Digital Literacy

Sixth Graders on the Case!

Is that website telling the truth… or pulling a trick?

Our sixth graders recently stepped into the role of digital detectives during a lesson called Truth or Trick: Investigating Online Media. Armed with critical thinking skills and a healthy dose of skepticism, students set out to uncover whether online sources were credible—or cleverly disguised misinformation.

The Case File: Online Media

In today’s world, information travels fast. With just one click, students can access news articles, blogs, videos, and social media posts from around the globe. But not everything online is accurate, reliable, or created with good intentions.

During this lesson, students were presented with a variety of websites and online articles. Their mission?
Examine each one closely and determine:
Who created this content?
What is the purpose?
Is there evidence to support the claims?
Can the information be verified elsewhere?

Using a digital detective checklist, students analyzed author credentials, publication dates, domain names, bias, tone, and supporting evidence. They looked for red flags—sensational headlines, lack of sources, exaggerated claims—and searched for clues that signaled credibility.

Following the Digital Footprints

Like true investigators, students learned that credible sources often:
Clearly identify an author or organizationProvide evidence and cite reliable referencesPresent balanced informationAre current and updated

Meanwhile, questionable sources sometimes:
Use emotional or extreme language
Lack author information
Include suspicious links or ads
Provide no evidence to support big claims

Students quickly realized that being a responsible digital citizen means more than just consuming information—it means questioning it.

Building Smart, Skeptical Thinkers

This lesson wasn’t just about spotting fake websites. It was about empowering students to slow down, think critically, and avoid being misled. In a world filled with viral posts and persuasive media, the ability to investigate before believing is a powerful skill.

By the end of the lesson, our sixth-grade detectives confidently cracked the case—knowing that not everything online is what it seems.

Case closed… for now. 🕵️‍♀️💻

Technology Essential Questions
How can we determine whether an online source is credible or misleading?
What clues help us identify bias or purpose in digital media?
Why is it important to verify information before sharing or believing it?

Massachusetts DLCS Standards (Grades 6–8)

Digital Literacy and Citizenship
6-8.DL.1: Demonstrate appropriate and responsible use of digital tools and resources.
6-8.DL.2: Evaluate the credibility of information found online and explain why sources are or are not trustworthy.
6-8.DL.3: Analyze digital media for bias, purpose, and perspective.
6-8.DL.4: Use effective research strategies to locate reliable information online.

Digital Literacy

“Copy That?”Sixth Graders Learn About Plagiarism and Citing Sources

Our 6th graders recently explored what it means to be responsible digital citizens. In a hands-on lesson, students learned about plagiarism, citing sources, and the importance of giving credit to the creators of content they use.

Through engaging activities, students practiced paraphrasing information, adding citations, and discussing how online actions can impact themselves and others. They also reflected on how to use technology ethically, including respecting others’ work and creating their own original projects.

By the end of the lesson, students could confidently answer questions like:

What is plagiarism, and why is it wrong?

How do I give credit for information or images I use?

How can I be an honest, responsible digital citizen online?

This lesson helps students build a foundation for academic integrity and ethical digital behavior as they continue to create and explore in an online world.

Technology Essential QuestionsHow can I use information from sources in a way that is honest and shows my own thinking?What is the difference between plagiarism, paraphrasing, and summarizing—and why does it matter?How do giving credit and using citations help me become a responsible digital learner?

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

6-8.CAS; 6-8.DTC.a

WeVideo

Breaking News from the Ring of Fire:Fourth Graders Go Live with WeVideo!

Fourth graders in Ms. Davis's & Mrs. Algozzini's classes took on the role of news reporters — covering a volcanic eruption in the Ring of Fire! As part of their natural disasters unit, students used WeVideo to turn their research into dynamic video reports.

Instead of just writing about the eruption, students brought the story to life, combining narration, images, and video clips to explain what happened and why it matters.

🎬 Technology Skills in Action

Students practiced:
Using digital tools to organize and share their ideas
Combining video, text, and audio to communicate clearly
Collaborating and revising their work to make it more engaging
Creating and sharing responsible digital content

Through this project, they discovered that technology can transform learning from reading and writing into something creative, interactive, and audience-ready.

With WeVideo, our fourth graders weren’t just learning about natural disasters — they were reporting on them like real journalists.

Lights. Camera. Eruption! 🌋🎥

Essential Technology Questions

How can video tools help us communicate ideas clearly?

What makes a digital video interesting and easy to follow?

How can we use online media responsibly in our work? 

Massachusetts DLCS Standards Covered (Grades 3–5)

Digital Tools & Collaboration (3–5.DTC.1–3)
Using digital tools to create and communicate information
Selecting appropriate digital tools for a task
Computing & Society (3–5.CS.1–3)
Demonstrating responsible use of digital media
Using and citing digital content appropriately
Computing & Design (3–5.CD.1–3)
Creating digital artifacts to communicate ideas
Iteratively improving digital work

Graphic Design

Grade 3 Graphic Designers are Creators & Scientists Too!

