iLowerSecondary Computing Year 8 Term: 2 Weeks: 16–20 Duration: 5 weeks: 10 lessons

Unit 4: Analysing data

About this unit:

This unit focuses on the use of social media whilst building skills using spreadsheet software to analyse data. By the end of this unit, students will have an
understanding of how to identify trends by interpreting data and produce information that is fit for its purpose and audience. The skills the students will build up over
this unit include:

 sorting data in ascending and descending order on single and multiple columns
 filtering data on one or more criteria and across multiple columns
 processing data collected in order to find patterns and trends
 creating pie charts, line graphs, bar/column charts, scatter graphs for different purposes
 formatting information to present it clearly in graphs and charts, applying appropriate titles and axis labels.

This unit builds on the knowledge and skills gained in the previous unit, Processing data. In this unit, the students will create a social media advert for a wearable
invention (this could be their invention from the previous unit or an entirely new invention) suitable for their chosen target audience. The platform for their advert will
be decided by conducting market research. The students will then analyse the results of their market research, identifying any trends, and represent their findings
visually by creating custom infographics.

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Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Know the different types of Know the different types of Know the difference between Sort and filter data in a Know the design concepts
social media data for formatting knowledge, data and spreadsheet for an online advert
information
Know what data to collect Add data to a spreadsheet Identify trends by analysing Design an online advert that
and what questions to ask Understand how knowledge data is fit for purpose and target
Format a worksheet
can be used to inform audience
Investigate the social media (Students at the computer)
(Students at the computer) decision making
habits of their peers via the
use of a poll Know the different types of
data including quantitative
and qualitative data

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

Know the design concepts Interpret data from a chart Create appropriate charts Know the design rules for Represent data in the form of
for an online advert and graphs using data they creating infographics an infographic
Create appropriate charts
have collected
Create an online advert that and graphs Design an infographic using (Students at the computer)
is fit for purpose and target (Students at the computer) raw data
audience
(Students at the computer)

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Year 8, Unit 4: Analysing data, Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Know the different Students should be familiar with social media, IT8.1G Be able to produce information that is fit for purpose and
types of social media the concept of social media advertisement, platform, audience
market research, poll,
Know what data to Students should be able to draw IT8.1H Be able to work accurately and proofread, using software
survey, target audience,
collect and what on work done in the previous facilities where appropriate for the task
networking, gaming,
questions to ask unit on how to write good
blogging, microblogging,
questions
Investigate the social media sharing, messaging,
media habits of their social marketing, banner
peers via the use of a advertising, celebrity
poll endorsement, paid-for
advertising, in-game
advertising

Teaching Summary

Ask the students to Think-Pair-Share what they think is meant by the term ‘social media’. Draw out answers such as: sharing, messaging, playing games,
entertainment, etc.
 Explain to the students that, later on in the unit, they are going to create a social media advert for a wearable invention (this could be their invention from the
previous unit or an entirely new one). Tell the students that, before they can create their advert, they must first conduct some market research to decide on the
most appropriate social media platform to market their wearable device.
 The students are going to work in pairs on a series of tasks that will encourage them to consider different types of social media and different types of
advertisement. In the final task (Task 4) they will create a short poll/survey, the results of which will help them decide how and where to advertise their device.
Explain that, at the end of the lesson, they will carry out this poll on the whole class and draw out the fact that students of their age are therefore the target
audience for their social media advert.
 Hand out Year 8, Unit 4, Lesson 1, Worksheet 1.


Main Activity

Core: In pairs, students attempt all the tasks in Year 8, Unit 4, Lesson 1, Worksheet 1.
Answers: Task 2 = 1B, 2C, 3E, 4A, 5D. Task 3 = 1D, 2C, 3B, 4A.
In Task 4, they create a short survey to investigate the social media preferences/habits of their peers. They will use the data from this later in the unit to help them

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decide on which platform to market their wearable device, and which type of advertisement would be most appropriate.
Support: As they work through the tasks, support the students as necessary and use mixed-ability pairings where appropriate.

Plenary

As a class, carry out the poll to investigate the social media habits of the students.
 Go through each of the questions in Task 4 in turn and ask students to suggest the best way of asking each.
 Compile a list of the survey questions and then use these to carry out the poll, asking each question in turn.
 Ask a volunteer to keep a tally of all the answers – this is key as it forms the data that students will use in subsequent lessons!

