REGIONAL OCCUPATION PROGRAM COURSE TITLE INFORMATION SUPPORT AND SERVICES: WEB DESIGN

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1 REGIONAL OCCUPATION PROGRAM COURSE TITLE INFORMATION SUPPORT AND SERVICES: WEB DESIGN COURSE APPROVAL Course approved by the Instructor Instructor: School Instructor Date Course approved by the ROP Coordinator ROP Coordinator: School ROP Coordinator Date Course approved by the High School Superintendent Superintendent: School Superintendent Date COURSE CRITERIA This course: Reinforces 18 California High School Exit Examination Content.

2 REGIONAL OCCUPATION PROGRAM COURSE TITLE INFORMATION SUPPORT AND SERVICES: WEB DESIGN COURSE APPROVAL Course approved by the Instructor Instructor: School Instructor Date Course approved by Members of the Advisory Committee Advisory Committee Member Date Advisory Committee Member Date Advisory Committee Member Date Advisory Committee Member Date Advisory Committee Member Date Advisory Committee Member Date 2

3 WEB DESIGN LOCAL LABOR MARKET INFORMATION For Del Norte, Lassen, Modoc, Plumas, Siskiyou, Tehama, and Trinity Counties Local Labor Market Information (As of 2003) Category: Employment Trends Size of Occupation Computer Support Specialists Medium: Range employees Gender Male = 53% Female = 47% Alternate Job Titles Information Systems Technician Technical Support Specialist Systems Support Analyst Systems Analyst Where The Jobs Are: Computer and Data Processing Services (24%) Local Government (16%) Educational Services (10%) Other (50%) Projections: Growth Trends: 33.3% growth faster than the 9.1% average growth of jobs in the consortium. Projected Job Openings Through 2008: New Jobs through positions From Separations 0 positions Total Growth: 30 positions Median Wages: New Hires, No Experience Non-Union = $7.50 Union = $15.75 New Hires, With Experience Non-Union = $12.19 Union = $14.62 After Three years with Firm Non-Union = $17.09 Union = $17.66 Reference: Website = This website provides the occupational outlook for the labor market in the small rural counties of northern California. This report is sponsored by the Northern Rural Training and Employment Consortium (NoRTEC) and is a product of the California Cooperative Occupational Information System. 3

4 COURSE INFORMATION REGIONAL OCCUPATION PROGRAM INFORMATION SUPPORT AND SERVICES: WEB DESIGN Industry Sector: Information Technology Career Pathway: Information Support and Services Course Title: Information Support and Services: Web Design Course Code, Local: 6322 Content Cluster: Information Technology CBEDS Title: Information Support and Services: Web Design CBEDS Number: 2455 State Course Code: 4576 Family Code: Arts, Design, Entertainment, Sports, and Media Occupation Code: Course Hours: A one semester course, 1 hour per day, total of 90 hours Job Titles: Information Processing Engineer Systems Inspector computer equipment Systems Programmer Technical Support Specialist Computer Operator clerical Prerequisites: High school students 16 years of age and older or as allowed by law, and students who have completed the Frosh Computer Literacy course. Date: Course revised: 1/9/06 Articulation: Academic Credit: Advisory Committee Advisory Committee Meetings Certificates: No articulation at the present time Students taking this course may receive 5 units of elective credit. The purpose of the advisory committee is to; (1) assist with curriculum review, (2) offer information to improve the quality of the vocational courses, (3) strengthen the relationship between education and the community, (4) assist in promoting the occupational program, and (5) play an active role in vocational placement of students. The advisory meets annually. Following the advisory committee meeting, the minutes are submitted to the ROP secretary at the Tehama County Department of Education. Students may earn a certificate of completion, which includes the course competencies. 4

