Web Design and Development I - 2008

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Web Design and Development I - 2008

  1. 1. The Newark Public Schools Web Design and Development I NEWARK PUBLIC SCHOOLS Web Design and Development I CURRICULUM GUIDE 2008 Department of Teaching & Learning ©2008 1
  2. 2. The Newark Public Schools Web Design and Development I Department of Teaching & Learning ©2008 2
  3. 3. The Newark Public Schools Web Design and Development I NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS 2008-2009 Mr. Samuel Gonzalez, Chairperson Ms. Shanique L. Davis-Speight, Vice Chairperson Mr. Tharien Arnold Ms. Barbara King Mr. Anthony Machado Ms. Eliana Pintor Ms. Arelis Romero Mr. Felix A. Rouse Mr. Carlos Valentin, Jr. Department of Teaching & Learning ©2008 3
  4. 4. The Newark Public Schools Web Design and Development I NEWARK PUBLIC SCHOOLS ADMINISTRATION 2008-2009 State District Superintendent.............................................................................................................................................Dr. Clifford B. Janey State District Deputy Superintendent................................................................................................................................................................... Chief Financial Officer...............................................................................................................................................................Mr. Ronald Lee School Business Administrator Chief of Staff.............................................................................................................................................................................Ms. Sadia White Assistant Superintendent...........................................................................................................................................Ms. Joanne C. Bergamotto School Leadership Team I Assistant Superintendent............................................................................................................................................................Mr. Roger Leon School Leadership Team II Assistant Superintendent...........................................................................................................................................Dr. Glenda Johnson-Green School Leadership Team III Assistant Superintendent............................................................................................................................................................Ms. Lydia Silva School Leadership Team IV Assistant Superintendent.........................................................................................................................................................Dr. Don Marinaro School Leadership Team V Assistant Superintendent....................................................................................................................................................Dr. Gayle W. Griffin Department of Teaching and Learning Assistant Superintendent............................................................................................................................................................Dr. Kevin West Department of Special Programs Department of Teaching & Learning ©2008 4
  5. 5. The Newark Public Schools Web Design and Development I TABLE OF CONTENTS Title Page.........................................................................................................................................................................................................................................1 Board Members................................................................................................................................................................................................................................2 Administration.................................................................................................................................................................................................................................3 Table of Contents.............................................................................................................................................................................................................................4 District Mission Statement...............................................................................................................................................................................................................5 District Goals and Guiding Principles.............................................................................................................................................................................................6 Curriculum Committee....................................................................................................................................................................................................................8 Course Philosophy...........................................................................................................................................................................................................................9 Course Description.........................................................................................................................................................................................................................10 Recommended Textbooks..............................................................................................................................................................................................................11 