Designing an information product: learning sequence

Years 5–6

Teaching and learning sequence steps

Notes to support teaching and learning sequence

Identifying needs and wants

• The whole class needs to analyse the task, work out requirements, groups, resources (e.g. software etc) available, and determine time frames and approach.
• As a class, students discuss, identify and analyse a range of successful information products, discuss features and then develop the criteria for success for the information product, such as:
  • states information clearly
  • uses persuasive language and/or images
  • aesthetically appeals to target audience.
• Each team of students selects the target group for their information product.
• Each team researches the dietary needs of their target group, particularly in relation to grains, legume and grain products and the likely consequences of inadequate consumption.
• In addition each team needs to research the target group's attitudes to different media and types of information products.
• Each team designs a survey to establish the level of understanding of their target group about grains, legumes and grain products and the importance in their diet to determine what information should be presented in the information product.
• Surveys are implemented with the target groups and data collected and collated.
• Each team analyses and presents their survey results in graphs and data tables with accompanying explanatory comments.
• Class refines the criteria and applies to the design task to develop criteria for a successful information product to promote grains as an important part of the diet.

• Student teams need to identify what they already know, what they need to know and what they want to know about grains and legumes so that they are able to design the survey questions. A mind mapping process may be useful and could involve ICT software such as Kidspiration or Inspiration that may be helpful at this stage of the design process.
• Worksheet 1: guidelines for developing a survey.
• Using real data, students can simultaneously present their survey results numerically (in data tables) and graphically (in bar and pie graphs) using Excel Graph wizard and computer graphic software. They should be able to identify and explain relationships as well as evaluate the advantages and disadvantages of the different methods of data presentation.

Generating and selecting ideas

• Teams locate existing information products that promote foods and if possible that promote grains and legumes and consider the usefulness with relation to the needs of their target group and the criteria for successful information products.
• Each team brainstorms ideas for their information product considering features that will produce an increase in knowledge about grains and legumes in their target audience.
• Teams determine the main messages to be promoted on the information product and check against the agreed success criteria.

• Students need to practice analysing information products (message, layout, medium, colour and other design features) while considering the needs of the target audience.
• Worksheet 2: Questions to ask students when analyzing and evaluating information products.
  Examples of information products include:
  • Poster
  • Brochure
  • Flyer
  • PowerPoint presentation
  • Multimedia CD-ROM presentation
  • Video presentation.
• Students need to discuss how these different products have been produced, when they are used, i.e. their advantages and disadvantages, and identify how the quality was achieved, e.g. desktop publishing versus a simple computer generated product.
• Worksheet 3: for ideas for design of information products.

Using resources to create products, systems and environments

• Having chosen a style of information product each team identifies the features of a quality product in this medium, the skills required to create it and then practise to achieve this quality.
• Each team develops an action plan indicating:
  • the steps
  • the time for each step
  • who will be responsible for each step
  • the materials required
  • any expertise/assistance required.
• Each team creates their information product.

• Students will need plenty of time to develop the ICT skills needed to make a quality information product. When choosing the type of product they will need to consider design features they wish to include, e.g. layout, style, type of message, appropriate medium, amount of technical text, etc.

Evaluating products and processes

• Teams test their information product with their target group.
• Teams re-survey the knowledge levels of the target group to evaluate the effectiveness of their information product.
• Each team presents a report to the class on their product design, survey results and effectiveness of the information product in changing target audience level of understanding about the importance of grains in their diet.
• Use peer evaluation and feedback to identify and make recommendations about how they could improve their information product.
• Teams modify their information product in response to their comparative survey results.
• Individuals reflect on what they have learnt about the design process, about information products and ICT skills and the importance of grains in the diet.

Provide an opportunity for students to reflect on the:

• skills they have used and refined to complete the design task and how they will further develop them
• success of the information product for the target group and how it may be modified to be more successful
• group skills they developed, e.g. peer tutoring, expert group, cooperation
• information they have learnt about the place of grains in the diet.