AR/VR Experience

Martian Marvels: Fifth Graders Blast Off withSmithsonian's Mission to Mars AR App

Greetings, fellow space enthusiasts! Check out this interstellar adventure that launched right from the comfort of the SPS library-media center, where fifth-grade students explored the wonders of the red planet with none other than the Smithsonian's Mission to Mars AR app!
Imagine the scene: a room filled with eager young minds, their eyes gleaming with anticipation as they don their virtual spacesuits and prepare for a journey beyond imagination. With tablets in hand and excitement in the air, these intrepid explorers embarked on the educational journey of a lifetime.
But what exactly is the Smithsonian's Mission to Mars AR app, you ask? Well, it's not your average app – it's a portal to another world, where students can immerse themselves in the mysteries of Mars through the magic of augmented reality. With just a few taps, they can explore Martian landscapes, study geological features, and even interact with virtual rovers as they roam the red planet.
In library/media class, these fifth graders aren't just browsing print materials for information; they're diving headfirst into the cosmos, unraveling the secrets of our celestial neighbor one augmented reality experience at a time. With the guidance of their teachers and the power of technology at their fingertips, they're discovering the wonders of space exploration in ways that were once unimaginable.
But the beauty of the Smithsonian's Mission to Mars AR app goes beyond its stunning visuals and immersive experiences – it's about sparking curiosity, fostering inquiry, and igniting a passion for learning. As students delve into the mysteries of Mars, they're not just absorbing information; they're asking questions, making connections, and fueling their imaginations with the endless possibilities of the universe. From virtual rover missions to interactive simulations, every moment is an opportunity for these budding astronauts to expand their horizons and reach for the stars.
So, here's to the fifth graders who are blasting off into space with the Smithsonian's Mission to Mars AR app by their side. With a universe of knowledge at their fingertips and a whole lot of enthusiasm in their hearts, they're proving that the final frontier is just a tap away – and that the sky is truly the limit when it comes to exploring the wonders of our cosmos.

Technology Essential Questions:
Why is exploration an important part of learning?
How can an augmented reality experience motivate students and inspire active participation?

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

AR VR Experiences

AR & VR Google Expeditions in Grades 4 & 6

Students in Mr. Duffy's, Ms. Stewart's and Mrs. Sierpina's classes had the opportunity to use our AR/VR (augmented reality/virtual reality) kits to explore topics like forces of nature and body systems.  Augmented reality allows teachers to bring a life size skeleton or a tornado into the classroom and gives students the ability to investigate abstract ideas as topics are brought to life.

Mr. Duffy's students investigate forces of nature

Ms. Stewart's students investigate the circulatory system and the skeletal system.

Mrs. Sierpina's students investigate the skeletal system.

Technology Essential Questions:
Why is exploration an important part of learning?
How can an augmented reality experience motivate students and inspire active participation?

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

Virtual Reality

A Field Trip Across the Milky Way

Students in Mrs. Bouffard's grade 5 science classes had a uniques experience.  They got to take a virtual field trip through our solar system and across the Milky Way. Using our VR/AR kit generously supplied by BEST and the PTO, students put on the Google goggles and using Google Expeditions were led on a virtual field trip to the Sun, the inner and outer planets, Pluto, the Asteroid Belt, the Kuiper Belt, and the Oort Cloud.  It was spectacular! Questions arose and visuals were oh-ed and ah-ed!  We even wondered about the Asteroid Belt and the possibility of a "fifth" missing rocky planet!

Technology Essential Questions:

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

Why is exploration an important part of learning?
How can a virtual reality experience motivate students and inspire active participation?

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

Virtual Reality

Virtual Reality Students explore geology in National Parks and take expeditions inside volcanoes.

Students in some grade 4 classes, the Cronin Crew and The Hive, got to try out our school's VR Kit.  Using Google goggles and Google Expeditions we went on virtual field trips to the Grand Canyon, Bryce Canyon and Yosemite to investigate the geology in those areas.  Next, in conjunction with class studies of tectonic plates, earthquakes and the Ring of Fire, we went on a virtual field trip inside volcanoes to discover what makes a volcano erupt.  All trips were spectacular!

Technology Essential Questions:

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

Why is exploration an important part of learning?
How can a virtual reality experience motivate students and inspire active participation?

Moon Phases

Over the Moon Mrs. Bouffard's Grade 5 Scientists Study Moon Phases

Last week in Mrs. Bouffard's science classes students went on a lunar mission.  Their task was to understand and identify the phases of the moon and how the Sun, Earth, and Moon interact with each other.  
Students were given a choice board of activities to further demonstrate their knowledge and understanding of the subject.

Then it was time for take off! Students went on a Google Expedition to the Moon with Apollo 11, Apollo 17 and Space X. What a thrill!

Technology Essential Questions:

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

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

Why are exploration and creation an important part of learning?

How can we give students voice and choice in their learning?

