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South Plainfield Public Schools Curriculum Guide Introduction to Web Design Grades 10-12 Author: Kelly Butrico Coordinator/Supervisor: Paul C. Rafalowski Board Approved on: October 16, 2013 1 Members of the Board of Education Sharon Miller, President John T. Farinella, Jr., Vice President Kimberly Anesh Debbie Boyle Jim Giannakis Christopher Hubner William Seesselberg Joseph Sorrentino Gary Stevenson Central Office Administration Dr. Stephen Genco, Superintendent of Schools Mrs. Nicole Pormilli, Assistant Superintendent Mr. James Olobardi, Board Secretary/ BA Mr. Frank Esposito, Director of Student Personnel Services Ms. Elaine Gallo, Director of Guidance Mr. Al Czech, Director of Athletics Mr. Vincent Parisi, Supervisor of Math and Science Mrs. Marlene Steele, Supervisor of Transportation Mrs. Annemarie Stoeckel, Supervisor of Technology Mr. Paul Rafalowski, Curriculum Coordinator 2 South Plainfield Public Schools District Mission Statement To ensure that all pupils are equipped with essential skills necessary to acquire a common body of knowledge and understanding; To instill the desire to question and look for truth in order that pupils may become critical thinkers, life-long learners, and contributing members of society in an environment of mutual respect and consideration. It is the expectation of this school district that all pupils achieve the New Jersey Core Curriculum Content Standards at all grade levels. Adopted September, 2008 NOTE: The following pacing guide was developed during the creation of these curriculum units. The actual implementation of each unit may take more or less time. Time should also be dedicated to preparation for benchmark assessments and analysis of student results on the same. Teachers will meet in PLC groups through the year to coordinate their efforts in implementing the curriculum, reviewing data, student work samples and preparing students for benchmark assessments in consideration of both the School and District calendars. 3 South Plainfield Public Schools Curriculum Guide Content Area: Business Education Course Title: Introduction to Web Design Grade Level: 10-12 Unit 1: History of the Internet and evolution of the World Wide Web 1 Week Unit 2: HTML Basics 4 Weeks Unit 3: Creating an Expression Web Using DIVs, Images, and Templates 5 Weeks Unit 4: Web Design Basics: Creating Styles and Layouts with CSS 4 Weeks Unit 5: Creating Interactivity and Using Forms 4 Weeks Board Approved: October 16, 2013 4 Unit Overview Content Area – Introduction to Web Design Unit 1: History of the Internet and Evolution of the World Wide Web Grade Level – 10-12 Unit Summary/Rationale – During this unit, students will explore the past and future of Web technologies and the structure of the Web. The rights and responsibilities surrounding intellectual property rights in an electronic world will be emphasized. Interdisciplinary Connections – Language Arts – write and proof essay explaining the Internet and World Wide Web; History – research and discuss the origin of the Internet dating back to 1958 and it place in history; Business Educations – discuss on analyze the impact of the Internet and the Web on business; Technology – use of the computers, Internet, Web, Microsoft Office, and Prezi. Technology Integration- Internet, Microsoft Word, Prezi 21st Century Themes Global Awareness Financial, Economic, Business & Entrepreneurial Literacy 21st Century Skills Creativity/Innovation Critical Thinking/Problem Solving Communication and Collaboration Life & Career Skills Information, Media and ICT Literacy Learning Targets Practices/Anchor Standards: Reading Standards for Literacy: Key Ideas and Details RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Craft and Structure RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Range of Reading and Level of Text Complexity RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. 5 Writing Standards for Literacy: Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Domain Standards: Standard(s) – 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Strand(s) – A. Critical Thinking and Problem Solving Content Statement(s) – The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Cumulative Progress Indicator(s) (CPI) – 9.1.12. A.1: Apply critical thinking and problem-solving strategies during structured learning experiences Strand(s) – B. Creativity and Innovation Content Statement(s) – Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. Cumulative Progress Indicator(s) (CPI) – 9.1.12. B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Standard - 9.4 Career and Technical Education All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. 6 Strand - K. Information Technology Career Cluster Content Statement(s) - Communication Skills: All clusters rely on effective oral and written communication strategies for creating, expressing, and interpreting information and ideas that incorporate technical terminology and information. Cumulative Progress Indicator(s) CPI – 9.4.12.K.(3).1: Prepare specifications for digital communication products to communicate specifications to various audiences. 9.4.12.K.(3).2: Create and implement a digital communication product to meet customer needs. Content Statement(s) - Ethics and Legal Responsibilities: Legal responsibilities, professional ethics, and codes of conduct affect management practices, business performance, and regulatory compliance, as well as the confidence of customers, business partners, and investors. 9.4.12.K.