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.

School Event

Unmasking the Joy of Reading:Our School’s Masked Reader Event

This year, our school community came together to celebrate a month-long reading promotion in a way that was both creative and unforgettable—through our very own Masked Reader event!

Inspired by the excitement of The Masked Singer, teachers stepped into the spotlight… or rather, behind the mask. Each participating teacher dressed up in costume and recorded themselves reading aloud from one of their favorite books. The twist? Their identities were completely hidden, and it was up to students to listen carefully, analyze clues, and guess: Who is the Masked Reader?

Throughout the month, students eagerly watched each video, paying close attention to voice, reading style, and the carefully crafted clues. Guesses spread quickly through classrooms and hallways, sparking conversations not only about the mystery readers, but also about books, genres, and favorite stories.

Behind the scenes, I had the opportunity to support this event in my role as Digital Learning Specialist. I worked with teachers to record and produce their Masked Reader videos using our school’s technology tools. Together, we created engaging videos that maintained the mystery while highlighting each teacher’s enthusiasm for reading.

The experience culminated in an exciting all-school assembly, where the final masked readers were revealed. The energy in the room was incredible as students reacted to each unmasking—cheering, laughing, and celebrating together.

This event was more than just a fun activity—it was a powerful way to build a culture of reading across our school. Students saw their teachers as readers, role models, and participants in a shared challenge. It also demonstrated how technology can enhance engagement, storytelling, and community connection.

The Masked Reader event truly brought our school together. Laughter, curiosity, and a love of reading filled our classrooms, reminding us all that sometimes, a little mystery can make stories even more magical.

Technology Essential QuestionsHow can technology be used to create engaging and interactive learning experiences for a whole school community?
How does digital media (video, audio, and editing) influence how we communicate ideas and tell stories?
What role does technology play in enhancing student engagement and participation in literacy activities?

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.

Students in 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.)

Digital Citizenship

Digital Detectives on the Case:Investigating Our Digital Footprints

What do fairy tales and digital citizenship have in common? Quite a lot, according to our fourth and fifth graders!

Recently, students stepped into the role of Digital Detectives, taking part in a fun investigation to solve a mystery in Fairyland. Someone had stolen a valuable item, and the only clues were the digital footprints left behind. By examining messages, online posts, and shared information from different fairy-tale characters, students worked together to determine who the thief might be.

This engaging activity, created by Zak Kolar (see below), helped students see that our actions online leave tracks—just like footprints in the snow. Every post, comment, search, or shared photo can leave clues about who we are and what we do.

As detectives, students practiced looking closely at evidence, discussing possibilities, and explaining their reasoning. More importantly, they began to understand that their own digital choices matter. The conversation naturally led to ways students can make safe, responsible decisions and protect their digital reputations.

Activities like this help digital citizenship feel real and memorable. When students actively investigate and solve problems, the learning sticks—and they begin to think more carefully about the trails they leave behind online.

Essential Questions

What is a digital footprint, and how is it created?

What can someone learn about us from the information we share online?

How can we make responsible choices to create a positive digital footprint?

Massachusetts DLCS Standards Addressed (Grades 3–5)

This lesson supported elements of the Digital Citizenship and Safety strand, including students’ ability to:

Explain that information shared online contributes to a digital footprint that can be searched, copied, and shared.

Demonstrate responsible and respectful behavior when using digital tools and online spaces.

Identify strategies for protecting personal information and making safe choices online.

________________________

Digital Citizenship

Keeping Private Information Private:Learning Digital Safety in Grade 3

Recently, third-grade students learned about an important digital citizenship topic: staying safe online by keeping private information private. As students become more independent users of technology—both in and out of school—it’s essential that they understand how to protect themselves in digital spaces.
During this lesson, we focused on helping students recognize what private information is and why it should not be shared online. Through discussion, examples, and guided practice, students learned to think critically about the information they see and share when using digital tools.
We explored questions like:What kinds of information are safe to share?What information should always stay private?How can we make smart choices if someone asks us for personal information online?
Students practiced identifying private information such as full names, addresses, phone numbers, passwords, and school details. We talked about real-world scenarios they might encounter in games, apps, or websites and what to do if something feels confusing or unsafe—including the importance of asking a trusted adult for help.
To wrap up the lesson, students participated in a Privacy Bingo game. This fun, interactive activity gave them the chance to reinforce key ideas from the lesson while collaborating with classmates. As students listened for clues and matched them on their bingo cards, they confidently demonstrated their understanding of how to stay safe online. The energy in the room was high, and it was clear that learning “stuck” when it was paired with play.
Digital citizenship skills don’t develop overnight—they grow through ongoing conversations, practice, and reflection. Lessons like this help lay the foundation for responsible, thoughtful technology use as students continue to learn and explore in digital environments.



Essential Questions
What is private information, and why is it important to keep it private?How can we tell if information is safe or unsafe to share online?What should we do if someone online asks us for private information?
Massachusetts DLCS Standards Addressed (Grades 3–5)1.C. Responsible ComputingDemonstrate an understanding of appropriate and safe behaviors when using technology, including protecting personal information.2.D. Digital CitizenshipExplain how digital tools can be used safely and responsibly, and identify ways to protect oneself in digital environments.1.A. Computing Systems (Awareness Level)Use technology tools appropriately with guidance, demonstrating safe and responsible use.