Grade 6

Transitioning With Technology

Students in grade 6 spent time this past week cleaning up their Google Drive accounts and thinking about items they would like to keep and share with future school assigned accounts.  Google Drive is one way to house a portfolio of digital work that was created here at Spofford Pond School.  These students are figuring out how to neatly maintain a record of their best pieces as elementary school students and how to share and make copies of the items they hope to keep throughout their Middle School and High School experiences.

Grade 6 Digital Portfolios

Technology Essential Questions

Digital Portfolios

How can we use this technology to keep a record of progress?

How does a digital portfolio help students connect big ideas, across subjects & grades?

How does a digital portfolio help extend student thinking?

How can we use this technology to teach the art of reflection, curation and collaboration?

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Back to School, Back to Technology

Busy Digital Citizens in Grades 3 & 4

Over the past few weeks we have been very busy helping students get reacquainted with their Google accounts.  Third graders have been learning to log in and out of Google, join Google Classroom, and practice their keyboarding and trackpad skills.  Fourth graders have been unenrolling from previous Google Classrooms and enrolling in new ones.  Technology skills, rules and routines are being established and students are getting comfortable using a variety of devices in classrooms.

Our youngest students are off to a great start!Super Digital Citizen Video from Common Sense Media

Technology Essential Question:

What can students do to keep themselves safe when working online?
How can we use technology as a tool for learning?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework3-5.CAS.a.1, 3-5.CAS.a.3, 3-5.CAS.a.4, 3-5.CAS.b.1

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Google for Education

We Are A Google for Education School

For those of you who may be new to the Spofford Pond School community I thought I would take a moment and write a bit about the technology we have available at our school and what it means to be a Google for Education school.
Spofford Pond is fortunate to have the support of many people and organizations that have allowed us to make great advancements in procuring a variety of technical tools for staff and students.  We have equitable access to devices like Chromebooks, tablets, laptops, green screen and virtual reality tools just to name a few.
However, it is important to understand that beyond the hardware we have, the software and apps that we use most frequently are part of the Google for Education G-Suite.
Google for Education provides our staff and students free access to a tremendous amount of technology resources from word processing, to digital drawing, to creating presentations and video.  Our school Google accounts truly allow us to make the most of our devices in a collaborative and creative way.  Chromebooks are a standard tool in the classroom and used daily for enhancing content engagement and innovative projects.
You can read more about Google for Education and the opportunities it provides for teachers and students alike on the Google website.  (link)
Just a List of the Apps We Regularly Use:Google DocsGoogle SlidesGoogle DrawingGoogle SheetsGoogle FormsBloggerGMail (staff)WeVideoGreen ScreeniMovieExplain EverythingBook Creator

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Grade 6 Animation

Ms. Boyle's Class "Googl-ing" To the End of the Year

Students in Ms. Boyle's grade six classroom created one last project to wrap up the end of the school year.  Using Google Slides, they created stop action animation about the life cycle of the butterfly.  They shared their animations with their third grade buddies.Check out these projects by Chase, Mia, Kate & Kenneth!

Technology Essential Questions:

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

How can we leverage technology to address the different needs, learning styles, interests and abilities of students?

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

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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

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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.26-8.CAS.c.1; 6-8.CT.e.2 - .3

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Grade 5

Grade 5 ScienceGoogle Slides Collaboration with Mrs. O'Brien's and Mrs. Wiles-Stasko's Students

This week in science, 5th grade students worked collaboratively on a Google Slides presentation to answer the question, "How does the hydrosphere affect the geosphere?"Students were asked to contribute a slide to the class presentation that both showed and explained their answer.
To complete this project, students used technical skills like keyboarding, inserting text boxes, inserting copyright-free images, arranging objects, executing online research, and troubleshooting to solve technical problems.
Students also used future-ready skills like collaborating in real time, communicating ideas digitally, exchanging information digitally,  creating unique digital projects and demonstrating responsible use of technology.
Check out a few of their slides:

Technology Essential Questions:

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

How can this technology be used to enhance this science 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.2; 3-5.CAS.a.3; 3-5.CAS.b.1-4; 3-5.DTC.a; 3-5.DTC.b; 3-5.DTC.c

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Google Sheets

6th Graders in Mrs. Sierpina's Science Classes Collect Data Using Google Sheets

For the beginning steps of their Science Fair projects, students in Mrs. Sierpina's science classes got an introduction to Google Sheets.  Students setup tables to collect their science experiment data.  Then, with the help of Google Sheets, they turned their data into charts so as to have a visual representation of the information they collected throughout their experiments.
For many students, this was their first experience with Google Sheets and digital data collection.  Until the Science Fair, students will continue to add information to their tables and charts, in preparation of presenting their findings at the fair.
Good Luck Grade 6 Scientists!