Course Technical Specifications....................................................................................................................................................................................................12 Curriculum Pacing and Units.........................................................................................................................................................................................................13 Standards, Goals, and Objectives...................................................................................................................................................................................................14 Appendix........................................................................................................................................................................................................................................46 Department of Teaching & Learning ©2008 5
  6. 6. The Newark Public Schools Web Design and Development I Mission Statement The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven. We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and minds to value education. Dr. Clifford B. Janey State District Superintendent Department of Teaching & Learning ©2008 6
  7. 7. The Newark Public Schools Web Design and Development I GOALS AND GUIDING PRINCIPLES Reaching for the Brass Ring GOALS • Goal 1 IMPROVE STUDENT ACHIEVEMENT Provide all students with equal access to opportunities that demonstrate high academic standards, high expectations, instructional rigor and alignment with the NJCCCS, and which embody a philosophy of critical and creative thinking. • Goal 2 DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY Equip students to be productive citizens by addressing needs, enhancing intellect, developing character, and instilling pride and hope. • Goal 3 STRUCTURE THE ORGANIZATION TO BE EFFICIENT, EFFECTIVE AND ALIGNED WITH THE DISTRICT MISSION Allocate and align resources on the basis of student needs with high achievement as the ultimate goal. --Schools and district offices will have effective and efficient programs, processes, operations and services to assure that all students and other customers will have access to certificated, highly trained professionals. --Budget and fiscal systems will support the focus on student achievement through timely and accurate processing of documents. • Goal 4 ENFRANCHISE COMMUNITY / EMPOWER PARENTS Engage community and family in meaningful decision-making and planning for Newark children. Department of Teaching & Learning ©2008 7
  8. 8. The Newark Public Schools Web Design and Development I GOALS AND GUIDING PRINCIPLES Reaching for the Brass Ring GUIDING PRINCIPLES • FOCUS ON STUDENTS Every Newark Public Schools employee must be committed to high achievement for all students and assume responsibility for that success. Everyone clearly communicates the vision, focus, and goals of the district. All district policies, procedures and activities are aligned in support of student achievement. • HIGH EXPECTATIONS / STANDARDS DRIVEN All district personnel are constantly analyzing data and feedback to ensure high standards and support to enable all students to be successful. All school communities are constantly monitoring data and feedback to ensure that each student has the necessary personalized support and quality-learning environment to meet high standards and expectations for learning. • CARING AND SAFE ENVIRONMENT The district is committed to safe, clean, aesthetically pleasing educational work environments. Students’ and employees’ diverse backgrounds, abilities, interests, and needs are respected. Structures and practices that promote personalization and equity of access are provided. • SHARED DECISION MAKING The district participates openly and honestly in productive, collaborative and reflective communication and systemically solicits feedback from multiple stakeholders. Systemic feedback loops are established to ensure that all stakeholders (including district offices, administrators, teachers, parents and students) are engaged in dialogue for the purpose of shared decision-making. Department of Teaching & Learning ©2008 8
  9. 9. The Newark Public Schools Web Design and Development I CURRICULUM COMMITTEE Michelle Springs-Haynes Web Design and Development Instructor, Technology High School Department of Teaching & Learning ©2008 9
  10. 10. The Newark Public Schools Web Design and Development I Newark Public Schools Web Design and Development I Course Philosophy Technology - any modification of the natural world designed by human beings to solve human problems, enhance human life, or extend human capability - was identified as an essential workplace competency by the Secretary’s Commission on Achieving Necessary Skills (SCANS) report in 1992. This report further stated that “students should be able to select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.” Information technology is a field that is growing at an astronomical rate, with both frequent advancements of existing technologies and the creation of new technologies. All students must be able to understand and be comfortable with the use of computers to process information, select equipment and tools (including software). By introducing concepts of the information technology field, students understand social, organizational, and technological systems that have impacted, and continue to impact the lives of all across the globe. Further understanding of technology and its place and function