5 Course Goal To provide training in the development and management of websites. Course Objectives: 1. To demonstrate the ability to design a website, becoming familiar with HTML, coding language, web editors, image software, and other web design tools. 2. To demonstrate the ability to manage a website, updating and modifying the information posted. 3. To demonstrate the ability to understand proper maintenance of a website as well as the legalities of publicly posting a site. 4. To demonstrate the ability to create web design projects and create digital portfolios for college applications. Course Description: This elective technology class introduces students to internet web page design. Students will become familiar with HTML, coding language, web editors (Dreamweaver, PowerPoint, Word), image software (Fireworks) and other web design tools (Flash). Students will learn to create a personal website, manage a website, and contribute to the school website. Students will demonstrate understanding of proper maintenance of websites, as well as legalities of publicly posting a site. This course will prepare students to create web design projects in college, create digital portfolios for college applications, and will provide students with an immediate employable skill. Instructional Strategies: The instructor will use a computer and projector to demonstrate various skills in web page design process. At the end of each demonstration, students will then complete related assignments. As the students knowledge grows, students are given the assignment of creating and managing a personal website using a variety of tools. As a final project, each students creates a personal portfolio website which will incorporate all the web sites he/she created in this class. Students are graded on each completed project. Instructional Materials: Course outline Textbook Flash MX 2004 Published by Thomson Course Technology Software programs: 1. DreamWeaver 2. PowerPoint 3. Microsoft Word 4. Fireworks 5. Flash 1. Understand Web Design Hour Class Time/ 0 Hours Lab 5

6 Students will understand browsers by viewing web pages and web page sources, learn about directories by creating folders and creating/saving new files into the proper folder, as well as understand web editors. 2. Create Web Sites using Common Software -- 3 Hour Class Time/ 7 Hours Lab Students develop his/her first website using the Word program, creating directories, saving images, inserting/formatting/aligning text and graphics, and creating hyperlinks and tables. In his/her second website assignment, students create a web site using PowerPoint. Finally, students publish a site using File Transfer Protocol (FTP). 3. Web Site Creation using HTML Hour Class Time/ 15 Hours Lab Students use HTML to create a website and in the process learn essential codes, work with text and backgrounds, insert images and graphics, create hyperlinks, control the layouts using tables, add media and interactivity, and create designs using framesets and frames. 4. Creation of Student Web Site Pages Hours Class 48 Hours Lab In this course, students will learn about the following topics and incorporate skills learn into his/her web page and digital portfolio. 4.1 Web Site Creation Using DreamWeaver Students will learn to create a website using the DreamWeaver program. Students develop a web page, work with text and graphics, create external and internal links, create and modify a navigation bar, work with tables, and perform website maintenance. 4.2 Images and Graphics using Fireworks Students will learn about the Fireworks program including how to create new documents, import files, use bitmap and vector images, and use text. Students also learn to work with objects and animation. 4.3 Creations using the Flash Program Students understand the Flash environment, then draw, create symbols and instances, create animations, and special effects. 4.4 Integration of Macromedia Products Students will learn to set up a Studio MX work environment integrating different web design software. 4.5 Framesets and Web Templates in DreamWeaver Students learn about framesets and web templates then choose a template, create/use a template, and understand template sites on the web. 6

7 4.6 Final Website Project Students create a digital portfolio, linking all websites created during the semester, link to sites created for other curriculum areas, link to the school website, edit images using Fireworks and Flash, upload and test the site, then burn their digital portfolio to a CD. Total Class and Lab time Hour Class Time/ 70 Hours Lab Total Hours Hours Course Competencies For understanding web design, the student will: 1. Demonstrate the ability to recognize web aesthetics (e.g. background color, text colors). 2. Demonstrate an understanding of web navigation. 3. Demonstrate an understanding of browser software (e.g., internet explorer). For creating web sites using common software, the student will: 1. Demonstrate the ability to save files with proper extensions. 2. Demonstrate the ability to insert images and create links. 3. Demonstrate the ability to create layout designs using tables. 4. Demonstrate the ability to publish a site using common FTP software. For web site creation using HTML, the student will: 1. Demonstrate an understanding of the basics of HTML programming language. 2. Demonstrate the ability to use HTML to create a simple web page. 3. Demonstrate the ability to copy HTML code from existing sites and incorporating the sites into the students own web site. 4. Demonstrate the ability to insert media and interactivity on to his/her web site using HTML code. 5. Demonstrate the ability to publish a site using common FTP software. For web site creation using DreamWeaver, the student will: 1. Demonstrate competency in using the DreamWeaver program. 2. Demonstrate the ability to create and design web sites for Red Bluff High School (e.g., pages for teachers, classes, clubs). 3. Demonstrate the ability to design his/her personal website for their digital portfolio. For images and graphics using Fireworks, the student will: 1. Demonstrate the ability edit images, using Fireworks, and publish the completed image on his/her web site. 2. Demonstrate the ability to create web ready animation and add to his/her web site. 3. Demonstrate the ability to create a banner to be used on his/her home page. 7

