The graphic I selected today essentially summarizes all of the learning aspect for my unit on rocks and minerals. This is the basic physical geography component covered under the science curriculum from grades five to eight, and the ability to articulate this in some way shape or form is ultimately the learning goal, with levels of sophistication evolving as the learners grow.
This particular info graphic requires only a small bit of modification, as I would change some of the language to be more accessible for younger grades. With that said, I have a tendency to use the correct scientific terms for geological processes, as it allows students to access greater levels of information in information resources outside of the classroom. For example, I would either change the word temperature to heat, or perhaps bracket underneath for my emergent learners. I also would (and have in the past) include small pictures or examples of certain processes that manifest, such as crystallization.
I like this explanatory interpretive graphic (Clark & Lyons, 2010) for its simplicity, for its contrast, and for the fact that you can add examples with a dart of colour to enhance the information therein. The visual and textual information references Gardiner’s multi-intelligences approach (Gardner’s Theory of Multiple Intelligences, 2020), and as “interpretive graphics help learners build understanding of events or processes that are invisible, abstract, or both…Butcher (2006) found better learning from a drawing like this than from a text – only description” (Clark & Lyons, p. 19).
Additionally, I appreciate the fact that this has lots of white space that students can augment or add to around thedeep margins. I have previously had examples of student learning in this manner displayed on this blog.
The rock cycle graphic, located at https://commons.wikimedia.org/wiki/File:Rock_cycle.gif, is used under the Creative Commons license, and comes with additional attached information around modification and distribution. Further, the site explicitly states that direct permission is “not need[ed] to obtain a specific statement of permission from the licensor(s) of the content unless you wish to use the work under different terms than the license states” (“Commons: Reusing content outside Wikimedia”, 2021).
Clark, R. C., & Lyons, C. (2010). Graphics for learning : Proven guidelines for planning, designing, and evaluating visuals in training materials. ProQuest Ebook Central
Commons: Reusing content outside Wikimedia (2021, February 14). In Wikipedia. https://commons.wikimedia.org/wiki/Commons:Reusing_content_outside_Wikimedia
Marenus, M. (2020, June 09). Gardner’s theory of multiple intelligences. Retrieved February 14, 2021, from https://www.simplypsychology.org/multiple-intelligences.html#:~:text=To%20broaden%20this%20notion%20of,Interpersonal%2C%20Intrapersonal%2C%20and%20Naturalist.