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Dry-Erase to Digital

Students can create anything 2-dimensional on a Crayola® Dry-Erase Board. Take a digital image and upload to a class dropbox, creating a digital portfolio assessment.

  • Grade 1
    Grade 2
    Grade 3
    Grade 4
    Grade 5
    Grade 6
    Grades 7 and 8
    Grades 9-12
  • 30 Minutes or Less
  • Directions

    1. This activity can be adapted to ANY Academic or Visual Art creative activity!
    2. Students write, draw, graph, solve equations; plan, compare and create anything on this 2-D surface with any of the Crayola® Dry-Erase products. ( Crayola Dry-Erase Bright Crayons, Crayola Dry-Erase Crayons, Visi- Max Crayola Dry-Erase Markers, Crayola Washable Dry-Erase Colored Pencils, and Crayola Dry-Erase Magnetic Eraser).
    3. Crayola has several product options: White Dry-Erase Board, Black Dry-Erase Board, Dry-Erase Crayons, Dry-Erase Markers and Dry-Erase Colored Pencils.
    4. At the end of the creative activity, students or teacher can use the classroom iPad or Tablet’s built in camera and save the students image to the student’s dropbox or google drive folder.
    5. Students can also upload written assignments to accompany the works, etc.
    6. If Paper is too costly, a class set of dry erase boards can be used over and over again; class period to class period. Students will be able to create hands, non-tech works and experience technology and digital sharing.
    7. This activity is also great for sustainability, reducing, reusing and recycling.
    8. Teachers can also use these images for digital presentations, uploading to class/school/district websites and to create a digital portfolio for assessment (Student Learning Outcomes).
  • Standards

    LA: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

    LA: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

    MATH: Develop a simple sketch or drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

    MATH: Solve real life and mathematical problems using numerical and algebraic expressions and equations.

    MATH: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

    SS: use appropriate resources, data sources, and geographic tools such as atlases, data bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret information.

    SS: describe personal connections to place – especially place as associated with immediate surroundings.

    SCI: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

    VA: Choosing and evaluating a range of subject matter, symbols, and ideas.

    VA: Making connections between visual arts and other disciplines.

    VA: Identify connections between the visual arts and other disciplines in the curriculum.

  • Adaptations

    The adaptations are endless possibilities for every grade, ability, course, subject, standard, curriculum and assessment. Anything you can do on paper, you can do on the dry erase boards, take an image, upload, save and repeat, repeat, repeat!


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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