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

3-5.CAS.a.1; 3-5.CAS.c.3; 3-5.CAS.c.4; 3-5.CAS.c.5; 3-5.DTC.b.2; 3-5.CS.a.1; 3-5.CS.b.2

Augmented Reality With Google

Google's Augmented Reality Pioneer Program Comes to Spofford Pond!

On Tuesday, Google Ambassador Caleb J. spent the day with students and teachers in grades 3 - 6 to demonstrate augmented reality.  In this beta version, students got to see Google's next big undertaking before it is released to the public. According to Google's definition, "Augmented reality is a technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view."  Students explored the forces of nature, bees, dinosaures, the skeletal system, plants and more.
It was an awesome experience! Thank you Google for coming to our school and letting us investigate your newest technical endeavor: AR Expeditions!

Student Explorers

Some students left feedback on Flipgrid about their experience.
Check it out:

More Information: The Wild and Amazing World of Augmented Reality (article)
Google Expeditions AR (video)


Technology Essential Questions: Why is exploration an important part of learning?
How can an augmented reality experience motivate students and inspire active participation? How can we leverage a tool like Flipgrid to increase engagement and amplify student voice?
2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework: 3-5.CAS.a.1; 3-5.CAS.b.1; 3-5.CAS.c.4; 3-5.CT.e.2 6-8.CAS.c.1; 6-8.CT.e.2 - .3

Virtual Reality Redux

Volcanic Virtual Reality in Grade 4 Sparks Great Conversations & Collaboration

The Google Expeditions kit at Spofford Pond School has seen a lot of action lately - this time in the 4th grade.  As part of their studies of "Forces of Nature", science teachers used the kit to enhance the experience of understanding volcanoes.  Students could follow or lead the expedition.   The expeditions took students inside volcanoes, around the Pacific Ring of Fire, into Volcanoes National Park in Hawaii and other volcanoes around the world. Immersed in the virtual world, I heard students exclaim "Wow!"  "Awesome!"  "I feel like I am right on the edge of the volcano!"  "I wonder what those hot springs would feel like or smell like?" "Did you see the size of that caldera?"  "That scientist is really close to the lava flow!" Focused on successfully leading their followers through the expedition, I heard guides learning Russian, Icelandic, Amharic and Hawaiian on the fly.  We decoded foreign proper nouns like:  Karymsky, Kamchatka, Dallol, Grimsvotn, Kilauea, Halema'uma'u and Pu'u Loa. We stepped out of the virtual world to ask questions like:  "Where is the closest volcano that I can visit?"  "What type of scientist studies volcanoes?"  "Where is the biggest volcano?"  "Which volcano had the world's biggest eruption?" Students came to this event with background knowledge based on their science studies.  Students came out of this event as if they took a field trip around the world.  How great is that?

Technology Essential Questions:

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

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.c.3; 3-5.CAS.c.4; 3-5.CAS.c.5; 3-5.DTC.b.2; 3-5.CS.a.1; 3-5.CS.b.2

Virtual Reality

Spofford Students Travel the World with Google Expeditions

 Thanks to a grant fulfilled by the PTO's Teacher Wishes program, several classrooms had a unique technological experience with virtual reality goggles. 

Using our new Google Expeditions kits, students are able to break through the four walls of the classroom and visit places like the San Diego Zoo in California and Moscow, Russia.  Sixth grade students got to tour the home of a Syrian refugee family as they adjust to their life in Lebanon.  And that is just the beginning.  Currently there are over 600 expeditions available for viewing, complete with guided scripts.  Several expeditions come with lesson plans as well.

Through the use of the virtual reality goggles and the read-aloud guided tour from Google Expeditions, teachers are able to supplement what is being taught in the classroom.  Virtual reality goggles immerse students in an interactive, three dimensional learning environment that makes you feel like you're really there.

I guarantee this kit will be well used by classrooms all around Spofford Pond!

Technology Essential Questions:

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

Why is exploration an important part of learning?
How can a virtual reality experience motivate students and inspire active participation?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:
6-8.CAS.c.1; 6-8.DTC.a.1-2; 6-8.DTC.b.2; 6-8.CT.e.3

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 4 Virtual Guest Speaker

As a start to their science unit on forces that shape the Earth's surface, fourth grade students in Ms. Davis' class had the pleasure of listening to a live virtual guest speaker, Cynthia Gardner, Geologist from the USGS Cascades Volcano Observatory at Mount St. Helens.
Ms. Gardner told the students what happened at the volcano in 1980 and what Mount St. Helens taught us about the way volcanoes behave.  Learning more about a volcano’s history and studying its past eruptions helps us to understand what a volcano is capable of and how to prepare for the next eruption.  There was even a live Q&A session at the end.
What a great experience!  Thank you Ms. Gardner!

Technology Essential Questions:

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

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

3-5.CAS.c.4, 3-5.CAS.c.5, 3-5.DTC.b.2

2016 Massachusetts Science and Technology/Engineering Curriculum Framework:

4-ESS1-1, 4-ESS2-2