in today’s complex society will allow students to become informed and productive adults of tomorrow. Included in the information technology age is the creation and evolution of the Internet. Internet technologies have become a mainstay in today’s society. Internet and web technologies not only exist on the World Wide Web, but also are seen in many web-based software applications. The Web Design and Development I Course is designed to guide students through the Internet and its wide array of useful resources. Students will master the use of now basic Internet technologies, such as web browsers, e-mail, newsgroups, search engines, and the concepts behind File Transfer Protocols (FTP’s). Students will use a variety of search engines to complete research-based projects. In addition, students will learn the fundamentals of web authoring and core web design principles. Students will gain experience developing web pages in a text editor and/or graphic user interface (GUI) editor. Students will also learn how to develop and use cascading style sheets (CSS) and study the basics of Extensible Hypertext Markup Language (XHTML), JavaScript, Dynamic HTML (DHTML), and the Document Object Model (DOM) and how to successfully integrate these key components into a functional web page and web site. Overall, students will have a deeper knowledge base of core web authoring ideas and topics. Students will be kept up to date on industry standards as they relate to web authoring, and understand how and why these standards change to suit the technological needs of today’s society. In short, all students will learn and implement technologies current in today’s society in order to guide and shape the technology for the future. Department of Teaching & Learning ©2008 10
  11. 11. The Newark Public Schools Web Design and Development I Newark Public Schools Web Design and Development I Course Description Course Prerequisites: Basic knowledge of the Internet is necessary. An understanding of Microsoft 98/2000/ME/XP is required. The Web Design Career Pathway is comprised of Web Design and Development 1, Web Design and Development 2 and Web Design and Development 3. Students enrolled in this pathway will commence with Web Design and Development 1 while in tenth grade. Web Design and Development students must enter the course with an understanding of the concepts taught in Computer Applications. Upon successful completion of Web Design I, students will have mastered introductory and intermediate HTML skills and will be able to take more advanced HTML courses (Web Design and Development 2 and 3). First Year Web Design students will complete programs in HTML, add JavaScript and various forms of multimedia (static and dynamic) to a web page and web sites, as well as use web-authoring tools such as DreamWeaver and/or FrontPage. Students will be required to create electronic and paper-based portfolios. These portfolios will showcase student achievements to potential employers, service learning opportunities, and lend to be showcased by the Office of School-to-Career and College Initiatives. They will also be used as a vehicle to assess student proficiency as well as gauge student performance over time. The skills mastered during year one will help the students prepare for CIW certification – CIW Associate1. Aside from technical skills, students will also gain soft skills in the process. Such skills include presentation skills; cooperative learning and team work skills, as well as how to effectively manage on-going and multiple projects. In addition, the course lends itself to interdisciplinary connections through current events as well as integrating subject matter from across the spectrum into a student’s designs and web page/site developments. About CIW Certification Certified Internet Webmaster (CIW) Certification is an information technology (IT) certification that is vendor and company neutral. The certification is based on job-role and is designed to help people gain entry and build upon these IT skills. Students gaining CIW Certification can go on to seek careers or continue to further their studies on a collegiate level in various disciplines: including web development, web site management, enterprise development, and network administration. CIW is the largest IT job-role certification program. It is increasingly recognized and accepted as the standard vendor-neutral certification by corporations, academic organizations, and industrial publications. 1 CIW Certification is offered at various locations throughout the state of NJ. Bloomfield College is an extension site for testing. Cost of testing is $65 per student. Certification testing is only recommended for top performers within the Web Design I course. Department of Teaching & Learning ©2008 11
  12. 12. The Newark Public Schools Web Design and Development I Recommended Textbooks/Resources Principles of Web Design, Fourth Edition Joel Sklar ISBN 13: 978-1-4239-0194-5 © 2009 ISBN 10: 1-4239-0194-0 Publish date: March 25, 2008 460 pages The ultimate guide to Web site design, Principles of Web Design, Fourth Edition leads you through the entire Web site creation process, from start to finish, while developing and enhancing your HTML, CSS, and visual design skills along the way. You'll begin by learning about the Web design environment and the principles of sound Web design, continue to planning site layout and navigation, and progress to Web typography, colors and images, working with CSS, and more. Updated to include the latest Web design technologies and trends, this Fourth Edition features all-new sections on Web accessibility, standards-based coding, and CSS