You Wouldn’t Even Know It’s Data
A lesson introducing the key components of an infographic to represent large amounts of data in a reader-friendly format
Students will learn the importance and value of using infographics in publications by studying different samples of infographics in student media. Finally, students will use data they collect to create an infographic of their own.
- Students will be able to name and identify the four main parts of an infographic.
- Students will brainstorm topics that would make good visual graphics in a student publication.
- Students will research data on a specific topic and cite their sources for their research.
- Students will convert data into a visually appealing infographic.
Common Core State Standards
|CCSS.ELA.Literacy.W-9-10.2d||Use precise language and domain-specific vocabulary to manage the complexity of a subject.|
|CCSS.ELA.Literacy.L.9-10.3||Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.|
|CCSS.ELA.Literacy.L.9-10.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies.|
|CCSS.ELA.Literacy. L.9-10.6||Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.|
Partnership for 21st Century Skills — Student Outcomes
|Learning and Innovation Skills||Creativity and Innovation
Create new and worthwhile ideas (both incremental and radical concepts)
Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
Use a wide range of idea creation techniques (such as brainstorming)Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
|Life and Career Skills||Initiative and Self-Direction
Monitor, define, prioritize and complete tasks without direct oversight
|Information, Media and Technology Skills||Information Literacy
Access information efficiently (time) and effectively (sources)
Evaluate information critically and competentlyManage the flow of information from a wide variety of sources
Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.
Use technology as a tool to research, organize, evaluate and communicate information
Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy.
Colored pencils or markers
Recommended: Computers with Internet or personal mobile devices
1. Introduction — 25 minutes
Use the Infographics slideshow to present material about infographics, including the four main parts, common types and design considerations. Lead students through guided note-taking.
2. Group practice — 20 minutes
Invite students to explore websites to find additional examples of infographics and data visualization. This may lead to websites such as Visual.ly or online generators like Piktochart. After students search using their mobile devices or classroom computers, conduct a discussion on their findings (located on the final slides of the Infographics presentation).
3. Check for understanding — 10 minutes
Distribute the Infographic Labeling worksheet. Students will demonstrate their understanding of the material by labeling the headline, data, visual and source of an infographic.
4. Skill development — 55 minutes
Reconnect to the previous discussion, using the board as a way to record ideas as students brainstorm different kinds of topics that could be creative as an infographic. Ideally, they generated a list individually, met with a partner to select their best idea and then shared with the class (refer to final slides of the Infographics presentation). Once you have a list of topics on the board, students will work in pairs to create an infographic for one of the topics. As students research, they will use the research notes handout to record information about their topic. Depending on the type of infographic they plan to create, dates, times, statistics, percentages, numerical data and identification (parts of a whole) work best. If you do not have access to computers with Internet or students with mobile devices for conducting online research, assign that component as homework and resume the design/creation on another day. (You might also choose to make this an individual assignment rather than a partner project if students will be researching their topics outside of class.)
After researching, students will use their notes to create an infographic about their topic using paper and markers or colored pencils. Students should incorporate what they’ve learned throughout each design lesson, making decisions based on principles of design, type, space and color to present information visually.
|Four parts||The infographic is missing two or more parts: headline, data, visual, source.||The infographic is missing one of the main components: headline, data, visual or source.||The infographic includes all four of the main parts: headline, data, visual and source.||____ / 8|
|Content||Most of the infographic is an image, with very little or no data. The data present may not be relevant to the infographic, and/or does not make sense to the reader.||Most of the content is relevant to the design of the infographic. The infographic may need some additional information to make sense to the reader.||The content is relevant to the design of the infographic. The content is complete and gives a clear picture about the topic to the reader.||____ / 8|
|Visual appeal||The infographic is visually unappealing, the colors distract from the content of the data, and/or it does not maintain the interest of the reader.||The infographic is visually adequate, uses colors but not with a clear purpose, but could get lost when surrounded by other content because of its lack of appeal.||The infographic is visually appealing, uses purposefully chosen colors and draws the reader’s attention.||____ / 8|
|Focus of information||The data presented in the infographic does not have a specific purpose or focus. The information is too general or broad.||n/a||The data presented in the infographic has a specific purpose or focus. The information is specific and meaningful.||____ / 8|
|Total points||____ / 32|