Digital Citizenship

Staying on Task3rd Graders Tackle Device Distractions

Even the most tech-savvy students can find it challenging to stay focused when using digital devices. Our 3rd graders recently explored how to manage device distractions and practice healthy digital habits that help them stay on task and ready to learn.
Through class discussions, role-playing, and hands-on practice, students learned key strategies for using technology responsibly like:
Clamshell your device — Close your Chromebook partway when you need to pause and listen.Eyes on your own screen — Stay focused on your work, not your neighbor’s.Focused fingers — Use your hands only for learning tasks, not for clicking around.Brain breaks — Give your mind a rest from screens to refocus and recharge.
Students then practiced these strategies in a lively game of Kahoot, reviewing what they learned while seeing who could stay the most focused.


Massachusetts Digital Literacy and Computer Science (DLCS) Standards AddressedGrades 3–5: Digital Tools and Collaboration
9.DTC.a.1: Identify appropriate and inappropriate uses of technology and describe strategies for using technology responsibly.9.DTC.a.3: Demonstrate understanding of how to use digital tools safely and effectively for learning.10.CAS.a.1: Explain how balance and self-regulation are important when using digital tools.10.CAS.a.2: Describe ways to manage time and attention when working online.
By the end of the lesson, students were confident “focus pros,” ready to apply their new strategies during class time. With a mix of self-awareness, digital discipline, and a few well-timed brain breaks — plus some friendly competition in Kahoot — our 3rd graders are building strong habits for success in the digital age!


Essential QuestionsWhy is it important to stay focused when using a digital device?What strategies can help me use technology responsibly?How do brain breaks help me use technology in a healthy way?

Digital Citizenship

Click Smart4th & 5th Graders Learn the Rules of Online Safety

In today’s digital world, being online is part of everyday life for students — but knowing how to stay safe online is just as important as knowing how to navigate the web. Recently, our 4th and 5th graders participated in an engaging lesson on online safety, focusing on how to make smart choices when browsing, clicking, and sharing.
Students learned about:
Using secure links (look for the padlock and “https” in a web address)
Checking links before clicking to avoid suspicious or misleading websites
Recognizing and avoiding scams that try to trick users into sharing personal information
Through interactive discussions and examples, students practiced identifying safe and unsafe online scenarios. The lesson wrapped up with a rousing game of Kahoot, where students tested their knowledge in a fast-paced, friendly competition that brought plenty of excitement — and lots of learning!


Massachusetts Digital Literacy and Computer Science (DLCS) Standards AddressedGrades 3–5: Digital Tools and Collaboration9.DTC.a.3: Demonstrate an understanding of how to use digital tools (e.g., browsers, search engines, websites) safely and responsibly.9.DTC.b.1: Explain why passwords, privacy settings, and secure websites are important to protect personal information.11.SI.a.1: Describe how to evaluate digital sources for accuracy, relevance, and reliability.11.CAS.a.3: Identify strategies for dealing with cyberbullying, scams, phishing, and other online risks.
By the end of the lesson, students walked away feeling more confident about staying safe online — and had a blast showing what they knew in Kahoot! It was a perfect mix of digital safety, critical thinking, and fun — all skills that will serve them well as responsible digital citizens.
Essential QuestionsHow can I recognize if a website or link is safe to click?Why is it important to protect my personal information online?What steps can I take if I think I’ve found a scam or suspicious website?

WeVideo

Ctrl + Creativity: Turning Opinion Essays into Digital Stories

Fourth graders in Ms. Davis's class recently took their opinion essays to the next level by transforming their written words into digital stories using WeVideo. After writing essays in response to the question, “Do you believe it’s important to rely on family and friends to overcome challenges?”, students explored how multimedia can make their ideas more powerful and engaging.
Each student began with a completed essay, which they had written and revised during their ELA block. Then, during technology class, they used WeVideo to bring those essays to life. Students recorded voiceovers of their writing, added images and videos, and learned to use transitions and text overlays to highlight key points. What began as a thoughtful written reflection became a compelling visual story about perseverance, teamwork, and the importance of relationships.
Throughout the process, students demonstrated creativity and digital literacy skills. They learned how to plan and organize a digital project, how to choose visuals that match tone and meaning, and how to edit their work for flow and pacing. The activity also emphasized collaboration and problem-solving—students often helped one another troubleshoot audio, select effective imagery, or adjust timing to match narration.
This project supported several Massachusetts Digital Literacy and Computer Science (DLCS) Standards for grades 3–5, including:
Computing and Society (CAS 3–5: 1.3, 1.4): Students used digital tools to create and share information while discussing the impact of technology on communication and creativity.
Digital Tools and Collaboration (DTC 3–5: 1.1, 1.2, 1.4): Students selected and used WeVideo to create digital artifacts, collaborated with peers to problem-solve, and demonstrated responsible use of media.
Computing and Design (CT 3–5: 2.1, 2.2): Students used a step-by-step process to plan, create, and refine their multimedia projects, applying sequences and logical organization to achieve their creative goals.
By combining writing, storytelling, and technology, this project helped students see how their voices can extend beyond the page. The final videos showcased not only their opinions, but also their growing confidence as digital creators and communicators.
Each story reminded us of the same message the students wrote about—we’re stronger when we work together.