positioning, as well as technical updates and new screen shots throughout. Armed with valuable knowledge and plenty of hands-on activities, you will gain a solid understanding of designing successful, standards-based Web sites that are portable across different operating systems, browsers, and connection speeds. Teacher Reference Texts Web Design: Introductory Concepts and Techniques, Third Edition Gary B. Shelly, H. Albert Napier, Ollie Rivers ISBN 13: 978-1-4239-2718-1 © 2009 ISBN 10: 1-4239-2718-4 Publish date: July 2, 2008 This third edition explains the connection between a detailed design plan that considers audience needs, site purpose, and various technical issues of a successful Web site. Written for an introductory course, the text offers a variety of challenging written and hands-on activities at the end of each chapter that test comprehension, build Web research skills and design awareness, and provoke thought regarding current issues in technology. Web Design, Third Edition reveals useful design concepts and techniques typically not addressed in HTML or Web authoring texts, and is written in a style that makes the concepts presented easy to understand. New Perspectives on HTML and XHTML 5th Edition, Introductory Partrick Carey ISBN 13: 978-1-4239-2545-3 © 2009 ISBN 10: 1-4239-2545-9 Publish date: April 15, 2008 This best-selling text by Patrick Carey uses the New Perspectives Series signature case-based, problem-solving approach to teach students how to create simple to advanced Web sites using HTML and XHTML. Department of Teaching & Learning ©2008 12
  13. 13. The Newark Public Schools Web Design and Development I Course Technical Specifications Required Optional Computer – latest model available within district Classroom set of Flash Media Sticks Student Flash Media Stick – to save required work CD/DVD Burner for large multimedia files Teacher and Student Professional E-mail account Microsoft FrontPage – to demonstrate GUI functionality Access to the Internet (within classroom or school PC lab) TextPad – easily differentiates between code and plain txt within window. Also automatically indents and allows for easy Text Editor Software (ex. NotePad, Word, Works) available previewing of documents created within district Internet Explorer or Netscape Navigator – latest version available within district Development Software: • Adobe Web Development Suite: Includes Dreamweaver, Flash and Fireworks • Adobe Photoshop or Photoshop Elements Department of Teaching & Learning ©2008 13
  14. 14. The Newark Public Schools Web Design and Development I Curriculum Units and Suggested Pacing 40 Minute Topic Block Schedule Periods LESSON I: Overview of Class and Requirements 3 1.5 LESSON II: Browsing the World Wide Web 5 2.5 UNIT I: INTRODUCTION TO WEB PAGE LESSON iII: Understanding E-mail 1 2 ELEMENTS LESSON IV: FTP, Newsgroups and Telnet Concepts 1 2 LESSON IV: Objects, Plug-ins, and Viewers 2 4 LESSON VI: Search Engines 1.5 3 LESSON VII: Electronic Commerce 1.5 3 LESSONI: Introduction to HTML 1.5 3 LESSON II: HTML, the Beginnings 2.5 5 LESSON III: HTML, Understanding Coding 7 14 LESSON IV: HTML Horizontal Rules and Graphical 5 10 Elements LESSON V: HTML Hyperlinks 5 10 UNIT II: HYPERTEXT MARKUP LESSON VI: HTML Tables and Layout Control 10 20 LANGUAGE (HTML) FUNDAMENTALS LESSON VII: HTML Forms 6 12 LESSON VIII: HTML Image Techniques 8 16 LESSON IX: HTML Frames 5 10 LESSON X: GUI Editors (Intro to 11 22 Frontpage/DreamWeaver) LESSON XI: HTML Extensions 7.5 15 Students should initiate and complete a final web project as designated by the instructor. It is recommended that 10 20 Final Projects the project be handed in individually. Department of Teaching & Learning ©2008 14
  15. 15. The Newark Public Schools Web Design and Development I STANDARD 9.2 (Consumer, Family, and Life Skills) All students will demonstrate critical life skills in order to be functional members of society Strand B: Self-Management Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives GOAL/OBJECTIVE (S): To discuss and understand the regulations and expectations of the course, course overview What are effective ways to take notes for a technical ALL NPS course? Discuss syllabus, pacing, grading What is cooperative learning scheme, rules/regulations of the lab, and and how will it assist you in AUP for NPS successfully completing this Teacher generated written Discuss sample of acceptable course? evaluation of classroom and work/homework and hand-in procedure course procedures (procedures Browse official course web site within How will cooperative should be evaluated periodically school and question navigation and learning aid you in throughout the academic year, as Developing an Effective Course Syllabus content preparing for a career in other procedures are introduced Analyze sample activity web design and as the course progresses). Returned signed AUP’s development? What are the classroom NJ STATE CPI: policies and procedures? Revise and update the personal growth What are the consequences plan to address multiple life roles. for not following the Apply project planning and management classroom guidelines? skills in academic and/or occupational settings. Compare and contrast methods for maximizing personal productivity. Department of Teaching & Learning ©2008 15
