives determined to save the future of farming!

Ms. Sitak's third graders recently completed a Breakout EDU challenge called Seed Sabotage — an immersive, puzzle-based activity that put their problem-solving skills to the test. In this challenge, students were told that seeds vital to future farming had been mysteriously tampered with. Their mission? Work in teams to uncover clues, solve puzzles, and unlock all the locks before time ran out. Spoiler alert: they planted the seeds of success!

🌟 What Students Did

Working collaboratively, students tackled a series of puzzles that required them to:

Read and analyze informational texts for clues
Decode secret messages using logic and pattern recognition
Use basic map skills and number operations to crack lock combinations
Stay focused under time pressure and manage tasks as a team

Laughter and excitement filled the classroom as each group edged closer to unlocking their final box. And while the thrill of breaking out was a huge motivator, the real magic was in the skills they grew along the way.

🧠 Skills in Bloom

Seed Sabotage fostered a garden of growth in these areas:

Collaboration & Communication: Students shared ideas, delegated tasks, and supported one another
Critical Thinking & Problem Solving: Puzzles required logic, sequencing, and strategy
Reading Comprehension & Inference: Clues were embedded in short texts and required close reading
Perseverance & Growth Mindset: Students encountered frustration—but stuck with it!

🌱 Final Thoughts

Seed Sabotage wasn’t just an engaging experience—it was an opportunity to nurture essential academic and life skills. The challenge encouraged our third graders to think critically, work cooperatively, and persist with purpose. Who knew growing minds could be this much fun?

Next up? A Breakout challenge that will really leaf them guessing...

Technology Essential Questions
Why is exploration an important part of learning?
How can an "escape room" experience motivate students and inspire active participation?How can an "escape room" experience inspire critical thinking, collaboration, communication & creativity?

Standards This Challenge Supports

Massachusetts Digital Literacy & Computer Science (DLCS) Standards:

K-2.CAS.b: Collaborate with others using technology to create content and solve problems

3-5.CAS.a.4: Demonstrate perseverance when working with technology challenges

3-5.DTC.a.3: Use digital tools to organize, display, and share information

ELA Common Core Standards:

CCSS.ELA-LITERACY.RI.3.1: Ask and answer questions to demonstrate understanding of a text

CCSS.ELA-LITERACY.SL.3.1: Engage effectively in collaborative discussions

CCSS.ELA-LITERACY.L.3.4: Determine meaning of unknown words and phrases

Digital Citizenship

Digital Detectives and Online Peacekeepers:Teaching Digital Citizenship in Grade 6

As a digital learning specialist, I’m always looking for ways to make digital citizenship lessons meaningful, age-appropriate, and (let’s be honest) a little fun. Recently, I had the opportunity to work with a group of sixth graders on two essential topics in their digital lives: website credibility and digital drama.

Our sessions were built around two interactive experiences:🔍 “Fact Files: The Case of the Untrustworthy Website” and💬 “Digital Drama: STRATEGIES for Dealing with It.”
🔍Fact Files: The Case of the Untrustworthy WebsiteIn this activity, students became digital detectives, exploring suspicious-looking websites and identifying red flags. We zoomed in on things like unusual domain names, unreliable authorship, lack of citations, and strange or exaggerated content. Students collaborated in small teams to analyze sample websites and fill out a "Fact File" report to determine if the site was credible, partially credible, or totally untrustworthy.
One of the biggest “aha!” moments? Realizing that just because something looks polished doesn't mean it's true—and that even fake websites can have ads, clickable links, and slick design.
💬 Digital Drama: STRATEGIES for Dealing with ItMiddle school is no stranger to conflict, and online spaces can sometimes amplify that. In our digital drama session, students explored different scenarios that might unfold via texting, gaming chats, or social media—everything from exclusion in group messages to “sub-tweeting” and rumors.
Using the acronym STRATEGIES (S: Stop and breathe, T: Talk to a trusted adult, R: Reflect, etc.), students practiced how to respond to drama in thoughtful, emotionally intelligent ways. We used real-world examples and even role-played a few scenarios, which opened up honest conversations about empathy, boundaries, and when to log off.
Teaching digital citizenship isn’t a one-time lesson—it’s a mindset we build over time. With sixth grade, these two lessons helped lay a strong foundation for critical thinking, emotional awareness, and healthy digital habits. And the best part? Watching students begin to own their role as responsible digital citizens.
Standards Covered (MA Digital Literacy and Computer Science)Digital Tools: Demonstrate ability to navigate a virtual environment, including evaluating websites for credibility and identifying advertising and bias.
Safety and Security: Demonstrate an understanding of how to protect personal information and recognize digital red flags.  Explain the consequences of inappropriate online behavior and strategies to handle cyberbullying or online conflict.
Computing and Society: Evaluate the positive and negative impact of technology on relationships, including how to manage online interactions.  Describe appropriate and ethical behavior online and explain how to act respectfully in a variety of digital settings.
Technology Essential QuestionsHow can I tell if the information I find online is trustworthy?What are healthy and respectful ways to respond to digital drama?How do my actions online affect others—and myself—in the real world?