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

Graphic Design

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

Combining creativity with technology is essential for students to communicate their ideas effectively. Spofford Pond 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 Reminders

Spofford Pond School Responsible Tech Use Policy
During the first few weeks of school students reviewed the Spofford Pond Digital Citizenship rules. After going through our Responsible Tech Use Policy (RTUP), examining the rules and watching some safety tip videos, students signed the digital citizenship contract, pledging to follow the rules. 

In today's digital age, elementary schools are more than just classrooms for traditional subjects. They play a vital role in molding young minds into responsible digital citizens. This transformation is made possible through the implementation of RTUPs.
What is Digital Citizenship?

Digital citizenship encompasses the responsible and ethical use of technology. It involves skills like digital literacy, online etiquette, privacy awareness, critical thinking, and cyberbullying prevention.

The Importance of Responsible Tech Use Policies (RTUPs)
RTUPs are essential in elementary schools for several reasons:

• Setting Guidelines: RTUPs establish clear rules for using technology in school, helping students understand what's expected.
• Empowering Students: They educate students about their digital rights and responsibilities, empowering them to make informed choices online.
• Ensuring Safety: RTUPs emphasize online safety, protecting students from potential risks like cyberbullying and inappropriate content.
• Promoting Respect: RTUPs foster respectful and responsible online behavior, teaching students to be considerate digital citizens.
• Involving Parents: They involve parents, creating a school-home partnership to reinforce responsible digital behavior.

Life-Long Skills
RTUPs don't just prepare students for school; they equip them with life-long skills. These skills are valuable for higher education, future careers, and personal life.  Moreover, RTUPs cultivate a culture of accountability and respect in the school community, shaping students into empathetic, critical thinkers who contribute positively to the digital world.

Elementary schools have a broader mission today: nurturing responsible digital citizens. RTUPs are the key to achieving this goal. By teaching digital citizenship through RTUPs, schools prepare students for success in the digital era while creating a safer and more respectful online environment for all.

Technology Essential Questions:

What does it mean to be a Digital Citizen?
What are our rights and responsibilities as Digital Citizens?

What can students do to keep themselves safe when working online?

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

3-5.CAS.a; 3-5.CAS.b; 6-8.CAS.a; 6-8.CAS.b

Welcome Back - Fall, 2025

Hello Spofford Pond Community and Welcome Back!
I look forward to working with all of youthroughout the upcoming school year.
Sincerely,

Summertime!

Wishing you all a summer of sunshine and happiness!

Graphic Design

The Heart and Soul of Body Systems: A Canva Collaboration

In today's digital age, technology plays a vital role in education, making learning more interactive and engaging for students. Canva, a user-friendly graphic design tool, offers sixth-grade students a creative way to understand complex topics like the human body systems.

  

Here's how Canva benefits students and encourages their expression:Why Visual Learning Matters - Visual aids, like infographics, help students better grasp challenging concepts, making learning more engaging and effective.
Canva: Unleashing Creativity Accessible Templates: Canva provides ready-made templates designed for educational use, making it easy for students to organize information.
Customization Options: Students can personalize their infographics by adding text, images, and shapes, allowing them to express themselves creatively.
Collaborative Features: Canva allows students to work together on projects, promoting teamwork and communication skills.
Empowering StudentsPersonalized Expression: Students can choose colors, fonts, and layouts that reflect their preferences, giving them a sense of ownership over their work.
Diverse Representation: With Canva's library of images, students can represent diverse perspectives and experiences related to body systems.
Amplifying Student Voice: Creating infographics enables students to share their insights with peers and beyond, fostering confidence and engagement.
By integrating Canva into the curriculum, educators empower students to become active participants in their learning journey. Through creativity and collaboration, Canva helps sixth graders understand complex topics while expressing their unique perspectives. With platforms like Canva, learning becomes more enjoyable and meaningful for students, preparing them for success in the digital world.