8 For creations using the Flash Program, the student will: 1. Demonstrate an understanding the Flash program environment. 2. Demonstrate the ability to draw/create symbols and animated buttons using the Flash program. 3. Demonstrate the ability to design and create web ready animations to be published with a website. For integration of Macromedia Products, the student will: 1. Demonstrate the ability to compile and publish items created in the Fireworks and Flash programs and integrate these items into a DreamWeaver document on his/her website. 2. Demonstrate the ability to set up his/her own FTP account allowing them to upload their website to the Internet. For framesets and web templates in DreamWeaver, the student will: 1. Demonstrate the ability to design his/her personal home page using frameset templates in the DreamWeaver environment. 2. Demonstrate an understanding and application of frame targets and frame design. For the final website project, the student will: 1. Demonstrate the ability to compile and link his/her semester work into their home page. 2. Demonstrate the ability to publish his/her final website to the internet. 8

9 INFORMATION SUPPORT AND SERVICES: WEB DESIGN COURSE OUTLINE Assessment Student Activity California Content 1. Understanding Web Design 1. Observation of the student s participation in the class discussion on web design. 2. Student s grade on his/her vocabulary test. 3. Student s grade on his/her practice web sites. 1. Through lecture, demonstration, class discussion, students learn about: a. web design b. viewing the web page source on the browser c. creating directories d. saving schemes and extensions e. critiquing layouts (e.g., color schemes, navigation, hard to load, difficult to find items) 2. Through class discussions and demonstrations, students learn new vocabulary terms. LA Gr. 9/10 R 1.1 R 2.3 C 1.1 C 1.2 C 1.3 C 1.4 Indus. Stand. Career Pathway CP A 7.1 CP A 7.2 CP A 7.3 CP A 7.4 CP A 7.5 Foundation FS 5.1 FS 5.2 FS 5.3 FS 7.2 FS 7.4 FS 8.1 FS 8.2 FS 8.3 FS 9.4 FS 9.5 FS 10.1 FS 10.2 FS 10.3 FS 10.4 FS 10.5 FS 10.6 FS 10.8 FS Students design practice web sites, following teacher directions and incorporating concepts learned 9

10 COURSE OUTLINE Assessment Student Activity California Content 2. Create Web Sites using Common Software 1. Observation of the student s participation in the class discussion on creating web sites using common software. 2. Student s grade on his/her vocabulary test. 3. Student s grade on his/her web site created using the Word program. 1. Through lecture, demonstration, class discussion, students learn about: a. creating a web page using common software b. the need to use good grammar and proper English when publishing a web site. 2. Through class discussions and demonstrations, students learn new vocabulary terms. LA Gr. 9/10 R 1.1 R 2.3 C 1.1 C 1.2 C 1.3 C 1.4 Indus. Stand. Career Pathway CP A 7.1 CP A 7.2 CP A 7.3 CP A 7.4 CP A 7.5 Foundation FS 4.1 FS 4.2 FS 4.3 FS 4.4 FS 4.5 FS 5.1 FS 5.2 FS 5.3 FS 7.2 FS 10.1 FS 10.2 FS 10.3 FS 10.4 FS 10.5 FS 10.6 FS 10.8 FS Student s grade on his/her web site created using the PowerPoint program. 3. Students create and publish a web site using the Word program. 4. Students create and publish a web site using the PowerPoint program. 10

11 COURSE OUTLINE Assessment Student Activity California Content 3. Web Site Creation using HTML 1. Observation of the student s participation in the class discussion on creating websites using HTML. 2. Student s grade on his/her vocabulary test. 3. Student s grade on his/her Red Bluff web page. 4. Student s grade on his/her history/social science web page. 5. Student s grade on his/her oral presentation describing their web page. 1. Through lecture, demonstration, class discussion, students learn about: a. creating a web page using HTML language. b. inserting images, links, and tables using code. c. creating backgrounds d. inserting media files using code. 2. Through class discussions and demonstrations, students learn new vocabulary terms. 3. Students create a Red Bluff web page following teacher directions. 4. Students create and publish a history/social science web page from a list of topics. LA Gr. 8 W 1.5 LA Gr. 9/10 R 1.1 R 2.3 W 1.1 W 1.2 W 1.4 W 1.9 W 2.1 C 1.1 C 1.2 C 1.3 C 1.4 LS 1.3 LS 1.4 LS 1.6 LS 1.9 LS 2.6 MA Gr.7 MR 3.1 MR 3.3 Indus. Stand. Career Pathway CP A 7.1 CP A 7.2 CP A 7.3 CP A 7.4 CP A 7.5 Foundation FS 5.1 FS 5.2 FS 5.3 FS 7.2 FS 10.1 FS 10.2 FS 10.3 FS 10.4 FS 10.5 FS 10.6 FS 10.8 FS Students give an oral presentation describing his/her web page. 11