Additional Activity

In pairs, students play ‘Word Tennis’. Each student to take it in turns to say a word on the topic of ‘social media’, then the other must respond with a suitable word
of their own – if they cannot, their partner scores a point. The aim of the game is to score three points.
Rules:
1 Each player has only five seconds to think of a word.
2 Each word can only be used once.
3 Each word must be related to social media.

Digital Resources

Hardware Additional resources:

N/A Year 8, Unit 4, Lesson 1, Worksheet 1
Recommended software:
N/A

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Year 8, Unit 4: Analysing data, Lesson 2

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Know the different types Students should be able to spreadsheet, worksheet, IT8.1A Be able to select, use, and combine multiple applications
of data for formatting draw on work done in the survey, poll, data,
IT8.1E Be able to produce digital products that are well designed and
previous unit about formatting
Add data to a consider usability
formatting a spreadsheet
spreadsheet
IT8.1F Be able to enter, organise, develop, refine and format
Format a worksheet information, applying editing techniques to meet needs

Teaching Summary

Instruct students to Think-Pair-Share what makes a good spreadsheet design. Ask the students to reveal their answers. Draw out answers such as:
o Use colours to make it easier to see the important figures.
o Place boxes around groups of data to make it clearer that the data is linked / related.
o Use borders to make the data stand out more and make it easier to read.
o Merge and centre titles to make them easier to read.
Explain to the students that they will be entering the results of the class poll (from Lesson 1) into a spreadsheet and using this data to inform future decisions
about their social media marketing campaign. (NB: they will add further data to this spreadsheet in Lesson 4).
Tell the students that they will be able to draw on the knowledge and skills gained in the previous unit (Unit 3: Processing data) to present their findings in a
professional manner. Draw out some of the different types of data they will be entering into their spreadsheet.
 Put the students into pairs and ask them to input the results of their poll into a new spreadsheet.

Main Activity

Core: In pairs, students enter the results of their poll into a new spreadsheet and format the data so it is easy to read and understand.
Support: Have an example spreadsheet on the board showing What a Good One Looks Like for students to use as a reference. (You could direct students to
Spreadsheet A in Year 8, Unit 3, Lesson 4, Worksheet 2 for this purpose).
Extend: In pairs, students identify any obvious trends from the raw data.

Plenary

Ask all students to note down:

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  How easy was it to obtain the information for their poll?
 What problems did they encounter when collecting the information?
 Did they come across any surprising answers?
 Did they collect enough data to inform their decision making?
 What one thing would they change if they had to repeat the poll?
Ask a student, at random, to give their answers. The student then selects the next person to answer.
(Note: Students are not allowed to pick someone who has already answered.)

Additional Activity

Students conduct additional research on the Internet to find global statistics around social media usage and trends.

Digital Resources

Hardware Additional resources:

PC / laptop / tablet Year 8, Unit 3, Lesson 4, Worksheet 2 – Spreadsheet A
Recommended software:
Spreadsheet software, for example, Excel, Google Sheets, Numbers,
LibreOffice Calc

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Year 8, Unit 4: Analysing data, Lesson 3

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Know the difference Students will be familiar with trend, knowledge, IT8.1G Be able to produce information that is fit for purpose and
between knowledge, different data types such as information, data, prediction, audience
data and information text and number. conclusion, decision
quantitative data, qualitative
Understand how
data, primary data,
knowledge can be used
secondary data, sample,
to inform decision
survey, question
making
Know the different types
of data including
quantitative and
qualitative data

Teaching Summary

Explain to the students that they will be using the results of their poll to help them decide which social media platform they are going to use to market their
wearable device. Lots of people, including businesses, use spreadsheets every day to analyse data and look for trends to help improve their practice. In this
lesson, they will learn how to interpret data in a variety of formats and use this to identify common links / trends.
 Hand out Year 8, Unit 4, Lesson 3, Worksheet 1 and talk through the key vocabulary from page 1. Ensure that students understand the difference between
data, information and knowledge, and explain that, in pairs, they will complete the two tasks in this worksheet.
 Show the students Year 8, Unit 4, Lesson 3, Worksheet 2, and talk through the key vocabulary and information on this worksheet. Ask students to Think-Pair-
Share examples of the different types of data and draw their attention to the task on this worksheet.
 Explain that, at the end of this lesson, they will be conducting a short survey to add to their existing data about the social media habits of their classmates
(NB: they should use the same sample of respondents as in Lesson 1, i.e. the whole class.)

