Web Design and Development I - 2008
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Web Design and Development I - 2008 Web Design and Development I - 2008 Presentation Transcript

  • 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
  • The Newark Public Schools Web Design and Development I Department of Teaching & Learning ©2008 2
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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): Ability to Successfully Incorporate Tables into Design of a Web Page ALL NPS Assignment/Project: Discuss the importance of using pen and Create a web site that lists the paper in the design of a web page and its What is a table? student’s school schedule as a layout table. The table should have Provide handout(s) on core code used to What are the various ways some required elements (such as generate tables tables may be used in the background color, merger cells, Demonstrate how to manipulate table Introduction to Tables creation of a web page? etc). properties Send the file as an attachment to Demonstrate how to control layout with Table and Data Alignment How are tables used to the teacher tables effectively organize content Discuss and understand how to code Changing Height and Width on a web page? Extended Activity: tables What are the advantage and Understand how to include a table within Column and Row Spanning Tables disadvantages of using a web page tables on a web site? Understand when to use a table/tables Students may prepare project within a web site documentation for teacher Discuss the advantages and evaluation disadvantage of tables Participate in classroom mini coding assignments NJ STATE CPI: Department of Teaching & Learning ©2008 37
  • 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 (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 that varies in content and form for different audiences and purposes. . (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. Department of Teaching & Learning ©2008 38
  • 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 how to Effectively Include Forms within a Web Page ALL NPS What are form elements? Demonstrate and provide examples of the usage of forms Provide handout(s) with form tags and Assignment/Project: Describe the various form meanings Create a web site that lists the elements and how to include Demonstrate how to incorporate form tags various elective choices and after them on a web page/ into HTML code school activities using a table to Provide examples of good form layout control the layout. A form should be How does one include form Explain the importance of form layout in included so the user may chose the elements within a table/ relation to information gathering. his/her choice and submit the results Discuss and understand how to forms to the teacher via a submit button Overview of Forms Understand how to include form tags within a Send the file as an attachment to the Is it effective web page web page teacher design to have more that one Form Tags form included on a Understand how to properly lay out forms within a web site Extended Activity: particular page? Justify your Web Form Fields Discuss the advantages and disadvantage of answer? forms Forming Forms Participate in classroom mini coding Explain good form layout? assignments Form Action by Email and CGI How is this essential to the overall user experience? Students may prepare project NJ STATE CPI: documentation for teacher evaluation (CPI 3.1) Identify, describe, evaluate, and synthesize the central ideas in informational texts Department of Teaching & Learning ©2008 39
  • 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 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 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 40
  • 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): Controlling Images and Formats for Optimization on the Web Assignment/Project: Create a web site that includes a ALL NPS scanned map, where the student What is an image map? Explain how and why image maps are used will create a image map that Demonstrate how to create an image map How and why are images Demonstrate how to include image maps into jumps the user to information maps incorporated into a HTML documents about that particular area on the Image Techniques web page? Discuss the interlacing technique and why it map is useful in web design Image Maps What types of mathematical Provide handout(s) regarding image Send the file as an attachment to operations are used in order techniques the teacher Client-side Image Maps to effectively execute code Discuss and understand how any why image for an image map? maps are used Extended Activity Image Transparency Understand how to include an image map What are the advantages and within a web page Graphics a la the Web Interlacing Understand when to use image maps within disadvantages of using an a web site image map? Discuss the advantages and disadvantages In-line Graphics Animated GIF’s of using the interlacing technique Participate in classroom mini coding Students may prepare project assignments documentation for teacher evaluation NJ STATE CPI: Department of Teaching & Learning ©2008 41