12 COURSE OUTLINE Assessment Student Activity California Content 4. Creation of Student Web Site Pages 4.1 Web Site Creation using Dreamweaver 1. Observation of the student s participation in the class discussion on creating web sites using Dreamweaver. 2. Student s grade on his/her web pages using DreamWeaver. 3. Student s grade on his/her beginning design of a web page portfolio. 1. Through lecture, demonstration, class discussion, students learn about: a. creating a web page using the DreamWeaver program. b. defining a site and adding files and folders. c. creating and viewing a site map. d. using the DreamWeaver software to create a web page. 2. Students create several web pages using the DreamWeaver software following the assignments given by the teacher, incorporating text, graphics, links, and tables. LA Gr. 9/10 R 1.1 R 2.3 W 1.1 W 1.2 W 1.4 W 1.9 W 2.1 C 1.1 C 1.2 C 1.3 C 1.4 MA Gr.7 MR 3.1 MR 3.3 Indus. Stand. Career Pathway CP A 7.1 CP A 7.2 CP A 7.3 CP A 7.4 CP A 7.5 Foundation FS 5.1 FS 5.2 FS 5.3 FS 7.2 FS 10.1 FS 10.2 FS 10.3 FS 10.4 FS 10.5 FS 10.6 FS 10.8 FS Student begin to design his/her own web page portfolio. 12

13 COURSE OUTLINE Assessment Student Activity California Content 4.2 Images and Graphics using Fireworks 1. Observation of the student s participation in the class discussion on images and graphics using Fireworks. 2. Student s grade on his/her assignment using the Fireworks program. 3. Student s grade on his/her ability to publish their Fireworks assignment on their web page. 1. Through lecture, demonstration, class discussion, students learn about: a. images and graphics using the Fireworks program. b. importing files. c. combining images. d. adding text and effects. e. adding backgrounds and transparencies. 2. Using the Fireworks program, students create roll over images, drop down menus, and animations. LA Gr. 9/10 R 2.3 C 1.1 C 1.2 C 1.3 C 1.4 Indus. Stand. Career Pathway CP A 7.1 CP A 7.2 CP A 7.3 CP A 7.4 CP A 7.5 Foundation FS 5.1 FS 5.2 FS 5.3 FS 7.2 FS 10.1 FS 10.2 FS 10.3 FS 10.4 FS 10.5 FS 10.6 FS 10.8 FS Students publish their work to their web page. 13

14 COURSE OUTLINE Assessment Student Activity California Content 4.3 Creations using the Flash Program 1. Observation of the student s participation in the class discussion on making creations using the Flash program. 2. Student s grade on his/her buttons, graphics, and animation created using the Flash program. 1. Through lecture, demonstration, class discussion, students learn about: a. making creations using the Flash program. b. using the draw tools. c. timelines. d. how to work with layers. e. exporting creations. 2. Students create Flash buttons, graphics, and animations. They then export these creations to the web. LA Gr. 9/10 R 2.3 MA Gr.7 MR 3.1 MR 3.3 Indus. Stand. Career Pathway CP A 7.1 CP A 7.2 CP A 7.3 CP A 7.4 CP A 7.5 Foundation FS 5.1 FS 5.2 FS 5.3 FS 7.2 FS 9.1 FS 9.2 FS 9.3 FS 10.1 FS 10.2 FS 10.3 FS 10.4 FS 10.5 FS 10.6 FS 10.8 FS