Main Activity

Core: In pairs, students work on the two tasks in Year 8, Unit 4, Lesson 3, Worksheet 1.
Answers:
Task 1
1. Data, 2. Data, 3. Information, 4. Data, 5. Knowledge, 6. Data, 7. Information, 8. Information, 9. Data, 10. Data.

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Task 2
1. The advertising agency should focus their advertising campaign on media-sharing sites in order to reach a larger audience.
2. The app developer should look to include social networking and news features in their next app to reach the widest audience possible.
When they have completed Year 8, Unit 4, Lesson 3, Worksheet 1, students will design a survey to find out more about the social media habits of their
classmates.
For this part of the activity, each pair of students will need a copy of Year 8, Unit 4, Lesson 3, Worksheet 2. They should look at Task 1 in this worksheet and work
to generate the questions they would like to ask. Encourage them to think about the best way of phrasing each question, and to think about whether some of the
questions would benefit from having different options to choose from.
Support: Support students as necessary with the tasks in both worksheets.

Plenary

As a class, carry out the poll to investigate the social media habits of the students.
 Ask pairs to feedback on the ways in which they phrased the questions for the survey (Task 1 in Year 8, Unit 4, Lesson 3, Worksheet 2).
 Go through each of the questions in Task 4 in turn and compile a list of agreed questions to be used, making sure students have the chance to discuss
which is the best way of asking each question.
 Then use these to carry out the poll, asking each question in turn.
Ask a volunteer to keep a tally of all the answers – this is key, as it forms the data that students will use in subsequent lessons.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 4, Lesson 3, Worksheet 1
Recommended software: Year 8, Unit 4, Lesson 3, Worksheet 2
N/A Pens / Pencils

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Year 8, Unit 4: Analysing data, Lesson 4

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Sort and filter data in a Students should know how to data, knowledge, SS8.1E Understand and use sorting
spreadsheet sort items in order, for information, analyse, trend,
SS8.1F Understand and use filtering
example, by size (highest to pattern, sort, filter, social
Identify trends by
lowest) or alphabetically (A to media platform, sample,
analysing data
Z). COUNT, COUNTIF

Teaching Summary

Recap some of the learning from the previous lesson and ask the students to explain the difference between data, knowledge and information. Draw out answers
such as: Data is a value with no obvious meaning, Information is data that has context and meaning, Knowledge is making use of information.
 Explain to the students that they are going to add the data they gathered in Lesson 3 to the spreadsheet they created in Lesson 2. They will then analyse the
data in their spreadsheet to identify any trends and use the results to help them decide which social media platform to use to market their wearable device.
 Hand out Year 8, Unit 4, Lesson 4, Worksheet 1 and explain to the students that they will be working in pairs to complete the three tasks in this worksheet.
(NB: the focus of each task is as follows: Task 1 – entering the results of the survey they carried out in Lesson 3; Task 2 – sorting data in their spreadsheet
and using this to begin to analyse the data; Task 3 – filtering data in their spreadsheet and using this to begin to analyse the data.)
 Talk with the students about the kinds of questions they might consider when analysing the data, e.g. ‘What is the most popular social media platform?’,
‘What proportion of the sample surveyed use a smart phone for social media?’, ‘What are the key pieces of data I should look at?’
 Display these clearly in the classroom (e.g. on a whiteboard) for students to refer to when they are working in pairs.

Main Activity

Core: In pairs, the students follow the instructions in Year 8, Unit 4, Lesson 4, Worksheet 1 and complete Tasks 1, 2 and 3. Using their data, the students discuss
what they have found, and decide the most appropriate social media platform on which to advertise their wearable device. Encourage them to refer to the
questions to consider when analysing their data (these should be displayed prominently in the classroom – see above).
Support: Support the students in asking key questions when analysing the data, e.g. ‘What is the most popular social media platform?’, and model how to do this.
Help them to see how analysing the data in this way can inform their decision about which platform is most suitable to promote their wearable device.
Extend: Students carry out the Extension Task on page 4 of Year 8, Unit 4, Lesson 4, Worksheet 1. They use ‘COUNT’ and ‘COUNTIF’ functions to calculate
various totals from their data, e.g. total number of smartphone owners, total number of social networking users, etc. The students can then create charts or graphs
to show the correlation between different groups of data.