iPad Apps

App Smashing AdventuresThird Grade Superstars Write, Draw, and Explorewith Book Creator and Drawing Pad

Grab your capes and prepare for an epic adventure in app smashing! As a digital learning specialist, I watched third graders harness their iPads like true tech heroes, combining the storytelling magic of Book Creator with the artistic power of Drawing Pad. The result? Stunning digital books and research projects that sparked creativity, curiosity, and innovation!
Chapter 1: Supercharging Creativity with App SmashingThese young innovators mastered the dynamic duo of Book Creator and Drawing Pad. With Book Creator's easy-to-use tools, they built engaging stories, while Drawing Pad turned their iPads into vibrant canvases. Together, these apps formed an unstoppable force, empowering students to craft digital books that wowed their peers and teachers alike!
Chapter 2: Research Quests – Where Learning Meets ImaginationApp smashing turned research into an adventure! Armed with iPads, our third-grade explorers dove into topics like animals and historical figures, weaving words and illustrations into captivating digital books. Each project became a treasure hunt for knowledge, proving that research can be both engaging and visually stunning!
Chapter 3: Unlocking Imagination and CuriosityBy blending storytelling and visual expression, app smashing unlocked endless possibilities. Students created dynamic characters, breathtaking scenes, and imaginative worlds—all while deepening their research skills. Their curiosity led them to new discoveries, transforming facts into engaging narratives.
Conclusion: The Next Generation of App-Smashing Heroes!These third-grade trailblazers showed that app smashing is a game-changer for digital learning. With Book Creator and Drawing Pad as their trusty sidekicks, they unleashed their creative superpowers and set the stage for future innovators.
So, gear up, embrace app smashing, and empower your students to become the next wave of storytelling and research champions. Together, we can revolutionize learning—one app smash at a time!

- Mrs. Kosakowski

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

Graphic Design

From Cover to Canva:5th Graders Review Books in Style

In today’s increasingly digital world, combining creativity with technology is essential for students to communicate their ideas effectively. Mrs. Philips' 5th graders recently had the opportunity to showcase their favorite books by designing vibrant book review infographics using Canva, and the results were nothing short of spectacular!

A Blend of Creativity and Skills

The project began with students selecting a book they had recently read and drafting key elements for their infographic. Then, the fun began as they brought these ideas to life using Canva, a user-friendly graphic design tool.

Students explored various design features, such as:

Layout and Composition: Choosing templates that fit their content while maintaining visual balance.
Typography: Pairing fonts to create emphasis and ensure readability.
Color Theory: Selecting color palettes that matched the mood or themes of their book.
Visual Elements: Incorporating icons, images, and charts to enhance their reviews.

Each infographic was unique, reflecting the student’s perspective and their growing skills as digital designers.

    

Aligned with MA DLCS Standards

This project also met several Massachusetts Digital Literacy and Computer Science (DLCS) standards for grades 3–5, including:

Digital Tools and Collaboration (DTC)

3-5.DTC.a.3: "Use digital tools (local and online) to manipulate and publish multimedia artifacts."

3-5.DTC.b.3: "Collaborate through online digital tools under teacher supervision."

Computing and Society (CAS):

3-5.CAS.a.3: "Describe the different uses of technology in daily life and the advantages and disadvantages those uses provide."

Computational Thinking (CT):

3-5.CT.d.1: "Individually and collaboratively, create, test, and modify a program in a graphical environment."