15 COURSE OUTLINE Assessment Student Activity California Content 4.4 Integration of Macromedia Products 1. Observation of the student s participation in the class discussion on the integration of macromedia products. 2. Student s grade on his/her compilation of Fireworks and Flash documents into the DreamWeaver environment. 3. Student s grade on his/her ability to publish their web site using DreamWeaver. 1. Through lecture, demonstration, class discussion, students learn about: a. the integration of macromedia products. b. importing Fireworks and Flash documents into the DreamWeaver environment. c. using the DreamWeaver program to publish their web site. 2. Students compile their Fireworks and Flash documents into the DreamWeaver environment. LA Gr. 9/10 R 2.3 W 1.1 W 1.2 W 1.4 W 1.9 W 2.1 C 1.1 C 1.2 C 1.3 C 1.4 MA Gr.7 MR 3.1 MR 3.3 Indus. Stand. Career Pathway CP A 7.1 CP A 7.2 CP A 7.3 CP A 7.4 CP A 7.5 CP A10.1 CP A10.1 CP A10.3 CP A10.5 Foundation FS 5.1 FS 5.2 FS 5.3 FS 7.2 FS 10.1 FS 10.2 FS 10.3 FS 10.4 FS 10.5 FS 10.6 FS 10.8 FS Students publish their web page using DreamWeaver. 15

16 COURSE OUTLINE Assessment Student Activity California Content 4.5 Framesets and Web Templates in Dreamweaver 1. Observation of the student s participation in the class discussion on framesets and web templates in DreamWeaver. 2. Student s grade on his/her ability to link targets in their digital portfolio. 3. Student s grade on his/her use of Framesets in their final personal home page. 1. Through lecture, demonstration, class discussion, students learn about: a. framesets and web templates using the DreamWeaver program. b. how to insert frames. 2. Students link targets in the DreamWeaver environment as they put different projects into their digital portfolio. 3. Students use Framesets to create their final personal home page. LA Gr. 9/10 R 2.3 W 1.1 W 1.2 W 1.4 W 1.9 W 2.1 C 1.1 C 1.2 C 1.3 C 1.4 MA Gr.7 MR 3.1 MR 3.3 Indus. Stand. Career Pathway CP A 7.1 CP A 7.2 CP A 7.3 CP A 7.4 CP A 7.5 Foundation FS 3.1 FS 3.2 FS 3.3 FS 3.5 FS 5.1 FS 5.2 FS 5.3 FS 7.2 FS 10.1 FS 10.2 FS 10.3 FS 10.4 FS 10.5 FS 10.6 FS 10.8 FS

17 COURSE OUTLINE Assessment Student Activity California Content 4.6 Final Website Project 1. Observation of the student s participation in the class discussion on linking sites together. 2. Student s grade on his/her final web site project. 1. Through lecture, demonstration, class discussion, students learn about: a. the process for putting all sites together to the links are not broken. 2. Students publish their final web site and burn the information to a CD. LA Gr. 9/10 R 2.3 MA Gr.7 MR 3.1 MR 3.3 Indus. Stand. Career Pathway CP A 7.1 CP A 7.2 CP A 7.3 CP A 7.4 CP A 7.5 Foundation FS 3.1 FS 3.2 FS 3.3 FS 3.5 FS 5.1 FS 5.2 FS 5.3 FS 7.2 FS 10.1 FS 10.2 FS 10.3 FS 10.4 FS 10.5 FS 10.6 FS 10.8 FS

18 Reading Grades 9/10 CALIFORNIA STATE STANDARDS FOR LANGUAGE ARTS 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Vocabulary and Concept Development 1.1 Identify and use the literal and figurative meanings of words and understand word derivations. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Literature, Grades Nine Through Twelve (1990) illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text 2.3 Generate relevant questions about readings on issues that can be researched. Writing Grades 9/ Writing Strategies Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students awareness of the audience and purpose. Students progress through the stages of the writing process as needed. Organization and Focus 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. Research and Technology 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions). Evaluation and Revision 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. 18

19 2.0 Writing Applications (Genres and Their Characteristics) Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies of grades nine and ten outlined in Writing Standard 1.0, students: 2.1 Write biographical or autobiographical narratives or short stories: a. Relate a sequence of events and communicate the significance of the events to the audience. b. Locate scenes and incidents in specific places. c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters feelings. d. Pace the presentation of actions to accommodate changes in time and mood. e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details. Written and Oral English Language Conventions Grades 9/10 The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions. Grammar and Mechanics of Writing 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). 1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses). 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. Manuscript Form 1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. 19

