Grade 4 Digital Biographies

Grade 4 Biography Projects Get a #Reboot

Students in Mrs. Cronin's class have been reading biographies.  In order to show what they know, they have decided to create F-Instagram (fake Instagram) accounts for their chosen person of study.  Students read about and researched information on their subject and then, using Google Slides, Britannica Online and the app, Drawing Pad, built a F-Instagram account complete with images, information, an artist's rendition caricature and even hashtags.
Check out their caricatures and F-Instas to see what's #trending!

(Mobile users click here for the caricature video)


F-Instas:
@blackbeardthepirate by CR


@The_French_Chef by EO


@chimpsareus by MR




@pple by CW

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

Technology in the Hive

Busy Bees use Technology in the Hive

Students of the Hive (Ms. Davis's and Mrs. Valzania's 4th grade) spent several weeks from late November and into December studying Native American tribes, their history, their traditions and their culture.  This PBL (project based learning) unit was structured with lots of technology integration to enhance their research and give them choice and voice throughout the process. Students used hyperdocs to research one of five Native American tribal regions.  This helped students gained necessary background to answer the question, "How does where we live shape how we live?" The Hive's Google Classroom was filled with opportunities to enhance their understanding.  Students used Quizlet to learn new vocabulary, watched videos on YouTube to learn about Native American culture and read digital Native American myths.

At the end of the PBL unit, students had the option to build a Native American Tribe small scale replica, write a script about it and produce a documentary using iMovie to demonstrate understanding of the tribe they studied.  One focus included the importance of how the region shaped the lives of the Native Americans who lived there. Check it out!

For even more about What's Happening in the Hive - check out their blog

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 integrate technology 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

Green Screen

TITANIC SURVIVOR INTERVIEWS

Students in Mrs. Sitak's fourth grade class recently completed their study of of the H.M.S Titanic.  One part of the project asked students to step back in time and conduct interviews with real-life survivors.  Student "reporters" researched and asked appropriate questions.  Student "survivors" researched a real-life Titanic survivor and answered the questions as they imagined that person might have answered them. Using the Green Screen app and iMovie we created video versions of these mock interviews.



Technology Essential Questions:

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?

How can we use this software to address the different needs, learning styles, interests and abilities of students?

Genius Hour

Ms. Davis's Grade 4 Daily Genius Hour

Over the past two weeks, students in Ms. Davis's class have been given the opportunity to spend one hour each day to research any topic.  These topics could be something the students were passionate about or just wanted to learn more about.
Students were required to convince teachers and interns that their chosen topic was worth researching.  Students were also tasked with coming up with a "mile-deep" question to answer based on the topic.
Students completed research using the internet, conducting surveys with Google Forms, organizing and recording interviews, asking questions via Twitter, Live Chats and in Google Hangouts (these last few with teacher help of course!)
Some examples included: Ben & Jerry's Ice Cream:  "Why should I buy Ben & Jerry's brand?" Matchbox & Hot Wheels Toy Cars:  "Why are they still popular today?" Celebrities:  "What is the difference between being famous and going viral?" Smart Phones & Computers:  "How has technology changed the way we live?"
Final projects were presented in many forms including Google Slides presentations, a mock newscast, a replica newspaper, tri-fold presentations and even ice cream samples.

students researching and presenting

Introduction of a daily Genius Hour in the classroom is part of the personalization of learning:

Technology Essential Questions:

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

How can we implement a Genius Hour to help students create original, innovative works and ideas?

How can a Genius Hour 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.3; 3-5.CAS.a.5; 3-5.CAS.b; 3-5.DTC.a; 3-5.DTC.b; 3-5.DTC.c

Google Drawing

Grade 3 Gets Creative with Google Drawing

Mrs. Holt's 3rd grade classroom recently completed their study of the regions of Massachusetts.  As a culminating project, students were asked to choose a region and based on their knowledge of the area create a digital poster that might draw families with young children to investigate the area.
Students searched the internet for "free" images and then used Google Drawing to create these attractive posters.  Using Google Drawing, students inserted and modified images, text fields and backgrounds.  Students learned to arrange objects on the page and group them appropriately.  Completed posters were submitted to their teacher using Google Classroom.
Way to go grade 3! What an awesome display of digital design skills!

Some new vocabulary students learned in this lesson:

Grade 3 Hard at Work

Google Drawing Essential Questions:

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?

Are there technological solutions or enhancements to supplement what is being taught?

Why are exploration and creation an important part of learning?

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

3-5.CAS.a.1; 3-5.CAS.b; 3-5.DTC.a.2; 3-5.DTC.a.3; 3-5.DTC.b; 3-5.DTC.c.2

Grade 4 Science Exploration

Forces That Shape the Earth's Surface Students in Ms. Davis' science classes have been studying various forces that shape the Earth's surface.  Topics have included:  volcanoes, earthquakes, water, ice & wind.  Students worked as small groups of scientists (volcanologists, seismologists, hydrologists, glaciologists & aeroligists) and researched their topic through both print and online resources.

