Computer Science III
|
|
- Harvey Martin
- 8 years ago
- Views:
Transcription
1 Passaic County Technical Institute Academy of Information Technology Curriculum of Instruction Computer Science III COURSE DESCRIPTION: Computer Science III is a full year program for junior students in the Academy of Information Technology (AOIT). Students in the program will be introduced to advance skills in Web Design, portfolio development, animation with dynamic ActionScript programming, integration and collaboration among other vocational shops, JavaScript programming, and 3D animation using the Alice learning tool. This course is designed to build up technical skills for students so they can be ready to face challenges of global changes in the Computer Science Field The first phase in the Computer Science program is to reintroduce the learning experience during the sophomore year by focusing on developing websites and projects that reflect project management, JavaScript, and database systems. Portfolio concepts, designs, and development will be primary focus of the materials used to enhance and reinforce the student s knowledge in Computer Science with advanced Dreamweaver techniques. Students will learn advanced technique in programming of templates and style sheets, image maps, interactive spry menus, media objects, and JavaScript code which will enable you to write your own scripts, create animated slideshows, build menus and develop an interactive website. Phase two will focus on Flash and JavaScript; Advanced Flash: building upon basic knowledge in Flash, students will learn advanced technique in building interactive buttons, creating special effects, publishing files, and advance programming with ActionScripts 3.0 that uses scripts consisting of actions, event handlers, and other programming statements to control action execution. JavaScript: building upon basic knowledge in JavaScript, students will learn advanced techniques in working with objects and styles for dynamic menus, exploring object methods, form validation, and expressions in programming. Phase three will integrate interdepartmental activities where students will be working with other vocational shops in developing an interactive and functional business website. Students will build up their communication and business concepts of running a business website with a focus on JavaScript and online forms which requires them to collaborate from different field of experience. Time will also be spent on building interactive and functional forms, so students can test and debug with programming knowledge while they incorporate other functions that can be made to enhance their learning experience Finally, the end of the year will introduce students to the use of Alice programming. Students will be given an introduction to 3D animation concepts and ideas along with scenarios and storyboard for design. This program will provide the foundation skills required to starting as a senior next year.
2 Time Frame: Suggested Grade Level: Prerequisite: 1 year 11th Successful completion of Computer Science II PROFICIENCIES: Upon successfully completing Computer Science III, the student will be able to: 1. Understand Dreamweaver and Portfolios a. Discuss current issues relating to Information Technology b. Demonstrate an understanding of and select the appropriate features and options required to implement a color management workflow. c. Demonstrate general and Dreamweaver-specific knowledge of best practices for designing a website, such as maintaining consistency, separating content from design, using standard fonts, and utilizing visual hierarchy d. Integrate and utilize programs in Adobe Flash, Dreamweaver, and Photoshop e. Create a content based web portfolio with ideas that are developed in Computer Science III 2. Build Flash Animation a. Demonstrate the ability to create live motion animation b. Build and code in ActionScripts 2.0 and 3.0 c. Create a fully integrated Flash website that has functions and features to enhance portfolio projects and designs 3. Develop Business Website Models a. Demonstrate knowledge of project management tasks and responsibilities. b. Communicate with others (such as peers and clients) about design plans c. Defining a client website project d. Evaluating and presenting a client site e. Constructs and design contracts based on each client s needs. f. Build and design work model to fulfill client needs by providing answers to critical decision making factors on the website e.g. expertise, cost, company reputation, convenience, support, g. Design required documentation using Microsoft WORD and EXCEL 4. Create and Design JavaScript a. Analyze, define and solve a given problem b. Develop algorithms used in problem solving c. Understand logic and operations d. Build and create custom JavaScript codes 5. Alice Programming a. Understand the importance of 3D animations b. Develop the sense of building animations with scenarios and storyboards c. Learn and create orientation and movement instructions
3 PCTI CTE Curriculum Unit Planner [1] Content Area: Computer Science III Grade(s) 11 Unit Plan Title: Standard(s) Addressed Introduction to Portfolio Project with Basic Dreamweaver and Flash A.1,2, C.1,2, D.2, K.15,16, K.57, K.(3).78,9,10,11,12,13.RST.1,2,3,4,5, WHST.1,2,3,4,5 Essential Questions (3-5) What are the components and importance of Portfolio Website? How does teamwork affect moral and distribution of work on websites What is motion path and how is it essential to Adobe Flash? What are Complex animation and 3D effects How does actions and sound effect Flash animation? Anchor Text(s) Boag, Paul; Website Owner's Manual ISBN-10: Informational Texts (3-5) [career-related readings; journal articles, books, etc] Proquest, Student Portfolio Web Sites: Valuable Communication Aids to Future Employers, Digital inspiration, Adobe Flash Press, Expected Proficiencies Students will be able to: Build a basic portfolio website to display current 2 year activities. Learn about ethic and understanding for Websites. Understand Complex Adobe animation and audio files. Use special effects for both Dreamweaver and Flash. Writing Assessments (1-3) Write and identify components relating to portfolios Write reports relating to idea of teamwork and effects of moral Summarize ideas of Flash animation actions with sounds to website Fully functional resources (software, videos, career exploration-related activities) Adobe Dreamweaver Adobe Flash Microsoft Powerpoint Internet BlackBoard Filezilla Suggested Time Frame: 10 weeks