  16. 16. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): To understand and demonstrate how to customize web browsers What are web browsers? Provide examples of various ALL NPS Assessment: web browsers? How are they Discuss how they have used web Teacher generated quizzes (PC similar? How do they differ? browsers in the past and present and paper based) Discuss the differences between Allow students to demonstrate to What are the various identical URL’s as viewed in various web class how to make changes via browser settings that may be browsers diagram manipulated by the end Discuss the importance of knowing the Observe students completing In Our Own Backyard user? differences between the browsers changes to settings via diagram Understand how to customize browser How are browser settings settings Assignment/Project: used to create a unique experience for the user? NJ State CPI Students should be asked to Identify new technologies and other organizational multiple use in personal, home, and/or work environments for informatio make tools to browser setting Why is effective image changes via diagram in class (this loading important to the user Evaluate information sources for accuracy, relevance, group activity) may be a and appropriateness. and web designers? Compose, send, and organize e-mail messages with and without attachments. Department of Teaching & Learning ©2008 16
  17. 17. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): Understand concepts Trace the evolution of the and workings of electronic mail Internet. ALL NPS Define transmission control Discuss email and its impact today Optional Assessment: Have protocol/Internet protocol Discuss differences between email student email any trouble he/she and state how the Internet clients may be having with a particular uses it Understand Netiquette and how it applies topic. Be sure to answer the to email email in a timely fashion. This Describe and give detailed Understand attachments and how to assessment may be continued on examples of push and pull send them an ongoing basis. In Our Own Backyard technologies. Understand the importance of antivirus software in relation to email and Assignment/Project: Create and add email attachments Test email with attachments signatures to email messages Test email without attachments NJ STATE CPI: Describe the purpose of the Test email including signatures Identify new technologies and other organizational tools to use in personal, home, and/or work environments for information r mailing list. What are the Create a mailing list and send pros and cons to suing a email Evaluate information sources for accuracy, relevance, and appropriateness. mailing list? What ethical issues may arise from the use Compose, send, and organize e-mail messages with and without attachments. a mailing list? Department of Teaching & Learning ©2008 17
  18. 18. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): Gain knowledge of and ability to FTP files Access and download files using File Transfer Protocol Assignment/Project: Email to mail list announcing ALL NPS newsgroup information Describe the functions of the Discuss handout on FTP process Practice FTP process via modeling FTP get and put commands/ Practice FTP process via paper modeling and display How are they essential to the and display protocol? Discuss and understand Telnet process Extended Activity Discuss Newsgroups Read and post messages to a Participate in classroom activities Teacher should begin to go over newsgroup principal concepts of project NJ STATE CPI: management and implementation How are newsgroups (CPI 3.1) Identify, describe, evaluate, effectively used? Provide Assign students to plan an event and synthesize the central ideas in examples of functionally (party, vacation, etc). Students will informational texts need to list resources needed in strong newsgroups. order to make the event happen. (CPI 3.1) Read developmentally Students will then discuss in class Access resources using telnet appropriate materials at an independent the resources chosen and why (if available). level with accuracy and speed Department of Teaching & Learning ©2008 18
  19. 19. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): Understand Role of Plug-ins and Viewers in Relation to the Web Hat was the first scripting language developed ALL NPS exclusively for online content Explain various plug-ins available to the design? web – standards and other options How have scripting Explain pros and cons of reliance on Multimedia on the Web languages evolved plug-ins and viewers Assignment/Project: throughout the year? What Distribute handout summarizing pros and Demonstrate via paper model Objects and Security Issues are some limitations of these cons of viewers how customize web browser to languages? Explain files formats allow/disallow particular file Plug-in Technology Demonstrate how file formats are formats Explain some of the converted Send email about web sites that Type s of Browser Plug-ins functions of Java applets. Discuss various plug-ins have information on various plug- Discuss pros and cons of plug-ins and in technologies File Formats What are three was in which viewers plug-ins can spear within a Convert various file formats (jpeg to gif) browser? NJ STATE CPI: What is Virtual Reality Modeling Language? (CPI 8.1) Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to Department of Teaching & Learning ©2008 19
  20. 20. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives (CPI 3.1) Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one is (CPI3.2) Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism). (CPI 3.3) All students will speak in clear, concise, organized language (CPI 3.4) All students will listen actively to information from a variety of sources in a variety of situations (CPI 8.1) Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results. (CPI 8.1) Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources. Department of Teaching & Learning ©2008 20
