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