4 PCTI CTE Curriculum Unit Planner [2] Content Area: Computer Science III Grade(s) 11 Unit Plan Title: Standard(s) Addressed Intermediate Dreamweaver and Flash with JavaScript Integration B.1,2, E.1,2,3,4,5, C5,6,710, RST.6,7,8,9,10, WHST.6,7,8,9,10 Essential Questions (3-5) Identify and related the features of AP divs, CCS, and JavaScript? What are the uses of hotspots and behaviors? What is the different type of graphics and compression in Animations? What are objects and styles in JavaScript? How can Event Handlers affect the coding in JavaScript? Anchor Text(s) Jon Duckett: JavaScript and JQuery: Interactive Front-End Web Development ISBN-13: Informational Texts (3-5) [career-related readings; journal articles, books, etc] Proquest - Digital design affiliates see faster growth Adobe Flash Press, Glenn Kirkpatrick, Kevin Peaty, Glen Kirkpatrick; "Flash Cartoon Animation: Learn from the Pros" ISBN- 13: Expected Proficiencies Students will be able to: Work with integration of String Object Methods. Apply different features of AP and JavaScript into Webpages. Address the difference of graphics with impact on the Internet usage. Reference different objects in JavaScript. Design a calculated field codes with JavaScript. Writing Assessments (1-3) Create a report on the features of Dreamweaver layouts and its effects on webpages Identify the different types of graphic and its effect on animation Design the methods and development for pull-down menus Fully functional resources (software, videos, career exploration-related activities) Adobe Dreamweaver Adobe Flash JavaScript Internet BlackBoard Suggested Time Frame: 10 weeks
5 PCTI CTE Curriculum Unit Planner [3] Content Area: Computer Science III Grade(s) 11 Unit Plan Title: Standard(s) Addressed Business Technology Website with Interactive Online Forms C.3,4, C.14,15,16,17, K.24,25,26,27,28,29,30,31,32,33, K.(4).10, RST.1,2,3,4,5,6,7,8,9,10, WHST.1,2,3,4,5,6,7,8,9,10 Essential Questions (3-5) What is the process of turning a vision to reality phase in business environment? Develop planning board for much work and effort is required for collaboration for interdepartmental team projects? Understand the concept and usage of online forms? What are the different features and functionality of online forms? What is the key concept behind AJAX and Spry? Anchor Text(s) Da`nielle Nicole Devoss, Martine Courant Rife; "Cultures of Copyright: Contemporary Intellectual Property" ISBN-13: Informational Texts (3-5) [career-related readings; journal articles, books, etc] Business competition, Code Academy, Adobe Dreamweaver Press, Expected Proficiencies Students will be able to: Develop the process and impact of converting a vision into reality. Build and design different online forms by formulating ideas and strategy for completion. Present information pertaining to Dreamweaver Ajax and Spry to webpages. Create interactive online forms with different functions. Cooperate with different members of the class and the business department in creating a website. Writing Assessments (1-3) Analyze and write a report on the difficulty of turning vision of business into reality Justify the process of why interdepartmental projects are very important to learning Identify and build key concepts to AJAX and Spry menus Fully functional resources (software, videos, career exploration-related activities) Adobe Dreamweaver Adobe Flash Microsoft Powerpoint Online Interactive Forms Internet BlackBoard Filezilla Suggested Time Frame: 10 weeks
6 PCTI CTE Curriculum Unit Planner [4] Content Area: Computer Science III Grade(s) 11 Unit Plan Title: Standard(s) Addressed Portfolio Website and Alice Programming C.12,13, F.1,2,3,4,5,6, K.63,64,65, K34,35,36,37,38, RST.1,2,3,4,5,6,7,8,9,10, 11,12.WHST.1,2,3,4,5,6,7,8,9,10 Essential Questions (3-5) What are copyrights laws and how does it affect web design and real world application? Identify spry accordion widgets and its effect on menu navigation? Identify, write and develop codes that are relating to ActionScript 2 and 3? Why are a portfolio website relevant to school and the workplace environment? Identify the concepts of objects and 3D models in Alice What are scenarios and storyboard techniques in Alice? Anchor Text(s) Patrick McNeil; "The Web Designer's Idea Book, Volume 3: Inspiration from Today's Best Web Design Trends, Themes and Styles" ISBN-13: Informational Texts (3-5) [career-related readings; journal articles, books, etc] PC mag Web Design Functions, Web Design basic concepts, Copyright Clarity: How Fair Use Supports Digital Learning, Alice learning environment Expected Proficiencies Students will be able to: Enlist fellow students in identifying issues and problems relating to copyright laws. Analyze the different type of Action Script codes for building Flash Websites. Employ and perform maintenance on final portfolio website design. Understand the concepts of 3D models in Alice. Build and design sample scenarios in Alice. Writing Assessments (1-3) Write a report on copyright laws and the changes it brings to web design Write a summative report on portfolio website and its impact on you Create a storyboard in developing an animation for Alice Fully functional resources (software, videos, career exploration-related activities) Adobe Dreamweaver Adobe Flash Microsoft Powerpoint Alice3 Online Interactive Forms Internet BlackBoard Filezilla Suggested Time Frame: 9 weeks
7 Scope and Sequence SKILLS TO BE LEARNED I = Introduce D = Develop R = Reinforce M = Master A A B.1 Apply critical thinking and problem-solving strategies during structured learning experiences. Participate in online strategy and planning sessions for coursebased, school-based, or outside projects. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives B.2 Create and respond to a feedback loop when problem solving B.3 Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying effective problem-solving strategies during structured learning experiences, service learning, or volunteering C C D E E E E E F F.2 Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets. Generate digital media campaigns in support of or opposing a current political, social, or economic issue. Design a digital communication system to alert other countries in the event of a natural disaster. Predict the impact of emerging media technologies on international business and globalization. Compare laws governing the unethical use of media in different countries. Explain the impact of current and emerging technological advances on the demand for increased and new types of accountability and productivity in the global workplace. Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