(3).6: Consider intellectual property issues when creating Web pages and comply with intellectual property rights statutes and regulations. Stage 1: Desired Results Transfer Goal: Students will be able to independently use their learning in new situations to use digital media to explain and illustrate the evolution of technology. Unit Essential Questions How has the Web transformed your life? What new technologies have made using the Web more engaging and exciting? What legal and ethical issues should be considered when using the Web? Unit Enduring Understandings Technology is growing at an expediential rate and the capabilities and limitations of contemporary and emerging technology resources address personal, lifelong learning, and workplace needs. Students will know and be able to do (knowledge and skills): Explore history and impact of Web technologies Locate Web-based resources and reference materials Learn research techniques to evaluate the authenticity of Web resources Demonstrate ethical behavior in using and producing Web resources Explore personal and professional communication/collaboration through Web technologies 7 Stage 2: Evidence of Student Learning Formative Performance Task Students will produce a written explanation of the Internet and the World Wide Web to be given to someone from the 1900’s. Students will determine the authenticity and reliability of various Web sites and support their findings. Students will demonstrate knowledge of the history of the Internet and the development of the Web through worksheets and discussions. Group discussion on the impact Web technologies have had on communication personally and professionally. Summative Performance Task History of the Internet and the Evolution of the World Wide Web Students will use research techniques to create a Prezi on the history of the Internet and the development of the Web. They will demonstrate responsible and ethical use of Web sites and use communication and presentation skills when presenting their Prezi to the class. Rubric will be provided. Other Evidence Readings (packets, articles, and Internet) Essays (Microsoft Word) Projects 8 Stage 3: Learning Plan Suggested Activities Strategies for Differentiation Opening activity: Students will write an essay explaining the Internet and the World Wide Web to someone from the past. Tiered assessment Selection and concentration of topic for Prezi project Students will watch “Did You Know 4.0” Small-group instruction PowerPoint presentation will be used to review the history of the Internet and the Evolution of the World Wide Web. One on one assistance Worksheet will be completed demonstrating knowledge of the Internet and the Web. Students will complete an online active where they will predict what they will find on a Web site based on its Web address. Students will then visit the Web sites and determine the sites reliability and authenticity. Students will use their research skills and knowledge of Web technologies to create and present a Prezi presentation. Suggested Resources: Internet, Prezi, Microsoft Word 9 Unit Overview Content Area – Introduction to Web Design Unit 2: HTML Basics Grade Level – 10-12 Unit Summary/Rationale – During this unit, students will be introduced to basic HTML tags and cascading style sheets (CSS) through projects designed to experiment with page design. Students will learn the importance of Web standards and accessibility. Interdisciplinary Connections – Language Arts – create dialog and text as Web page content; Technology – use of computers, Internet, and NotePad++; Computer Science – use HTML code to create text files and save as html file; Career Education – discuss and research the job opportunities relating to Web Design. Technology Integration- Internet, NotePad ++ 21st Century Themes Global Awareness Financial, Economic, Business & Entrepreneurial Literacy 21st Century Skills Creativity/Innovation Critical Thinking/Problem Solving Communication and Collaboration Life & Career Skills Information, Media and ICT Literacy Learning Targets Practices/Anchor Standards: Reading Standards for Literacy: Key Ideas and Details RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Craft and Structure RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Integration of Knowledge and Ideas RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Range of Reading and Level of Text Complexity RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. 10 Writing Standards for Literacy: Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Domain Standards: Standard - 9.4 Career and Technical Education All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. Strand - K. Information Technology Career Cluster Content Statement(s) - Communication Skills: All clusters rely on effective oral and written communication strategies for creating, expressing, and interpreting information and ideas that incorporate technical terminology and information. Cumulative Progress Indicator(s) CPI – 9.4.12.K.(3).1: Prepare specifications for digital communication products to communicate specifications to various audiences. 9.4.12.K.