  • 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) 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 4.5) Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information (cf. workplace readiness standard 8.4-D). (CPI 4.4) Evaluate the use of data in real-world contexts. Department of Teaching & Learning ©2008 42
  • 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 How Frames are Incorporated into Web Design ALL NPS Demonstrate differences between frames and tables Provide explanation of pro/cons of tables vs. What is a HTML frame? frames Assignment/Project: Provide handout(s) detailing pros/cons of Create a web site that is frame How is a frame set properly tables vs. frames based. coded? Demonstrate how to code a frame using the Send the file as an attachment to tags the teacher Extended Activity: Discuss and understand how to code frames What are the advantages and Extended Activity: Understand how to include a frame set within Framed Web Pages disadvantages of using frame a web page sets? Understand when to use a frame/frameset for Framed Web Pages Students may prepare project a page documentation for teacher What is the difference Discuss the advantages and disadvantage of Students may prepare project documentation for teacher evaluation between a frame set and frames using a table? Participate in classroom mini coding evaluation assignments NJ STATE CPI: (CPI 9.1.B) Communicate and comprehend written and verbal thoughts, ideas, directions, and information relative to educational and occupational settings Department of Teaching & Learning ©2008 43
  • 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) 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 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 4.5) Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information (cf. workplace readiness standard 8.4-D). Department of Teaching & Learning ©2008 44
  • 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 and Utilize HTML Graphical User Interfaces What is a graphical user interface? ALL NPS How are graphical user Teacher will: Assignment/Project: interfaces used within Provide an overview of GUI’s such as Create a web site using a GUI editor. industry? Dreamweaver and FrontPage Edit an existing project using an GUI Provide handout(s) listing the various GUI editor What are the industry editors and features of each Send the files as an attachment to Introduction to Graphical User standard graphical user Demonstrate differences between GUI the teacher editors interfaces? Provide explanation of pro/cons of GUI Interface Editors Extended Activity: editors What are the advantages and Provide handout(s) detailing pros/cons of Lumping vs. Splitting Types of HTML GUI Editors disadvantages of using a GUI editors vs. hand coding graphical user interface to Demonstrate functionality of GUI editors Extra Alignment Creating Web Pages using GUI’s create a web page? Discuss and understand how effectively and efficiently use HTML GUI’s How does on effectively Understand how to manipulate GUI settings HTML editors vs. GUI Editors Students may prepare project manipulate information Understand how to view and manipulate documentation for teacher evaluation within a graphical user HTML code generated by the HTML GUI interface to ensure integrity Discuss the advantages and disadvantage of using HTML GUI’s of the HTML code? Participate in classroom mini coding assignments NJ STATE CPI: Department of Teaching & Learning ©2008 45
  • 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 3.4) All students will listen actively to information from a variety of sources in a variety of situations (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) Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Department of Teaching & Learning ©2008 46
  • 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 of Coding Languages Used to Enhance HTML and Synthesize Web Pages with these Extensions Assignment/Project: ALL NPS Create CSS to apply to an Provide an overview of CSS existing web site What is a cascading style Provide Overview of JavaScript Create a simple JavaScript to Extending HTML sheet? Provide Overview of XHTML and XML include in an existing web site Explain DOM Create a separate JavaScript Introduction to Cascading Style How is the use of CSS within Provide handout(s) listing the various HTML program Sheets an HTML document helpful extensions Send the files as an attachment to the developer? Discuss difference between the HTML extensions to the teacher Introduction to JavaScript There are various HTML Discuss and understand how to code tables Assignment/Project: Dynamic HTML extensions. What is the NJ STATE CPI: Create CSS to apply to an difference between them? Is (CPI 9.1.B) Communicate and comprehend existing web site Document Object Model there an advantage by using written and verbal thoughts, ideas, directions, Create a simple JavaScript to one over another? and information relative to educational and include in an existing web site Extensible HTML occupational settings Create a separate JavaScript program Extensible Markup Language (CPI 4.5) Use computer spreadsheets, Send the files as an attachment software, and graphing utilities to organize to the teacher and display quantitative information (cf. workplace readiness standard 8.4-D). Department of Teaching & Learning ©2008 47