8 F.3 Defend the need for intellectual property rights, workers rights, and workplace safety regulations in the United States and abroad F.4 Explain the impact of computer hacking on products and services F.5 Formulate an opinion regarding a current workplace or societal/ethical issue based on research F C C C C C C C C K K.16 Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. Assess and modify Personalized Student Learning Plans to support declared career goals. Characterize education and skills needed to achieve career goals, and take steps to prepare for postsecondary options, including making course selections, preparing for and taking assessments, and participating in extra-curricular activities. Determine the impact of past and/or recent lawsuits and/or court decisions regarding employment laws. Comply with workplace child labor regulations and safety and health policies during structured learning experiences. Interpret and justify written employer organizational policies and procedures for job performance. Propose potential solutions for current workplace ethics court cases involving multinational companies. Determine the consequences of quality control failures in the United States and in another country based on issues reported in the media. Analyze relationships between companies and the communities in which they are located, and explain how the presence of companies in a community may have a positive or negative impact. Demonstrate how to develop positive customer relations to build and maintain a customer base in this cluster. Demonstrate how to perform scheduling functions to meet customer needs in this cluster K.17 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve problems and make decisions K.18 Employ critical thinking and interpersonal skills to resolve conflicts K K K K K.23 Identify, write, and monitor performance goals to guide progress in assigned areas of responsibility and accountability. Conduct technical research to gather information necessary for decision-making. Use information technology design processes and guidelines to produce a quality information technology product or service. Implement problem-solving processes to evaluate and verify the nature of problems in this cluster. Employ organizational and design principles to sort and group information used in this cluster.
9 K.24 Employ technological tools to expedite workflow K.25 Operate electronic mail applications to communicate K.26 Operate Internet applications to perform tasks K.27 Operate writing and publishing applications to prepare communications K.28 Operate presentation applications to prepare and deliver presentations K.29 Employ spreadsheet applications to organize and manipulate data K.30 Employ database applications to manage data K.31 Employ collaborative/groupware applications to facilitate group work K.32 Employ computer operations applications to manage tasks K K K K.(3) K.(3) K.(3) K.(3) K.(3) K.(3).12 Maintain a career portfolio to document knowledge, skills, and experience in a career field. Examine licensing, certification, and credentialing requirements at the national, state, and local levels to maintain compliance with industry requirements. Identify and explain the implications that information technology has for business transformation and development to demonstrate an understanding of the impact the industry has on business. Iterate through the design and development process to create a uniform Web-based or digital product. Participate in a user-focused design and development process to produce Web-based and digital communication solutions. Design and employ the use of motion graphics to create a visual Web-based or digital design. Demonstrate the effective use of tools, including tools for product development, product management, and production, to complete Web-based or digital communication projects. Employ knowledge of Web design, programming, and administration to develop and maintain Web-based applications. Perform maintenance and customer support functions for digital communication products to maintain quality products that meet customer needs K.(3).13 Test a digital communication product to evaluate its functionality K.(4).10 Develop and maintain a database to store information RST.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account RST RST.3 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
10 11-12.RST RST RST RST RST RST.9 Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible RST.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently WHST.1 Write arguments focused on discipline-specific content WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes WHST WHST WHST.5 In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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 WHST.7 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11 11-12.WHST WHST WHST.10 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. Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Pacing Chart Dreamweaver Week 1-10 Team Projects Week 1-10 Flash Week 1-10 HTML Week CSS Week JavaScript Week Computer Literacy Week Client Presentations Week Microsoft Office Week Online Function and Features Week Portfolio Design Week Alice Programming Week 30-39
Standards. Interactive Media, July 2012, Page 1 of 6
Indiana Department of Education Academic Course Framework INTERACTIVE MEDIA Interactive Media prepares students for careers in business and industry working with interactive media products and services;
More informationWeb Design, February 2013, Page 1 of 5
Indiana Department of Education Academic Course Framework WEB DESIGN Web Design is a course that provides instruction in the principles of web design using HTML/XHTML and current/emerging software programs.