(3).2: Create and implement a digital communication product to meet customer needs. Stage 1: Desired Results Transfer Goal: Students will be able to independently use their learning in new situations to plan, design, and create a Web page using HTML code in NotePad ++. Students will be able to successfully demonstrate an understanding of Web page structure and HTML tags and attributes by creating a Web page. Unit Essential Questions Why is having a basic understanding of HTML essential to planning, designing, and creating Web sites? Unit Enduring Understandings Browsers such as Internet Explorer read the HTML code from files stored on servers that form the network called the Internet. Browsers convert the code into the graphical display you see when you open a Web page. 11 Students will know and be able to do (knowledge and skills): Explore the code that creates Web pages Write HTML code using a text editor application Create pages with images, links and other controls Investigate the development of Web standards Apply standards to simple projects Stage 2: Evidence of Student Learning Formative Performance Task Summative Performance Task Class discussion to assess knowledge and experience with HTML. Students will be given the code and instructed to create the Web page. Teacher will observe students practice. Movie/Book Review Students will plan, design and create a one page Web site to review a book or movie of their choice. Students will use HMTL tags and attributes in NotePad ++. The Web site will contain background, images, and external hyperlinks. Students will be given the Web page and must use HTML code to recreate the site. Teacher will observe students practice. Scaffold students during independent work and provide individual assistance and feedback. Rubric will be provided. 12 Other Evidence Readings (handouts, articles, and Internet) Essays (analyze, summarize, and review movie/book) Worksheets Projects (Movie/Book Review) Stage 3: Learning Plan Suggested Activities Strategies for Differentiation Tiered assessment Shapes activity where students observe the importance of detailed instruction. Classroom discussion and demonstration of structure tags (<html> <head><title><body>) Students will view the source for school Web site and identify the structure tags. Students will complete worksheet on basic HTML tags. Students will create basic Web page (Text Acronyms). Students will view a Web page (Acing an Interview) and recreate the Web page using code. Teacher will model formatting techniques such as headings, font styles, alignment, and list. Students will practice creating hyperlinks. Students will complete Top 5 Shoe Companies Web page including hyperlinks to shoe Web sites. Movie/Book Review Project Selection and concentration of topic for Movie/Book review project Small-group instruction Individualized instruction 13 Suggested Resources: Internet, NotePad++ 14 Unit Overview Content Area – Introduction to Web Design Unit 3: Creating an Expression Web Using DIVs, Images, and Templates Grade Level – 10-12 Unit Summary/Rationale – During this unit, students will learn how to use Microsoft Expression Web 4, open a Web site, enter text, modify text, apply styles, and preview and print a Web page. Students will use Microsoft Expression Web 4 to create one page, professional looking Web sites that contain text and images. Student will make the connection between the HTML codes used to create the Web site by utilizing the different view modes in Expression. Interdisciplinary Connections – Language Arts – summarize and review movie or book, create text content for Web site; Technology – use of computers, Internet, and Expression Web 4; Computer Science – edit HTML code; Career Education – discuss and research the job opportunities relating to Web Design. Technology Integration- Internet, Microsoft Expression 21st Century Themes Global Awareness Financial, Economic, Business & Entrepreneurial Literacy 21st Century Skills Creativity/Innovation Critical Thinking/Problem Solving Communication and Collaboration Life & Career Skills Information, Media and ICT Literacy Learning Targets Practices/Anchor Standards: Reading Standards for Literacy: Key Ideas and Details RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Craft and Structure RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, and energy). Integration of Knowledge and Ideas RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Range of Reading and Level of Text Complexity 15 RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. Writing Standards for Literacy: Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Domain Standards: Standard - 9.4 Career and Technical Education All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. Strand - K. Information Technology Career Cluster Content Statement(s) - Communication Skills: All clusters rely on effective oral and written communication strategies for creating, expressing, and interpreting information and ideas that incorporate technical terminology and information. Cumulative Progress Indicator(s) CPI – 9.4.12.K.(3).1: Prepare specifications for digital communication products to communicate specifications to various audiences. 9.4.12.K.(3).2: Create and implement a digital communication product to meet customer needs. Systems: Roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment impact business operations. Key organizational systems impact organizational performance and the quality of products and services. Understanding the global context of 21st-century industries and careers impacts business operations Cumulative Progress Indicator(s) CPI – 9.4.12.K.(3).3: Gather and analyze customer requirements for digital communications to best meet consumer needs. 16 9.4.12.K.(3).4: Define the scope of work in a written form to summarize and meet customer requirements for digital communication. Content Statement(s) - Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway Cumulative Progress Indicator(s) CPI – 9.4.12.K.(3).7: Iterate through the design and development process to create a uniform Web-based or digital product. 9.4.12.K.