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.)