Graphic Design

From Yuck to Yum:Fourth Graders Use Canva to Persuade Their Peers

Would you try octopus, squid, frog legs, or sushi? Ms. Davis's fourth graders are hoping the answer is yes!
In our recent “Yuck to Yum” project, students combined persuasive writing, research, and digital design skills to create eye-catching posters in Canva that encourage others to try foods many people consider “yucky.” Students researched unusual foods, explored their health benefits and cultural connections, andwrote persuasive essays explaining why readers should give them a chance.
After completing their essays, students used Canva to transform their writing into visually engaging posters. They learned that digital design is about more than making something look nice — it is about communicating clearly and persuading an audience. Students carefully selected images, catchy slogans, and layouts to make their food look as appealing as possible.
Because the posters will be displayed together in the school cafeteria, students also worked within a shared design format. While each poster featured a different food and unique persuasive message, students followed a consistent color scheme and layout style to create a cohesive series for their audience of peers. This helped students understand how designers balance creativity with consistency when creating media for a public display.
Knowing their classmates would see the posters encouraged students to think carefully about their design choices and persuasive techniques.
Through this project, students practiced important digital literacy and design skills, including:
Creating digital media for a specific audienceUsing images and text together to communicate a messageApplying design elements like contrast, spacing, and font choiceRevising digital work to improve clarity and impact

Essential Technology QuestionsHow can digital design influence a person’s opinion?What makes a digital poster persuasive and engaging?How do images, text, and layout work together to communicate a message?

Massachusetts DLCS Standards Connections (Grades 3–5)This lesson connected to several tandards, including:
Using digital tools to create and communicate contentDesigning media for a specific audience and purposeCreating and revising digital products using online toolsCommunicating ideas clearly through digital media
By combining persuasive writing with digital creation, students discovered how powerful design can be — and how even the “yuckiest” foods can start to look delicious with the right message and visuals.

Digital Citizenship

Copycats vs. Creators:Grades 4 & 5 Explore Plagiarism Through Experience

~2 minute read

What do cats, creativity, and digital citizenship have in common? In grades 4 and 5, they came together in a fun and meaningful lesson about plagiarism and responsible technology use!
To kick things off, students participated in a creative twist on “Meow a Minute.” Each student quickly drew their own unique cat—some silly, some detailed, and all original. Then came the surprise: I collected their drawings and pretended to sell them online as my own work.

The reaction was immediate.
Students quickly realized something wasn’t right. That moment sparked a powerful discussion:
How would it feel if someone took your work and claimed it as their own?
From there, students explored the concept of plagiarism in a way that truly resonated. We discussed how copying someone else’s work—whether it’s words, images, or ideas—and pretending it’s your own is not only unfair, but also dishonest.
Students made strong connections between their drawings and the digital world. Just like their artwork, online content belongs to someone—and using it responsibly means giving credit and creating original work.
Through discussion and examples, students learned how to:
Put information into their own words (paraphrasing)Give credit to sources in simple, age-appropriate waysRecognize the difference between being a copycat and being a creator

To wrap up their learning—and celebrate their growth—students participated in a lively round of Quizlet Live, which served as a fun “final exam” reviewing their year-long journey with digital citizenship. Working in teams, students answered questions about plagiarism, responsible technology use, and online behavior, reinforcing key concepts in an engaging and collaborative way.
The lesson emphasized that being a responsible digital citizen means being honest, respectful, and thoughtful when using technology. As students continue working on digital projects using tools like Google Slides, Canva, and Scratch, these skills will help them create original work they can be proud of.

Technology Essential QuestionsWhat does it mean to be an honest and responsible digital citizen?Why is it important to give credit when using someone else’s work?How can I use online information to create my own original ideas?
Massachusetts DLCS Standards (Grades 3–5):3–5.DC.1: Demonstrate responsible use of technology and an understanding of ethics in digital environments3–5.DC.2: Use appropriate citation practices and respect intellectual property3–5.DC.4: Recognize and respect intellectual property rights

Robotics

⏱️ Two-Minute Read

Building Thinkers with LEGO WeDo:Third Graders Explore Coding and Engineering

In Mrs. Sheldon's third-grade classroom, students are stepping into the roles of engineers, programmers, and problem-solvers through hands-on experiences with LEGO WeDo. This engaging unit blends creativity with technology, giving students the opportunity to design, build, and program their own moving models.

Using LEGO WeDo kits, students work collaboratively to construct models that incorporate motors and sensors. Once their builds are complete, they use a simple, block-based coding platform to bring their creations to life. From spinning fans to moving animals, students quickly see the connection between the code they write and the actions their models perform.

Throughout the process, students are not just building—they are thinking critically. They test their designs, troubleshoot when something doesn’t work, and make improvements based on what they observe. This cycle of creating, testing, and refining mirrors real-world engineering practices and reinforces the importance of perseverance and problem-solving.

Technology plays a central role in this learning experience. Students are introduced to foundational computer science concepts such as sequencing, cause and effect, and debugging. They also begin to understand how hardware (motors and sensors) and software (their code) work together to create interactive systems.

Collaboration is another key component of the unit. Students work in teams to share ideas, divide responsibilities, and support one another through challenges. These experiences help build communication skills while fostering a sense of shared accomplishment.

Through LEGO WeDo, students are not only learning how to code—they are developing the mindset of creators and innovators. By combining hands-on building with meaningful technology integration, this unit helps lay a strong foundation for future learning in computer science and beyond.

Essential Technology Questions

How can we use code to control and interact with physical objects?
What strategies can we use to test, debug, and improve our programs?
How do hardware and software work together to solve problems?

Massachusetts DLCS Standards Connections (Grades 3–5)

Computing and Society (CS)

3-5.CS.1: Demonstrate responsible use of technology systems and collaborative tools.

Digital Tools and Collaboration (DT)

3-5.DT.1: Use digital tools to create, communicate, and collaborate effectively.

Computing Systems (CS)

3-5.CS.2: Describe how hardware and software work together as a system.

Computational Thinking (CT)

3-5.CT.1: Create programs using sequences, events, loops, and simple conditionals.
3-5.CT.2: Decompose problems into smaller steps to design solutions.
3-5.CT.3: Test and debug programs to ensure they run as intended.