Lesson: Analyzing and Creating Infographics
- Major Topic: Infographic Structure (organizing information, analyzing information, creative presentation)
- Materials: Examples of Infographics (both scholarly and non-scholarly). Each group needs an example of an infographic. You will also need to bring white paper and some sort of art supplies. I will bring printer paper, markers, and crayons. I also have some smaller tagboards that I use instead of printer paper. Make sure you are familiar with the infographics you are discussing.
III. Required Resources: You need to use infographics for examples. You can use the samples from the 1020 resource site. I also am using the flipped classroom infographic from knewton.com. It is easily found on google, and is a good example. I also have some examples of infographics about cooking and exercise that I found through google searches. If you are in need of examples, feel free to contact me Deanna.email@example.com
- Learning Outcomes: Writing: Compose in academic genres.
- Specific Lesson Objectives:
By the end of this 80 minute lesson, the students will be able to analyze infographics for the information they present, as well as decide on methods for rearranging information to present the same information in new ways. The students will also be able to evaluate infographics for the basic elements of CRAP in graphic design.
- Transition/Focus Attention/Assess (activate and/or build) Prior Knowledge:
At the beginning of this activity, the students will be introduced to project 4. We have already looked at some infographics, and I use one to explain the syllabus. They will know what their infographics are about because they will have completed project 3.
The students will get into groups of 3 or 4 depending on class size as we discuss the particulars of Project 4.
VII. Steps/Learning Activities/Differentiated Instruction
- The first 20 minutes of the class will be spent discussing the CRAP of graphic design. We will discuss how CRAP makes a graphic presentation more attractive and easy to read. We will then discuss some good and bad examples of CRAP. These can be found on google, or contact me for examples.
- Each group will have an infographic to analyze, evaluate, and discuss. Give groups 20 minutes to do this. Each group should have a note taker. Each member of the group will answering the following questions:
- What is the infographic presenting?
- Are there interesting statistic or facts presented?
- What is the rhetorical situation of the infographic?
- What is the tone of the infographic?
- What could the infographic do better?
- Does the infographic look appealing to CRAP?
- How would you present the same information?
- The students will then spend 20 minutes on part g. They will use the provided paper and art supplies to create a new infographic that presents the same information.
- The last 20 minutes of class will be spent with each group presenting their infographic and the discussing the changes they made between the original infographic and the one they created. They will also explain what they learned about infographics and how that might help them with the infographic project.
Closure: Students will learn more about how infographics present information and how to translate their project 3 research into an infographic. Future lessons will focus on teaching students how to use software to create their infographics, as well as evaluating their project 3 materials for pertinent information to include.
Assessment Activities: Group discussion, class discussion, question sheet, created infographic on paper.