SENIOR HIGH SCHOOL CORE SUBJECT

MEDIA AND INFORMATION LITERACY – QUARTER 1

TOPIC / LESSON NAME Visual Information and Media

The learner demonstrates a familiarity with visual media and gains comprehensive knowledge on how to
CONTENT STANDARDS
effectively evaluate them.
PERFORMANCE STANDARDS The learner shall produce a visual-based presentation anchored on design principles and elements.
1. Describes the different dimensions of visual information and media.
2. Comprehend how visual information and media is/are formally and informally produced, organized, and
disseminated.
LEARNING COMPETENCIES
3. Evaluate the reliability and validity of motion information and media and its/their sources using
selection criteria.
4. Produces and evaluates a creative visual-based presentation using design principles and elements.
At the end of the lesson, the learner should be able to:

a. Identify the different types of visual content.

b. Described the purposes of visual media and information
SPECIFIC LEARNING OUTCOMES
c. Analyse the design principles and elements used in a given visual media
d. Critique the effectiveness of visual information
e. Create a visual-based presentation (infographics) using design principles and elements.
f. Evaluate the visual-based presentation (infographics) through design principles and elements.
TIME ALLOTMENT 360 minutes
CONTENT:
Visual Information and media
Types of Visual Information
How to make Infographics
Formally and informally produced visual media
Purpose of Visual Information
Visual Design Elements
Visual Design Principles

LESSON OUTLINE:
1. Introduction / Review: 15 Minutes
2. Motivation: 15 Minutes
3. Instruction / Delivery: 150 Minutes
4. Enrichment: 30 minutes
 5. Practice: 30 Minutes
6. Evaluation: 120 Minutes

computer with presentation software and projector, different example son visual media and
MATERIALS
information, pictures, printed log activity.
Composition and the Elements of Visual Design. Retrieved from
http://photinf.com/General/Robert_Berdan/
Composition _and_the _Elements_of_Visual_Design.html
Marvin Bartel.Retreived from http://www.Incredibleart.org/files/elements2.htm
Some Ideas about Composition and Design Elements. Principles and Visual Effects.
RESOURCES Retrieved from https://www.goshen.edu/art/ed/Compose.htm#elements
The Power of Visual Content ( Infographic). Retrieved from
http://www.demandgenreport.com/industry-topics/rich-media/2906-the-power-of-visual-content-
infographic.html#
Media and Information Literacy ( Enhancing Education through Effective Communication Christine
Media Magpile
PROCEDURE TEACHER TIP
INTRODUCTION (15 MINUTES) Show a variety of interesting
and eye-catching visual images.
1. Show a short video clip about the different sources of media information. Let the learners to comment
2. Present the different sources of media information what they have seen. What
a. People media information is being
b. Text communicated, and what
c. Visual emotions are elicited.
d. Audio
e. Motion
f. Manipulatives/Interactive
g. Multimedia
3. Highlight Visual Information and Media as the topic for today’s session.
4. Show to the students the result of the survey “The Power of Visual Content” by DemandGen Report (2014)
and let the students analyse the result.
5. Present to the learners the infographics of visual contents.
6. Let the students conclude the importance of visual content based on the survey result.
7. Ask the students whether infographics was a better way of presenting of the result of the survey and let them
explain their answer.
8. Ask the students if there are other ways of presenting the same information.
MOTIVATION (15 MINUTES)

1. Show visual images and let the students guess and react with the images whether it is pleasing to them or
not. Let the students identify if the images conveys message and what are the emotions elicited from it.

INSTRUCTION/DELIVERY (120 MINUTES)

1. Discuss what is visual media and information

2. Let the students identify and define the different methods of Making Visual Information and Types of Visual
Information
3. Discuss on how to make infographics using the step-by-step procedure.
4. Let the students identify and describe the different types of infographics.
5. Discuss formally and informally produced visual media and let the students describe the purpose of visual
information.
6. Divide the class into two groups and let them perform a hands on activity
a. For Group 1, the students will make a Visual design showing all the combined elements such as line,
shape, value, texture, colour, and the form.
b. For Group 2, the students will make a visual design involving its principal such as consistency, colour
of interest, balance, harmony, contrast, directional movement, rhythm and perspective.
7.
.
Practice (30 MINUTES)