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Plenary

Ask more confident students to share their findings with the rest of the class and highlight any trends they may have identified. Encourage them to explain how
they used their findings to make a decision about the social media platform they will use to market their wearable device.

Additional Activity

In small groups, students find some global statistics regarding social media usage and add this to their spreadsheet to help improve the accuracy of their findings.

Digital Resources

Hardware Additional resources:

PC / laptop / tablet Year 8, Unit 4, Lesson 4, Worksheet 1
Recommended software:
Spreadsheet software, for example, Excel, Google Sheets, Numbers,
LibreOffice Calc

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Year 8, Unit 4: Analysing data, Lesson 5

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Know the design Students should be familiar online advert, advertising, IT8.1A Be able to select, use, and combine multiple applications
concepts for an online with different types of online social media platform,
IT8.1E Be able to produce digital products that are well designed and
advert advertising social marketing, slogan
consider usability
entice, persuade, design,
Design an online advert
target audience IT8.1F Be able to enter, organise, develop, refine and format
that is fit for purpose and
information, applying editing techniques to meet needs
target audience

Teaching Summary

Explain to the students that, now they have decided on the most appropriate social media platform to market their wearable invention, they must now design an
online advert.
 Hand out copies of Year 8, Unit 4, Lesson 5, Worksheet 1. Ask the students to Think-Pair-Share answers to Task 1 (comparing two adverts) and note down
their thoughts. Discuss students’ answers as a class.
Answers: Advert A is better because it: 1) Uses a limited colour palette, 2) Has a catchy slogan, 3) Has a special offer to entice the customer, 4) Uses large
fonts, 5) Uses simple language with minimal text.
 Ask students to repeat the Think-Pair-Share exercise for Task 2. Ask them to share their thoughts on what ad components would persuade them to click on
an ad, and to explain why.
 Upon completing tasks 1 and 2, ask the students to explain what makes a good online advert. Draw out answers such as: Use limited colours, use catchy
titles (e.g. ‘spectacular’ or ‘better than ever’), include offers to entice the customer, use simple language, include reviews / testimonies or endorsements from
celebrities / online influencers. In addition to this, encourage students to consider who their advert is aimed at (i.e. their target audience).
 Explain to the students that they will now work in their pairs to complete the remaining tasks in Year 8, Unit 4, Lesson 5, Worksheet 1.

NB: at an appropriate point in the lesson, you may wish to mention to the students that when they come to creating their advert on the computer (in the next
lesson), they will need to consider issues such as image sizes and types, depending on the platform their advert is for. However, in this lesson, the focus is very
much on the visual design of their adverts.

Main Activity

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Core: In pairs, the students complete tasks 3 and 4 in Year 8, Unit 4, Lesson 5, Worksheet 1, producing two design ideas for their online advert.
Support: Students use the Internet to find examples of online adverts to help them with their design choices. If appropriate, students could focus on producing
just one design for their online advert.
Extend: Students design a profile image and / or banner for their company’s social media profile.

Plenary

Students swap their design idea(s) with another pair and provide feedback on each other’s adverts. Students then use the feedback to make improvements,
where necessary. When providing feedback on each other’s work, the students should consider: ‘Does this advert appeal to the target audience?’, ‘Does it meet
our ideas about what makes a good online advert?’

