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

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?

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

Computer Science

Fourth Graders Code to Educate About Natural Disasters

Fourth graders in Ms. Henriksen's  class recently combined creativity, science, and coding to tackle an important real-world issue: natural disasters. Using Scratch, students designed interactive dialogues between two characters, teaching viewers about different types of natural disasters, how to prepare for them, and how people are working to ensure safety during such events.

The project began with a brainstorming session where students identified key facts about disasters like hurricanes, earthquakes, and floods. They discussed preparation strategies, such as emergency kits, evacuation plans, and how communities come together in times of need. Armed with this knowledge, students then moved into the coding phase.

In Scratch, they used block-based programming to bring their ideas to life. Students designed characters and wrote dialogue that explained their chosen disaster in an engaging way. They incorporated sound effects, animations, and clickable elements to make their projects interactive and informative.

Through this activity, students not only deepened their understanding of natural disasters but also developed essential computational thinking skills, including sequencing, debugging, and collaboration.

Technology Essential Questions

How can we use block-based programming to create solutions that communicate important ideas or solve problems?

What strategies can we use to test and debug a program to ensure it works as intended?

Why is collaboration important when creating and modifying programs, and how can it improve our final product?

Massachusetts Digital Literacy and Computer Science (DLCS) Standards for Grades 3–5 that are relevant to this lesson:

3-5.CT.b.3: Create and debug programs that involve a variety of control structures, including loops and conditionals.

3-5.CT.b.4: Collaboratively create and modify a program, documenting the design and testing process.

3-5.DTC.a.2: Construct and present digital artifacts to communicate ideas and information.

WeVideo

WeVideo in Fourth-Grade: Young Editors in the Making

In the digital age, fourth-grade students are embracing the art of video editing using WeVideo.

Let's explore their journey.

Digital Literacy: WeVideo introduces young learners to video editing, a critical skill in today's world.

User-Friendly: WeVideo's user-friendly interface makes it ideal for fourth graders to grasp the basics quickly.

Creativity Unleashed: With WeVideo, students create captivating videos, expressing their creativity and enhancing presentation skills.

Collaboration and Teamwork: WeVideo fosters teamwork and problem-solving skills as students work on group projects.

Confidence Builder: WeVideo boosts students' confidence, teaching them that they can produce high-quality videos.

Real-World Applications: These skills have lasting impacts, benefiting students in future educational and career endeavors.

In conclusion, WeVideo empowers young fourth graders to explore their creativity, develop digital skills, and build the confidence to excel in the multimedia-driven world, setting the stage for the next generation of creators.

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?

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

3-5.DTC.a.3; 3-5.DTC.b.1

Redefining Literacy in Grade 4: Part 3

Studio 17Ever WonderNew Episodes Have Dropped!

Episode 4, Math in Everyday LifeEpisode 5, Math:  It's in YOUR Future

Students of the Hive (grade 4, Davis/Valzania) have been transformed into producers, directors, screen writers, actors and more!  As part of a generous grant from B.E.S.T., students have been taking their learning into the world of video production. 

In today's digital age, being literate no longer means just being able to read and write. With the rise of social media and video content, it has become essential for students to be able to create and understand video content as well. As such, redefining literacy for students to include video creation is a necessary step.

Video creation can be a powerful tool for students to express their ideas, thoughts, and creativity. It allows them to present information in a more engaging and visually appealing way, making it easier for their audience to understand and retain the information. In addition, video creation can also enhance critical thinking and problem-solving skills, as students must plan, storyboard, and edit their videos.

Of course, video creation should not replace traditional literacy skills such as reading and writing, but rather complement them. It is essential for students to be able to communicate effectively in various forms, and video creation is becoming an increasingly important one.

Redefining literacy for students to include video creation is an important step in preparing them for the digital age. It can help enhance critical thinking and problem-solving skills, as well as provide a creative outlet for students to express themselves. By incorporating video creation into the curriculum, students can develop the necessary skills to thrive in a world where digital media is becoming increasingly prevalent.

Episode 4:  Math in Everyday Life




Episode 5:  Math - It's in YOUR Future

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?