Present to the class an infographics and let the student discuss in small group the elements that are properly and
improperly used in the infographics by answering the following question:

1. What are the dominant design element and principle evidently implemented in the text information?
2. Is the design element and principle effective in evidently conveying the message?
3. What are the other design elements and principles implemented in the text information?
4. Are these design elements and principles implemented helped support the dominant element and principle in
conveying the message?
5. Give reasons for its effectively supporting or not effectively supporting of the dominant element and principle
in conveying the message.
 EVALUATION (120 MINUTES)

Making Infographics
 The United Nations has started its 17 Sustainable Development Goal agenda which will help set the tone and
direction of the organization in the next 15 years. These goals will continue to focus on ending poverty and
addressing unsustainable patterns of consumption and production, as well as protecting environmental
resources.
 As a catalyst and advocate of your selected sustainable goal, your group is tasked to launch a social media
campaign by producing infographics.
 The output will be rated based on: originality, content, impact generated by the media output, and
technicalities delivered in producing the advocacy media output ( use different effective design elements and
principles)

Presentations
1. The groups should choose a presenter who will be given 10 minutes to present their group’s output in the
class.
Other member of the class will be given the opportunity to comment or critique the presentation.
2. Ask the groups to submit all outputs at the MIL portal.
3. Use the detailed rubrics to assess the learner’s output.

RUBRICS:

Criteria 5 4 3 2 1
Content Content is accurate Content is accurate but Content is accurate but Content is Content is in accurate.
and all required some required some required questionable. Information is not
information is information is missing information is missing Information is not presented in a logical
presented in logical and/or not presented and/or not presented presented in a logical order, making it
order. in a logical order, but is in a logical order order, making it difficult to follow.
still generally easy to making it difficult to difficult to follow.
follow. follow.
Presentation and Presentation flows well Presentation flows Presentation flows Presentation is Presentation has no
Information and logically. well. Tools are used well. Some tools are unorganized. Tools are flow. Insufficient
Presentation reflects correctly. Each used to show not used in a relevant information and
 extensive use of tools member’s information acceptable manner. Lacking some lacking some of the
in a creative way. Each is represented and understanding. Each of the members’ member’s information
member’s information identified with their member’s information information/ and or
is represented and name. Overall is presented and information is not
identified with their presentation is identified with their identified.
name interesting name
Use of Visual Elements Use of visual design Visual design elements Most visual design Visual elements are No visual design
(point, line, shape, elements are are appropriate. elements are inappropriate or layout elements used.
value, texture, and appropriate. Layout is Layout is clustered. appropriate is messy
color) pleasing to the eye
Use of Visual Design Use of visual design A visual design Two visual design Many visual design No effort was made to
Principles ( Consistency principles are used principle is violated. principles are violated. principles were used employ correct visual
of margins; typeface; appropriately. inappropriately. design principles.
typestyle; and colors;
balance, perspective,
harmony, unity,
movement, and
variety)
Mechanics No spelling errors. No Few spelling errors. Some spelling errors. Most spelling errors. Many spelling and or
grammar errors. Text is Few grammar errors. Some grammar errors. Most grammar errors. grammar errors. Text is
author’s own words. Text is in author’s own text is in author’s own Most of text is in copied.
words. words. author’s own words.
 SENIOR HIGH SCHOOL CORE SUBJECT
MEDIA AND INFORMATION LITERACY – QUARTER 1

TOPIC / LESSON NAME The Evolution of Traditional to New Media

CONTENT STANDARDS The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.
The learner organizes a creative and interactive symposium for the community focusing on being a media and
PERFORMANCE STANDARDS
information literate individual.
5. Identifies traditional media and new media and their relationships.
LEARNING COMPETENCIES 6. Editorialize the roles and functions of media in democratic society.
7. Searches latest theory on information and media.
At the end of the lesson, the learner should be able to:

1. Examine the available technology or resources during the prehistoric age, industrial age, electronic age
SPECIFIC LEARNING OUTCOMES
and new or information age.
2. Identify the devices used by people communicate with each other, store information and broadcast
information across the different ages.
TIME ALLOTMENT 60 minutes
CONTENT:
The Evolution of Traditional to New Media
1. Prehistoric Age
2. Industrial Age
3. Electronic Age
4. New (Information) Age