Beyond the Standards

In addition to meeting curriculum goals, this activity encouraged critical thinking about how to communicate ideas effectively in a visually driven format. It also allowed students to explore how design choices—like font style or color—can influence how their message is perceived.

The Final Product

The finished infographics were displayed in the classroom. They sparked meaningful conversations about books while showcasing the students' creativity and design savvy.

Why It Matters

By integrating technology into literacy activities, students gained practical skills in digital design and communication—skills they will use throughout their education and beyond. This project wasn’t just about reviewing books; it was about empowering students to be creators and communicators in a digital world.

We can’t wait to see how these budding graphic designers apply their newfound skills to future projects!

Technology Essential QuestionsHow can visual design elements, such as layout, color, and typography, enhance the way we communicate information?In what ways does using digital tools like Canva help us share ideas and stories creatively and effectively?How do the choices we make when designing graphics impact the understanding and engagement of our audience?

Graphic Design

Horns, Wings & Canva Things:Animal Structure Meets Graphic Design

Combining creativity with technology is essential for students to communicate their ideas effectively. Mr. Duffy's 4th graders recently had the opportunity to showcase their understanding of animal structure by designing vibrant infographics using Canva, and the results were nothing short of spectacular!
A Blend of Creativity and SkillsThe project began with students selecting an animal and researching its structures and functions based on the Massachusetts 4th-grade science standard. They drafted key details about how these structures help the animal survive, grow, or meet its needs. Then, the fun began as they brought their findings to life using Canva, a user-friendly graphic design tool.
In Canva, students explored various design features, such as:Layout and Composition: Choosing templates that fit their content while maintaining visual balance.Typography: Pairing fonts to create emphasis and ensure readability.Color Theory: Selecting color palettes that matched the mood or themes of their chosen animal.Visual Elements: Incorporating icons, images, and charts to enhance their infographics.
Each infographic was unique, reflecting the student’s perspective and their growing skills as digital designers.

Aligned with MA DLCS StandardsThis project also met several Massachusetts Digital Literacy and Computer Science (DLCS) standards for grades 3–5, including:
Digital Tools and Collaboration (DTC)3-5.DTC.a.3: "Use digital tools (local and online) to manipulate and publish multimedia artifacts."3-5.DTC.b.3: "Collaborate through online digital tools under teacher supervision."
Computing and Society (CAS):3-5.CAS.a.3: "Describe the different uses of technology in daily life and the advantages and disadvantages those uses provide."
Computational Thinking (CT):3-5.CT.d.1: "Individually and collaboratively, create, test, and modify a program in a graphical environment."

Beyond the StandardsIn addition to meeting curriculum goals, this activity encouraged critical thinking about how to communicate ideas effectively in a visually driven format. It also allowed students to explore how design choices—like font style or color—can influence how their message is perceived.
The Final ProductThe finished infographics were displayed in the classroom. They sparked meaningful conversations about animal structures while showcasing the students' creativity and design savvy.
Why It MattersBy integrating technology into science activities, students gained practical skills in digital design and communication—skills they will use throughout their education and beyond. This project wasn’t just about labeling animals; it was about empowering students to be creators and communicators in a digital world.
We can’t wait to see how these budding graphic designers apply their newfound skills to future projects!


Technology Essential QuestionsHow can visual design elements, such as layout, color, and typography, enhance the way we communicate information?In what ways does using digital tools like Canva help us share ideas creatively and effectively?How do the choices we make when designing graphics impact the understanding and engagement of our audience?

Digital Citizenship

Building Smart Digital Citizens:How Sixth Graders Are Navigating Online Safety and Responsibility