(3).8: Participate in a user-focused design and development process to produce Web-based and digital communication solutions. 9.4.12.K.(3).10: Demonstrate the effective use of tools, including tools for product development, product management, and production, to complete Web-based or digital communication projects. 9.4.12.K.(3).11: Employ knowledge of Web design, programming, and administration to develop and maintain Web-based applications. 9.4.12.K.(3).13: Test a digital communication product to evaluate its functionality Stage 1: Desired Results Transfer Goal: Students will be able to independently use their learning in new situations to create well designed one page Web page using Microsoft Expression Web 4. Unit Essential Questions How has the popularization of Web sites changed the way we communication? Unit Enduring Understandings Microsoft Expression Web 4 is a Web site authoring program that allows you to create professional looking Web sites. Utilizing various design elements helps meet the goals and objectives of the Web site. Students will know and be able to do (knowledge and skills): Create a new Expression Web site Set page properties Enter and format text Create headings and lists Switch views Save a page Display a page in a browser 17 Stage 2: Evidence of Student Learning Formative Performance Task Summative Performance Task Students will discuss how background color, Make It Personal: font style, and other formatting techniques are Students will create a one-page Web site that can be used to create a mood or feeling for a Web site. used to show potential employers all of the things that he or she has done that will qualify them for their dream Students will demonstrate their ability to job. Students will be instructed to format the Web site create, save, and set properties for a Web site attractively, including adding a background color, by creating the Boon Mountain Resort home changing the fonts and applying effects. page. Students will use various formatting techniques Rubric will be provided. by completing Boon Mountain exercise. Teacher will observe work on the individual student’s computer. Feedback will come from both teacher and peer review. Other Evidence Readings (Textbook, Handouts, Internet) Resume (Personal Web page) Presentations (Make it Personal) 18 Stage 3: Learning Plan Suggested Activities Strategies for Differentiation Tiered assessment Teacher will model how to start Microsoft Expression, create a Web site, and save the Web site in the proper location. Selection and concentration of topic for Make It Personal project Using Boon Mountain Resort example, students will set page properties. Students will change the background color, add a description, and title the Web site. Teacher will model how to add a <div>, paragraph, and text. Students will continue with the Boon Mountain Resort Web site by adding text, bulleted list, and page content. Teacher will model how to applying formatting and styles. Students will add to the Boon Mountain home page by centering text, applying a heading style, changing the font color, and changing the font style. Students will switch views and locate various HTML codes in the code view. Make It Personal Project Small-group instruction One on one assistance Suggested Resources: Text: Microsoft Expression Web 4 Comprehensive, Software: Microsoft Expression Web 4 19 Unit Overview Content Area – Introduction to Web Design Unit 4: Web Design Basics: Creating Styles and Layouts with CSS Grade Level – 10-12 Unit Summary/Rationale – During this unit, students will learn various techniques for formatting a Web site in order to improve the effectiveness of the intended message or purpose. Students will learn that a successful Web site is one that communicates its overriding message while, at the same time, satisfies visitors’ expectations. Interdisciplinary Connections – Language Arts – create text content for Web site; Technology – use of computers, Internet, and Expression Web 4; Computer Science – edit HTML code; Career Education – discuss and research the job opportunities relating to Web Design; Business Educations – discuss on analyze the impact of the well formatted Web sites has on business and the benefit of using Web sites. Technology Integration21st Century Themes Global Awareness Financial, Economic, Business & Entrepreneurial Literacy 21st Century Skills Creativity/Innovation Critical Thinking/Problem Solving Communication and Collaboration Life & Career Skills Information, Media and ICT Literacy Learning Targets Practices/Anchor Standards: Reading Standards for Literacy: Key Ideas and Details RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Craft and Structure RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Integration of Knowledge and Ideas RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words . Range of Reading and Level of Text Complexity 20 RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. Writing Standards for Literacy: Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Domain Standards: Standard - 9.4 Career and Technical Education All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. Strand - K. Information Technology Career Cluster Content Statement(s) - Communication Skills: All clusters rely on effective oral and written communication strategies for creating, expressing, and interpreting information and ideas that incorporate technical terminology and information. Cumulative Progress Indicator(s) CPI – 9.4.12.K.(3).1: Prepare specifications for digital communication products to communicate specifications to various audiences. 9.4.12.K.