Kindergarten Meteorologists

Hello everyone! Today, we're meteorologists! We're going to talk about severe weather, like thunderstorms and tornadoes, using our cool green screen by DoInk. We've researched severe weather and how you can prepare for it. Thunderstorms have loud sounds and bright flashes of lightning, but we stay safe indoors until they pass. Tornadoes are very strong winds that spin in a circle. They can be scary, so it's important to know what to do if one comes near us. Let's learn more about weather and how to stay safe together!

In this engaging project-based learning (PBL) lesson, kindergarten students became meteorologists. They explored extreme weather and how it affects people and communities, aligning with Massachusetts science standard K-ESS3-2. Through hands-on activities, they investigated different types of extreme weather, such as hurricanes, blizzards, tornadoes and thunderstorms, and learned how to stay safe during these events. Using creative storytelling and technology, students scripted and recorded their own weather reports in front of a green screen, bringing their learning to life as they "broadcasted" from different weather conditions. This immersive experience fosters curiosity, collaboration, and communication skills while building foundational science knowledge in a fun and meaningful way.

Watch our Kindergarten meteorologists in Mrs. Halligan's class.

The Art of the Assist: A Digital Learning Specialist’s Guide to Launching ST Math Puzzle Talks in 3rd Grade

How tech coaches and K-3 teachers collaborate to move math from silent screens to lively classroom conversations.

Walk into any Kindergarten through 3rd-grade classroom during "ST Math time," and what do you hear? Usually, it’s a symphony of intense silence, broken only by clicks on their device and the occasional cheer (or groan) depending on the fate of JiJi the penguin.

Students love the independence of ST Math. They love the visual puzzles. But as educators, we know that profound mathematical understanding doesn't happen in a vacuum. It happens when students have to articulate their thinking, defend their strategies, and analyze mistakes together.

This is where the partnership between the Classroom Teacher and the Digital Learning Specialist (DLS) becomes vital.

As a DLS, my job isn't just to ensure the iPads are charged or the software is updated. My job is to bridge the gap between the digital tool and high-quality instruction. Recently, I had the privilege of supporting all of our Kindergarten - 3rd grade teachersin introducing their very first whole-group "Puzzle Talk."

Here is a look at how we moved JiJi from a solo activity to a collaborative learning event.

The Pre-Game: Co-Planning the "Why"

Before entering the classroom, our Math Curriculum Coordinator and I met with for teachers during their data day. Some teachers shared that students were breezing through ST Math levels individually, but when faced with similar word problems on paper, they struggled to explain their work.

We agreed on the solution: A Puzzle Talk.

A Puzzle Talk uses an ST Math puzzle as a prompt for a whole-class discussion. The goal isn't just to solve the puzzle; it's to slow down the action and analyze the mathematics behind the animation.

Our Co-Planning Checklist:

Select the Puzzle: We chose a "high-leverage" puzzle—one just difficult enough that students wouldn't immediately know the answer, forcing them to hypothesize.

The Scene: Launching the Puzzle Talk in 3rd Grade to Introduce Fractions

In each classroom, students gathered on the rug, surprised to see ST Math projected on the big screen instead of on their individual devices.

Step 1: Notice and Wonder
I opened the puzzle. JiJi was stuck at the start of their journey, with no directions given.

"Alright, detectives," I started. "Hands in your laps. Don't try to solve it yet. Just tell me: What do you notice? What do you wonder?"

A student yelled: "The answer is 1/2."

My response: "Hold onto that prediction! Right now, I just want to know what you see on the screen."

Slowly, observations trickled in.

Step 2: Predict and Justify (The Partnership in Action)

Once we established the visual landscape, we moved to prediction.
"Turn and talk to your neighbor," I said. "What should we do first, and why do you think that will work?"

As the room buzzed with student debates, the teacher and I circulated. This was her moment to shine. She leaned in and whispered to pairs, "I hear you saying 'slide the bar over,' but what does that look like in the fraction box? How many parts are there?" She was grounding their digital gameplay in mathematical concepts.

Step 3: The Reveal and The Analysis (Embracing the Mistake)

We called on a student, Johnny, to give us a strategy. "Break up the box into what the numerator is" he suggested.

I followed his instruction. I slid the bar over to do this.

JiJi ran, tripped over the piled-up blocks, and bounced back to the start.

The class groaned, but I threw my hands up excitedly. "Awesome! It didn't work! Now we get to be real detectives. Watch the animation again. Exactly where did JiJi trip?"

This is the crux of the Puzzle Talk. The digital tool provides immediate, non-judgmental visual feedback. We replayed the failure three times. The students realized the blocks needed to be placed sequentially, end-to-end, to create a smooth path.

The Takeaway

The role of the Digital Learning Specialist in K-3 isn't just about introducing new apps. It’s about helping teachers leverage the tools they already have to deepen instruction.

By co-planning and modeling a Puzzle Talk, we took a silent digital experience and turned it into a loud, messy, wonderful math conversation.