Additional Activity

In small groups, students discuss what makes a good social media advert.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 4, Lesson 5, Worksheet 1
Recommended software: Paper
N/A Pencils / Pens

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Year 8, Unit 4: Analysing data, Lesson 6

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Know the design concepts Students should be able to bitmap, vector, pixels, IT8.1A Be able to select, use, and combine multiple applications
for an online advert share ideas and talk about scaled up, image editing
IT8.1E Be able to produce digital products that are well designed and
their understanding of software
Create an online advert consider usability
online ads
that is fit for purpose and
IT8.1F Be able to enter, organise, develop, refine and format
target audience
information, applying editing techniques to meet needs

Teaching Summary

 Ask the students: What is the difference between a vector and a bitmap image?
 Reminding students of knowledge gained in Unit 3: Processing data, draw out answers such as: Bitmap (or raster) images are stored as a series of tiny dots
called pixels. Bitmaps lose their quality when scaled up. Vector images are made up lines, curves and geometric shapes. Vector images do not lose their
quality when they are scaled up.
 Explain to the students that, now that they have a design outline for their advert, they are going to create their advert (as a bitmap image) using suitable image
editing software. Briefly recap with the students what makes a good online advert.
 Hand out copies of Year 8, Unit 4, Lesson 6, Worksheet 1 and ask the students to read through the design rules for the different platforms. Encourage
students to take particular note of any guidelines that will be particularly relevant to them, or those they think could be challenging to stick to. Ensure that
students understand how the design guidelines might impact on their adverts.

Main Activity

Core: In pairs, the students create their social media advert using suitable image editing software of their choice/available to them. Students could use Year 8,
Unit 4, Lesson 6, Worksheet 1 as a reference whilst working at the computer.
Support: Students create their adverts with support from a teacher.

Plenary

Ask a sample of students to share their advert with the class and explain what influenced their design choices.

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Additional Activity

In pairs, students explore the design considerations for creating adverts for mobile / smartphone devices and design/create an advert that is suitable for mobile
devices. When designing their ads, students should consider:
 Ad size: What are the size guidelines for mobile ads on the chosen platform?
 Message: What is your ‘call to action’? (What words will you use to encourage potential customers to click on your advert?)
 Aspect ratio: Will the advert be viewed in ‘landscape’ or ‘portrait’ mode?

Digital Resources

Hardware: Additional resources:

PC / laptop / tablet Year 8, Unit 4, Lesson 6, Worksheet 1
Recommended software:
Image editing software (capable of producing bitmap graphics) for example,
GIMP, Adobe Photoshop, CorelDRAW, PaintShop Pro.

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Year 8, Unit 4: Analysing data, Lesson 7

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Interpret data from a Students are able to draw on chart, graph, data, bar chart, SS8.1H Select an appropriate graph/chart and format it effectively
chart work done in the previous unit line graph, pie chart, scatter
IT8.1G Be able to produce information that is fit for purpose and
on creating charts and graphs. graph, axis/axes hypothesis,
Create appropriate audience
theory, prove, disprove,
charts and graphs
representative sample

Teaching Summary

Explain to the students that, in the next lesson, they are going to create charts and graphs from their survey data. In this lesson, they will be focusing on the
features of a good chart, different types of charts/graphs, and interpreting the data they show.
 Ask the students if they can remember what makes a good chart.
 Reminding students of the knowledge and skills gained in Unit 3: Processing data, draw out answers such as: Must have a title and Must have appropriate
labels, etc.
 Explain to the students that as well as including appropriate titles and labels, they must be able to select the appropriate chart or graph for the particular data
being sampled.
 Hand out copies of Year 8, Unit 4, Lesson 7, Worksheet 1 and explain to the students that they are going to work through the various tasks in pairs. (NB: the
focus of each task is as follows: Task 1 – interpreting data from different kinds of charts and graphs; Task 2 – labelling charts and graphs; Task 3 – gathering
data and creating a bar chart to show the results.)

Main Activity

Core: In pairs, the students complete Tasks 1, 2 and 3 in Year 8 Unit 4 Lesson 7 Worksheet 1.
Answers:
Task 1
1a = 3; 1b = 9; 1c = 19; 2a = 700 million in 2017; 2b = 2016; 2c = the year Instagram was founded; 3a = Media Sharing; 3b = Networking; 3c = ¼ or 25%; 3d = 32.

Task 2
1. Title: e.g. Active Social Media Users Worldwide (2018), Y axis: Number of active users (millions), X axis: Region

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2. Title: e.g. Social Media Habits of Teenagers, Y axis: Social Media Platform, X axis: Percentage of Users.
Support: Offer support as necessary as students work through the tasks in Year 8, Unit 4, Lesson 7, Worksheet 1. If appropriate, use mixed-ability pairing to
support less confident students.

