Grade by Grade
D. Composition: Expressing Ideas and Creating Texts · Creating Complex Texts

Creating Digital and Media Texts: Infographics, Videos and Web Pages

D2.1 D3.1 A2.2 A2.4 A2.6About 50 minutes
Learning goals
  • I can create a digital or media text that combines words, images and sound for a purpose and audience.
  • I can plan with a storyboard or a layout sketch and use the conventions of the form.
  • I can use a design process: plan, create, test, get feedback and improve.
  • I can protect my privacy and use others' work only with permission and credit.

Words to know

media text
A text that uses images, sound, video, or a mix of these, often with words, to send a message.
infographic
A visual text that shows information with charts, icons, numbers and short text.
storyboard
A series of sketches that plans each shot or scene of a video, with notes about words and sound.
convention
A usual feature of a form that audiences expect.
visual hierarchy
Making the most important information stand out most, using size, position and contrast.
design process
Plan, create, test, get feedback, improve.
copyright
The legal right of a creator to control how their work is copied and shared.
digital footprint
The trail of information you leave online.

Remember from Grade 5

In Grade 5 you created slideshows, podcast episodes and blog posts, used their conventions, used a design process, and protected personal information online.

In Grade 6 you'll make more complex media texts that combine words, images and sound:

  • Infographics that turn research into a clear visual.
  • Short videos planned with a storyboard.
  • Web pages with headings, links and images.

You'll think about how each element (word, image, colour, sound, layout) helps carry your meaning.

FormConventions to usePlanning tool
InfographicBig title, a few key numbers or facts, icons, simple charts, short labels, source line at the bottomLayout sketch
Short video (1 to 2 minutes)Opening hook, clear shots, narration or captions, music used with permission, credits at the endStoryboard
Web pageClear title, headings, short paragraphs, images with alt text and captions, links that say where they goWireframe (a box sketch of the page)
SlideshowOne idea per slide, few words, large images, readable fontsSlide outline
Conventions and planning tools for four digital and media forms.

Visual hierarchy: what should readers see first?

In an infographic or web page, readers' eyes jump to what is biggest, boldest and highest. Use that on purpose:

  1. The title or main message is largest.
  2. Key numbers or facts come next.
  3. Details and sources are smaller.

Use contrast (dark on light, or light on dark) so text is easy to read, and keep plenty of white space.

SKATE SAFE❄ icon+ big fact❄ icon+ big factSources: ...1. Title: biggest2. Key facts: next3. Details: smaller4. Sources: smallest
Visual hierarchy on an infographic: the eye goes to the biggest, boldest, highest thing first, so the most important message goes there.
Worked example

Let's storyboard a 1-minute public service video

Topic: Be safe on the ice this winter. Audience: students in Grades 4 to 6. Purpose: instruct and persuade.

  1. Shot 1 (5 seconds): close-up of a frozen pond. Caption: Is it safe? Sound: wind.
  2. Shot 2 (10 seconds): a student points at a sign. Narration: Only go on ice when adults say it's safe or a sign says the rink is open.
  3. Shot 3 (15 seconds): a student stops a younger child at the edge of a frozen creek. Narration: Moving water like creeks and rivers can make ice thin.
  4. Shot 4 (15 seconds): friends skating on a supervised outdoor rink. Narration: Choose a supervised rink instead.
  5. Shot 5 (10 seconds): title card: Check before you step. Skate safe! Then credits: who made the video, music used with permission.
  6. Test: show the storyboard to two classmates or family members. Ask: What's the message? Was anything confusing?

Five planned shots with picture, words, sound and timing for each, ending with the main message and credits. (Film only in safe places, with a grown-up; never on real ice that hasn't been checked.)

Shot 1 (5 s)?frozen pondIs it safe?Shot 2 (10 s)student at signonly when adults sayShot 3 (15 s)stop at creekmoving water = thin iceShot 4 (15 s)supervised rinkchoose a rinkShot 5 (10 s)SKATESAFE!title cardSkate safe! + creditsTotal: 5 + 10 + 15 + 15 + 10 = 55 seconds
The storyboard as five sketched panels. Each shot plans a picture, words and a time, and the total fits the one-minute limit.