-Mrs. Kosakowski

iPad Apps

App Smashing Adventures

Third Grade Superstars Write, Draw, and Explore with Book Creator and Drawing Pad

Spofford Pond School third graders get creative using the iPad apps Book Creator and Drawing Pad to amplify their imaginations, enhance their research and create astonishing masterpieces.

Introduction: Grab your digital capes and get ready for a thrilling journey through the creative universe of app smashing! As a digital learning specialist, I had the pleasure of witnessing third-grade students harness the power of their iPads, combining the mighty Book Creator and the artistic prowess of Drawing Pad to forge digital books and embark on epic research projects. Brace yourselves for an adventure filled with inspiration, imagination, and innovation!

Chapter 1: Unleashing their Superpowers through App Smashing

These young learners became true digital superheroes by app smashing Book Creator and Drawing Pad. With Book Creator's intuitive interface, they effortlessly constructed captivating stories while Drawing Pad transformed their iPads into a digital canvas, allowing them to illustrate their tales with colorful strokes of genius. Together, these apps formed an unstoppable duo, empowering our third-grade champions to craft immersive digital books that left both their peers and teachers awestruck!

Chapter 2: Research Quests - Where Learning Meets Creativity 

Harnessing the power of app smashing, these budding researchers embarked on thrilling quests to explore the realms of knowledge. Armed with Book Creator's versatility and Drawing Pad's artistic magic, our third graders transformed research projects into engaging digital adventures. With their trusty iPads, they embarked on a treasure hunt for information, weaving together words, images, and illustrations to bring their findings to life. From animal studies to historical figures and events, their digital books were not only educational but also visually captivating!

Chapter 3: Unleashing Imagination and Curiosity

App smashing Book Creator and Drawing Pad not only elevated the students' creativity but also fostered their curiosity. By combining the power of storytelling and visual expression, our third-grade dynamos unleashed their imaginations in ways never seen before. The possibilities were endless as they dreamt up vibrant characters, breathtaking landscapes, and fantastical worlds within the digital pages of their books. Their curiosity knew no bounds as they delved into research, eagerly unearthing facts and transforming them into captivating narratives.

Conclusion: Inspiring App Smashing Heroes!

Our third-grade superheroes proved that app smashing is a force to be reckoned with in the realm of digital learning. With Book Creator and Drawing Pad as their trusty sidekicks, they unleashed their creative superpowers, crafting digital books that showcased their imagination, research skills, and passion for learning. These app-smashing champions blazed a trail for future students, inspiring others to combine the powers of different apps and conquer new frontiers of knowledge and creativity.

So, don your digital capes, embrace the world of app smashing, and empower your students to become the next generation of innovative storytellers and research adventurers! 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

Redefining Literacy in grade 4

Studio 17Ever WonderEpisode 1, Map Skills

Students of the Hive (grade 4, Davis/Valzania) have been transformed into producers, directors, screen writers, actors and more!  As part of a generous grant from B.E.S.T., students have been taking their learning into the world of video production.  Their first episode, Map Skills, asked a small production team from Studio 17, the After Effects Agency, to dig deep and remember everything they learned about map skills.  The team then created a "tv show" based on map skills, complete with skits, commercials and more.

In today's digital age, being literate no longer means just being able to read and write. With the rise of social media and video content, it has become essential for students to be able to create and understand video content as well. As such, redefining literacy for students to include video creation is a necessary step.

Video creation can be a powerful tool for students to express their ideas, thoughts, and creativity. It allows them to present information in a more engaging and visually appealing way, making it easier for their audience to understand and retain the information. In addition, video creation can also enhance critical thinking and problem-solving skills, as students must plan, storyboard, and edit their videos.

Of course, video creation should not replace traditional literacy skills such as reading and writing, but rather complement them. It is essential for students to be able to communicate effectively in various forms, and video creation is becoming an increasingly important one.

Redefining literacy for students to include video creation is an important step in preparing them for the digital age. It can help enhance critical thinking and problem-solving skills, as well as provide a creative outlet for students to express themselves. By incorporating video creation into the curriculum, students can develop the necessary skills to thrive in a world where digital media is becoming increasingly prevalent.