Plenary

Ask students to note down quickly (first impressions are important):

 One thing they have learned from the lesson.
 One thing they are still unsure about.
Note these down on the board and use what they are still unsure of as a starter for the next lesson.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 4, Lesson 7, Worksheet 1
Recommended software: Paper
N/A Pens / pencils

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Year 8, Unit 4: Analysing data, Lesson 8

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Create appropriate Students should be able to draw chart, graph, data, bar SS8.1H Select an appropriate graph/chart and format it effectively
charts and graphs on work done in the previous chart, line graph, pie
IT8.1G Be able to produce information that is fit for purpose and
using data they have lesson on selecting appropriate chart, title, labels,
audience
collected charts axis/axes, infographic

Teaching Summary

Start by reviewing the notes taken at the end of the last lesson and clarify any areas that the students were unsure of.

 Explain to the students that in this lesson, they will work in pairs to create suitable charts and graphs from their survey data (analysed in Lesson 4). Tell the
students that they will then use these charts/graphs, later in the unit, to create infographics showing the findings from their data.
 Remind the students to include appropriate titles and labels on their charts/graphs and encourage them to think about which type of chart might be most
suitable for presenting the particular finding(s).

Main Activity

Core: In pairs, the students create suitable charts and graphs from their data (with appropriate titles and labels). (NB: they will need to revisit and use the data in
the spreadsheet they last worked on in Lesson 4). Students can use Year 8, Unit 4, Lesson 7, Worksheet 1 to help them choose the most appropriate type of
charts / graphs.
Extend: Students to add suitable images to their charts to emphasise what the data represents.

Plenary

Ask the students to volunteer to share their charts/graphs with the rest of the class, encouraging them to explain what particular findings the chart shows and why
they chose this particular type of chart. Prompt students to comment on their findings by asking questions such as: What trends did they you in your data? What
results shocked or surprised you?

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Additional Activity

In small groups, students use the Internet to find ‘good examples’ of social media infographics to use in the next lesson.

Digital Resources

Hardware: Additional Resources:

PC / laptop / tablet Year 8, Unit 4, Lesson 7, Worksheet 1 (Types of graphs/charts from Lesson 7)
Recommended software:
Spreadsheet software, for example, Excel, Google Sheets, Numbers,
LibreOffice Calc

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Year 8, Unit 4: Analysing data, Lesson 9

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Know the design rules Students should be familiar infographic, data, image, SS8.1G Understand and use graphs and charts
for creating infographics with the concept of pictogram/pictograph, chart,
SS8.1H Select an appropriate graph/chart and format it effectively
infographics graph, visuals, fact, statistic
Design an infographic
IT8.1G Be able to produce information that is fit for purpose and
using raw data
audience

Teaching Summary

Explain to the students that, in this lesson, they are going to design their own infographic based on the results of their survey.
 Put students into pairs and challenge them to complete Task 1 of Year 8, Unit 4, Lesson 9, Worksheet 1 – this requires students to look at a selection of
example infographics and to consider what makes them effective (or not). Students can make notes on the worksheet if they wish.
 Once the students have completed Task 1, discuss the answers with the whole class.
Use Pose, Pause, Pounce and Bounce.
Pose a question to the whole class, e.g. In Example 1, which was better – A or B?
Pause to give students time to digest the question and think/remind themselves of their answer. If the students are engaged, try holding the pause for a little
while longer to build up the tension.
Pounce: Quickly, select a student to answer the question. Insist the answer to the question comes from student A and possibly student B, directly and fast!
Plan in your mind who you are going to direct the questions to beforehand.
Bounce the question or student’s response on to another student (immediately after the pounce), e.g. ask them if they agree with the previous student’s
answer and to explain why.
Answers:
1 B is better because it has a memorable / catchy title and is more visually interesting / engaging.
2 B is better because it uses images (pictograms) to make the data more visually interesting and more memorable.
3 B is better because it uses a combination of charts and images to make it clearer what the data represents.
4 A is better because it uses a combination of pictograms and charts to help make it clearer what the data represents.
 Hand out Year 8, Unit 4, Lesson 9, Worksheet 2 (this is a guide containing hints and tips designed to help the students with their infographic designs). Explain to
the students that their task is now to work in pairs to create a rough design for their infographic (on paper).