  21. 21. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): Demonstrate ability to effectively and efficiently search the web Discuss various search engines What is a search engine? (advantages and disadvantages of each) Demonstrate how to search for graphics What is the purpose of a and files search engine ranking Demonstrate how to save graphics and system? files found on the web to PC or removable media Introduction to Search Engines How does the ranking system Discuss various search techniques aid the end-user? (regular and advanced searches, Search Indexes keywords) Assignment/Project: Observe and discuss teacher Online scavenger hunt What are the four ways in Search Techniques demonstration Email teacher list of resources which a <META> tag Discuss search techniques used to complete the hunt defines meta-information Searching for Graphics, about a document? Participate in group class activities Newsgroups, and other What are the three types of NJ STATE CPI: information search indexes? (CPI 3.3) All students will speak in clear, concise, organized language that varies in List three standard Boolean content and form for different audiences and operators and commands. purposes. (CPI 3.4) All students will listen actively to information from a variety of sources in a variety of situations Department of Teaching & Learning ©2008 21
  22. 22. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives (CPI 8.2) Explain how technological development is affected by competition through a variety of management activities associated with planning, organizing, and controlling the enterprise. (CPI 8.1) Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to (CPI 8.1) Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results. (CPI 8.1) Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources. (CPI 3.1) Read developmentally appropriate materials at an independent level with accuracy and speed. (CPI 3.1) Identify, describe, evaluate, and synthesize the central ideas in informational texts Department of Teaching & Learning ©2008 22
  23. 23. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): Understand concepts What cookie options are of Electronic Commerce offered in Netscape Navigator and Microsoft ALL NPS Internet Explorer? Teacher will: How do Netscape Navigator Demonstrate navigation of e-commerce and Microsoft Internet sites Explorer warn users of Provide an example of EDI and SET Introduction to E-commerce potential security risks? Engage students in discussion of advantages and disadvantages of e- E-commerce vs. Traditional Name the four types of commerce Assignment/Project: Buying general authentication. Participate in class discussion regarding Perform a web search for advantages and disadvantages of e- particular types of e-commerce EDI Define digital certificate and commerce sites. Email the results to the how is it useful in web Discuss and demonstrate navigation of teacher with signature SET design? e-commerce sites Discuss copyright issues of e-commerce Copyrights and Trademarks What security feature is specific to Netscape NJ STATE CPI: navigator? What is a firewall? Explain (CPI 3.1) Identify, describe, evaluate, and synthesize the central ideas in informational how it is implemented in a texts virtual environment. Department of Teaching & Learning ©2008 23
  24. 24. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives (CPI 8.2) Explain how technological development is affected by competition through a variety of management activities associated with planning, organizing, and controlling the enterprise. (CPI 8.1) Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability (CPI 8.1) Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate . charts and graphs, and interpret the results. (CPI 8.1) Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources. (CPI 3.1) Read developmentally appropriate materials at an independent level with accuracy and speed. Department of Teaching & Learning ©2008 24
  25. 25. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): Gain background What does HTNML stand information regarding HTML and Teacher should introduce the for? Design Process concept of an electronic portfolio to students as a method organizing and What types of editors may be handing in work completed. ALL NPS used to facilitate creation of Teacher should provide an example web pages? Provide background information of an acceptable and exemplary Creating Web Pages regarding the creation of web pages electronic portfolio. What should be your starting using HTML code Text Editors point for designing a web Discuss and provide examples of text Assignment/Project: page? editors Send an email about the importance GUI Editors Provide students with class standard of accessibility What does accessibility editor Extended Activity Web Page Accessibility mean in regards to web page Familiarize student with editor functions design? Discuss accessibility issues Teacher should go in depth with Front-end Issues Familiarize students with text editor and students in regards to the functionally How is accessibility crucial its functions of the text editor in relation to coding Back-end Issues in the creation of web pages Discuss preconceived notions regarding HTML as well as the user web design interaction with them? Discuss accessibility issues and why Students should discuss in depth they are important to web design accessibility issues in relation to web site they have encountered NJ STATE CPI: Department of Teaching & Learning ©2008 25