Using others' work responsibly

  • Copyright protects creators. Use images, music and video clips only if you have permission, or if the creator has shared them for reuse (for example, under a licence that allows it), and credit the creator.
  • Making your own photos, drawings and sounds is often the easiest choice.

Protect your privacy

  • Don't show your full name, address, school name, phone number or anything that shows where you live in media you share publicly.
  • Ask permission before filming or posting anyone else.
  • Remember your digital footprint: what you post can be copied and can stay online for a long time.
Just for fun

Alt text describes a picture for people who can't see it. "Dog" is okay. "A golden retriever in a tiny yellow raincoat, looking extremely proud of itself" is much better!

Test it with the design process

Plan (storyboard or sketch) → Create a first version → Test it with a real viewer → Get feedback: What do you notice first? What's the message? → Improve.

If a viewer can't tell you your message, change your design until they can.

Hands-on activity

Paper infographic

You need: a large sheet of paper, markers or coloured pencils, a ruler, and data you collect at home.

  1. Collect real data: for example, count the kinds of fruits and vegetables your family eats in one week, or survey family and friends about their favourite winter activity.
  2. Choose one main message, like Our family ate 9 different vegetables this week.
  3. Sketch a layout first: title at the top, two or three big numbers or a simple chart, icons, and a source line at the bottom (Source: my family survey, October 2026).
  4. Make the title biggest and use contrast so it's easy to read.
  5. Test it: show someone for 10 seconds, then take it away. Ask: What was the main message?
  6. Improve one thing based on their answer.
  7. Optional, with a grown-up: rebuild it with a free design or slideshow tool, without personal information.

Your turn

1

What is an infographic?

2

What is a storyboard used for?

3

Name three conventions of a short video.

4

What is visual hierarchy?

5

Name the steps of the design process.

6

A student wants to use a popular song in a school video. What should they do?

7

Name two pieces of personal information to keep out of a public video.

More practice: warm-up

1

What is a media text?

2

What should be biggest on an infographic?

3

What is copyright?

4

What goes at the end of a video?

5

What is a digital footprint?

More practice: on your own

1

Why should a slideshow have few words per slide?

2

Write a storyboard note (picture, words, sound) for the opening shot of a video about a school book fair.

3

A web page link says click here. How could you improve it?

4

Your test viewer says your infographic is confusing. Name two things you could change.

5

Why does a web image need alt text?

Challenge

1

Plan an infographic on How our class reduced lunch waste. Describe the title, two key facts, one chart, the icons and the source line.

2

Explain how the same message could be changed for a video and for a printed poster.

3

A classmate wants to post a video of the class on a public website. What should be checked first, and why?

Check your understanding

Quiz

1.

Which planning tool fits a video?

2.

What should be largest on an infographic?

3.

Which is safe to include in a public school video?

4.

What is the best way to use a photo you found online?

5.

What comes after test in the design process?

6.

Why should link text say where it goes?

For parents and teachers

Big idea (D2.1, D3.1): Grade 6 students draft texts using a variety of media, tools and strategies, and select techniques and tools, including digital design and production tools, to produce final texts. This connects to Strand A: protecting privacy and safety online (A2.2), analysing and creating media texts with their conventions (A2.4), and using digital tools in a design process (A2.6).

How to help at home:

  • Look at infographics or ads together: What do you see first? Why?
  • Supervise any online tools and decide together what's safe to share.
  • Be a test audience; tell your child honestly what message you got.

Common difficulties:

  • Too much text on slides or infographics.
  • Using any image found online. Teach permission and credit.
  • Sharing personal details without thinking. Review privacy rules before any publishing.

Safety note: the ice-safety video is a planning example only; never film near unchecked ice or moving water, and follow local safety advice.