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 of Information and Technology Select and use appropriate technology for educational and personal goals o Use passwords and security features, navigate web pages on the Internet, participate in online learning environments, and understand how technology affects workplace and society. Understand ethical and safety issues related to information including plagiarism and citing sources, copyright, intellectual freedom, acceptable use of school technologies, privacy, and evaluation of information. o Follow the school s acceptable use policies for computers, networks, and the Internet; understand plagiarism, use computer software according to licensing agreements, understand fair use of copyrighted materials Use resources responsibly. Use resources and learn independently and in collaboration with others. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Enduring Understandings: Web Page Design is a skill that grows and develops throughout the careful planning and study of software and design. Essential Questions: What makes a website easy to read and navigate? What pitfalls do I need to look out for when designing a web site? How can I improve my technological communication skills using the Internet? What are the basics needed to design a website? Core Content/Objectives Concepts Skills What students will know What students will be able to do Internet skills Good web design components Computer language Researching materials using the Internet Evaluating webs Analyzing web designs E-mailing skills / attachments Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Concept Map Brainstorming Presentation Reflective Discussion Instructional Actions Assessment How learning will be assessed Worksheets Quizzes Rubrics for e-mailing skills Practice problems using FrontPage Date :February 2009 1
Website design Components using HTML editor/ software HADDONFIELD PUBLIC SCHOOLS Concept maps of potential websites Computer use with a program for designing websites Designing websites Printing websites Graphic Organizer Debate & Discussion Inquiry Graphic Organizer Reflective Discussion Skills review problem Rubrics for Independent challenges in designing websites Establishing websites using a visual clue Formatting text Project Hyperlinks Turning on shared borders in a website Inserting pictures Pictures Changing picture properties Creating thumbnails Resources/Technology: Notepad, Microsoft FrontPage 2003, Microsoft Expressions Web 2.0, Overhead Projector, Adobe Photoshop, MS Paint, Microsoft Word, PowerPoint, Excel, Publisher, Internet Explorer. Date :February 2009 2
Curriculum Map for Web Design OCTOBER Targeted NJ Core Curriculum Content Standards: Design develop, test, implement, update, and evaluate web solutions Technology Use, Media Literacy, Responsible Use of Information and Technology Select and use appropriate technology for educational and personal goals o Use passwords and security features, navigate web pages on the Internet, participate in online learning environments, and understand how technology affects workplace and society. Understand ethical and safety issues related to information including plagiarism and citing sources, copyright, intellectual freedom, acceptable use of school technologies, privacy, and evaluation of information. o Follow the school s acceptable use policies for computers, networks, and the Internet; understand plagiarism, use computer software according to licensing agreements, understand fair use of copyrighted materials Use resources responsibly. Use resources and learn independently and in collaboration with others. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Enduring Understandings: Web Page Design is a skill that grows and develops throughout the careful planning and study of software and design. Essential Questions: Why are tables good to put information into so it does not move around on a web page? What are the advantages and disadvantages of frames pages in a website? How do frames templates establish the look of web pages? How are forms created? If I own my own business, how can I create a page to order goods from me? How do computers communicate with each other around the world? Date :February 2009 3