Google Sheets Essential Questions

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

What basic skills should students know about this digital tool?

How does this digital tool help students manage data?

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

6-8.CT.c

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Collaborative Relationships

Daily Collaboration at Spofford Pond School

I can walk into any classroom at Spofford Pond School, at any time, and see students working together.  I also often see students working with teachers.  These collaborations are always in real time, either in the physical world or the digital one.  The G-Suite allows many opportunities for digital collaboration.  Sometimes these collaborations are synchronous.  For instance, when students are working on Google Slides presentation together.  Other times they are asynchronous.  For example, a student can turn in a Google Doc project, a teacher can offer comments and suggestions with in the document for editing, the student can revise it and turn it back in.  It is fantastic to see collaboration happening in every classroom!This week however I witnessed yet another kind of collaboration:  teachers working with teachers.  I know this happens all the time as teachers team teach with other colleagues and professionals in the building.  But this week I saw teachers across grade levels sharing knowledge in a Google Community, through Twitter, in the Google Classroom and in real time using the G-Suite.  I know collaboration is not new to Spofford and I am sure the things I saw this week have happened here many times before. However, coming off of a week that began with a Professional Development day that emphasized the importance of relationships, it was so great to walk the halls and witness the wonderful relationships of Spofford staff in practice.I am glad to work with these professional teachers who come to school everyday and give their best.  To me, they are all "TOP THIRD"!

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Google Drawing

Six-Word Memoirs

(as written by book characters)

Recently, students in Mrs. Valzania's 6th grade classroom put their Google Drawing skills to work to create six-word memoir titles.  In just six words, students were asked to come up with a title for a memoir that might be written by one of the characters from the novels their literature circles just read.  Additionally, students had to include a image symbolic to the story or character.

Using Google Drawing, students inserted and modified word art and clipart, changed backgrounds, arranged objects on the page and grouped items appropriately.

Check out their finished projects:

By A.H.

By C.D.

By L.C.

By R.O.

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 this digital tool help us create a project that sparks curiosity?

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

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Thanksgiving Fun

Students at Spofford have had opportunities to use our technology for some fun Thanksgiving activities this week.

Students received a Google Slides assignment through Google Classroom where they watched a video reading of Turkey Trouble by Wendi Slivano.  Next, they used Google Slides to disguise a turkey and write their own story.

Here they are in action:

Click here to watch and hear the story.

Here is a sample from a student's slide presentation:

Students in Mrs. Cronin's class collaborated on illustrating and recording the poem "The Turkey Shot Out of the Oven" by Jack Prelutsky.  They combined their Explain Everything projects into iMovie to create the following:

Technology Essential Questions:

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

How can we use this software to address the different needs, learning styles,

interests and abilities of students?

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

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Going Google

Going Google in Grade 3Grade 3 students at Spofford Pond School are beginning to learn how to login and use their school Google accounts.  In conjunction with the classroom teacher, the library media specialist and myself we have begun to teach the basics of Google, cloud computing, and keyboarding/track pad skills.  Students are also being introduced to the concepts of good digital citizenship.

Grade 3 Exploring Google Cloud Computing

Super Digital Citizen Video from Common Sense Media

Technology Essential Question:

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

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework3-5.CAS.a.1, 3-5.CAS.a.3, 3-5.CAS.a.4, 3-5.CAS.b.1

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Hanging Out & Hi-Def Tutorials

Ms. Boyle's Grade 6&Ms. Estella's Grade 2present...Hanging Out & Hi-Def Tutorials

Google Hangout with Grades 2 & 6, Explain Everything

6th Graders used the app Explain Everything to create video tutorials of the life cycle of a chick.  Tutorials were shared with their 2nd grade buddies.Enjoy these samples!