Digital Resources for March

St. Patrick's Day Resources







Pi Day



Women's History Month

The Art of the Assist: A Digital Learning Specialist’s Guide to Launching ST Math Puzzle Talks

How tech coaches and K-3 teachers collaborate to move math from silent screens to lively classroom conversations.

Walk into any Kindergarten through 3rd-grade classroom during "ST Math time," and what do you hear? Usually, it’s a symphony of intense silence, broken only by clicks on their device and the occasional cheer (or groan) depending on the fate of JiJi the penguin.

Students love the independence of ST Math. They love the visual puzzles. But as educators, we know that profound mathematical understanding doesn't happen in a vacuum. It happens when students have to articulate their thinking, defend their strategies, and analyze mistakes together.

This is where the partnership between the Classroom Teacher and the Digital Learning Specialist (DLS) becomes vital.

As a DLS, my job isn't just to ensure the iPads are charged or the software is updated. My job is to bridge the gap between the digital tool and high-quality instruction. Recently, I had the privilege of supporting all of our Kindergarten - 3rd grade teachersin introducing their very first whole-group "Puzzle Talk."

Here is a look at how we moved JiJi from a solo activity to a collaborative learning event.

The Pre-Game: Co-Planning the "Why"

Before entering the classroom, our Math Curriculum Coordinator and I met with for teachers during their data day. Some teachers shared that students were breezing through ST Math levels individually, but when faced with similar word problems on paper, they struggled to explain their work.

We agreed on the solution: A Puzzle Talk.

A Puzzle Talk uses an ST Math puzzle as a prompt for a whole-class discussion. The goal isn't just to solve the puzzle; it's to slow down the action and analyze the mathematics behind the animation.

Our Co-Planning Checklist:

Select the Puzzle: We chose a "high-leverage" puzzle—one just difficult enough that students wouldn't immediately know the answer, forcing them to hypothesize.

The Scene: Launching the Puzzle Talk

In each classroom, students gathered on the rug, surprised to see ST Math projected on the big screen instead of on their individual devices.

Step 1: Notice and Wonder
I opened the puzzle. JiJi was stuck at the start of their journey, with no directions given.

"Alright, detectives," I started. "Hands in your laps. Don't try to solve it yet. Just tell me: What do you notice? What do you wonder?"

A student yelled: "The answer is a circle."

My response: "Hold onto that prediction! Right now, I just want to know what you see on the screen."

Slowly, observations trickled in.

Step 2: Predict and Justify (The Partnership in Action)

Once we established the visual landscape, we moved to prediction.
"Turn and talk to your neighbor," I said. "What should we do first, and why do you think that will work?"

As the room buzzed with student debates, the teacher and I circulated. This was her moment to shine. She leaned in and whispered to pairs, "I hear you saying 'add the blocks,' but what does that look like on the number line? Are we moving right or left?" She was grounding their digital gameplay in mathematical concepts.

Step 3: The Reveal and The Analysis (Embracing the Mistake)

We called on a student, Leo, to give us a strategy. "Put all the blocks on the line at the same time!" he suggested.

I followed his instruction. I clicked the green button.

JiJi ran, tripped over the piled-up blocks, and bounced back to the start.

The class groaned, but I threw my hands up excitedly. "Awesome! It didn't work! Now we get to be real detectives. Watch the animation again. Exactly where did JiJi trip?"

This is the crux of the Puzzle Talk. The digital tool provides immediate, non-judgmental visual feedback. We replayed the failure three times. The students realized the blocks needed to be placed sequentially, end-to-end, to create a smooth path.

The Takeaway

The role of the Digital Learning Specialist in K-3 isn't just about introducing new apps. It’s about helping teachers leverage the tools they already have to deepen instruction.

By co-planning and modeling a Puzzle Talk, we took a silent digital experience and turned it into a loud, messy, wonderful math conversation.

January at Fuller Meadow

Kindergarten:
Get ready to slide into science! Our junior engineers are taking on the Great Sled Challenge, where they’ll design and build custom ramps to see whose sled can travel the farthest across the finish line. By experimenting with different materials and slopes, students will explore the basics of physics—specifically how the height of their ramp changes the distance their sled travels. We’ll be grabbing our rulers to measure every record-breaking jump, turning our classroom into a winter laboratory of gravity, friction, and high-speed fun!

STEM Concepts We're Exploring

Gravity: Learning what pulls the sled down the hill.

Slope: Seeing if a steeper ramp makes a faster ride.

Measurement: Using tools to track height (inches/cm) and distance (feet/meters).

1st Grade

There’s a special kind of magic in a first-grade classroom when we get to use the Chromebooks for the first time. This week, our budding tech experts officially launched their digital learning journey!

Introducing Chromebooks to six-year-olds can feel like a tall task, but our first graders handled it like absolute pros. Here’s a look at how we got started and the skills we’re already mastering.