Concepts What students will know Date :Februar y 2009 Core Content/Objectives Skills What students will be able to do An Introduction to the Environment and the Tools Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Using lecture/discussion/demonstration and a PowerPoint presentation, the student will be able to: Define the Internet and the World Wide Web o Networks o Internet2 o W3C (World Wide Web Consortium) Describe how data moves form one computer to another over the Internet Differentiate between a Web page and a Web site Describe a Home page and explain why it is important the page be named index.html Locate and access information on the World Wide Web o Dial-up o Dedicated Lines ISND lines DSL -Carrier Lines o Cable Television Lines o Fixed Wireless Discuss the publish switched telephone network and its effect on Web design Describe an Internet Service Provider Identify Web design browser-related issues o Uniform Resource Locator (URL) Protocol (HTTP Hypertext Transfer Protocol) Domain name IP address Describe the different Web page viewing devices available Identify the different types of Web sites How to search the Internet o Google (full-text search engine) o Yahoo! (subject/directory search engine) Discuss the impact of the Internet and the Web o Communication o Education o Entertainment o Business Differentiate among the different types of Web sites o Personal Instructional Actions Assessment How learning will be assessed Students will demonstrate mastery of content by taking notes during lecture/discussion/demonstrations/presentations and by completing assigned projects as independent practice. Students will also successfully pass an objective test and an application test. A checklist will be used to grade the application test. Establishing websites using a visual clue Practice problems using FrontPage Skills review problem Rubrics for Independent challenges in designing websites 4
o Organization/Topical o Commercial Describe the various tools for creating Web pages and Web sites o HTML (Hypertext Markup Language) o XML (extensible Markup Language) o XHTML (extensible HTML) o WML (Wireless Markup Language) o Cascading Style Sheets o Scripting Languages Javascript Active Server Pages (ASP) Hypertext Preprocessor (PHP) MySql o WYSIWYG Editors Microsoft FrontPage Microsoft Expressions Web 2.0 Identify Web design roles o Creative roles o Hi-Tech roles o Oversight roles Introduction to HTML/XHTML Using lecture/discussion/demonstration, PowerPoint presentations, and independent practice, the student will be able to: Define Hypertext Markup Language (HTML) and the standards used for Web development Define Extensible Hypertext Markup Language (XHTML) and describe its relationship to HTML Describe tools used to create HTML documents Create a Web page using Notepad and XHTML containing o Different level headings o Paragraph and line breaks o Bulleted and number lists Formatted text Learning Microsoft FrontPage 2003/ Microsoft Expressions Web 2.0 Date :February 2009 5
Using lecture/discussion/demonstration, PowerPoint presentations, and independent practice, the student will be able to: Create a new page, understand text characteristics of Web pages (format, font, alignment), create hyperlinks, insert horizontal lines and symbols, and create page banners (Lesson 3). Place images on a Web page, insert inline and background images, modify image properties, and create thumbnails and alternative representations (Lesson 4). Design a basic table, modify table properties, and use a table for complex page layout (Lesson 5). Use FrontPage Web themes and customize themes (Lesson 6). Publish a FrontPage Web to a server (www.tripod.com), use the FrontPage publish function (Lesson 7). Demonstrate the difference between linear and hierarchical site structure, design a navigation scheme for a Web site, create a table of contents, insert navigation bars, and create an image map (Lesson 9). Demonstrate the use of shared borders in a Web site, create a Web site using frames, understand frames page structure, and use the different frames pages available in FrontPage (Lesson 10). Explain what are style sheets, understand the difference between the three types of style sheets (external, embedded and inline), and understand the browser compatibility issues associated with style sheets (Lesson 11). Understand the importance of collecting user feedback and data, create a guest book, understand form elements, create a page containing a form and different form elements, understand form handlers and their properties, and add keywords to make the site searchable (Lesson 12). Understand the special effects that FrontPage offers, create a Web page that contains a hit counter, marquee, hover button, page transition, and banner ad (Lesson 14) Create a Web page with background audio and inline video (Lesson 15) Understand scripting basics and create a client-side script JavaScript (Lesson 19) Resources/Technology: Notepad, Microsoft FrontPage 2003, Microsoft Expressions Web 2.0, Overhead Projector, Adobe Photoshop, MS Paint, Microsoft Word, PowerPoint, Excel, Publisher, Internet Explorer. Date :February 2009 6
