Presentation given during the fall of 2016 at MassCUE and MAST (Massachusetts Association of Science Teachers).

1. Creative
Assessments
101:
Infographics
Karin Knapik & Sandy Lemon

2. Wine Pairing…
Albarino A white for spicy dishes, Cajun, blackened, cioppino, crayfish boil. Fish with
peppers, tomatoes, olives. Pizza and salads.
Arneis A charming aperitivo with ripe pears and a good companion for shellfish or
sauteed sole. Pasta with lighter toppings, herbs and pesto.
Bandol Anything that makes you think "sun-drenched." Tomatoes, olives, rosemary, garlic
with lamb or even fish. Sausages and cured meats.
Barbaresco Grilled or roasted meats, duck, rabbit, pheasant. Veal including osso bucco
and oxtails. Risotto especially with mushrooms or truffles.
Barbera Tomato sauces on pasta or pizza especially spicy or meaty. Barbecued anything
especially ribs and chicken. Burgers and brats.
Barolo Meats especially rich, savory stews and braises. Beef, lamb, hoofed game but also
duck, rabbit, pheasant.
Beaujolais I love to just drink Beaujolais. Chicken even cold or in a salad. Cured meats or
sausages, tuna, roasted pork or turkey.
Blaufrankisch Think of the elegant end of Pinot Noir foods; salmon, veal as in Oscar or
Blanquette de Veau. Chicken and game birds.
Bordeaux BlancSimply the bouquet of Bordeaux blanc makes me want shellfish, lobster,
scallops, oysters. Grilled fish, sole and trout. Goat cheese.
Bordeaux Rouge Top cuts of beef or lamb roasted or grilled. Squab, duck, goose, quail,
grouse. Hooved game especially venison and elk.

3. Better…

5. Infographics in the classroom…
Visual Learning Tool to convey
information to students
Explain a process or
expectations to students or
parents
Demonstrate understanding

6. Common Core Standards
RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings.
RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to
develop a coherent understanding of a topic or issue.
W.6.1: Write arguments to support claims with clear reasons and relevant evidence.
W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when
appropriate.
W.6.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources.
SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
L.6.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.6.2:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.

7. Assessment
Sample Rubric

9. timelines diagrams tables
flowcharts maps

10. Type of questions…
Use “thick” questions…
 Open-ended
 Can’t be answered in a single Google search
Younger students…
You provide the essential question
Check out www.wonderopolis.com
Older students…
Develop their own
EX: Most dangerous sharks vs.
Do sharks really pose a danger to people?

11. The Components
DATA
/INFORMATION
SORTED /
GROUPED
ARRANGED
VISUALLY
PRESENTED
Essential Question
s y n t h e s i z e

12. Three Year Approach…
 Grade 5 – Teach the tool
 ePoster 1 2
 Grade 6 – Give the research, have
students synthesize into a visual
representation
 Sample 1 2 3
 Grade 7 – Full Project
 Choose question
 Conduct Research
 Sketch – sample 1
 Create final using tool – sample 1

13. The Components
DATA
/INFORMATION
SORTED /
GROUPED
ARRANGED
VISUALLY
PRESENTED
Essential Question
s y n t h e s i z e

14. How much of a threat
are sharks to humans?

15. Conduct Research
 93% of shark attacks from 1580 to 2010 worldwide were on males.
 Surfers accounted for 50.8% of all attacks in 2010.
 New Smyrna Beach in Florida is the shark attack capital of the world
according to ISAF. It is estimated that anyone who has swam there
has been within 10ft of a shark.
 In 1996, 2600 Americans were injured by room fresheners. Sharks
injured 13.
 The US averages 20 shark attacks each year and one shark-attack
fatality every one - two years.
 You have a 1 in 63 chance of dying from the flu and a 1 in 3,700,000
chance of being killed by a shark during your lifetime.
 1958-2010 – 2000 people died by lightening strikes and 26 died from
shark attacks

16. Organize data
 How many people actually die?
 The US averages 20 shark attacks each year and one shark-attack fatality
every one-two years.
 What are some other things that are more dangerous?
 In 1996, 2600 Americans were injured by room fresheners. Sharks injured 13.
 the coastal U.S. states alone, lightning strikes and kills more than 37 people
each year.
 1958-2010 – 2000 people died by lightening strikes and 26 died from shark
attacks
 What are your chances of dying by shark?
 You have a 1 in 63 chance of dying from the flu and a 1 in 3,700,000
chance of being killed by a shark during your lifetime.
 Other interesting facts…
 93% of shark attacks from 1580 to 2010 worldwide were on males.
 Surfers accounted for 50.8% of all attacks in 2010.
 New Smyrna Beach in Florida is the shark attack capital of the world
according to ISAF. It is estimated that anyone who has swam there has
been within 10ft of a shark.

17. Image Selection

18. Visually represent the data/info
US averages 20
attacks per year
and 1 fatality
every year or two.

19. Design
 Silhouettes are clean and
allow you to label and
layer
 Use color, but not too
many
 Different size fonts helps the
reader
 Use a tool that makes it
easy!
93% 7%
Who is being
attacked

20. Infographic creators
tool options
 Piktochart.com
 Cloud based with Google login
 Can do everything for free
 Can share online or download as png/jpg
 Lots of icons/images
 Easy to learn
 Venngage –
 Cloud based with Google login
 Makes amazing charts and graphs
 Items that cost are more obvious and allow to use until the end
 Can’t download
 Share online or screenshot final product
 Very easy to use
 Canva.com – on the iPad

21. Other Resources
Lesson Plans
 Grade 5 – Online Safety ePoster
 Grade 6 – Immigration facts
 Grade 7– Science Topics
My Website - msknapik.weebly.com
Slideshare - http://www.slideshare.net/karinknapik
Pintrest on Infographics in the Classroom
Why your brain likes infographic (online/interactive)

22. Let’s play!
Researchers have found that one out of every
three bees are disappearing.
Represent this
information in the form
of an infographic

23. Visual Analogies
1 of every 3 honeybee has disappeared

24. msknapik.weebly.com
karinknapik@gmail.com

26.  Add here