Activity 3 has students draw and "write" in a journal and allows students to dictate ideas that an adult records, showing adult guidance and support for producing content. The activity explicitly offers adult help to share an image on a social media site like Instagram, providing an example of using a digital tool to publish their work.

Students and an adult type the poem in a large font on a word processing program so the child can see and the pair can change words together. Students are instructed to print and share the poem after composing, demonstrating producing and outputting written work. Students may listen to poems on CD or MP3 files, giving them experience with digital audio tools.

In Activity 3, students are asked to dictate a poem, have an adult write it in their journal, and create an illustration. The activity then directs adults to "explore children's publishing programs (like Adobe Slate or myStorybook) and help her type in and add illustrations to her poem," which involves using digital tools with adult support to produce a written and illustrated piece.

Students watch an online owl video (a digital tool) as part of Activity 1. Students are prompted to do optional internet research about different kinds of owls and to print pictures from websites to include on a small poster. Students dictate or write facts about owls on the activity page and may present their poster to friends or family.

The lesson's Activity 3 includes an "Optional Extension: Record your child's poem for her. Share it with family or friends," which asks students to create a recording and share it. The lesson also provides a Web Link that directs users to a downloadable PDF of the poem, which requires accessing a digital file.

The lesson asks students to do "free" writing about any topic and to dictate to an adult if they are not yet writing independently, which practices producing written work. The lesson instructs students to share their work "with others to receive comments, suggestions, and questions" and describes adults offering specific compliments and one age-appropriate suggestion for improvement. The text also guides adults to write down exactly what a child dictates and to identify strengths and suggest adding more detail.

The lesson asks the child to "print pictures from the Internet" as one option for illustrating the "I Am a Good Citizen!" list and provides a YouTube link for the "Kindness Song" video. Students are directed to listen to and sing along with the online video and may perform or act out the song, which exposes them to a digital media source.

The lesson directs an adult and child to "do some online research" using the National Geographic Kids website about zebras, which has information and pictures. The optional extension asks the child to dictate a "report" about zebras and to use the Zebra Research page to organize research, and it suggests sharing the work with family or friends.

Students are asked to "go online and research 'plants found in the ________'" to find names of plants for their habitat charts. The lesson also tells students they can "go online and draw or label the consumer and energy sources" if they can't find matches in the book. These directions require students to use digital resources to gather information and optionally create or label images online.

Students are encouraged to take pictures of community buildings and print the pictures for a poster (Activity 2) and are given the option to take a virtual tour of the community online and print pictures from the Internet. The lesson suggests using a small tape recorder to record interviews during a field trip. Students also label places on a poster and write or dictate brief descriptions of how each place serves the community.

Students are asked to take a picture of their prediction chart or boxes after sorting objects, which requires using a digital camera or device. The lesson directs students to watch a linked online video about sinking and floating, exposing them to digital media. The Skills list includes 'Use words that describe in speech and writing,' which suggests opportunities to record observations.

The lesson asks the child to record or dictate a water-usage log and suggests she may take a picture each time water is used and print the pictures to make a collage (Activity 1). The lesson links to an online music video about rocks and explicitly tells the child to take photos of discoveries and keep a list of findings (Activity 2).

The poster option tells students they can "find pictures online to print and create a poster" and asks them to use words and sentences on the poster, which involves adult help for writing. Adult prompts and support are described throughout (help gather supplies, record dictated ideas, help with writing and practice presentations). The lesson also asks students to present their work to a small group or family, providing an opportunity to share a produced artifact.

Students plan and prepare party materials and are instructed that they can "make invitations with the place, date, and time of the party, or ... invite guests by telephone or email," which gives students an opportunity to compose invitation text and send it via email. Students also record ideas on charts and check off supplies, showing practice with producing written plans (though these are presented as paper worksheets).

Students are directed to explore and use specific online tools (My Storybook and Imagine Forest) to create a digital storybook, including watching a tutorial, uploading images, selecting scenes, typing the story, and arranging images and backgrounds. Adults are instructed to provide guidance by helping children record dictated stories, keep them on track, and assist with typing and placing images. The lesson explicitly instructs students to publish and share the finished digital storybook with family.

The lesson asks students to go online to print pictures to cut and glue onto charts and book covers, which involves using the Internet as a digital resource. Students are prompted to write or dictate sentences and assemble those pages into a physical book and give a presentation to family. The materials direct adults to help students put pictures in chronological order and to use printed internet images in their projects.