Note: This lesson is inspired by the article For the Love of Infographics by Kelsie Fowler in the March 2015 issue of Science Scope. Both of the PowerPoints are based off the digital resources associated with that article.
To begin this lesson, I ask students to define what they think an info graphic is and to record their answer in their notebooks.
After all students have written an answer, I use the End of Humanity Infographics PowerPoint to show them some examples and explain that they will be creating an infographic that summarizes their plan for redesigning humanity for their chosen extreme ecosystem.
There are many ways that students can approach this assignment and, while I do allow them to make the ultimate decision, I suggest they use microsoft word to create their infographic and to follow the steps listed in the Using Word for Infographic PowerPoint along with the Checklist for Infographic to ensure they include all of the required information.
Students who are well versed in the Google platform can use Google draw to achieve the same goal and many of the same tips from the PowerPoint will apply. Additionally, students who like to use technology and are willing to figure out things on their own are free to use the following websites to create their infographic. All are free and relatively easy to navigate.
While all of the final products must be digital, some students are going to find that it is easier to hand draw their human redesigns. To make this option more desirable for students who feel they cannot draw very well, I provide some Human Silhouettes For Tracing they can use. Once students complete their drawing, I scan it into the computer and email them the digital image (saved as a jpeg) which they can insert into their infographic. Here are some examples of student drawings, both using the silhouettes and free hand.
Once students have their image(s), because they may choose to just draw the areas of the body that will showcase some adaptations, it is important to remind them to refer to the checklist to ensure they are adding the written information that is required which is as follows:
CONTENT( be sure to follow the rubric requirements)
Here are a couple examples to demonstrate how some groups approached this task.
Once all students have completed their redesign, I ask them to respond to the question, "If given the opportunity to turn into your creation and live as part of that ecosystem for a week, would you?" Explain why or why not.
Here are some student responses (one for the deep ocean and one for space).