More informationHealth Science Education II, August 2013, Page 1 of 5
Indiana Department of Education Indiana Academic Course Framework HEALTH SCIENCE EDUCATION II Health Science Education II is an extended laboratory experience at the student's choice of clinical site designed
More informationPassaic County Technical Institute. Curriculum of Instruction. Computer Science IV. Grade 12
Passaic County Technical Institute Curriculum of Instruction Computer Science IV Grade 12 2014 2015 Prepared by Anjali Wahi Computer Science IV COURSE DESCRIPTION Concentration: Object Oriented Programming
More informationFlorida Department of Education Student Performance Standards
Course Title: Digital Design 3 Course Number: 8209530 Course Credit: 1 Course Description: Florida Department of Education Student Performance Standards This course continues the development of industry-standard
More informationo Ivy Tech CRIM 101- Intro to Criminal Justice Systems CRIM 113- Criminal Investigations
Indiana Department of Education Academic Course Framework CRIMINAL JUSTICE I Criminal Justice I Introduces specialized classroom and practical experiences related to public safety occupations such as law
More informationCommon Core Standards for Literacy in Science and Technical Subjects
A Correlation of Miller & Levine Biology To the Common Core Standards for Literacy in Science and Technical Subjects INTRODUCTION This document demonstrates how meets the Common Core Standards for Literacy
More informationo Ivy Tech DESN 102- Technical Graphics DESN 103- CAD Fundamentals
Indiana Department of Education Academic Course Framework ARCHITECHTURAL DRAFTING AND DESIGN I Architectural Drafting and Design I Gives students a basic understanding of the detailing skills commonly
More informationo Ivy Tech DESN 105- Architectural Design I DESN 113- Intermediate CAD o Vincennes University ARCH 221- Advanced Architectural Software Applications
Indiana Department of Education Academic Course Framework ARCHITECHTURAL DRAFTING AND DESIGN II Architectural Drafting and Design II presents a history and survey of architecture and focuses on the creative
More informationo Ivy Tech CONT 101 Introduction to Construction CONT 106 Construction Blueprint Reading BCOT 104 Floor and Wall Layout
Indiana Department of Education Academic Course Framework CONSTRUCTION TECHNOLOGY I Construction Technology I focuses on classroom and laboratory experiences involving the formation, installation, maintenance,
More informationConstruction Technology: HVAC I, July 2012, Page 1 of 5
Indiana Department of Education Academic Course Framework CONSTRUCTION TECHNOLOGY: HVAC I Construction Technology: HVAC I includes classroom and laboratory experiences concerned with heat generation, ventilation,
More informationCOMPUTER REPAIR III New - August 2014 Joseph Ramm Angelo Valdez
COMPUTER REPAIR III New - August 2014 Joseph Ramm Angelo Valdez I. COURSE DESCRIPTION Computer Repair III is a full year study designed as a course to prepare the student Test Out s Security Pro certification
More informationComputer Tech Support, July 2012, Page 1 of 5
Indiana Department of Education Academic Course Framework COMPUTER TECH SUPPORT Computer Tech Support allows students to explore how computers work. Students learn the functionality of hardware and software
More informationCOMPUTER REPAIR I Revised August 2014. Joseph Ramm. Angelo Valdez
COMPUTER REPAIR I Revised August 2014 Joseph Ramm Angelo Valdez I. COURSE DESCRIPTION Computer Repair I is a full year study designed as a course to prepare the student for TestOut's PC Pro certification
More informationCriminal Justice II, August 2013, Page 1 of 5
Indiana Department of Education Academic Course Framework CRIMINAL JUSTICE II Criminal Justice II introduces students to concepts and practices in controlling traffic as well as forensic investigation
More informationConstruction Technology: HVAC II, July 2012, Page 1 of 5
Indiana Department of Education Academic Course Framework CONSTRUCTION TECHNOLOGY: HVAC II Construction Technology: HVAC II provides students with classroom and laboratory experiences concerned with heat
More informationCompetencies for Secondary Teachers: Computer Science, Grades 4-12
1. Computational Thinking CSTA: Comp. Thinking 1.1 The ability to use the basic steps in algorithmic problemsolving to design solutions (e.g., problem statement and exploration, examination of sample instances,
More informationMaryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12
Cluster: Text Types and Purposes CCR Anchor Standard #1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. WHST.11-12.1
More informationMYP Unit Question. How can I apply and convey my design skills in developing a product to meet the expectations of a client?