As our world becomes increasingly digital, it’s essential for students to develop strong digital citizenship skills. In sixth grade, students are exploring four key topics: chatting safely online, slowing down to pause and think, understanding digital footprints, and finding credible news or information. Through engaging discussions, interactive activities, and digital games, students are learning how to be responsible and savvy digital citizens.
Chatting Safely Online with FriendsWith so many platforms for communication, from online games to social media and messaging apps, understanding how to chat safely is a critical skill. Students discussed strategies like keeping personal information private, recognizing red flags in conversations, and using respectful language in all digital interactions. They also explored real-world scenarios, learning how to identify potential online risks and how to respond appropriately.
Slow Down, Pause & ThinkIn a fast-paced digital world, impulsivity can lead to misunderstandings, misinformation, or even online conflict. Students practiced strategies to pause and think before reacting to a message, posting a comment, or sharing content. They analyzed case studies where quick reactions led to unintended consequences, reinforcing the importance of mindful decision-making in digital spaces.
Digital Footprints: What We Post MattersEvery online action leaves a trace, and students examined how their digital footprints shape their online reputation. They reflected on how posts, comments, and even deleted content can impact future opportunities. By exploring examples of both positive and negative digital footprints, students gained a deeper understanding of the lasting effects of their online choices.
Finding Credible News and InformationWith misinformation spreading easily online, students learned how to evaluate sources critically. They practiced using fact-checking websites, identifying bias, and looking for reliable indicators like author credentials and publication sources. Through hands-on activities, students developed essential research skills to help them navigate the vast amount of information available online.
Gamifying Digital CitizenshipTo reinforce these lessons, students engaged in interactive digital games like Blooket, Quizlet Live, and "Two Truths & One Lie." These games challenged students to test their knowledge in a fun, competitive way. In "Two Truths & One Lie," for example, students created statements about digital footprints or online safety, and their peers had to determine which one was false. These activities not only strengthened understanding but also encouraged collaboration and discussion, making digital citizenship an exciting and memorable experience.
By combining meaningful discussions, real-life applications, and engaging activities, our sixth graders are building the skills they need to be responsible, thoughtful, and informed digital citizens.
Technology Essential QuestionsHow can we communicate safely and respectfully when chatting online?Why is it important to slow down and think before we act online?How can we determine whether news and information found online is credible?

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

6-8.CAS

Digital Citizenship

Empowering Young Digital CitizensThird, Fourth, and Fifth Graders Explore Online Responsibility

In today’s technology-driven world, teaching students how to navigate the digital landscape safely and responsibly is more important than ever. As part of our digital citizenship lessons, third, fourth, and fifth graders recently explored three critical topics: Acceptable Use Policy (AUP), Keeping Private Information Private, and Strategies to Avoid Digital Distraction. These lessons align with the Massachusetts Digital Literacy and Computer Science (DLCS) standards for grades 3-5 and help students develop the knowledge and habits needed to be responsible digital citizens.
Understanding the Acceptable Use Policy (AUP)Our journey began with an introduction to our school's Acceptable Use Policy. Students learned that an AUP is a set of rules that guide how they should use technology at school. They explored why these guidelines exist—not just to set rules but to create a safe and positive online environment for learning.
After lively discussions, students pledged to follow our school's AUP and digitally left their signature as an acknowledgement. This activity reinforced DLCS Standard 3-5.CAS.a.1, which emphasizes understanding and following school technology rules to promote a safe learning environment.
Keeping Private Information PrivateNext, we tackled the topic of personal information and online privacy. Students discussed the difference between private and public information, learning that details like full names, addresses, phone numbers, and passwords should never be shared online. We introduced the concept of a “digital footprint,” helping students understand that the information they post can stay online permanently.
To make this lesson engaging, students played a sorting game, categorizing different types of information as "safe to share" or "keep private."  These activities aligned with DLCS Standard 3-5.CAS.a.4, which focuses on recognizing and explaining the importance of privacy and protecting personal information.
Strategies to Avoid Digital DistractionFinally, we explored ways to stay focused when using technology. With so many apps, notifications, and websites vying for attention, students reflected on how distractions impact their learning. We discussed simple strategies like using a courtesy screen, setting timers for work and break periods, and choosing a distraction-free workspace.  These discussions supported DLCS Standard 3-5.CAS.b.3, which encourages students to describe the impact of technology use on attention and productivity.
KahootTo reinforce our learning in a fun and engaging way, we use Kahoot! to review each of these digital citizenship topics. After our discussions and activities, students participate in interactive quizzes that challenge them to apply their knowledge of the Acceptable Use Policy, online privacy, and digital distractions. The friendly competition keeps students engaged while providing immediate feedback on their understanding. It’s a great way to wrap up each lesson and ensure they feel confident in making responsible choices online!
Building Responsible Digital HabitsThrough these lessons, students gained a deeper understanding of how to navigate the digital world responsibly. They not only learned about school technology rules and online safety but also developed skills to manage distractions and stay focused.
By integrating digital citizenship into our curriculum, we are preparing students to be thoughtful, responsible, and independent users of technology. These foundational skills will serve them well as they continue their digital learning journey!
Technology Essential QuestionsWhy is it important to follow an Acceptable Use Policy (AUP) when using technology at school, and how does it help create a safe learning environment?How can we protect our personal information online, and why is it important to be aware of our digital footprint?What strategies can we use to stay focused and avoid digital distractions while using technology for learning?