Technology Essential QuestionsHow can students leverage Canva's customizable templates to visually portray their comprehension of the human body systems?In what manners does collaborative work on Canva enhance teamwork and communication skills among sixth-grade students?How does the use of Canva empower students to express their individuality and personal perspectives while crafting infographics about body systems?

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

6-8.CAS.b.9; 6-8.DTC.a; 6-8.DTC.b; 6-8.DTC.c

DC Ambassadors

6th Graders BecomeDigital Citizenship Ambassadors

Recently, all grade six students completed their work in Spofford Pond School's Digital Citizenship Ambassador program.  Throughout the school year, sixth graders embarked on a transformative journey covering essential topics such as:
Media Balance & Well-Being: Students learned to maintain a healthy balance between online and offline activities, prioritizing well-being amidst digital immersion.Privacy & Security: Understanding the importance of safeguarding personal information and implementing strategies for online security.Digital Footprint & Identity: Exploring the concept of digital footprint and cultivating a positive online identity aligned with personal values.Relationships & Communication: Developing empathy-driven communication skills to foster healthy relationships in both digital and real-world settings.Cyberbullying, Digital Drama: Recognizing the signs of cyberbullying and promoting a culture of kindness and empathy to combat digital conflicts.News & Media Literacy: Enhancing critical thinking skills to evaluate online information, distinguishing credible sources from misinformation.
Upon completing the course, these sixth graders didn't just acquire knowledge—they became champions of digital citizenship. As a testament to their dedication and commitment, each student was honored with the title of Digital Citizenship Ambassador. To commemorate their achievement, each class received a digital badge to be printed and displayed in their classrooms.

These badges not only symbolize their newfound expertise but also serve as a reminder of their responsibility to uphold the principles of digital citizenship in their online interactions. As they embark on their digital journeys, these ambassadors will continue to lead by example, promoting a culture of digital respect and responsibility within their communities.
In a world where the digital landscape is ever-evolving, nurturing responsible digital citizens is more important than ever. Through initiatives like this digital citizenship course, we're not just preparing students for the future—we're empowering them to shape it for the better.

Technology Essential Questions

What are our rights and responsibilities as digital citizens, and how do they influence our online behavior?

How can we use digital platforms to contribute positively to our communities while avoiding harmful behaviors such as cyberbullying or spreading misinformation?

How do we distinguish between credible and unreliable sources of information in the digital age?

What steps can we take to safeguard our personal information and privacy online?

What are the long-term consequences of our digital actions, and how can we make informed decisions to shape our digital identities positively?

What strategies can we employ to navigate digital platforms effectively while maintaining positive online relationships?

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

6-8.CAS

Digital Citizenship

Grades 3, 4 & 5Is Seeing Believing?

As a digital learning specialist, one of my favorite roles is helping students peel back the layers of what they see online. In today’s world, images and videos flood their feeds daily—and often, those visuals aren’t quite what they seem.
Recently, I worked with 3rd, 4th, and 5th grade classes to explore the big idea behind the lesson "Is Seeing Believing?" from Common Sense Media. The goal? To help students think critically about how and why photos and videos are sometimes altered—and how those changes can affect the way we see ourselves, others, and the world around us.
What We ExploredWe kicked off with a simple but powerful question: Can you always trust what you see online? Students viewed real-world examples of digitally altered images—some subtle, like adjusted lighting and filters, and others more extreme, like edited body shapes or misleading video clips.
We discussed:Why people and companies might alter media (e.g., advertising, social media likes, entertainment)How altered images can shape our perceptions of beauty, success, or realityHow to develop a critical eye and ask questions before believing or sharing visual content
One moment that really stood out was when a student said, “Wait, so they don’t actually look like that in real life?”—a perfect reminder of why this lesson is so necessary, especially at an age when kids are just beginning to build their digital identities.
Final ThoughtsTeaching media literacy isn't about making students cynical—it's about empowering them with curiosity, awareness, and critical thinking skills. After this lesson, students left with a new set of “digital glasses”—ready to look twice at the images they scroll past and think deeply about what’s real, what’s not, and why it matters.
It’s a skill they'll carry with them long after they log off. 


Technology Essential QuestionsCan you always trust what you see in photos and videos online?Why do people or companies change the way things look in media?How can I recognize when a photo or video might not show the full truth?

MA Digital Literacy and Computer Science (DLCS) Standards:Use digital tools (e.g., graphic design, image editing) to explore the use of media and recognize when media has been changed or manipulated.Describe how media messages are constructed for specific purposes and target audiences, and how those messages can influence thoughts and feelings.Understand how digital content can be altered and shared, and how that impacts communication, perception, and credibility.

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