20 Listening and Speaking Gr. 9/ Listening and Speaking Strategies Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. Organization and Delivery of Oral Communication 1.3 Choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause. 1.4 Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources). 1.6 Present and advance a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance. 1.9 Analyze the occasion and the interest of the audience and choose effective verbal and nonverbal techniques (e.g., voice, gestures, eye contact) for presentations. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver polished formal and extemporaneous presentations that combine the traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grades nine and ten outlined in Listening and Speaking Standard 1.0, students: 2.6 Deliver descriptive presentations: a. Establish clearly the speaker s point of view on the subject of the presentation. b. Establish clearly the speaker s relationship with that subject (e.g., dispassionate observation, personal involvement). c. Use effective, factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory details. Mathematical Reasoning Gr. 7 CALIFORNIA STATE STANDARDS FOR MATHEMATICS 3.0 Students determine a solution is complete and move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation. 3.3 Develop generalizations of the results obtained and the strategies used and apply them to new problem situations. 20

21 CAREER PATHWAY STANDARDS FOR INFORMATION TECHNOLOGY CAREER PATHWAY A Information Support and Services Pathway Students in the Information Support and Services Pathway prepare for careers that involve the implementation of computer services and software; provision of technical assistance, creation of technical documentation, and management of information systems. Mastery of information technologies is the foundation for all successful business organizations today. Persons with expertise in information support and services are in high demand for a variety of positions in business and industry. A 7.0 Students understand software applications and life-cycle phases. A 7.1 A 7.2 A 7.3 A 7.4 A 7.5 Know common industry-standard software and its applications. Evaluate the effectiveness of software to solve specific problems. Know a variety of sources for reference materials (e.g., online help, vendor websites, online discussion groups, tutorials, and manuals). Diagnose and solve application software problems. Know current and emerging industry-standard technology and trends. A 10.0 Students understand and implement database management systems. A 10.1 Know the variety of data types that are stored in database management systems. A 10.2 Understand the ways in which application development tools can be used to create information systems. A 10.3 Understand the various structures appropriate for specific applications within database management systems. A 10.5 Understand the possibilities and limitations for converting data between databases and various applications. 21

22 FOUNDATION STANDARDS FOR INFORMATION TECHNOLOGY CAREER PATHWAYS Career Planning and Management 3.0 Students understand how to make effective decisions, utilize career information, and manage personal career plans. Technology 3.1 Know the personal qualifications, interests, aptitudes, information, and skills necessary to succeed in careers. 3.2 Understand the scope of career opportunities and know requirements for education, training, and licensure. 3.3 Develop a career plan that is designed to reflect career interests, career pathways, and postsecondary options. 3.5 Understand the past, present, and future trends that affect careers, such as technological developments and societal trends and the resulting need for lifelong learning. 4.0 Students know how to use contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments. 4.1 Understand past, present, and future technological advances as they relate to a chosen career pathway. 4.2 Understand the use of technological resources to access, manipulate, and produce information, products, and services. 4.3 Understand the influence of current and emerging technology on selected segments of the economy. 4.4 Use appropriate technology in the chosen career pathway. 4.5 Know procedures for maintaining secure information, preventing loss, and reducing risk. Problem Solving and Critical Thinking 5.0 Students understand how to create alternative solutions using critical and creative thinking skills, such as logical reasoning, analytical thinking, and problem-solving techniques. 5.1 Apply appropriate problem-solving strategies and critical thinking skills to work-related issues and tasks. 5.2 Understand the universal, systematic problem-solving model incorporating input, process, outcome, and feedback components. 5.3 Use critical thinking skills to make informed decisions and solve problems. Responsibility and Flexibility 7.0 Students know the behaviors associated with the demonstration of responsibility and flexibility in personal, workplace, and community settings. 7.2 Understand the importance of accountability and responsibility in fulfilling personal, community, and workplace. 7.4 Understand that individual actions can affect the larger community. 22