2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework3-5.CAS.a.1; 3-5.CAS.a.4; 3-5.CAS.b.3

Publishing Online

We Are Bloggers!

Students in Ms. Sierpina's and Ms. Magee's grade 6 classes are blogging! First, we spent time discussing blogging and writing for an audience outside of school. Then each student setup a blog using Google Sites. Students learned to set permissions, comments, layout, theme, format, and sharing and then published their blogs on the internet. They created forms to collect and display feedback from viewers.

In today's digital age, the ability to express oneself effectively online is a crucial skill. As educators, it's our responsibility to equip students with the tools they need to thrive in an increasingly interconnected world. One powerful way to do this is by introducing blogging into the curriculum, even as early as sixth grade.
Why Sixth Grade?Sixth grade marks a significant transitional period in a student's academic journey. It's a time when children are becoming more independent thinkers and are eager to explore their interests beyond the confines of the classroom. Introducing them to blogging at this stage not only capitalizes on their natural curiosity but also lays the foundation for strong communication skills that will serve them well in the future.
The Importance of BloggingWriting Proficiency: Blogging provides students with a platform to practice and improve their writing skills in a real-world context. By crafting blog posts on topics they're passionate about, they learn to articulate their thoughts clearly and persuasively, honing essential communication skills that are vital in both academic and professional settings.
Digital Literacy: In today's digital landscape, being able to navigate and contribute to online spaces responsibly is more important than ever. Through blogging, students learn about online etiquette, digital citizenship, and how to critically evaluate information—a skill set that's essential for success in the digital age.
Authentic Audience: Unlike traditional classroom assignments that may only be seen by the teacher, blogging offers students the opportunity to share their ideas with a larger audience. Knowing that their words have the potential to reach beyond the classroom motivates students to take ownership of their learning and produce work of a higher caliber.
Self-Expression and Creativity: Blogging allows students to express themselves in a way that's unique to them. Whether they're writing about their hobbies, sharing personal experiences, or advocating for causes they believe in, blogging empowers students to find their voice and share it with the world.
Critical Thinking and Reflection: Blogging encourages students to think critically about the topics they're writing about and reflect on their own learning process. By engaging in meaningful discussions with their peers through comments and feedback, students deepen their understanding of the subject matter and develop valuable critical thinking skills.
Introducing sixth grade students to the world of blogging is more than just teaching them how to write online it's about empowering them to become confident communicators, responsible digital citizens, and lifelong learners. By providing them with the tools and guidance they need to succeed in the digital age, we're preparing them for a future where effective communication and digital literacy are essential skills for success.

Technology Essential Questions:How can incorporating blogging enhance students' writing proficiency and foster critical thinking skills?What strategies can educators implement to ensure that students are engaging with blogging platforms responsibly and ethically, while also fostering a positive digital footprint?In what ways does blogging empower students to explore their interests, amplify their voices, and cultivate a sense of digital citizenship within a global community?
2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework6-8.CAS.a; 6-8.CAS.b; 6-8.DTC.a.3; 6-8.DTC.a.4; 6-8.DTC.b

Graphic Design

Horns, Wings & Canva Things:Animal Structure Meets Graphic Design

Ms. Osowski & Mrs. Mills - Grade 4

Combining creativity with technology is essential for students to communicate their ideas effectively. Ms. Osowski's and Mrs. Mills' 4th graders recently had the opportunity to showcase their understanding of animal structure by designing vibrant infographics using Canva, and the results were nothing short of spectacular!
A Blend of Creativity and SkillsThe project began with students selecting an animal and researching its structures and functions based on the Massachusetts 4th-grade science standard. They drafted key details about how these structures help the animal survive, grow, or meet its needs. Then, the fun began as they brought their findings to life using Canva, a user-friendly graphic design tool.
In Canva, students explored various design features, such as:Layout and Composition: Choosing templates that fit their content while maintaining visual balance.Typography: Pairing fonts to create emphasis and ensure readability.Color Theory: Selecting color palettes that matched the mood or themes of their chosen animal.Visual Elements: Incorporating icons, images, and charts to enhance their infographics.
Each infographic was unique, reflecting the student’s perspective and their growing skills as digital designers.