MYP unit planner Unit Title Teacher(s) Communication of Concepts/Creating Business Web Sites Utilizing a Client s Perceptions Nicholson Subject and Grade Level Technology - Year 5 Time frame and duration
More informationAcademic Standards for Reading in Science and Technical Subjects
Academic Standards for Reading in Science and Technical Subjects Grades 6 12 Pennsylvania Department of Education VII. TABLE OF CONTENTS Reading... 3.5 Students read, understand, and respond to informational
More informationCulinary Arts and Hospitality Mangament, July 2012, Page 1 of 6
Indiana Department of Education Academic Course Framework CULINARY ARTS AND HOSPITALITY MANAGMENT Culinary Arts and Hospitality Management prepares students for occupations and higher education programs
More informationDental Careers I, August 2013, Page 1 of 6
Indiana Department of Education Academic Course Framework DENTAL CAREERS I Dental Careers I prepares the student for an entry level dental assisting position. Emphasis is placed on the clinical environment,
More informationCareer Planning Basics
Media Type: DVD Duration: 70 min. Career Planning Basics Goal: To provide students with college and career-readiness skills necessary for life after secondary and post-secondary education. Description:
More informationFOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN
FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN Date: January 2016 Proposed Grade Level(s): Grade 6-8 Grading: A-F Prerequisite(s): None Course Length: Year Subject Area: Technology Elective
More informationE/LA Common Core Standards for Writing Grade 5
Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory
More informationIndiana Department of Education
Indiana Department of Education Academic Course Framework PERSONAL FINANCIAL RESPONSIBILITY Personal Financial Responsibility addresses the identification and management of personal financial resources
More informationEverett Public Schools Framework: Web Design
Course: CIP Code: 110801 Career Cluster: Webpage/Digital/Multimedia and Information Design Information Technology Everett Public Schools Framework: Web Design Total Framework Hours: 90 Hours Preparatory
More informationAdobe Dreamweaver Exam Objectives
Adobe Dreamweaver audience needs for a website. 1.2 Identify webpage content that is relevant to the website purpose and appropriate for the target audience. 1.3 Demonstrate knowledge of standard copyright
More informationFinancial Literacy: Personal Finance Basics
Media Type: DVD Duration: 34 minutes Goal: To organize and plan personal finances and use a budget to manage cash flow. Description: Financial Literacy: Personal Finance Basics provides the student with
More informationEverett Public Schools Framework: Digital Photography I
Course: CIP Code: 500406 Career Cluster: Commercial Photography Everett Public Schools Framework: Digital Photography I Arts, Audio/Video Technology & Communications Total Framework Hours: 90 Hours Preparatory
More informationIntegrating the Common Core Standards into the Music Curriculum
Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is the
More informationMultimedia Applications
Multimedia Applications Department: CTE Grade Level: 10-12 Length: Two semesters Prerequisite: Computer Literacy or its equivalent. Credit: 10 units PHILOSOPHY This course is designed for students interested
More informationPrinciples of Engineering (PLTW)
Indiana Department of Education Indiana Academic Course Framework Principles of Engineering (PLTW) Principles of Engineering is a course that focuses on the process of applying engineering, technological,
More informationVideo Game Design (3 Teams per state, 2 team members minimum)
Content Area Standard Strand 21st-Century Life & Careers 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills
More informationWEB PAGE DESIGN AND DEVELOPMENT 2 COURSE CODE: 5033 (COURSE NAME CHANGES TO ADVANCED WEB DESIGN AND DEVELOPMENT IN 2016-17)
WEB PAGE DESIGN AND DEVELOPMENT 2 COURSE CODE: 5033 (COURSE NAME CHANGES TO ADVANCED WEB DESIGN AND DEVELOPMENT IN 2016-17) COURSE DESCRIPTION: This advanced course is designed to provide students with
More informationEverett Public Schools Framework: Digital Video Production II
Course: CIP Code: 100202 Career Cluster: Video ProductionTechnology/Technician Everett Public Schools Framework: Digital Video Production II Arts, Audio/Video Technology & Communications Total Framework
More informationInternet Applications and Web Development
Internet Applications and Web Development Fundamentals Program Standard The approved program standard for the Internet Applications and Web Development Fundamentals program of instruction leading to an
More informationClover Park School District Exploring Computer Science Course: Exploring Computer Science Total Framework Hours up to: 180 CIP Code: 110701
Clover Park School District Exploring Computer Science Course: Exploring Computer Science Total Framework Hours up to: 180 CIP Code: 110701 Exploratory Preparatory Date Last Modified: 1/2015 CPSD Course:
More informationCommon Core State Standards Grades 9-10 ELA/History/Social Studies