  • 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) 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 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 48
  • The Newark Public Schools Web Design and Development I APPENDIX I: WEB DESIGN AND DEVELOPMENT EXTENDED ACTIVITIES The following activities may be distributed to students as in class assignments, or may be distributed and graded as a project grade. No matter what option is selected, the completed work should be kept in the student’s classroom portfolio. • Scoping a Small Project • Don’t Type to Strangers • Smart Design • The Many I’s in Team • Capturing the Moment • Projects that Incorporate Cross-curricular Content Department of Teaching & Learning ©2008 49
  • The Newark Public Schools Web Design and Development I Scoping a Small Project Applies to Standards: STATE 3.1, 3.2, 3.3, 3.4, 3.5 4.1, 4.3, 4.4, 4.8 8.1 NATIONAL TECHNOLOGY STANDARDS: CS 1, CS 2, CS 3, CS 4, CS 5, CS 6 Brief Description: Provide your students with the following case scenario. This scenario deals with a client that needs a small web site developed. The students must make a needs analysis and then synthesize their remedy for the client, based on the given information and tools they have learned to date in class. How to Teach It: 1. Introduce this activity after you have covered storyboard or sketching of web sites 2. This activity may be used more than once by simply changing the complexity from design to development phase 3. Student work should be completed and kept in a student classroom portfolio 4. Upon completion, students should be asked to reflect on their work 5. It is optional to allow the students to work in teams. You will have to gauge this according to your individual class Example: Bluetech is a small factory automation company with three employees, situated in your local area. The owner of the company, Jillian, is a friend of your Uncle's. Jillian has mentioned to your Uncle a number of times over the past 8 months that she wants to contact you to talk about "putting a site together" for Bluetech. After a phone call, you finally meet up with Jillian for an initial discussion about his website. The meeting is only 15mins long (due to Jillian's busy schedule) and is interrupted a number of times by one of Jillian's employees. You come away from this initial meeting with the following details: • Jillian just wants a small website (3-5 pages) • The purpose of this website is to expand Bluetech's customer base. • The specific goals are: 1. Demonstrate Bluetech's professional work through an online portfolio of recent work. 2. Enable users to find out more about the company (history, mission statement, etc.) 3. Encourage users to contact Bluetech for a quote 4. Entice users to re-visit the page every so often. • Jillian would also like the site to include a bio of her own education, experience and background. Other points you've noticed: • Jillian doesn't understand a lot about web design, but is keen to understand your needs. • The company is quite busy. You leave the meeting a little dazed and with more questions than when you first entered. Department of Teaching & Learning ©2008 50
  • The Newark Public Schools Web Design and Development I Your (group) task: • Create a list of tasks for this project. • Create an initial quote based on one person working on this project (cost and deadline). • Design a very brief prototype (storyboard or wireframe, no images/designs required just your ideas for structuring the information). • If you have time, create a list of further information that you need from Jillian. Reflection As each group presents their project outline, you might find it helpful to discuss how you came to your decisions in each area. Remember, there's no 'right' answer – the aim here is more to discover the problems! Department of Teaching & Learning ©2008 51
  • The Newark Public Schools Web Design and Development I Don't Type to Strangers: Creating Advertisements to Prevent Online Solicitations adapted from the NY Times Applies to Standards: STATE 3.1, 3.2, 3.3, 3.4, 3.5 4.1, 4.3, 4.4, 4.8 8.1 NATIONAL TECHNOLOGY STANDARDS: CS 1, CS 2, CS 3, CS 4, CS 5, CS 6 Brief Description: In this activity, students create Web advertisements to protect young people from online predators. For homework, they write letters pitching their ads and analyzing their effect. How to Teach It: Individually, students may write letters formally pitching their ads to the Ad Council and the center in which they explain why they think their ad will be effective and make suggestions as to how it should be implemented (on which Web sites it should be placed, how it should be featured, etc.). Letters, with ads included, can be e-mailed to the Ad council at comments@adcouncil.org. Students may also produce web sites based on the research completed for this assignment. This is at the discretion of the instructor and as time permits. This may also be given as a homework assignment. Example: Tell your class to imagine that the Advertising Council and the National Center for Missing and Exploited Children have invited them to create Web advertisements designed to educate their peers about, and protect them from, online sexual predators. Before