 

Aligned with MA DLCS StandardsThis project also met several Massachusetts Digital Literacy and Computer Science (DLCS) standards for grades 3–5, including:
Digital Tools and Collaboration (DTC)3-5.DTC.a.3: "Use digital tools (local and online) to manipulate and publish multimedia artifacts."3-5.DTC.b.3: "Collaborate through online digital tools under teacher supervision."
Computing and Society (CAS):3-5.CAS.a.3: "Describe the different uses of technology in daily life and the advantages and disadvantages those uses provide."
Computational Thinking (CT):3-5.CT.d.1: "Individually and collaboratively, create, test, and modify a program in a graphical environment."

Beyond the StandardsIn addition to meeting curriculum goals, this activity encouraged critical thinking about how to communicate ideas effectively in a visually driven format. It also allowed students to explore how design choices—like font style or color—can influence how their message is perceived.
The Final ProductThe finished infographics were displayed in the classroom. They sparked meaningful conversations about animal structures while showcasing the students' creativity and design savvy.
Why It MattersBy integrating technology into science activities, students gained practical skills in digital design and communication—skills they will use throughout their education and beyond. This project wasn’t just about labeling animals; it was about empowering students to be creators and communicators in a digital world.
We can’t wait to see how these budding graphic designers apply their newfound skills to future projects!


Technology Essential QuestionsHow can visual design elements, such as layout, color, and typography, enhance the way we communicate information?In what ways does using digital tools like Canva help us share ideas creatively and effectively?How do the choices we make when designing graphics impact the understanding and engagement of our audience?

Graphic Design

From Cover to Canva:4th Graders Review Books in Style

In today’s increasingly digital world, combining creativity with technology is essential for students to communicate their ideas effectively. Mr. Duffy's 4th graders recently had the opportunity to showcase their favorite books by designing vibrant book review infographics using Canva, and the results were nothing short of spectacular!

A Blend of Creativity and Skills

The project began with students selecting a book they had recently read and drafting key elements for their infographic. Then, the fun began as they brought these ideas to life using Canva, a user-friendly graphic design tool.

Students explored various design features, such as:

Layout and Composition: Choosing templates that fit their content while maintaining visual balance.
Typography: Pairing fonts to create emphasis and ensure readability.
Color Theory: Selecting color palettes that matched the mood or themes of their book.
Visual Elements: Incorporating icons, images, and charts to enhance their reviews.

Each infographic was unique, reflecting the student’s perspective and their growing skills as digital designers.

Aligned with MA DLCS Standards

This project also met several Massachusetts Digital Literacy and Computer Science (DLCS) standards for grades 3–5, including:

Digital Tools and Collaboration (DTC)

3-5.DTC.a.3: "Use digital tools (local and online) to manipulate and publish multimedia artifacts."

3-5.DTC.b.3: "Collaborate through online digital tools under teacher supervision."

Computing and Society (CAS):

3-5.CAS.a.3: "Describe the different uses of technology in daily life and the advantages and disadvantages those uses provide."

Computational Thinking (CT):

3-5.CT.d.1: "Individually and collaboratively, create, test, and modify a program in a graphical environment."

Beyond the Standards

In addition to meeting curriculum goals, this activity encouraged critical thinking about how to communicate ideas effectively in a visually driven format. It also allowed students to explore how design choices—like font style or color—can influence how their message is perceived.

The Final Product

The finished infographics were displayed in the classroom. They sparked meaningful conversations about books while showcasing the students' creativity and design savvy.

Why It Matters

By integrating technology into literacy activities, students gained practical skills in digital design and communication—skills they will use throughout their education and beyond. This project wasn’t just about reviewing books; it was about empowering students to be creators and communicators in a digital world.

We can’t wait to see how these budding graphic designers apply their newfound skills to future projects!

Technology Essential QuestionsHow can visual design elements, such as layout, color, and typography, enhance the way we communicate information?In what ways does using digital tools like Canva help us share ideas and stories creatively and effectively?How do the choices we make when designing graphics impact the understanding and engagement of our audience?