(3).2: Create and implement a digital communication product to meet customer needs. Systems: Roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment impact business operations. Key organizational systems impact organizational performance and the quality of products and services. Understanding the global context of 21st-century industries and careers impacts business operations Cumulative Progress Indicator(s) CPI – 9.4.12.K.(3).3: Gather and analyze customer requirements for digital communications to best meet consumer needs. 21 9.4.12.K.(3).4: Define the scope of work in a written form to summarize and meet customer requirements for digital communication. Content Statement(s) - Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway Cumulative Progress Indicator(s) CPI – 9.4.12.K.(3).7: Iterate through the design and development process to create a uniform Web-based or digital product. 9.4.12.K.(3).8: Participate in a user-focused design and development process to produce Web-based and digital communication solutions. 9.4.12.K.(3).10: Demonstrate the effective use of tools, including tools for product development, product management, and production, to complete Web-based or digital communication projects. 9.4.12.K.(3).11: Employ knowledge of Web design, programming, and administration to develop and maintain Web-based applications. 9.4.12.K.(3).13: Test a digital communication product to evaluate its functionality. Stage 1: Desired Results Transfer Goal: Students will be able to independently use their learning in new situations to collaborate with classmates to create a three page Web site for a local pizzeria that effectively communicates the intended message. Unit Essential Questions When using a Web site, what formatting techniques improve the effectiveness of the site? How does the mood or feel of a Web site affect its reliability? Unit Enduring Understandings Creating a successful Web site begins with developing a solid design plan that provides answers the questions Why? What? How? And Who? Basic Web design planning includes a consistent color scheme; effective content positioning; easyto-understand linking relationships; easy-to-read, accurate, and up-to-date; and attractive, useful images. Students will know and be able to do (knowledge and skills): Start a new Web site using a template Modify the dynamic Web template Modify, create, and apply styles Identify a Web site’s purpose, target audience, and structure Use color and page layout to unify the look and feel of a Web site Add a Web page using CSS layout Use the CSS properties panel 22 Stage 2: Evidence of Student Learning Formative Performance Task Summative Performance Task Students will illustrate prior knowledge of basic design layout. Classroom discussion on the common elements of a basic Web layout. Students will create a site using templates. Teacher will scaffold students providing assistance and feedback. School Web Site Students will work with a partner to design and create a school Web site. Students will be given the name of the school and then collaborate to develop a school structure including mission statement, mascot, traditions, and colors. The team will develop a multiple page school Web site using a Microsoft Expression template. Students will identify the audience, purpose, and structure of a Web site. Students will work with Art Gallery Web site and make necessary formatting changes. Students will share site with teacher a check points. Rubric will be provided. Other Evidence Readings (Textbook and Internet) Projects(School Web Site) Worksheets 23 Stage 3: Learning Plan Suggested Activities Strategies for Differentiation Tiered assessment Students will visit various Web sites a sketch a basic design layout. Classroom discussion on the common elements of a basic Web layout. Teacher will model how to create a new Web site from a template. Students will create a new site using Personal 2 templates. Students will read about and discuss determining the structure of a site. Teacher will model changing format, adding text, adding elements, and adding /deleting pages to a template. Students will make specific formatting and structure changes to the Personal site. Students will read about Web Design Basics and answer questions. Students will visit various Web site and identify the audience, purpose, and structure. Teacher will model the use of CSS and how to control formatting and layout. Students will work with Art Gallery Web site and make necessary formatting changes. School Web Site Project Selection and concentration for School Web site project Small-group instruction Individualized assistance Suggested Resources: Text: Microsoft Expression Web 4 Comprehensive, Software: Microsoft Expression Web 4 24 Unit Overview Content Area – Introduction to Web Design Unit 5: Creating Interactivity and Using Forms Grade Level – 10-12 Unit Summary/Rationale – During this unit, students will learn what is meant by interactivity and various ways to add interactivity to a Web site. Students will also learn the role of e-commerce in today’s business environment. Interdisciplinary Connections – Language Arts – create text content for Web site; Technology – use of computers, Internet, and Expression Web 4; Computer Science – edit HTML code; Career Education – discuss and research the job opportunities relating to Web Design; Business Educations – discuss on analyze the impact of e-commerce on the business environment. Technology Integration- Internet, Microsoft Expression Web 4 21st Century Themes Global Awareness Financial, Economic, Business & Entrepreneurial Literacy 21st Century Skills Creativity/Innovation Critical Thinking/Problem Solving Communication and Collaboration Life & Career Skills Information, Media and ICT Literacy Learning Targets Practices/Anchor Standards: Reading Standards for Literacy: Key Ideas and Details RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Craft and Structure RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Integration of Knowledge and Ideas RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. 