  26. 26. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives (CPI 8.2) Explain how technological development is affected by competition through a variety of management activities associated with planning, organizing, and controlling the enterprise. (CPI 8.1) Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability (CPI 8.1) Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results. (CPI 8.1) Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources. (CPI 3.1) Read developmentally appropriate materials at an independent level with accuracy and speed. Department of Teaching & Learning ©2008 26
  27. 27. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): Understand HTML Concepts ALL NPS What is the significance of a Demonstrate how to save an HTML file file name? Demonstrate standard coding elements Assignment/Project: (required elements for HTML files) Create a web page that displays What are the different file Discuss XHTML in relation to HTML a particular set of information Discuss browser standards in relation to Standard HTML Coding naming conventions in Email the file to the teacher as an HTML? How do they differ? HTML attachment Discuss HTML standards HTML Standards Why is it important to save Provide students with initial standard Extended Activity coding reference sheet XHTML all files related to a page in 1: Creating Your First HTML Document a single location? Participate in min coding assignments Discuss XHTML vs. HTML Web Browsers and Standards Students may prepare project What is the difference Discuss and understand elements documentation for teacher between HTML and contained on reference sheet handout evaluation XHTML? NJ STATE CPI: (CPI 4.5) Use communication to organize and clarify their mathematical thinking Department of Teaching & Learning ©2008 27
  28. 28. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives (CPI 9.1.B) Communicate and comprehend written and verbal thoughts, ideas, directions, and information relative to educational and occupational settings (CPI 4.5) Use connections among mathematical ideas to explain concepts (CPI 3.1) Identify, describe, evaluate, and synthesize the central ideas in informational texts (CPI 3.1) Read developmentally appropriate materials at an independent level with accuracy and speed Department of Teaching & Learning ©2008 28
  29. 29. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): To Create a Web Page independently using HTML Code ALL NPS Re-iterate standard coding elements for a web page Demonstrate proper and good coding skills Provide example code for paragraphs, block elements, and lists What is the importance of Provide reference handouts for coding good coding practices? elements covered Discuss and understand good coding practices Assignment/Project: How does good coding lend Extended Activity 2: Modifying an HTML D Discuss reference handouts provided Create a new web page that has to ease of updating a web Participate in in-class min coding the required elements: list site by people other than the Students may prepare project assignments (ordered and unordered), block original developer? Work independently on concepts covered documentation for teacher element, various fonts and evaluation headings What are some of the basic NJ STATE CPI: formatting tags used in HTML for text? (CPI 4.5) Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information (cf. workplace readiness standard 8.4-D). (CPI 4.5) Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3). Department of Teaching & Learning ©2008 29
  30. 30. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives (CPI 9.1.B) Communicate and comprehend written and verbal thoughts, ideas, directions, and information relative to educational and occupational settings (CPI 3.1) Identify, describe, evaluate, and synthesize the central ideas in informational texts (CPI 3.1) Read developmentally appropriate materials at an independent level with accuracy and speed (CPI) Participate in simulated industry assessments, when and where appropriate (CPI 6.5) Analyze the impact of supply and demand on market adjustments and prices (e.g., real estate and interest rates). (CPI 8.1) Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results. (CPI 3.4) All students will listen actively to information from a variety of sources in a variety of situations Department of Teaching & Learning ©2008 30
  31. 31. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): To Create a Web Page independently using HTML Code ALL NPS How does good coding lend to ease of updating a web Re-iterate standard coding elements for site by people other than the a web page Mark-up Tag original developer? Demonstrate proper and good coding skills Document Structure Tags What are some of the basic Provide example code for paragraphs, block elements, and lists Teacher generated written formatting tags used in Paragraph Formatting Provide reference handouts for coding evaluation of classroom and HTML for text? course procedures (procedures elements covered Block Level Elements Discuss and understand good coding should be evaluated periodically In addition to basic text practices throughout the academic year, as formatting tags, what other Text-level Elements Discuss reference handouts provided other procedures are introduced tags may be used in order to Participate in in-class min coding as the course progresses). organize text in a user- Lists friendly manner? assignments Work independently on concepts Adding Hidden Commands What are the types of lists covered and how are they used Good Coding Practice (separately and together) to NJ STATE CPI: achieve various results? (CPI 4.5) Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Department of Teaching & Learning ©2008 31