As part of their science learning, students in Ms. Sitak's third grade explored the stages of animal life cycles and then used Canva to design informational posters that clearly explained each stage. From catfish to hamsters to sea lions, students transformed their research into vibrant digital creations that were both scientifically accurate and visually engaging.
But this project was about more than science content — it was about building strong technology skills along the way.
Technology Skills in ActionThroughout the project, students practiced:
Logging in and navigating Canva independentlySelecting and customizing templatesInserting and resizing imagesUsing text boxes effectively (font size, style, and placement)Organizing information using headings and labelsApplying design principles (alignment, spacing, readability)Saving, sharing, and presenting digital work responsibly
Students learned that good design helps communicate information clearly. They discovered that digital tools aren’t just for making things “look nice” — they are powerful tools for teaching others.
By combining science understanding with digital creation, students strengthened both their content knowledge and their digital literacy skills.
The result? Posters that show just how much our third graders have grown — both in their understanding of animal life cycles and in their confidence using technology to share their learning.
When science and design come together, learning truly evolves!
Essential Technology QuestionsHow can digital design tools help us clearly communicate information to an audience?What design choices make a digital poster easy to read and understand?How can we use digital tools to teach others about what we learn?
This project aligned with the Massachusetts Digital Literacy and Computer Science (DLCS) Standards, including:Computing & Society (3–5.CS.1–3)Demonstrating responsible and ethical use of technologyUnderstanding digital ownership and giving credit for online content
Digital Tools & Collaboration (3–5.DTC.1–3)Using digital tools to create and communicate informationSelecting appropriate digital tools to accomplish a task
Computing & Design (3–5.CD.1–2)Creating digital artifacts to communicate ideas clearlyIteratively improving digital work based on feedback

Scratch

Coding for a Cause: 4th Graders Program Natural Disaster Preparedness in Scratch

What happens when science, writing, and computer science collide? In fourth grade, it looks like powerful learning — and a lot of thoughtful coding.

Studentsin Ms. Henriksen's 4th grade began by exploring different types of natural disasters — what causes them, where they happen, and most importantly, how people can stay safe. From earthquakes and hurricanes to floods and blizzards, students researched the science behind these events and discussed the real-world impact they have on communities.

But they didn’t stop at research.

Turning Knowledge into Code

Using Scratch, students transformed their learning into interactive conversations between two Sprites. Their challenge:

Create a coded dialogue where one character teaches the other about:

What the natural disaster is, How it happens, Safety and preparedness strategies

This project blended multiple skills:

Science understanding of natural disasters

Informational writing through clear dialogue

Computer science concepts like sequencing, events, and message passing

Digital communication through audience-friendly explanations

Students carefully sequenced their scripts using broadcast messages, “say” blocks, timing, and sprite changes to make their conversations flow naturally. They quickly discovered that coding a conversation requires precise sequencing — if one block is out of order, the dialogue doesn’t make sense!

Projects like this show students that technology is more than entertainment. It’s a tool for communication, creativity, and problem-solving. Through Scratch, they weren’t just coding — they were building digital public service announcements designed to educate others.

Fourth graders proved they can:

Research responsibly

Write with purpose

Think computationally

Create with intention

From natural disasters to digital dialogue, our students coded with purpose and created projects that truly matter.

Technology Essential Questions:How does sequencing affect the way a program runs and communicates ideas clearly?How can we use events, messages, and timing to create a realistic conversation between characters?Why is testing and debugging an important part of the programming process? Massachusetts DLCS Standards Addressed (Grades 3–5 Band)Computing and Society (CS)
3-5.CS.1 – Identify and describe ways people use computing technologies to address real-world problems.(Students created projects that teach disaster preparedness — a real-world safety issue.)3-5.CS.3 – Explain how computing devices and applications can support communication and collaboration.(Students used Scratch to communicate important safety information.)
Digital Tools and Collaboration (DT)
3-5.DT.1 – Use digital tools to create and communicate content.(Students designed and coded interactive conversations.)3-5.DT.2 – Use appropriate digital tools to collect, organize, and present information.(Students researched disasters and presented their learning through dialogue.)
Computational Thinking (CT)
3-5.CT.1 – Decompose problems into smaller parts to facilitate the design of a program.(Students broke their project into research, script writing, coding dialogue, and debugging.)3-5.CT.2 – Create programs that use sequences, events, loops, and conditionals.(Students sequenced conversations using events, broadcast messages, timing blocks, and conditionals where appropriate.)3-5.CT.4 – Test and debug a program to ensure it runs as intended.(Students refined timing and message passing so conversations flowed correctly.)
Computing Systems (CD)
3-5.CD.9 – Use appropriate terminology to describe steps in algorithms and programs.(Students discussed blocks, sprites, scripts, broadcasts, and sequencing.)