English Language Arts · 9th Grade

Active learning ideas

Visualizing Data: Infographics and Maps

Active learning works for this topic because visualizing data requires students to engage directly with the choices designers make. When students analyze, compare, and create infographics and maps, they move beyond passive observation to active interpretation and argumentation. This hands-on approach helps them recognize how design choices shape meaning, addressing common misconceptions about neutrality and objectivity in data visualization.

• Common Core State Standards
• CCSS.ELA-LITERACY.RI.9-10.7
• CCSS.ELA-LITERACY.W.9-10.2.A

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inquiry Circle
• 25 min · Small Groups

Inquiry Circle: Map Projection Comparison

Small groups receive the same world population data represented on three different map projections (Mercator, Peters, and Robinson). They identify which projection makes each continent appear largest, note specific distortions, and write two sentences about how projection choice could influence a reader's spatial understanding of the data.

What are the hallmarks of a misleading graph or infographic?

Facilitation Tip

During Collaborative Investigation: Map Projection Comparison, have students physically trace and compare landmasses on different projections to make the distortions tangible.

What to look for

Provide students with a sample infographic. Ask them to write one sentence identifying the main argument of the infographic and one sentence explaining a design choice (e.g., color, font, layout) that supports this argument.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Misleading Infographic Audit

Students examine two infographics covering the same topic from different sources, ideally reaching different conclusions. Individually they identify three specific design choices (color, icon size, data selection, labeling) that push the reader toward a particular interpretation. Pairs compare findings and discuss which infographic they find more trustworthy and on what grounds.

How can infographics simplify complex information for a broad audience?

Facilitation Tip

During Think-Pair-Share: Misleading Infographic Audit, assign each pair a different infographic so the whole class can collectively identify patterns in misleading design choices.

What to look for

Display two maps of the same region using different projections (e.g., Mercator vs. Gall-Peters). Ask students to identify one key difference in how landmasses are represented and explain which projection might be better for comparing country sizes and why.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Gallery Walk
• 40 min · Small Groups

Gallery Walk: Infographic Analysis Stations

Post six infographics on varied topics around the room. Each station includes a structured analysis prompt: What is the main claim? What data supports it? What design choices guide the reader's eye? What information appears to be missing? Small groups annotate each infographic collaboratively before rotating to the next station.

Analyze how maps can be used to illustrate geographical data relevant to a research topic.

Facilitation Tip

During Gallery Walk: Infographic Analysis Stations, post guiding questions at each station to scaffold critical analysis, such as 'What claim does the designer make? How does the layout support it?'

What to look for

Students bring a draft of a simple infographic or map for a research topic. In pairs, students identify one element that is clear and one element that could be improved for conciseness or impact. They provide a specific suggestion for improvement.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 04

• Museum Exhibit
• 35 min · Individual

Individual Practice: Research Infographic Sketch

Students sketch a rough infographic design for one section of their research paper and annotate each design choice: why they included a particular data point, what visual element represents it, and what they want the reader to take away. The emphasis is on intentional design decisions rather than polished execution.

What are the hallmarks of a misleading graph or infographic?

Facilitation Tip

During Individual Practice: Research Infographic Sketch, require students to write a one-sentence claim before they begin sketching to ensure their design supports an argument rather than just presenting facts.

What to look for

Provide students with a sample infographic. Ask them to write one sentence identifying the main argument of the infographic and one sentence explaining a design choice (e.g., color, font, layout) that supports this argument.

• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teachers should model skepticism toward data visualizations, asking students to question sources, scales, and design choices rather than accepting images at face value. Avoid treating infographics and maps as purely artistic or technical tasks; emphasize their role as persuasive tools. Research suggests that students benefit from repeated exposure to flawed examples, which helps them internalize criteria for effective design. Encourage students to revise their work based on peer feedback and evidence.

Successful learning looks like students confidently identifying the central argument in an infographic or map, explaining how design elements support that argument, and recognizing how scale, projection, and layout influence interpretation. They should also be able to critique misleading visuals and revise their own designs based on evidence.

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Watch Out for These Misconceptions

• During Individual Practice: Research Infographic Sketch, watch for students collecting facts without a central argument.

  Have students write a one-sentence claim before sketching. For example, if researching climate change, their claim might be 'Climate change disproportionately affects coastal communities.' Then, guide them to select data and design elements that directly support this claim rather than including all available information.

• During Collaborative Investigation: Map Projection Comparison, watch for students assuming all maps show geography accurately.

  Ask students to measure and compare the size of Greenland on the Mercator projection versus the Gall-Peters projection. Have them calculate the distortion in square centimeters to make the design choices concrete.

• During Gallery Walk: Infographic Analysis Stations, watch for students assuming larger icons always represent larger numbers.

  Provide a simple infographic where an icon is twice as large in height and width but only represents twice the quantity. Ask students to calculate the visual area and compare it to the actual data to reveal the disproportionate representation.

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Methods used in this brief

• Inquiry Circle
• Think-Pair-Share
• Gallery Walk
• Museum Exhibit