Common Core State Standards Grades 9-10 ELA/History/Social Studies ELA 9-10 1 Responsibility Requires Action. Responsibility is the active side of morality: doing what I should do, what I said I would
More informationCrosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards
Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based
More informationPENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
More informationOrange Unified School District Video Game Design II Year Course
Course No. B861 O642 Orange Unified School District Video Game Design II Year Course Grade Level: 10-12 Prerequisites: Video Game Design 1 Introduction to the Subject Video Game Design II is an advanced
More informationStudents will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify
Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationCourse Overview and Approximate Time Allotments. First Semester
Course No: B860 Orange Unified School District Introduction to Video Game Design Year Course Grade Level: 9-12 Prerequisites: Fundamentals of Programming Introduction to the Subject: Introduction to Video
More informationCommon Core Standards Cross Referenced with Programming and Web Design
Common Core Standards Cross Referenced with Programming and Web Design Grades 9-12 PA Common Core Academic Standards for Reading in Science and Technical Subjects Craft and Structure CC.3.5.9-10.F Analyze
More informationCALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple
More informationNETS for Students: Achievement Rubric
NETS for Students: Achievement Rubric DRAFT (March 22, 2005) Purpose: This draft version of the NETS for Students: Achievement Rubric is available online for educational technology professionals to review
More information#804 Digital Media II,
Digital Media II Level: 11-12 Units of Credit: 1.00 CIP Code: 11.0211 Core Code: 35-02-00-00-011 Prerequisite: Skill Tests: Digital Media I #804 Digital Media II, Adobe Photoshop Adobe Illustrator Adobe
More informationAmerican Government/Civics
American Government/Civics The government course provides students with a background in the philosophy, functions, and structure of the United States government. Students examine the philosophical foundations
More informationLancaster City Schools Digital Design
COURSE OF STUDY Digital Design Grades 9-12 Lancaster City Schools 345 E. Mulberry Street Lancaster, Ohio 43130 February, 2015 Table of Contents Acknowledgement... 3 Vision and Mission... 4 Educational
More informationCONNECTICUT Statewide Career & Technical Education ASSESSMENT
CONNECTICUT Statewide Career & Technical Education ASSESSMENT State Department of Education Academic Office 165 Capital Avenue - Room 205 Hartford, Connecticut 06106 860-713-6764 2015 Early ChildhoodACCOUNTING
More informationHS Web Design Business and Technology
Scope And Sequence Timeframe Unit Instructional Topics Course Description Web Design students will learn how to create and maintain web pages using the prevailing techniques and software. Students will
More informationAdobe Creative Suite: Introduction for Web Design
coursemonster.com/uk Adobe Creative Suite: Introduction for Web Design View training dates» Overview Website design can be confusing to get started with. But with our Adobe Certified Instructor led class
More informationTRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE FOR: Finance III
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE FOR: Finance III Course Description Finance III is the third course in a three course sequence designed as a Program of Study under the guidelines of the New Jersey
More informationDigital Web Design Syllabus/Online Course Plan
Digital Web Design Syllabus/Online Course Plan Certificated Teacher: Date: 2015-2016 Desired Results Digital Web Design: Grades 9 12 Credit: X one semester (.5) two semesters (1) Estimate of hours per
More informationRiver Dell Regional School District Web Design Curriculum
2015 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal River Dell Middle Schools Mr. William Feldman Assistant
More informationSTATEMENT OF PURPOSE
WEB DESIGN STATEMENT OF PURPOSE This course is intended for the student interested in learning how to create web pages for the World Wide Web. Instruction on how to program using the HTML language is provided.
More informationGLEN RIDGE PUBLIC SCHOOLS MATHEMATICS MISSION STATEMENT AND GOALS
Course Title: Advanced Web Design Subject: Mathematics / Computer Science Grade Level: 9-12 Duration: 0.5 year Number of Credits: 2.5 Prerequisite: Grade of A or higher in Web Design Elective or Required:
More informationStandards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
More informationHow To Learn To Be A Creative Artist
Graphics / Web Design I Curriculum Map Teacher Pages GRAPHICS/WEB I Curriculum Map Teacher Pages Semester 1 3.0 DEMONSTRATE VERBAL AND NONVERBAL COMMUNICATION SKILLS REQUIRED BY THE MEDIA INDUSTRY 3.1
More informationWeb Page Design (Master)
St. Michael-Albertville High School Teacher: Ben Rusin Web Page Design (Master) September 2014 CEQ: WHAT IS HTML CODING AND HOW IS IT USED TO CREATE WEB SITES? AND HOW CAN IT BE USED TO CREATE WEB SITES?