describing the assignment further, you may wish to review the description of the television advertisement in the article. Next, explain that Web ads, using HTML, Flash, Java, etc. can incorporate elements from print, radio and television advertising. Together, brainstorm a list of those elements, including headlines, taglines, graphics, interactive images, spoken words, music, etc. Put students into six to eight small groups; assign half of the groups to design Web ads aimed at teenage girls and the other half to develop ads for teenage boys. For all groups, the goal is to design simple but striking ads with relevant text and graphics that can (but need not) be interactive; above all, every element of the ad must come together to drive home the intended message. All groups will complete the following two-part task (copied into a handout for easier student access): PART ONE Work together to brainstorm a Web advertisement, creating a sketch and a brief description of the main ideas. PART TWO Each group unites with a group working on an ad for the opposite gender, and each acts as the other's "focus group" - assessing the other group's ad and providing constructive criticism and positive feedback. Department of Teaching & Learning ©2008 52
  • The Newark Public Schools Web Design and Development I Instruct students to think carefully about the influence that youth and gender have on the ad their partner group designed. They should also use the criteria discussed in the article to evaluate the ad. Is it scary? Sensationalistic? Informative? etc. Provide time at the end of class for students to return to their original groups to revise briefly their designs based on their classmates' feedback, and to present them to the class. End the period with a discussion on the following questions: Are there differences between the ads aimed at girls and those aimed at boys? If so, what are they? Why? What have you learned about advertising by acting as ad makers? Department of Teaching & Learning ©2008 53
  • The Newark Public Schools Web Design and Development I Smart Design: Developing Design Solutions to Assist the World's Poor – adapted from www.nytimes.com/learning Applies to Standards: STATE 3.1, 3.2, 3.3, 3.4, 3.5 4.1, 4.3, 4.4, 4.8 8.1 NATIONAL TECHNOLOGY STANDARDS: CS 1, CS 2, CS 3, CS 4, CS 5, CS 6 Brief Description: In this activity, students share responses to an interactive slide show about a design initiative intended to help the world's poor. They then work in groups to brainstorm ideas and prepare sketches of their own design solutions. Their material culminates in a future exhibition. How to Teach It: 1. Before class, collect a variety of vessels for toting one gallon of water, such as a bucket, bottles, plastic bags and ceramic bowls. 2. Write the following prompt on the board: "Imagine that you have to collect water one mile from your house using one of these vessels. What challenges might you face? Which might you prefer to use? Why? What factors about the vessel size, shape or material affected the ease with which you were able to carry the water safely? (Consider weight, density, flexibility, or ability to conduct heat or cold)." 3. As the first students enter the class, give each a vessel to fill with water. Prompt them to fill the vessels to the top. Back in the classroom, have all of the students take turns lifting and carrying each vessel. Have them discuss their responses as a class. Example: Explain to the class that they will work in project teams to develop ideas for toting water in a community such as the Malawi village profiled in the slide show. As appropriate, tailor the scenario to your curriculum by adjusting for region or issue. For example, you may want to focus on Mexico, India or Bangladesh for the region and shelter, health or transportation as the issue. In any scenario, students should have an opportunity to investigate the guiding questions (provided below and adjusted as appropriate to the region) and use their creativity in developing their designs. The goal for each team is to prepare a series of sketches that address the main challenges for this population. Rather than trying to develop a final design, teams will experience the process of using real-world information to produce practical product designs. The final outcome will be a series of sketches and drawings that demonstrate the ways in which their designs address the main questions, as well as the challenges they still face in improving their creations. Arrange the students into four groups and provide the guiding questions as a handout. Prompt students to work in their project teams to define the challenge they must address. They should use whatever information they have available to help guide their investigations, such as text books, fact sheets, library resources and computers with Internet access. Online, they may use the M.I.T. D-Lab Web site (http://web.MIT.edu/d-lab/) as a resource. Department of Teaching & Learning ©2008 54