🐝 Safety First: The 4 Bees

Before we even opened the lids, we talked about how to treat our new tools with "tender loving care." We are applying our school’s 4 Bees to the digital world to make sure everyone stays successful:

Be Kind: We use our words to build others up when working online.

Be Responsible: We carry our Chromebooks with two hands (the "hug" hold) and make sure they are plugged in to charge.

Be Respectful: We listen for the "Screens Down" signal and treat the hardware gently.

Be Safe: We only visit the apps and sites our teachers approve.

🚀 Logging In? It’s a Snap!

Forget the days of students struggling to remember complex strings of numbers and symbols. We used Clever Badges to sign in. Each student has a unique QR code on a card; they simply hold it up to the Chromebook camera, hear a "beep," and they are in!

The look of pure joy when the screen magically unlocks is definitely the highlight of the week.

🎨 Learning the Ropes with Seesaw

Once we were logged in, we headed straight to Seesaw, our digital portfolio app. Our first mission was a "Chromebook Scavenger Hunt" activity designed to build muscle memory.

Here is what we practiced:

Mastering the Trackpad: Using "point and click" to move items around the screen.

The Power of the Keyboard: We practiced finding letters to type our names as well as capitalizing our name.

Digital Artistry: Students used the drawing tool to create self-portraits.

Shape Shifting: This was the fan-favorite! We learned how to insert shapes, change their colors, and grab the corners to resize them from tiny dots to giant circles.

💡 Why This Matters

While it looks like play, these activities are foundational. Learning how to navigate a trackpad and manipulate digital objects builds the fine motor skills and digital literacy our students will use for the rest of their lives. Plus, seeing their work instantly uploaded to their digital portfolio gives them a huge sense of pride.

2nd Grade

Our 2nd graders got to put their math skills to the test. They participated in the ultimate IXL Spark Studio Jeopardy challenge! Students tackled the "Zero Heroes" category, where they practiced the super-cool trick of triple-digit subtraction across zeros. It might seem tricky when you see a number like 500, but they knew just what to do to turn those zeros into powerful tens and nines. Students worked in pairs with their whiteboards, remained focused, and solved big-number puzzles.

Kindergarten STEM project - January edition

Get ready to slide into science! Our junior engineers are taking on the Great Sled Challenge, where they’ll design and build custom ramps to see whose sled can travel the farthest across the finish line. By experimenting with different materials and slopes, students will explore the basics of physics—specifically how the height of their ramp changes the distance their sled travels. We’ll be grabbing our rulers to measure every record-breaking jump, turning our classroom into a winter laboratory of gravity, friction, and high-speed fun!

STEM Concepts We're Exploring

Gravity: Learning what pulls the sled down the hill.

Slope: Seeing if a steeper ramp makes a faster ride.

Measurement: Using tools to track height (inches/cm) and distance (feet/meters).

Big Keys, Big Dreams: Our First Day with Chromebooks in 1st Grade

There’s a special kind of magic in a first-grade classroom when we get to use the Chromebooks for the first time. This week, our budding tech experts officially launched their digital learning journey!

Introducing Chromebooks to six-year-olds can feel like a tall task, but our first graders handled it like absolute pros. Here’s a look at how we got started and the skills we’re already mastering.

🐝 Safety First: The 4 Bees

Before we even opened the lids, we talked about how to treat our new tools with "tender loving care." We are applying our school’s 4 Bees to the digital world to make sure everyone stays successful:

Be Kind: We use our words to build others up when working online.

Be Responsible: We carry our Chromebooks with two hands (the "hug" hold) and make sure they are plugged in to charge.

Be Respectful: We listen for the "Screens Down" signal and treat the hardware gently.

Be Safe: We only visit the apps and sites our teachers approve.

🚀 Logging In? It’s a Snap!

Forget the days of students struggling to remember complex strings of numbers and symbols. We used Clever Badges to sign in. Each student has a unique QR code on a card; they simply hold it up to the Chromebook camera, hear a "beep," and they are in!

The look of pure joy when the screen magically unlocks is definitely the highlight of the week.

🎨 Learning the Ropes with Seesaw

Once we were logged in, we headed straight to Seesaw, our digital portfolio app. Our first mission was a "Chromebook Scavenger Hunt" activity designed to build muscle memory.

Here is what we practiced:

Mastering the Trackpad: Using "point and click" to move items around the screen.

The Power of the Keyboard: We practiced finding letters to type our names as well as capitalizing our name.

Digital Artistry: Students used the drawing tool to create self-portraits.

Shape Shifting: This was the fan-favorite! We learned how to insert shapes, change their colors, and grab the corners to resize them from tiny dots to giant circles.

💡 Why This Matters

While it looks like play, these activities are foundational. Learning how to navigate a trackpad and manipulate digital objects builds the fine motor skills and digital literacy our students will use for the rest of their lives. Plus, seeing their work instantly uploaded to their digital portfolio gives them a huge sense of pride.