Curriculum Map for Web Design NOVEMBER/DECEMBER Targeted NJ Core Curriculum Content Standards: Design develop, test, implement, update, and evaluate web solutions Technology Use, Media Literacy, Responsible Use of Information and Technology Select and use appropriate technology for educational and personal goals o Use passwords and security features, navigate web pages on the Internet, participate in online learning environments, and understand how technology affects workplace and society. Understand ethical and safety issues related to information including plagiarism and citing sources, copyright, intellectual freedom, acceptable use of school technologies, privacy, and evaluation of information. o Follow the school s acceptable use policies for computers, networks, and the Internet; understand plagiarism, use computer software according to licensing agreements, understand fair use of copyrighted materials Use resources responsibly. Use resources and learn independently and in collaboration with others. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Enduring Understandings: Web Page Design is a skill that grows and develops throughout the careful planning and study of software and design. Essential Questions: How can one make a website visually pleasing? How can pictures be used to enhance a website s goal? Can one use the skills learned to create a website? How can tables aid in clarification of data in a web site? Core Content/Objectives Concepts What students will know Design your own website Table uses in websites Skills What students will be able to do Creating a photo gallery Add word art to website Create a personal web using the skills learned so far Add tables to web pages Change table properties Insert & delete cells Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Debate & Discussion Projects Inquiry Categorizing Compare & Contrast Concept Formation Instructional Actions Assessment How learning will be assessed Practice problems using Notepad/ FrontPage/Microsoft Expressions Web Skills review problem Rubrics for Independent challenges in designing websites Establishing websites using a visual clue Rubric for points to add to personal web Date :February 2009 7
Merge cells Add frames pages Create frames pages Set frame page properties Establishing websites using a visual clue Create web pages with forms properties HADDONFIELD PUBLIC SCHOOLS Hands On Projects Practice problems using FrontPage Skills review problem Rubrics for Independent challenges in designing websites Students will demonstrate mastery of content by taking notes during lecture/discussion/demonstrations/presentations and by completing assigned projects as independent practice. Add textboxes, drop-down boxes, option buttons, and check boxes Create a search form pages Group dynamics using the computer Create a product-based company with classmates Create a product order form in a website Resources/Technology: Notepad, Microsoft FrontPage 2003, Microsoft Expressions Web 2.0, Overhead Projector, Adobe Photoshop, MS Paint, Microsoft Word, PowerPoint, Excel, Publisher, Internet Explorer. Date :February 2009 8
Curriculum Map for Web Design DECEMBER/JANUARY Targeted NJ Core Curriculum Content Standards: Design develop, test, implement, update, and evaluate web solutions Technology Use, Media Literacy, Responsible Use of Information and Technology Select and use appropriate technology for educational and personal goals o Use passwords and security features, navigate web pages on the Internet, participate in online learning environments, and understand how technology affects workplace and society. Understand ethical and safety issues related to information including plagiarism and citing sources, copyright, intellectual freedom, acceptable use of school technologies, privacy, and evaluation of information. o Follow the school s acceptable use policies for computers, networks, and the Internet; understand plagiarism, use computer software according to licensing agreements, understand fair use of copyrighted materials Use resources responsibly. Use resources and learn independently and in collaboration with others. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Enduring Understandings: Web Page Design is a skill that grows and develops throughout the careful planning and study of software and design. Essential Questions: Describe the internet and the World Wide Web? Define web servers? Differentiate the internet, intranets, and extranets? Discuss web browsers? Discuss the web development life cycle? Describe steps in the web development planning phase? Differentiate between website structures? Discuss website implementation and maintenance? Concepts What students will know Core Content/Objectives Skills What students will be able to do Comprehensive Concepts and Techniques Using lecture/discussion/demonstration, PowerPoint presentations, and independent practice, the student will be able to: Create a Web page Apply a color scheme Format and modify text elements on a Web page Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Formative: Develop an organizational diagram of what pages will be included in your site. Effectively incorporates each of the technologies and media we used throughout the course. Instructional Actions Assessment How learning will be assessed Rubrics for Independent challenges in designing websites Students will demonstrate mastery of content by taking notes during lecture/discussion/demonstrations/presentations and by completing assigned projects as Date :February 2009 9
