Task: Students were required to create an inforgraphic for a topic that was meaningful to them. The first step was to research data that could be converted to percents. For example, Owl City sold 1,100,000 copies of their Ocean Eyes CD, and sold 1,350,000 total albums. This can be converted to 81 percent of their total sales. Students had to write three percent proportions for data they researched. Several students conducted a quick survey to secure the required data. The last step was for students to create an inforgraphic using easl.ly. Here are four examples from our PAP Math 7 classes.
Reflection: This was a fast-pased activity that allowed students to demonstrate their understanding of the percent proportion. There were many positive qualities about this lesson. First, students were allowed to choose a topic that was of great interest to them, which was very motivating. Next, the infographic allowed the students to show their creativity and to display their results with a fun platform. In addition, it allowed the me to have conversations with every student about their percent proportions, and to make adjustments to their misconceptions if necessary.
There were some parts of the lesson that could be improved. First, they really needed two days. I knew that some students would run with the data collection, and that others would find this very challenging. Many students did not even start the inforgraphic because they took too long to research and convert their data. In the end, I made the decision to make this a one-day assignment because of the limited time we have before STAAR. We have a very tight schedule, and one day was all we could afford to spend on this activity. Next time, I will have some previously collected data that students can convert to percents if they are struggling with finding their own. This lesson was also a good reminder that while technology can be very motivating for some students, it is not motivating for all of them. There were still several who wanted to put their head down or simply not work. Sometimes technology can be intimidating, and there will always be students who simply do not every want to work.
Conclusion: The infographic lesson was a great start for my digital classroom bridge. The students found easl.ly easy to navigate, and they applied their knowledge of percents in a fun and personal way. Most students were completely engaged the entire class period, they worked collaboratively on their inforgraphics, and I was able to evaluate their learning. Overall, I believe this had many qualities of a LEAD 2021 lesson, and that it was a positive experience for everyone.