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:6-8.DTC.a.3; 6-8.DTC.a.4; 6-8.DTC.b.1; 6-8.DTC.b.2

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Google Hangout

Spofford Pond Grade 6, Cole School Grade 2 & Eggs, Hanging Out!

This week, 6th grade students in Ms. Boyle's class met their 2nd grade buddies from Mrs. Estella's class at the Cole School via Google Hangout (video chats).
Thanks to a grant from BEST over the next few weeks, 6th graders will be hatching chicks in their classroom.  They will be reporting back to their 2nd grade buddies throughout the process, sharing information, photos, videos and chatting in Google Hangouts to learn about the life cycle of chicks.

Technology Essential Questions:

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

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

K-2.DTC.b.2; K-2.DTC.b.3; 6-8.DTC.b.2; 6-8.DTC.b.3

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Grade 5 Google Tools for Productivity

Mrs. Medugno's & Mrs. Bouffard's Classes Practice with Read & WriteFifth grade students spent some time practicing using the highlighting feature of Read & Write for Google.  This feature allows students to read online documents and articles, highlight important information and then "collect" that information in a separate Google Doc.  This doc gets automatically stored in the student's Google Drive (complete with citation)to use a source for reporting findings.In these classes, students read articles about the thirteen original colonies, then highlighted facts from the articles based on economy, geography, government and reasons for founding.  Next, using their collected information, students worked in small groups to present their findings in a shared Google Slides presentation.Presentations ended with a brief advertisement for the colony they researched.

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 Framework3-5.CAS.b; 3-5.DTC.a.3; 3-5.DTC.b; 3-5.DTC.c

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Grade 4 Science Exploration

Forces That Shape the Earth's SurfaceStudents 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

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Grade 3 Biography Jackdaws

Students in Mrs. Holt's third grade class have been studying biographies.  Each student chose a biographical book to read and then were challenged with creating a "Biography Jackdaw" using Google Slides.A jackdaw is a crow that picks up brightly colored objects and carries them off to its nest.  For a Google Slides biography jackdaw, students collected artifacts that represented information that was relative to the person they studied.  They used their biography books and the internet tocollect their objects and information and place them in a Google Slide.Here are just a few "Biography Jackdaws"

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?

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

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

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Read Across America

In celebration of Read Across America students at Spofford Pond School read to students at the Cole School.  Over the course of four days, two students read Dr. Seuss stories such as Green Eggs and Ham and The Sneetches to all students at the Cole School.  Spofford students practiced with Mrs. Morton in the DIY Den and then used Google Hangouts to connect with the Cole School.  They read their chosen book to a live audience via video feed.

Enjoy these few pictures that capture the moment!

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Grade 4 Extensions for Google

Collecting the Pros and Cons with Read&Write for Google-Opinion Writing-Ms. Malo's Grade 4

Students in Ms. Malo's 4th grade ELA class recently learned how to use a Google extension called Read&Write.  One great feature of the extension is the ability to highlight information within documents or online articles.  Here, students are reading an online article and highlighting the pros and cons of the issue.  Once complete, the extension allows the student to collect the highlights and sort them in a new Google Doc on their drive, complete with necessary citations.  Students then can use their collection of information to begin writing about their own opinion on the issue.

Technology Essential Questions

What basic skills should students know about this digital tool?

How does this digital tool help students collect and organize information?
2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:3-5.CAS.a.4; 3-5.CAS.b.1; 3-5.CAS.b.2; 3-5.CAS.b.3; 3-5.CAS.c.4; 3-5.CAS.c.6;3-5.DTC.a.2; 3-5.DTC.a.3; 3-5.DTC.c.1; 3-5.DTC.c.4; 3-5.CS.b.1

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Science Data and Google Sheets

Grade 6:  Collecting, Organizing, Visualizing and Calculating Data with Google SheetsIn preparation for their up-coming science fair, students in Ms. Sierpina's grade 6 science classes have been busy conducting trials and collecting data to answer various scientific questions.In order to help them manage their data, students were introduced tospreadsheets using Google Sheets.Students learned to create data tables, calculate data using variousformulas and show their findings visually in charts.Check it out!

Grade 6 Students

Technology Essential Questions

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

What basic skills should students know about this digital tool?

How does this digital tool help students manage data?

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

6-8.CAS.b; 6-8.CT.a.1; 6-8.CT.a.2; 6-8.CT.c.4

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