Insert a horizontal rule Define and insert a line break and special characters Change a Web page title Check spelling Insert and absolute link Add a background image to a Web page Insert, resize, and align images within a Web page Create a relative, absolute, and E-mail link Change the color of links Edit and delete links Understand and plan page layout Design a Web page using tables Format a table Create head content Create a frameset and frames Set the properties for a frame and for a frameset Apply and modify the properties of a frame Add buttons as navigation elements Create a form Describe and add form objects (text fields, text areas, check boxes, radio buttons, lists, memos, and form buttons) to a form Create a template Create a Cascading Style Sheet Apply Cascading Style Sheet attributes to a template Create a Web page from a template Insert, select, resize, and move a layer Name a layer Align layers Create an image map Add and edit behaviors Create a navigation bar Insert a Date object HADDONFIELD PUBLIC SCHOOLS Incorporate consistent layout and design Assure website functionality Summative: Final Website Design & Development Project independent practice. Date :February 2009 10
Create a nonlinear timeline Add a behavior to a layer Add a play button to a timeline Create a linear timeline Add a layer to a timeline Show and hide a layer Play an animation Insert animated text into a Web page Insert a Flash movie into a Web page Add a sound link to a Web page Embed a sound file in a Web page Insert a video into a Web page HADDONFIELD PUBLIC SCHOOLS Resources/Technology: Notepad, Microsoft FrontPage 2003, Microsoft Expressions Web 2.0, Overhead Projector, Adobe Photoshop, MS Paint, Microsoft Word, PowerPoint, Excel, Publisher, Internet Explorer. Date :February 2009 11
Curriculum Map for Web Design JANUARY Targeted NJ Core Curriculum Content Standards: Design develop, test, implement, update, and evaluate web solutions Technology Use, Media Literacy, Responsible Use of Information and Technology Select and use appropriate technology for educational and personal goals o Use passwords and security features, navigate web pages on the Internet, participate in online learning environments, and understand how technology affects workplace and society. Understand ethical and safety issues related to information including plagiarism and citing sources, copyright, intellectual freedom, acceptable use of school technologies, privacy, and evaluation of information. o Follow the school s acceptable use policies for computers, networks, and the Internet; understand plagiarism, use computer software according to licensing agreements, understand fair use of copyrighted materials Use resources responsibly. Use resources and learn independently and in collaboration with others. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Technology Use, Media Literacy, Responsible Use of Information and Technology Format text using font styles and sizes, line spacing, indent, justification, margins, and tabs, Edit text using insert and delete, cut, copy, paste, find and replace, spelling, grammar, and thesaurus, Insert graphics in various applications Enduring Understandings: Web Page Design is a skill that grows and develops throughout the careful planning and study of software and design. Essential Questions: Can the student: Start Microsoft Expressions/ FrontPage? Define a local site? Add a background image? Format and modify text elements on a web page? Print a web page? Define a home page? Add pages to a web site? Describe image file formats? Create email links? View code view? Describe HTML tags? Format a table? Create a form? Describe form objects? Apply behaviors to a form? Date :February 2009 12
Describe and create templates? Insert, select, resize, and move a layer? Create an image map? Describe and create frameset layouts and properties? Add buttons to navigation elements? HADDONFIELD PUBLIC SCHOOLS Concepts What students will know Core Content/Objectives Skills What students will be able to do Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Instructional Actions Assessment How learning will be assessed End Project Formative: Develop an organizational diagram of what pages will be included in your site. Effectively incorporates each of the technologies and media we used throughout the course. Incorporate consistent layout and design Assure website functionality Summative: Final Website Design & Development Project Students will demonstrate mastery of all of the above by creating and publishing a Web site on the subject of their choosing. A rubric will be used to grade the end project. Resources/Technology: Resources/Technology: Notepad, Microsoft FrontPage 2003, Microsoft Expressions Web 2.0, Overhead Projector, Adobe Photoshop, MS Paint, Microsoft Word, PowerPoint, Excel, Publisher, Internet Explorer. Date :February 2009 13
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