  • The Newark Public Schools Web Design and Development I GUIDING QUESTIONS -What geographical concerns might these people confront? How might the terrain affect their ability to carry the water safely? How might your design help carriers traveling over difficult terrain such as brush, over hills or through the desert? -How might annual weather conditions impact their journey to and from the water source? How might your solution protect the water from rain, extreme heat or wind? -What political concerns might they face? How might regional conflicts or war affect the safety of their journey? How might your design protect water if carriers are forced to move quickly or drop the water carrier suddenly? -What personal concerns might they face? How might a person carrying a baby use your design? How might your design adjust for a person struggling with an illness or injury? Advise students to discuss design challenges in their groups while devising the initial parameters using the considerations below (listed on the board and copied in their journals). DESIGN CONSIDERATIONS -Size -Weight -Durability -Materials -Economy -Sanitation -Life span Prompt students to arrange follow-up meetings so they may continue their design developments for homework. WRAP-UP/HOMEWORK: Students continue to work in their groups to prepare a series of sketches, drawings, computer renderings and, if possible, three-dimensional models based on their investigations and discussions in class. Sketches should include details of their design considerations and explanations for how each design element addresses the main challenges. Their final pieces should be posters (or multiple posters) demonstrating their ideas, as well as a web representation of their hard copy posters. In the next class, have students post their designs around the class and review each others work. Invite them to ask each other questions and comment on the design ideas. Which designs do they think are the most feasible, the most creative, the most interesting, the most beautiful or the most extreme? Further Questions for Discussion: -What skill, talent or experience would you consider donating to a cause? -How might the challenges faced by impoverished populations in the communities profiled in the article apply to those in need in your own community? How might you help those in your community who don't have access to clean water, shelter or transportation? Department of Teaching & Learning ©2008 55
  • The Newark Public Schools Web Design and Development I Evaluation / Assessment: Students will be evaluated based on participation in the initial task and discussion, thorough research and completion of their exhibition materials. Department of Teaching & Learning ©2008 56
  • The Newark Public Schools Web Design and Development I The Many “I’s” in “Team”: Examining the Importance of Unity for a Team’s Success adapted from www.nytimes.com/learning Applies to Standards: STATE 3.1, 3.2, 3.3, 3.4, 3.5 4.1, 4.3, 4.4, 4.8 8.1 NATIONAL TECHNOLOGY STANDARDS: CS 1, CS 2, CS 3, CS 4, CS 5, CS 6 Brief Description: In this activity, students learn about the negative behavior of an Olympic athlete and how it has affected his team and his position on it. They then consider the many reasons why unity is important among the members of an organization and develop Web site mock- ups focusing on this topic. How to Teach It: 1. Upon entering class, instruct students to form a tight circle, and give one student a ball of yarn. 2. Hanging on tightly to the tail of the yarn, this student should toss the ball to someone else (preferably across the circle) while completing the sentence "I appreciate you for…" or “I admire this about you…” After the ball of yarn has been passed to everyone in the circle, ask the students to look at the design of the web they have created. 3. With all students still holding onto the yarn, discuss the following: How do students feel when they hear compliments about themselves? How did the class work together to create the design of the web, and how does this activity relate to the idea of team unity? What was the role of the individual in creating this web? 4. Then, ask individual students, one by one, to let go of their parts of the web. Discuss what happens to the web – and the analogy of the web as a unified team – when the individuals that make up a team are removed from it. Example: As a class, brainstorm and create a list on the board of organizations that require team unity. Encourage students to think about the concept of “team” on many levels. Students may list sports teams (as discussed in the article), different school clubs or activities, team structures in their school, specific businesses, and other organizations. Then, explain to students that today they will be designing basic mock-ups of Web sites for different types of teams, stressing the importance of unity among their members. Divide the class into small groups, and have each group select a different team from the list on the board. Each group should respond to the following questions in order to develop their Web site mock-ups (written on the board or distributed in a handout for easier student access; students might also spend a few minutes looking at Web sites on classroom computers for ideas): -On one piece of paper, sketch out a homepage for your assigned “team.” What are the goals of this organization? How does team unity help achieve these goals? What might be an appropriate motto for this team that would emphasize the importance of the unity of its members? -On another piece of paper, highlight the members of the group. What are some of the positive qualities of the members of this Department of Teaching & Learning ©2008 57
