ALEX Learning Activity

  

Infograms: Show Your Data!

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Amanda Dykes
System:Jefferson County
School:Jefferson County Board Of Education
  General Activity Information  
Activity ID: 854
Title:
Infograms: Show Your Data!
Digital Tool/Resource:
Infogram
Web Address – URL:
Overview:

Infogram allows you to easily take data and create infographics. Use charts as well as pictures to display data into an easy to read and understand and attractive digital poster that can be displayed alone or embedded into a website.

  Associated Standards and Objectives  
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 6-8
2 ) Publish digital products that communicate curriculum concepts.

Examples: Web pages, videos, podcasts, multimedia presentations

Technology Education
TC2 (2009)
Grade: 6-8
11 ) Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.

Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases

-  collecting—probeware, graphing calculators

-  organizing—graphic organizers, spreadsheets

-  evaluating—reviewing publication dates, determining credibility

-  synthesizing—word processing software, concept-mapping software

Technology Education
TC2 (2009)
Grade: 6-8
12 ) Use digital tools to communicate and collaborate at all levels from interpersonal to global.

Examples: instant messages, e-mail, blogs, wikis, collaborative authoring tools, online learning communities

•  Demonstrating digital file transfer
Examples: attaching, uploading, downloading

Technology Education
TC2 (2009)
Grade: 6-8
14 ) Use digital tools to generate new ideas, products, or processes.

Examples: ideas—predictions, trends

-  products—animation, video

-  processes—models, simulations

Mathematics
MA2015 (2016)
Grade: 6
28 ) Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6-SP4]


NAEP Framework
NAEP Statement:
4DASP1b: For a given set of data, complete a graph (limits of time make it difficult to construct graphs completely).

NAEP Statement:
8DASP1b: For a given set of data, complete a graph and then solve a problem using the data in the graph (histograms, line graphs, scatterplots, circle graphs, and bar graphs).


Mathematics
MA2015 (2016)
Grade: 6
29 ) Summarize numerical data sets in relation to their context, such as by: [6-SP5]

a. Reporting the number of observations. [6-SP5a]

b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. [6-SP5b]

c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation) as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. [6-SP5c]

d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. [6-SP5d]


NAEP Framework
NAEP Statement:
4DASP1c: Solve problems by estimating and computing within a single set of data.

NAEP Statement:
4DASP2b: Given a set of data or a graph, describe the distribution of data using median, range, or mode.

NAEP Statement:
8DASP2a: Calculate, use, or interpret mean, median, mode, or range.

NAEP Statement:
8DASP2b: Describe how mean, median, mode, range, or interquartile ranges relate to distribution shape.

NAEP Statement:
8DASP2c: Identify outliers and determine their effect on mean, median, mode, or range.


Mathematics
MA2015 (2016)
Grade: 7
17 ) Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. [7-SP1]


NAEP Framework
NAEP Statement:
8DASP1a: Read or interpret data, including interpolating or extrapolating from data.

NAEP Statement:
8DASP3b: Distinguish between a random and nonrandom sample.


Mathematics
MA2015 (2016)
Grade: 7
18 ) Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7-SP2]

Example: Estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.


NAEP Framework
NAEP Statement:
8DASP1c: Solve problems by estimating and computing with data from a single set or across sets of data.

NAEP Statement:
8DASP2a: Calculate, use, or interpret mean, median, mode, or range.

NAEP Statement:
8DASP3a: Given a sample, identify possible sources of bias in sampling.

NAEP Statement:
8DASP4e: Determine the sample space for a given situation.


English Language Arts
ELA2015 (2015)
Grade: 6
35 ) Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]

English Language Arts
ELA2015 (2015)
Grade: 7
34 ) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]

Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
R5) Locate and curate information from digital sources to answer research questions.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate and curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources to answer a given research topic.
  • how to cite sources.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available, so it is important to validate the information and to cite the source of the information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
23) Discuss how digital devices may be used to collect, analyze, and present information.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • discuss various methods for using digital devices to collect, analyze, and present information.
Knowledge:
Students know:
  • that information can be presented in many ways.
Skills:
Students are able to:
  • identify ways to collect, analyze, and present information.
Understanding:
Students understand that:
  • devices can be used to collect, analyze, and present information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • construct content designed for specific audiences through an appropriate medium.
Knowledge:
Students know:
  • how to select and design an appropriate medium to display designed content.
Skills:
Students are able to:
  • select the best medium for the content design.
Understanding:
Students understand that:
  • while many mediums exist, it is best to select the one most appropriate to your intended audience.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
23) Demonstrate the use of a variety of digital devices individually and collaboratively to collect, analyze, and present information for content-related problems.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use any devices available for data collection and research to present on an assigned or chosen content
  • related issue.
Knowledge:
Students know:
  • that often there exists a devices that will be better for a task than another device.
Skills:
Students are able to:
  • use multiple devices to research and collect data to compile a presentation.
Understanding:
Students understand that:
  • in research, the tool used is less important than the information gathered.
Learning Objectives:

Students will analyze data and then design an infographic to display the researched data. 

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

The students will gather informational data about a topic of research. The students will use the data to create a spread sheet and import to infogram to design a poster. 

Assessment Strategies:

Rubric used while looking at completed poster. 


Advanced Preparation:

Decide how students will set up accounts or set up a class account. Ensure Internet access and computers/tablets are available for the students. 

Variation Tips (optional):

This is also a great to do before actually writing a research paper. 

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: