Lesson Overview:

In this lesson, students are introduced to infographics.  Some infographics use symbols, and the lesson focuses on the use of symbols to help convey information and represent facts in infographics.  We want the children to find more and different uses for symbols, and infographics are a great way to get them into information-rich nonfiction while keeping the link to their Unit of Inquiry.

Lesson Plan:

Suggested Grades:

2-4

Objective:

Given infographics from What’s Where in the World, each student will collect 10 symbols and explain what those symbols represent.  (AASL 4.1.4, “Seek information for personal learning in a variety of formats and genres.”)

Suggested Time:

45-50 minutes

Success Criteria:

Students will record ten symbols and their meanings from child-friendly infographics.

Lesson Outline:

1. Introduction:

Remind the students that they are working on signs and symbols in their current Unit of Inquiry.  Ask them places where they commonly find signs and symbols.  Explain that today they will learn how symbols can be used in infographics.

Teach what an infographic is.  Generally, infographics:

• Contain facts or information
• Include art (often symbols)
• Tell the reader something about the information

Show a few examples of infographics from What’s Where in the World so that the kids get an idea of what an infographic looks like.  Be sure to point out color coding, keys, text boxes, or other features that make the infographics understandable.  For this lesson, try to focus on infographics that use symbols so that the children are sure to connect their learning to the Unit of Inquiry.

2. Main:

Explain to the children that today they will be given several infographics.  They should use at least three of the infographics to record symbols.  Not only should they record the symbols, but the meaning of the symbol.

Pass out the student assignment sheet.  Show the children the ten boxes where they should record the symbols they find in the infographics.  Demonstrate how to search for symbols by doing the first one together.  For example, in the “Food Production” infographic on page 92-93, fruit is represented by three bananas.  Quickly sketch three bananas in the first box, label that symbol “fruit,” and then let the children search for the remaining nine symbols.

Make sure that each table has enough infographic copies so that children can easily search for infographics, record their work, then swap infographic sheets with their neighbors.

3. Conclusion:

Ask the children to tell you some of the symbols they found.  If there is time, perhaps as they work, make a class Infographic Symbols Chart.  List each symbol they found, and then let them draw the symbols.  As a class, they will discover many more than ten.  Review the Infographic Symbols Chart at the end of the lesson.  This Infographic Symbols Chart would be an excellent product as evidence of learning from today’s lesson.

Resources:

Copies of infographics from What’s Where in the World by Dorling Kindersley, placed on each table where the kids can easily reach them. The following infographics use symbols that fit this lesson:

1. Deadly Creatures, p. 48-49
2. Sharks, p. 56-57
3. Billionaires, p. 90-91 (only one symbol, so this one is easy!)
4. Food Production, p. 92-93
5. Pollution, p. 98-99
6. Alternative Energy, p. 106-107
7. Armed Forces, p. 130-131
8. Ancient Wonders, p. 142-143
9. Holy Places, p. 168-169
10. Tourism, p. 170-171
11. Festivals, p. 176-177

Notes: Some of the infographics in What’s Where in the World may be too advanced for your students.  I’ve tried to give enough options so that you can choose some that your students may be most interested in.  If the infographics in the book are too difficult, or if your library does not have the book, look at Google Images or Pinterest for “Infographics for Children” and you will have many more choices.  This lesson can be taught with any child-friendly infographics, not only those from the recommended text. 

If you have a Follett Titlewave account, search under the tag “Includes Infographics.”  This will give you a few more options for books with infographics if you would like more for your library.  Follett also offers several free teaching resources to accompany some of their infographics books.  So, if your school could benefit from more material on infographics, please check-out the free teaching resources available through Titlewave.

Recommended books for this lesson:

What’s Where in the World, published by Dorling Kindersley.

Key Terms:

Infographics, Information Visualization, Visual Communication, Symbols

 

Student Handout, Infographics and Symbols

Lesson Overview:

In this lesson, students learn to identify and name symbols of their host country.  I have written this lesson for the six official symbols of the United Arab Emirates, but you can adjust the symbols to match your home/host country.  The information literacy skill is listening, something kids really have a hard time doing when they are excited!

Lesson Plan:

Suggested Grades:

2-3

Objective:

Identify and name six symbols of your home/host country.  Also, sketch at least one symbol of your home/host country.  (AASL 1.1.6, “Read, view, and listen for information presented in any format . . . in order to make inferences and gather meaning.”)

Suggested Time:

35-45 minutes

Success Criteria:

Each student will identify and label six national symbols.  Students will also sketch at least one national symbol, typically the official crest or emblem of the country.

Lesson Outline:

1. Introduction:

Ask students to give you a common symbol for love, for peace, or for “stop.”  Ask them to state what a symbol is.  Explain that today they will be given clues about symbols of their host country.  For the United Arab Emirates, there are six official symbols – there may be more or less for your country.  However, I have found that six is a comfortable number to work with.  Explain that they will have to listen carefully to identify the clues and name the symbols.

Pass out the student assignment sheets, make sure everyone writes his/her name on the paper, and give the children a few minutes to have a good look at the symbols.

2. Main:

One at a time, present the clues for each of the six symbols.  (Sample clues for the UAE can be found at the end of the Student Assignment Sheet.)  I have found that children do not listen carefully and often make inappropriate guesses.  Work slowly and be patient.  Help the children think through their responses.  If you are describing a traditional boat (dhow) and the child answers, “skyscraper,” ask whether a skyscraper can help a pearl diver reach the pearls in the ocean.

Usually I end up giving letter clues on a white board or flipchart paper.  I write “d” then “dh” then “dho” until someone can give me the entire word, “dhow.”  Don’t ever completely give away an answer, but use your most effective strategy for helping the children make educated guesses or connect to what they may already know.

After all six symbols with pictures have been identified, give more clues for symbols that children can draw in the three large remaining boxes.  I always use the national emblem or national crest.  For the UAE, the national emblem has four main parts:  golden falcon, flag, stars, and banner.  Make sure that the children have the essential parts of whichever symbol you describe.  I also project a picture of the symbol they are intended to draw so that they have a sample to guide them.  My students usually only have time for one drawing, but I have left three boxes in case your kids have time to draw more national or state symbols.

3. Conclusion:

Ask the students to check their work to make sure that it is complete.  Do a quick wrap-up by giving clues again and having the class answer in unison.  They should be able to quickly and correctly answer questions about all six symbols they labeled and any symbols that they drew.  By the end of the lesson my kids were good to go with “dhow,” “dallah,” “oryx,” “falcon,” “date palm,” “UAE flag,” and “UAE emblem.”

Resources:

1. Copies of Student Assignment Sheet (attached.)
2. Clipboards
3. Clues/Hints for the chosen symbols. I have included a sample of hints at the end of the student assignment sheet.
4. Computer with an Internet connection for accessing Google Images.
5. Projector and screen for showing children the national emblem/crest or any other symbols you ask them to sketch.

Notes:

In my experience, the children have seen the symbols, but usually can’t name them, and they know very little about their meanings.  When I wrote this lesson, I thought it would be a “bust.”  I assumed that the kids would already know the material, and that we’d zip through the clues and still have time for drawing a lot of complicated new symbols at the end.  I was completely wrong!  It took them a long time to listen to and understand the clues and then name the matching symbol.  Writing the name of the symbol below the picture took even longer.  Conceptually this is a simple lesson, but it is hard work for many of the children.

Recommended Books for this Lesson:

None

Key Words:

Signs, Symbols, UAE, Signage, Emblem, Dhow, Dallah, Oryx, Date Palm, Falcon, Flag

Student Assignment Sheet, UAE Symbols

The second lesson in the Signs and Symbols unit is a lesson on using the five finger rule .  The lesson on this rule is in the Back to School and Library Games area.  It’s Lesson #4, Five Finger Rule for Choosing Just Right Books.  Please click here to see the lesson.

Lesson Overview:

In this lesson, students “tune in” to their new unit on signs and symbols.  Since libraries have so many signs, there is a great real-world connection.  To start the unit, I like to have kids look for signs and symbols they can find.  However, it is also important for them to think about and design new signs/symbols that could be used to improve the library!

Lesson Plan:

Suggested Grades:

2-3

Objective:

Identify and sketch four signs or symbols in the library.  Also, design four new signs and symbols that could be used to provide signage for the nonfiction collection.  (AASL 3.3.4, “Create products that apply to authentic, real-world contexts.”)

Suggested Time:

30-40 minutes

Success Criteria:

Each student will complete eight simple sketches, four of existing signs or symbols and four original symbols.

Lesson Outline:

1. Introduction:

Ask students to tell you a little bit about what they have been learning.  What is a sign or symbol?  What purposes do they serve?  Where can they be found?

2. Main:

Explain that signs and symbols are an important part of every library.  They probably have walked by dozens of signs and symbols in the library and never even thought about them before!

Part 1:  Make simple drawings of four signs or symbols you see in the library.

Part 2:  Return to the lesson area, review the slide with nonfiction topics, and design four new symbols.  Be firm about developing symbols and not signs.  Signs in which the kids only spell what they are thinking requires much less effort.  They’ll have to do more thinking to design symbols.

3. Conclusion:

Ask a few students to share their work with a partner.  Ask for a few to share their findings with the class.  Wrap up by encouraging the students to be aware of signs and symbols in the library.

Resources:

1. Student Handout/Worksheet (attached).
2. Slide showing nonfiction categories that could use improved signage.  (See attached Topic Guide.)
3. Sample completed student worksheet (attached).

Notes:

This is an easy and effective lesson.  A Grade 2 teacher and I came up with this one on the fly when discussing a new Unit of Inquiry that didn’t have many lessons developed for it yet.  Librarians think about “signage” and there is no reason why the students can do a bit of thinking and inquiry on this as well.

I like to give students a small gift when it is their birthday.  I have a sign in my library that says, “Is today your birthday?  Please see Miss Betty for a birthday surprise.”  Between the two sentences is an enormous, colorful birthday cake.  Usually children do not pay any attention to this sign/symbol!  Once we have this lesson, I usually have many more requests for birthday presents.  This is my primary example for how much you can miss if you are not reading the signs and looking for symbols!

I have included a student work sample so that you can see a bit of what my students came up with.

Recommended Books for this Lesson:

None

Key Words:

Signs, Symbols, Libraries, Signage

Student Handout, Signs and Symbols in the Library

Signs and Symbols Topic Guide

Sample Completed Worksheet, New Symbols