  32. 32. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives CPI 9.1.B) Communicate and comprehend written and verbal thoughts, ideas, directions, and information relative to educational and occupational settings (CPI 3.1) Identify, describe, evaluate, and synthesize the central ideas in informational texts (CPI 3.1) Read developmentally appropriate materials at an independent level with accuracy and speed (CPI 3.2) Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (CPI 8.1) Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results. (CPI 6.5) Analyze the impact of supply and demand on market adjustments and prices (e.g., real estate and interest rates). (CPI 3.4) All students will listen actively to information from a variety of sources in a variety of situations Department of Teaching & Learning ©2008 32
  33. 33. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): Incorporation of Graphical Elements into Web Pages ALL NPS What is an empty tag? What Assignment/Project: is a container tag? Create a web site that includes Adding Horizontal Lines Demonstrate how to incorporate horizontal lines in multiple places, horizontal lines into a web document How are horizontal rules and makes use of color schemes Incorporation of Images into Illustrate the importance of horizontal used to format a web page? Edit existing HTML file to add Pages lines in web design horizontal lines Demonstrate ways of incorporating What is hexadecimal code Special Characters graphics and how does it relate to web Email HTML file as an attachment Demonstrate use of the color palette design? to teacher HTML and Colors Illustrate importance of color choice What is the importance of (foreground color with/vs. background Extended Activity 19: Horizontal Rules Foreground vs. Background correct color choice with color) Coloring regards to web page design? Participate in mini coding assignments Students may prepare project How can poor color choice (independent and collaborative) documentation for teacher Specifying Font Information affect the users experience? Discuss the importance of color choice evaluation Discuss the advantages of using horizontal lines in web page layout NJ STATE CPI: Department of Teaching & Learning ©2008 33
  34. 34. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives (CPI 9.1.B) Communicate and comprehend written and verbal thoughts, ideas, directions, and information relative to educational and occupational settings (CPI 3.1) Identify, describe, evaluate, and synthesize the central ideas in informational texts (CPI 3.1) Read developmentally appropriate materials at an independent level with accuracy and speed (CPI 3.2) Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (CPI 9.1) Participate in simulated industry assessments, when and where appropriate (CPI 8.1) Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results. (CPI4.5) Select, apply, and translate among mathematical representations to solve problems. Department of Teaching & Learning ©2008 34
  35. 35. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives Goal/Objective(s): Gain an Optional Assignment/Project: Understanding of Hyperlinks Teacher may have students create a What types of images may be web page that is a directory to the included on a web page? ALL NPS student’s favorite web sites. Page Provide student with handout(s) should include the following What types of image formats demonstrating usage of tags for hyperlinks elements: lists, horizontal rules, are best for use on a web Discuss the various types of hyperlinks color, hyperlinks (internal and (internal, outside, email) outside) page? Provide a brief introduction to hyperlinks Send an email with the file as an Explain how to implement hyperlinks with attachment Understanding Hyperlinks What is a hyperlink? How HTML code can text and images be used Demonstrate how to use an image as a Extended Activity: Anchor Tags as hyperlinks? hyperlink Discuss and understand how to code Linking with Anchors Using Images as Links What are the advantages and hyperlinks disadvantages of using an Understand how to include an hyperlink Linking to Local Files within a web page Creating Internal Links image as a hyperlink? Understand when to use a picture hyperlink URL and Pointers What is the alternative tag and text hyperlink and why should it be used Discuss the advantages and disadvantage of Links to Sections of a Page using picture hyperlinks Hypergraphics when including images on a Participate in classroom mini coding web page? assignments Students may prepare project documentation for teacher evaluation NJ STATE CPI: Department of Teaching & Learning ©2008 35
  36. 36. The Newark Public Schools Web Design and Development I Standard 8.1 (Computer and information literacy) All students will use computer application to gather and organize information and to solve problems Strand B: Application of Productivity Tools Types of Research Based Instructional Objectives / Skills and Essential Questions Activities and Assessments Suggested Resources Benchmarks (CPIs) that could illustrate Objectives (CPI 9.1.B) Communicate and comprehend written and verbal thoughts, ideas, directions, and information relative to educational and occupational settings (CPI 4.5) Use communication to organize and clarify their mathematical thinking (CPI 4.5) Use connections among mathematical ideas to explain concepts (CPI 3.1) Identify, describe, evaluate, and synthesize the central ideas in informational texts (CPI 3.1) Read developmentally appropriate materials at an independent level with accuracy and speed (CPI 4.4) Evaluate the use of data in real-world contexts. Department of Teaching & Learning ©2008 36
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