More informationTeacher s Guide. Alignment with the Common Core State Standards for Reading... 3. Alignment with the Common Core State Standards for Writing...
My Insurance Teacher s Guide Introduction to the Unit... 2 What are the activities? What is the assessment? What are the activity descriptions? How does this unit align with the Common Core State Standards?
More informationCreative Cloud for Web Design
Creative Cloud for Web Design Level: Duration: Time: Cost: Fast Track - Introduction 5 Days 9:30 AM - 4:30 PM 997 Overview Like the Dreamweaver Jumpstart course, the Creative Suite for Web Design course
More informationFinancial Services I Course Description: This course is designed for 11 th and 12 th grade students interested in pursuing a career in the financial
Financial Services I Course Description: This course is designed for 11 th and 12 th grade students interested in pursuing a career in the financial institution field. It involves operation of a student
More informationStudents will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate
Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationFlorida Department of Education Curriculum Framework
Florida Department of Education Curriculum Framework 2015 2016 Program Title: Program Type: Career Cluster: Early Childhood Education NEW Career Preparatory Education & Training Note: This program is approved
More informationCareer & Technical Education Curriculum Alignment with Common Core ELA & Math Standards
Career & Technical Education Curriculum Alignment with Common Core ELA & Math Standards National Standards 110 Course Title Grade Levels 11-12 Credit Value 1 Description This course provides students with
More informationFlorida Department of Education Curriculum Framework. Secondary Career Preparatory
Florida Department of Education Curriculum Framework 2014 2015 Program Title: Program Type: Career Cluster: Early Childhood Education NEW Career Preparatory Education and Training Program Number 8405100
More informationBS Environmental Science (2013-2014)
BS Environmental Science (2013-2014) Program Information Point of Contact Brian M. Morgan (brian.morgan@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public
More informationThis document was prepared by:
ANIMATION STANDARDS This document was prepared by: Office of Career, Technical and Adult Education Nevada Department of Education 755 N. Roop Street, Suite 201 Carson City, NV 89701 Adopted by the State
More informationBUILDING DIGITAL LITERACY PURPOSE DEFINING DIGITAL LITERACY USING THIS GUIDE
BUILDING PURPOSE In today s society, it is critical for students to be able to use the vast amount of technology available to them. Computer literacy will provide students with skills they need to succeed
More informationWEB DESIGN COURSE CONTENT
WEB DESIGN COURSE CONTENT INTRODUCTION OF WEB TECHNOLOGIES Careers in Web Technologies How Websites are working Domain Types and Server About Static and Dynamic Websites Web 2.0 Standards PLANNING A BASIC
More informationWeb design & planning
Instructor Guide Timing: 12 to 18 hours Level: Ages 15 and up Web design & planning Project Overview In this project, student teams work on a project to build a website for a client. The client selects
More informationSIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
More informationWEB PAGE, DIGITAL/MULTIMEDIA AND INFORMATION RESOURCES DESIGN
1 Secondary Task List 100 DEMONSTRATE SAFETY IN THE MULTIMEDIA LABORATORY 101 Explain the Material Safety Data Sheet (MSDS) system for hazardous chemicals and materials. 102 Follow safety rules when working
More informationJEFFERSON TOWNSHIP PUBLIC SCHOOLS RELATED ARTS AND TECHNOLOGY CURRICULUM TITLE: 3D COMPUTER GRAPHICS GRADE: 10-12
JEFFERSON TOWNSHIP PUBLIC SCHOOLS RELATED ARTS AND TECHNOLOGY CURRICULUM TITLE: 3D COMPUTER GRAPHICS GRADE: 10-12 Grade 10-12 Related Arts and Technology Curriculum Page 2 TABLE OF CONTENTS JEFFERSON TOWNSHIP
More informationCONNECTICUT Statewide Career & Technical Education ASSESSMENT
CONNECTICUT Statewide Career & Technical Education ASSESSMENT State Department of Education Academic Office 165 Capital Avenue - Room 205 Hartford, Connecticut 06106 860-713-6764 2015 Medical Careers Education
More informationPHOTOGRAPHY STANDARDS
PHOTOGRAPHY STANDARDS This document was prepared by: Office of Career, Technical and Adult Education Nevada Department of Education 755 N. Roop Street, Suite 201 Carson City, NV 89701 Adopted by the State
More informationIE Class Web Design Curriculum
Course Outline Web Technologies 130.279 IE Class Web Design Curriculum Unit 1: Foundations s The Foundation lessons will provide students with a general understanding of computers, how the internet works,
More informationEconomics Social Studies Georgia Performance Standards. Economics
Economics The economics course provides students with a basic foundation in the field of economics. The course has five sections: fundamental concepts, microeconomics, macroeconomics, international economics,
More informationNETS for Students: Extended Rubric for Grades 6 8
DRAFT (September 7, 2004) Purpose: This draft version of the NETS extended rubric for Grades 6 8 is available online for educational technology professionals to review and provide feedback to the developers.
