Visuals, Infographics, and the Noun Project


Lately I’ve been learning a bit about design, and this week I’ll be starting new lessons on creating infographics with Grade 3 students studying the solar system. An infographic is a powerful and easy way to engage audiences with content, help readers connect with information through the use of visuals, and an opportunity to inquire into new media types and literacies. To make this happen, I want to softly introduce the CARP design principles (contrast, alignment, repetition and proximity, a.k.a CRAP outside of schools) and create links for the English language learners (ELLs) to connect their understanding of their solar system inquiry with the new tools. That’s a lot of new stuff for third grade.

I decided I would start with a look at how we can make design principles and language accessible to ELLs and non-technical readers (3rd grade).

While exploring resources to help teaching design, I loved Keri-Lee Beasley’s (@klbeasley on Twitter) free iBook Design Secrets Revealed for it’s accessible language and clear tutorials, but for now the design elements aren’t the focus of the lesson. Third grade is inquiring into our solar system. I needed to incorporate some of these principles, while keeping the spotlight on the unit. I decided to minimize the new vocabulary and focus on the project element with a demonstration.

Luckily for me there are tools that help students with the CARP design elements without us having the time to make teaching the language explicit. For this exercise, I will use a free version of Piktochart. The built in ruler tools and easily scaled/recoloured vector images will help students visualize concepts like contrast and alignment from my demonstrations, taking some of the pressure off of teaching these aspects explicitly until the students have some practical understanding.


As I search through the clipart and prepare my demonstration, I realize that although there are great graphics included on Piktochart, there is no icon for the planet Jupiter, which students may want to display as the largest and heaviest planet in our solar system. Third grade students are already well versed in searching for “labeled for reuse” images, but for infographics (and language learners) there is no better site than The Noun Project, an easily searchable library of freely licensed vector images indexed by keywords.

Now things are starting to come together. I have a lesson that embodies the integration of design, language supports, and unit research.

  • Students will work with the librarian and homeroom teacher to research and gather facts about the solar system. This will be ongoing over several weeks.
  • I will introduce the tool with minimal focus on design vocabulary in the first lesson, while students get comfortable with the interface, tools within Piktochart will help students visualize design principles.
  • With subsequent lessons I will shift focus in live demonstration toward the vocabulary of the CARP design principles, making connections to the hands-on experiences of the students without distracting from the unit focus.
  • The use of The Noun Project connects students with resources that can help build understanding and extend that understanding to others in a non-divisive language.

I’m pretty excited to be using such a vibrant, relevant form of new media and visual literacy with young learners.
Keep an eye out on Twitter or future postings to hear how it turns out!


5 thoughts on “Visuals, Infographics, and the Noun Project”

  1. I’m excited to see the first real blog post on SPELTAC that documents in detail the teaching of new literacy skills, but not only that, one that ties in all the elements of language acquisition: building background, hands-on experiences before moving the children to explicit teaching of the language used for visual literacy and the integration of content and literacy. Thanks for the excellent resources, too!

  2. Hi Matt,

    There are some great connections here to how we would work in MYP Design and the discussions we are having as part of the whole school Design review. You have three aspects of research (similar to what MYP would do) – learn about what the content of the infographic could include, CRAP and the tools (software) that will be used to make the infographic (the product). Based on student understanding of the solar system, CRAP and Piktochart would you guide them to generate success criteria (specifications) for the infographic’s content and looks? Would they also generate more than one design idea (using Piktochart) and then choose the best one (based on the success criteria)? Or is this asking too much of Grade 3? It would be great if you are able to also introduce some of this kind of Design Cycle terminology?

    Looking forward to hear more about this teaching/learning journey (and hoping that my Lucas will voluntarily share it with me too!!)


    1. Hey Andy!

      I think we could find some way to implement success criteria into our reflections on the finished infographics. Possibly a video or blog reflection discussing the CRAP elements, but some students will be stronger than others when it comes to this. It’s a lot of new content for G3, I hope to make it stick but will iterate on it in G4 next year.


  3. Hi Matt, this is a great project and I love that the 3rd graders are already used to searching for ‘labeled for reuse’ images. I also love that you are using Keri-Lee Beasley’s work. She is amazing. Best of all, my inquiry group is interested in using symbols instead of words to start conversations and the Noun Project is PERFECT. If I had seen it before, I had completely forgotten about it. <3

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