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?

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

3-5.DTC.a.3; 3-5.DTC.b.1

WeVideo

INSPIRED BY REAL TO REEL

In order to learn the basics of the video editor, WeVideo, students in The Hive (grade 4, Ms. Davis & Mrs. Valzania) were tasked with creating a book trailer for Cynthia Lord's Rules.  Students created storyboards, learned about the preview pane, investigated stock media and layered audio, video, images and titles in the scrubber to create their final projects.  What a great project for beginning film writers, producers, editors and technicians.

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?

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

3-5.DTC.a.3; 3-5.DTC.b.1

WeVideo

Inspired by Real to Reel

In order to learn the basics of the video editor, WeVideo, students in The Hive (grade 4, Ms. Davis & Mrs. Valzania) were tasked with creating a book trailer for Peter Brown's The Wild Robot.  Students created storyboards, learned about the preview pane, investigated stock media and layered audio, video, images and titles in the scrubber to create their final projects.  What a great project for beginning film writers, producers, editors and technicians.

Check out these finished projects:

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?

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

3-5.DTC.a.3; 3-5.DTC.b.1

Grade 5

5th Grade Biomes Experts have accepted the challenge!

After investigating the biomes of the world, students in Mrs. Bouffard's grade 5 science classes rose to the occasion and agreed to help a small community of individuals move from the comfort of their deciduous forest into another one of the Earth's biomes.
Here is the challenge:

Here are SPS 5th graders working hard to "sell" their biome as the perfect alternative:

Students used both print and online resources to research their biome.  Then, they used Tour Builder to create tours of their biomes and give accurate information about cities, landmarks, landforms, flora, fauna and the food chain!  They offered plenty of information to help these forest dwellers make a good decision about where to relocate.

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?

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

The Power of the Hook

Hook Videos Capture Curiosity at Spofford Pond School

A fun way to introduce new curriculum topics is sweeping Spofford Pond School - Hook Videos!  These short videos, created by classroom teachers (and sometimes myself) are played as an opening preview to a new topic.  Meant to capture students' attention and build interest in an up-coming unit of study, hook videos are fun to make and share and students seem to love them! Check out a few of our hook videos: To introduce a unit to 6th graders about how the body systems work together to keep you alive, this hook video was created: To introduce a unit of natural hazards and disasters to 4th graders, this hook video was created: To introduce a Revolutionary War Breakout EDU game to grade 5, this hook video was created: To emphasize the importance of reducing plastic, this hook video was created by Amy & Maya on the Green Team/Polar VorTechs: To begin a 6th grade science unit where students will work together to establish a colony on Mars, this hook video was created: What do you think?  Did these videos do the trick?  Did we pique your interest? Are you ready to jump in and make discoveries about these topics? Technology Essential Questions: How can we leverage a tool like iMovie to increase excitement and spark engagement? How can we leverage a tool like iMovie to create anticipation or renew sense of curiosity? How can we use technological enhancements to supplement what is being taught?

Google Slides

Stop Action Animation with Google Slides

Google Slides is so much more than just a backdrop for your presentation.  It can be used in many other ways as well.  Recently, students in third and fourth grade practiced using Google Slides to create stop action animation. Stop action animation with Google Slides is a great way to express creativity, practice simple digital skills like cut, copy and paste, and learn the basics of storyboard planning.  Stop action animation can be used in any subject area as these short films can demonstrate understanding of all types of concepts and curriculum.

Grade 3 students used stop action animation to create "Pun-y" virtual Valentines.

Click this LINK to see N.R.'s animated short, "Valentine":

Grade 4 students used it to create conversations where one character attempted to persuade another.

Click this LINK to see J.R.'s animated short, "Why I Want a Dog"

Click this LINK to see C.W's animated short, "Work is Reward"

In all classes students rose to the challenge and produced projects worthy of an Oscar for Best Animated Short Film!

Technology Essential Questions:

How can digital storytelling foster critical thinking skills?

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?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework: 3-5.CAS.a.1; 3-5.CAS.b; 3-5.DTC.a; 3-5.DTC.b; 3-5.DTC.c.2; 3-5.DTC.c.3