More informationWEB DESIGN AND DEVELOPMENT CURRICULUM FRAMEWORK
WEB DESIGN AND CURRICULUM FRAMEWORK This document was prepared by: Office of Career, Technical, and Adult Education Nevada Department of Education 755 N. Roop Street, Suite 201 Carson City, NV 89701 The
More informationEnglish 2 - Journalism Mitch Martin: mmartin@naperville203.org
Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors
More informationCommon Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10
Common Core State Standards for Literacy in History/Social Studies, Science, and Technical English Language Arts Standards» Anchor Standards» College and Career Readiness Anchor Standards for Reading The
More informationMarshfield Public Schools Curriculum Guide Anatomy and Physiology Level I Page 1 of 19
Marshfield Public Schools Curriculum Guide Anatomy and Physiology Level I Page 1 of 19 447 Anatomy and Physiology Level 1 Unit1: Anatomical Orientation Essential Questions 1. What terminology is used to
More informationScience, Technology, Engineering and Mathematics Foundation Code Topic Course Knowledge and Skill Performance Element Measurement Criteria
Foundation Code Topic Course Knowledge and Skill Performance Element Measurement Criteria SCC02.01 Communications English/Language Arts Courses Demonstrate effective oral, written, and visual communication.
More informationMicrosoft Word 2013 Basics
Media Type: DVD Duration: 155 minutes Goal: To provide a foundation for completing documents using Microsoft Word Description: Microsoft Word is one of the most widely used software programs in today s
More informationEnduring Understandings: Web Page Design is a skill that grows and develops throughout the careful planning and study of software and design.
Curriculum Map for Web Design SEPTEMBER Targeted NJ Core Curriculum Content Standards: Design develop, test, implement, update, and evaluate web solutions Technology Use, Media Literacy, Responsible Use
More informationNew Paltz Central School District Technology Computer Graphics 1 and 2. Time Essential Questions/Content Standards/Skills Assessments
September - October October - November New Paltz Central School District Unit 1: Introduction to Graphic Design and Recognize and analyze various forms of Digital class New Media graphic communication.
More informationTri-District Web Design Curriculum
Tri-District 2013 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal River Dell Middle School Ms. Anne Facendo
More informationCommunications and Composition Contact Person: Dr. Sara Sliter-Hays
Communications and Composition Contact Person: Dr. Sara Sliter-Hays Drawing on both the rich humanistic and Jesuit traditions of Rhetoric, the Communications and Composition Department prepares students
More informationSan Joaquin County Office of Education Career & Technical Education Web Design ~ Course Outline CBEDS#: 4601
Web Design Course Outline I II 1 Course Content 5 5 Student Evaluation Employment Opportunities 2 XHTML 10 10 Creating an HTML Document Formatting Text with HTML Adding Graphics with Multimedia Using forms
More informationPine Hill Public Schools Curriculum
Content Area: Course Title/ Grade Level: Special Areas Graphic Design & Technology 9-12 Unit 1: Safety and First Aid Month: 1 st Half - September Unit 2: Measurement/Basic Layout Month: 2 nd Half - September
More informationTeaching Literacy and Meeting Common Core in CTE Classes
Teaching Literacy and Meeting Common Core in CTE Classes Statewide CTE Institute The College of New Jersey May 20, 2014 George Johnson george.johnson@sreb.org And NJ CTE teachers from LDC Cohort 2 Teaching
More informationWeb Design and Development I a.k.a. Fundamentals of Web Design and Development
CompuScholar, Inc. Alignment to South Carolina Web Design and Development I Standards South Carolina Course Details: Course Name: Web Design and Development I a.k.a. Fundamentals of Web Design and Development
More informationNorth Dakota Aviation Standards Approved and adopted - February, 2014
North Dakota Aviation Standards Approved and adopted - February, 2014 North Dakota Department of Career and Technical Education Wayne Kutzer, State Director and Executive Officer 600 E Boulevard Avenue,
More informationAlignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
More informationCommon Core State Standards K 12 Technology Skills Scope and Sequence
This scope and sequence is aligned to the Common Core State Standards requirements for Mathematics and English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects as well
More informationMassachusetts Technology Literacy Standards
Massachusetts Technology Literacy Standards The Massachusetts Technology Literacy Standards incorporate the Information and Communication Technology (ICT) Literacy skills developed by the Partnership for
More informationJEFFERSON TOWNSHIP PUBLIC SCHOOLS COURSE OF STUDY BUSINESS DIGITAL WEB DESIGN
JEFFERSON TOWNSHIP PUBLIC SCHOOLS COURSE OF STUDY BUSINESS DIGITAL WEB DESIGN 2011 TABLE OF CONTENTS Course Overview... 1 Units of Study... 3 Sample Student Learning Activities... 8 Suggested Teaching
More information