  • The Newark Public Schools Web Design and Development I group? How do they work together for the good of the organization? How do they each work independently to contribute to the success of the team? -On another piece of paper, develop a recruiting page that describes the work that needs to be done for the organization and how individuals can contribute to it. What types of people do this organization want to be involved? -On another piece of paper, design a logo for the organization that illustrates that the organization’s group members act together to achieve their goal. Each group should create neat, colorful versions of each of the four pages for their Web site mock-ups and paste them onto a piece of poster board. At the end of the class, each group should present their Web site mock-ups to the rest of the class, explaining how their Web site creates a cohesive feeling for the organization. Department of Teaching & Learning ©2008 58
  • The Newark Public Schools Web Design and Development I Capturing the Moment: Creating a Photograph Timeline of the Civil Rights Movement adapted from the NY Times Applies to Standards: STATE 3.1, 3.2, 3.3, 3.4, 3.5 4.1, 4.3, 4.4, 4.8 8.1 NATIONAL TECHNOLOGY STANDARDS: CS 1, CS 2, CS 3, CS 4, CS 5, CS 6 Brief Description: In this lesson, students create web photography timelines of the civil rights movement and write web journal/blog entries reflecting on the capacity of photographs to evoke personal and collective historical memory. How to Teach It: 1. Before students arrive, select three to five examples of photojournalism from The New York Times (or another publication), using the News Snapshot on the Learning Network (http://www.nytimes.com/learning/teachers/snapshot/index.html) as a basic guide. 2. Photocopy and distribute the photos, attach them to the classroom board, or project them so they are clearly visible. 3. Direct students to study the photographs as they write about the following questions (written on the board prior to class) in their journals: "Look at these photographs and then answer the following questions: What is photojournalism? How is photojournalism distinct from art, commercial, personal or other photography? To what extent is photojournalism art, and to what extent does it serve a purpose? What is that purpose? What makes a news photograph important and memorable?" 4. After a few minutes, ask students to share their ideas and record them on the board, making brief but specific comments about the photographs represented on the board. Define web photojournalism as "journalism that presents a story, primarily through the use of pictures" (http://www.wordreference.com/definition/photojournalism). Explain that students will now read an article about the continuing influence of one photograph taken in 1955. Example: Explain that students will work in pairs to create a web photograph-based timeline of the civil rights movement to commemorate the anniversary of Emmett Till's murder. Assign each pair one photograph of the civil rights movement, selected before class from the following Web sites or other sources: -Picture History (http://www.picturehistory.com/find/start/24?c=160;start=12) -Kodak: Powerful Days in Black and White (http://www.kodak.com/US/en/corp/features/moore/mooreIndex.shtml) -New York Public Library Schomberg Center for Research in Black Culture (http://www.nypl.org/research/sc/sc.html) -PBS: "The Rise and Fall of Jim Crow" (http://www.pbs.org/wnet/jimcrow/index.html) Instruct students to complete the following tasks (copied into a handout and distributed to each pair): Department of Teaching & Learning ©2008 59
  • The Newark Public Schools Web Design and Development I RESEARCH: -What events does the photograph capture? -What is the (general) context of these events? -When and where was the photograph taken? -Who took the photograph? -Where was the photograph originally published? -What effect did the photograph have (if any)? -Why is the photograph important and/or memorable? POSTER DESIGN: -Print the photograph and paste it to a small sheet of poster board (as provided by the teacher) -Write a concise paragraph on the poster that summarizes the answers to the research questions, focusing on the photograph's import and influence -Tape the posters to the board in chronological order with the posters prepared by your peers. -Students should then complete a web-based version of the poster design created. The journal entries, as well as conceptual designs of the site should be included on their web site. This site should also be included as a portfolio and may be used as a major project grade at the discretion of the instructor. After all completed posters have been attached to the board, give students time to look at each poster, and then regroup as a class to discuss these questions: -What story does this timeline tell of the civil rights movement? Is it the whole story? If not, what is missing? -How do the photographs tell stories? How do they convey information, emotions, etc. that stories cannot? -Is a story told with images more powerful than one with words? Why or why not? If so, when? Department of Teaching & Learning ©2008 60