LESSON OUTLINE:
7. Introduction / Review: 5 Minutes
8. Motivation: 5 Minutes
9. Instruction / Delivery: 10 Minutes
10. Practice: 35 Minutes
11. Evaluation: 5 Minutes

MATERIALS Projector and computer with presentation software, manila paper and marker.
Khan, R. (2006). Internet 101: The New Mass Medium for Filipinos. Anvil Publishing, Inc.
RESOURCES Wilson, C., et. al. (2011). Media and Information Literacy: Curriculum for Teachers. United Nations
Educational, Scientific and Cultural Organization
 PROCEDURE TEACHER TIP
INTRODUCTION (5 MINUTES)

9. Review the key points in the discussion of Introduction to Media and Information Literacy in the previous
lesson.
10. States the objectives of the lesson.
MOTIVATION (5 MINUTES) You can also show a picture
of the maiden voyage or
2. Let the learners guess what famous world event happened on April 14, 1912. (Answer: The sinking of sinking of the Titanic.
RMS Titanic, one of the deadliest peacetime maritime disasters in history)
3. Ask this question to the learners: If the Titanic sank in the Atlantic Ocean, how did the news reach
the people in England and New York at that time?
Sample answers from students: telephone, letter, newspaper, etc.
4. You can talk about how people also used telegraph and telegrams for faster means of
communication during that time.
5. Ask this question to the learners: If the Titanic sank today, in what format will people receive or read
the news?
INSTRUCTION/DELIVERY (10 MINUTES)

Engage the students in discussion when explaining the following content. Use a presentation software.

Tell the students that media and information have evolved throughout history.

Describe the four ages to the class:

8. Prehistoric Age- People discovered fire, developed paper from plants and forged equipment or
weapon through stone, bronze, copper and iron.
9. Industrial Age- People used the power of steam, developed machine tools, established iron
production and manufacturing of various products (including books through the printing press).
10. Electronic Age- People harnessed the power of electricity that led to electrical telegraphy, electrical
circuits and the early large scale computers (through vacuum tubes, transistors and integrated
circuits). In this age, long distance communication became possible.
11. New (Information) Age- People advanced the use of microelectronics in the invention of personal
computers, mobile devices and wearable technology. In this age, the Internet paved the way for
 faster communication and the creation of the social network. Moreover, voice, image, sound and
data are digitalized.
PRACTICE (35 MINUTES) Tell the learners that the
co-existence of traditional
Tell the learners to form groups of six members. Using the manila paper and markers, the learners will and new media is a reality. It
provide answers for the table below: is called media convergence.

What devices did What devices did

What devices did
people use to people use to share
Ages people use to store
communicate with or broadcast
information?
each other? information?

Prehistoric Age

Industrial Age

Electronic Age

New (Information)
Age

Give the learners 20 minutes to perform the group activity. After filling-up the table, tell the learners to
assign a group reporter. The reporting can be done through the Busy Bee method described below:

Group reporters will be play the role of busy bees. Each busy bee will be assigned to share the group’s
answers in one group for three minutes then move to the remaining groups in the same time allotment.
Below are sample answers:

What devices did What devices did

What devices did
people use to people use to share
Ages people use to store
communicate with or broadcast
information?
each other? information?
Traditional paper and Traditional paper and
Traditional paper and
Prehistoric Age writing materials Cave writing materials Cave
writing materials
writings writings
Paper and Pen Printing press or Printing press or
Industrial Age
Typewriter books books
Printing press or
Telegraph Printing press or
books
Electronic Age Telegram books
Computers
Telephone Computers Computers
Radio
Printing press or
books
Printing press or
Television
books
Personal computers Radio
Digital books
Mobile phones Digital books
New (Information) Personal computers
Smart phones Websites
Age Mobile phones
Wearable technology Personal computers
Smart phones
Social Media Mobile phones
Wearable technology
Smart phones
Social Media
Wearable technology
Social Media
EVALUATION (5 MINUTES)

Ask the learners this question:

Given the available media that we have in the world now, what do you think is the future of media? Is there
a technology that you have seen in a science-fiction film or read in a book that you want to become a reality
in the near future?