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 (NB: students will need to revisit their raw data and they may wish to use the charts/graphs they created in Lesson 8).

Main Activity

Core: In pairs, the students create a rough design of their infographic on paper. They can use the information, examples and guidance contained in Year 8, Unit 4,
Lesson 9, Worksheet 1 and Year 8, Unit 4, Lesson 9, Worksheet 2. Remind them also to list the source of any data in their infographic, to use lots of visuals and not
to include too many facts or statistics
Support: As well as using the worksheets for support (see ‘Core’ above), students could use the Internet to find examples of infographics to help them with their
designs.

Plenary

As a class, discuss: What makes a good infographic? Draw out answers such as:
 use catchy titles / sub-headings to grab your audience’s attention, e.g. ‘Did you know?’, ‘Take a guess how many’, or ‘Can we alter’, etc.
 use lots of visuals (e.g. pictograms/pictographs)
 list all sources
 keep it simple (avoid using too many facts / stats and too many colours)
 use charts instead of tables (and ensure that data is represented accurately in these).
Use the list above as key criteria against which students can assess their own/their peers’ infographic designs. Encourage students to consider whether the
information being conveyed is clear, informative and engaging.

Additional Activity

In small groups, students discuss how they could combine all their data to create a larger (A4 or A3) poster sized infographic.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 4, Lesson 9, Worksheet 1
Recommended software: Year 8, Unit 4, Lesson 9, Worksheet 2
N/A Paper
Pens/Pencils

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Year 8, Unit 4: Analysing data, Lesson 10

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Represent data in the Students are able to draw on infographic, SS8.1G Understand and use graphs and charts
form of an infographic work done in the previous pictogram/pictograph, chart,
SS8.1H Select an appropriate graph/chart and format it effectively
lesson about infographics graph, visuals, fact, statistic
IT8.1G Be able to produce information that is fit for purpose and
audience

Teaching Summary

Demonstrate to the class how to create an infographic by following the instructions in Year 8, Unit 4, Lesson 10, Worksheet 1. Alternatively, hand out this worksheet
and ask the students, in pairs, to follow the step-by-step instructions.
 Ask students which data from Year 8, Unit 4, Lesson 10, Worksheet 1 would be more suited to a bar chart. Draw out the answer: Reasons for using social
media.
 Explain to the students that they are going to create a series of infographics to represent the results of their findings from their social media poll. They will use
the infographic designs they produced in Lesson 9 as a basis.
 Put the students into pairs and ask them to create their infographics using suitable desktop publishing/presentation software available to them. Remind the
students that their infographics should:
o use catchy titles / subheadings to grab the audience's attention such as: ‘Did you know?’, ‘Take a guess how many’, or ‘Can we alter’, etc.
o use lots of visuals (e.g. pictograms/pictographs)
o list all sources
o keep it simple (avoid using too many facts/stats too many colours)
o use charts instead of tables (and ensure that data is represented accurately in these).

Main Activity

Core: In pairs, the students create their infographics using suitable desktop publishing or presentation software (see list below).
Support: Ensure that students are confident converting stats into charts and graphs and encourage them to think about which charts are the most appropriate for
the data they want to visually convey.

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Extend: Students to create additional infographics from their research into global trends. (NB: see Additional Activity in Lessons 2 and 4.)

Plenary

Ask more confident students to share their infographics with the class and explain what influenced their design choices.
In this final plenary for Unit 4, ask the students to self-evaluate the work they have completed. Which lesson did they enjoy or feel they were confident/skilful in
doing? What one thing would they like to develop more (and why do they need to develop that)?
Students should share their points with a partner, then the class.

Additional Activity

In small groups, students work collaboratively to make a larger (A4 or A3) poster-sized infographic.

Digital Resources

Hardware: Additional resources:

PC / laptop / tablet Year 8, Unit 4, Lesson 10, Worksheet 1
Recommended software:
Spreadsheet software, for example, Excel, Google Sheets, Numbers, LibreOffice
Calc.
Desktop publishing or presentation software, for example, Publisher, Adobe
InDesign, PowerPoint, Keynote

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