  • The Newark Public Schools Web Design and Development I APPENDIX II: NATIONAL TECHNOLOGY STANDARDS ADDRESSED National Technology Standards for Students to be covered: Content Standard 1 Basic operation and concepts • Students demonstrate a sound understanding of the nature and operation of technology systems. • Students are proficient in the use of technology. Content Standard 2 Social, ethical, and human issues • Students practice responsible use of technology systems, information, and software. • Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. Content Standard 3 Technology productivity tools • Students use technology tools to enhance learning, increase productivity, and promote creativity. • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Content Standard 4 Technology communications tools • Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Content Standard 5 Technology research tools • Students use technology to locate, evaluate, and collect information from a variety of sources. • Students use technology tools to process data and report results. • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. Content Standard 6 Technology problem-solving and decision-making tools • Students use technology resources for solving problems and making informed decisions. • Students employ technology in the development of strategies for solving problems in the real world. Department of Teaching & Learning ©2008 61
  • The Newark Public Schools Web Design and Development I Performance Standards Prior to completion of Grade 12 students will: 4. Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (Content Standard 2) 7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (Content Standards 4, 5, 6) 8. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (Content Standards 4, 5) 9. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (Content Standards 4, 5, 6) Department of Teaching & Learning ©2008 62
  • The Newark Public Schools Web Design and Development I APPENDIX III: FURTHER NJ STANDARDS ADDRESSED Cross-Content Workplace Readiness Standards 1: All Students will Develop Career Planning and Workplace Readiness Skills 2: All Students Will Use Information, Technology, And Other Tools 3: All Students Will Use Critical Thinking, Decision Making And Problem-Solving Skills 4: All Students Will Demonstrate Self-Management Skills 5: All Students Will Apply Safety Principles CCWRS The Arts (Visual and Comprehensive Language Arts Literacy Mathematics Science Social Studies World Languages Performing) Health and Physical Education Develop Career Under-stand that written Apply mathematics in their Describe work that people Explore employment Planning and communication can affect the daily lives and in career- perform in our economic opportunities where languages Workplace Readiness behavior of others. 3.3.15 based contexts. 4.3.10 system. 6.6.3 are advantageous. 7.1.15 Skills Use Technology, Apply elements and media Take notes on visual Use technology to gather, Use technology to Describe the influence of Use technology to enhance Information and Other common to the arts to information from films, analyze and display present the design and technology in daily life. language acquisition, and to Tools produce a work of art. presentations, observations, mathematical data and results of investigation. 6.5.4 acquire current cultural 1.3.1 and other visual media, and information. 4.5.5 information, in order to report that information develop more accurate 5.2.3 through speaking, writing, or impressions of the culture their own visual studied. representation 3.5.10 7.2.13 Use Critical Thinking, Identify and solve design Demonstrate Analyze text for the purpose, Recognize that there may Compare the Decision-Making, and problems in space, decision-making and ideas, and style of the author. be multiple ways to solve a advantages and Problem-Solving Skills structures, objects, sound, refusal skills in 3.4.22 problem, weigh their disadvantages of and/or events for home and situations affecting relative merits, and select alternative solutions to workplace. 1.6.3 health and safety. and use appropriate practical problems. 2.2.2 problem-solving strategies. 5.4.9 4.1.13 Demonstrate Self- Offer constructive critique Adjust oral communications Reflect on and clarify their Keep a journal record Identify examples of the Communicate and interact in a Management Skills in the evaluation of their for different purposes and thinking so as to present of observations, rights and responsibilities of limited range of task-oriented own and others' work in audiences 3.1.2 convincing arguments for recognizing patterns of citizens. 6.1.2 and social situations. 7.1.17 dance, music, theater, or their conclusions. 4.2.10 observations and visual arts. 1.4.2 summarizing findings. 5.2.4 Apply Safety Demonstrate appropriate Identify how safety principles Principles use of technology, tools, are taken into consideration terminology, techniques, in regards to social, cultural, and media in the creation technological, and economic of dance, music, theater, or processes that shape the visual arts. 1.3.2 environment. 6.8.17 6.9.8 Department of Teaching & Learning ©2008 63