Additional resources came from two experts in the field as classes had virtual guest speakers, Geologist Cynthia Gardner and Seismologist Seth Moran, talk to them about their experiences at USGS Cascades Volcano Observatory at Mount St. Helens.

Student scientists were then challenged to present their findings in a shared Google Slides presentation, answering the following questions: "How do forces shape the landforms that make up Earth's surface?" "How does Earth's surface change due to forces?  Are these rapid or slow processes?" "How do people try to control or understand the effects of these forces?" Upon completion, each team of students presented their Slides to the rest of the class, demonstrating their scientific expertise. Check out these finished presentations:

Lesson Objective:

Use text  and online information to collaborate with teammates on a Google Slides shared presentation.
Presentations will reveal student expertise about one of four forces that change the Earth’s surface.

Students will work in cooperative groups, research information in books and on the Internet, synthesize information collected during research, and apply/present facts and information in a multi-media product.

Essential Technology Questions:

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

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

How does this digital tool increase collaboration and communication?

Essential Science Questions:

What different forces shape the landforms that make up the Earth’s surface?

In what different ways does the Earth’s surface change?

How do people try to control or understand the forces that shape Earth’s surface?

How do we use information gained through research to expand our knowledge of the Earth’s surface?

Essential English Language Arts Questions:

How do authors write informative/explanatory texts to examine a topic and convey ideas and information clearly?

How can we paraphrase, in our own words,

from informative text to display knowledge and understanding of a topic?

How does interaction with informative writing and researching provoke thinking and response?

2016 Massachusetts Digital Literacy and Computer Science Curriculum Framework

3-5.DTC.a.2, 3-5.DTC.a.3, 3-5.DTC.b.1, 3-5.DTC.b.2, 3-5.DTC.c.1, 3-5.DTC.c.4, 3-5.DTC.c.5

Common Core Standards:  Grade 4 Language Arts

RI.4.1, RI.4.2, RI.4.3, RI.4.5, RI.4.7, RI.4.10

W.4.6

SL.4.1, SL.4.2, SL.4.5

2016 Massachusetts Science and Technology/Engineering Curriculum Framework

4-ESS1, 4-ESS2-1, 4-ESS3-1, 4-ESS3-2

Grade 5 Interactive Timelines

Students in Mrs. Bouffard's 5th grade recently worked on creating interactive timelines depicting important scientific finds and events.  Students gathered data from online research, input the data into a spreadsheet and with the help of Timerliner JS,  published their data by embedding code into the website's timeline generator. Check out this timeline of events in Physics throughout time....it's awesome!! Technology Essential Questions:

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

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

The American Southwest - Grade 4

Mrs. Viviani's Social Studies Classes Students have been studying the American Southwest.  As a culminating project, they were tasked with creating an "Explain Everything" screencast to show what they have learned about this incredible region of our country.  Students used print and digital sources to research the topic and presented their findings digitally.  Check it out!



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?

Grade 4 Common Core Standards:  RI.4.10; SL.4.4; SL.4.5

Grade 4 Explain Everything

Students in Mrs. Macelhiney's grade 4 class were tasked with creating screencasts to explain everything they know about the United States.  Each student researched a U.S. State and created their tutorials using the iPads and the app, Explain Everything. Check it out:
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?

Grade 4 Common Core Standards:  RI.4.10; SL.4.4; SL.4.5; 

Grade 3 Penguins

Students in Mrs. Estella's 3rd grade have been studying and researching penguins. They have been reading books about penguins and doing online research using Kids InfoBits They recently used the app "Book Creator" to create eBooks to show what they know. Enjoy!

Click to view: Technology Essential Question: How can technology be used to enhance a project and communicate knowledge?

Online Research and eBook Presentations

Martin Luther King, Jr - by Grade 4 Students were tasked with: 1.  Using Kids InfoBits (online database) to research at least five facts about Martin Luther King, Jr.
2.  Creating online notes and summaries of their research, send to Google Drive
3.  Creating citations for the resources they used, send to Google Drive
4.  Compiling their findings by creating an eBook about M.L.K., Jr. for a young audience using Book Creator

Researching Martin Luther King, Jr

Creating an eBook

Click on images to view finished projects:

Click here for a sample of Research Notes

Click here for a sample of Citations

Common Core Standards for Grade 4:  Reading Informational Text: RI.4; RI.4.9,
Writing:  W.4.2; W.4.4; W.4.7; W.4.8; W.4.9, Language:  L.4.1; L.4.2; L.4.3

Technology Essential Question: How can this technology be used to enhance a project and communicate knowledge?