25 Range of Reading and Level of Text Complexity RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. Writing Standards for Literacy: Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Domain Standards: Standard - 9.4 Career and Technical Education All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. Strand - K. Information Technology Career Cluster Content Statement(s) - Communication Skills: All clusters rely on effective oral and written communication strategies for creating, expressing, and interpreting information and ideas that incorporate technical terminology and information. Cumulative Progress Indicator(s) CPI – 9.4.12.K.(3).1: Prepare specifications for digital communication products to communicate specifications to various audiences. 9.4.12.K.(3).2: Create and implement a digital communication product to meet customer needs. Systems: Roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment impact business operations. Key organizational systems impact organizational performance and the quality of products and services. Understanding the global context of 21st-century industries and careers impacts business operations Cumulative Progress Indicator(s) CPI – 9.4.12.K.(3).3: Gather and analyze customer requirements for digital communications to best meet consumer 26 needs. 9.4.12.K.(3).4: Define the scope of work in a written form to summarize and meet customer requirements for digital communication. Content Statement(s) - Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway Cumulative Progress Indicator(s) CPI – 9.4.12.K.(3).7: Iterate through the design and development process to create a uniform Web-based or digital product. 9.4.12.K.(3).8: Participate in a user-focused design and development process to produce Web-based and digital communication solutions. 9.4.12.K.(3).10: Demonstrate the effective use of tools, including tools for product development, product management, and production, to complete Web-based or digital communication projects. 9.4.12.K.(3).11: Employ knowledge of Web design, programming, and administration to develop and maintain Web-based applications. 9.4.12.K.(3).13: Test a digital communication product to evaluate its functionality Stage 1: Desired Results Transfer Goal: Students will be able to independently use their learning in new situations to create a commercial Web page with interactive buttons. Unit Essential Questions What role does e-commerce play in today’s business environment? How have you, as a consumer, benefited from the e-commerce revolution? Unit Enduring Understandings Adding interactivity to a Web site will improve site visitors’ experiences. While consumers benefit from increased access to products and services, businesses involved in ecommerce enjoy the opportunity to reach more customers, improve customer support, and reduce operating cost. Students will know and be able to do (knowledge and skills): Create an interactive button Use behavior tools Add behaviors for jump menus, image swaps, and status bar message Define e-commerce List elements necessary to add e-commerce capability to a Web site 27 Stage 2: Evidence of Student Learning Formative Performance Task Students will identify various ways that users interact with Web sites. Using the Wisteria Farms example, students will create, edit, and test interactive buttons. Students will share site with teacher at check points and teacher will provide feedback. Teacher will scaffold students during practice to provide individual feedback. Students will create a jump menu and swap image on the Wisteria farms and share with the teacher. Students will demonstrate knowledge of ecommerce through worksheet packet. Summative Performance Task Business Web Site Students will be given a fictitious business to create a Web site for. Students will be responsible for planning, designing, and creating a multiple page Web site with interactive buttons. Students will present their Web site to the class which will act as a test group. Rubric will be provided. Other Evidence Readings (Textbook, Articles, and Internet) Project (Business Web site) Presentations (Present Web site) 28 Stage 3: Learning Plan Suggested Activities Strategies for Differentiation Class discussion on interactivity which is the connection that occurs between a Web site and a site visitors. Tiered assessment Students will locate example of interactivity and identify the type. (buttons, roll over buttons, jump menus, image maps, and hotspots) One on one assistance Selection for the business project Individualized instruction Teacher will model how to create interactive buttons. Students will open Wisteria Farms Web site and create, edit, and organize interactive buttons. Teacher will model how to create behaviors which are actions triggered by events. Students will add a jump menu, status bar, and swap image behavior. Teacher will scaffold students during practice to provide individual assistance. Students will complete writing assignment on ecommerce and the role it plays in today’s business environment. Business Web Site Project Suggested Resources: Text: Microsoft Expression Web 4 Comprehensive, Software: Microsoft Expression Web 4 29