23 Ethics and Legal Responsibilities 8.0 Students understand professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms. 8.1 Know major local, district, state, and federal regulatory agencies and entities that affect industry and how they enforce laws and regulations. 8.2 Understand the concept and application of ethical and legal behavior consistent with workplace standards. 8.3 Understand the role of personal integrity and ethical behavior in the workplace. Leadership and Teamwork 9.0 Students understand effective leadership styles, key concepts of group dynamics, team and individual decision-making, the benefits of workforce diversity, and conflict resolution. 9.1 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the home, school, community, and workplace setting. 9.3 Understand how to organize and structure work individually and in teams for effective performance and goal attainment. 9.4 Know multiple approaches to conflict resolution and their appropriateness for a variety of situations in the workplace. 9.5 Understand how to interact with others in ways that demonstrate respect for individual and cultural differences and for the attitudes and feelings of others. Technical Knowledge and Skills 10.0 Students understand the essential knowledge and skills common to all career pathways within the Information Technology Industry Sector Know hot to use a variety of business- and industry-standard software and hardware, including major proprietary and open standards Use technology and electronic media to manage workflow andprovide feedback Understand the interrelationships between hardware components and supportive software Know how to utilize appropriate help resources (e.g., help desks, online help, and manuals) to install, configure, upgrade, diagnose, and repair operating systems, environments, applications, and utilities. Demonstration and Application 11.0 Students demonstrate and apply the concepts contained in the foundation and career pathway standards. 23

24 WEB DESIGN CERTIFICATE STUDENT PERFORMANCE BASED COMPETENCIES Upon completion of the Tehama County Computer Business Course, graduates will demonstrate competencies in the following, based on the criteria below: 3 = Mastery 2 = Partial Mastery 1 = Non-Mastery First Second Third Final For understanding web design, the student will: Qt. Qt. Qt. Demonstrate the ability to recognize web aesthetics (e.g. background color, text colors). Demonstrate an understanding of web navigation. Demonstrate an understanding of browser software (e.g., internet explorer). For creating web sites using common software, the student will: Demonstrate the ability to save files with proper extensions. Demonstrate the ability to insert images and create links. Demonstrate the ability to create layout designs using tables. Demonstrate the ability to publish a site using common FTP software. For web site creation using HTML, the student will: Demonstrate an understanding of the basics of HTML programming language. Demonstrate the ability to use HTML to create a simple web page. Demonstrate the ability to copy HTML code from existing sites and incorporating the sites into the students own web site. Demonstrate the ability to insert media and interactivity on to his/her web site using HTML code. Demonstrate the ability to publish a site using common FTP software. For web site creation using DreamWeaver, the student will: Demonstrate competency in using the DreamWeaver program. Demonstrate the ability to create and design web sites for Red Bluff High School (e.g., pages for teachers, classes, clubs). Demonstrate the ability to design his/her personal website for their digital portfolio. 24

25 For images and graphics using Fireworks, the student will: Demonstrate the ability edit images, using Fireworks, and publish the completed image on his/her web site. Demonstrate the ability to create web ready animation and add to his/her web site. Demonstrate the ability to create a banner to be used on his/her home page. For creations using the Flash Program, the student will: Demonstrate an understanding the Flash program environment. Demonstrate the ability to draw/create symbols and animated buttons using the Flash program. Demonstrate the ability to design and create web ready animations to be published with a website. For creations using the Flash Program, the student will: Demonstrate the ability to compile and publish items created in the Fireworks and Flash programs and integrate these items into a DreamWeaver document on his/her website. Demonstrate the ability to set up his/her own FTP account allowing them to upload their website to the Internet. For framesets and web templates in DreamWeaver, the student will: Demonstrate the ability to design his/her personal home page using frameset templates in the DreamWeaver environment. Demonstrate an understanding and application of frame targets and frame design. For the final website project, the student will: Demonstrate the ability to compile and link his/her semester work into their home page. Demonstrate the ability to publish his/her final website to the internet. 25

26 WRITING APPLICATION FOR WEB DESIGN Unit 3: Web Site Creation using HTML Student s Name Writing Prompt: Write a create and publish a history/social science web page choosing from a list of topics. Tips for Writing: A successful narrative should: 1. Focus on a clear, well-defined incident. 2. Make the importance or significance of the event clear. 3. Show clearly the order in which events occurred. 4. Use descriptive details that appeal to the senses to describe characters and setting. 5. Use dialogue to develop characters. 6. Maintain a consistent tone. Scoring 5 = Advanced 4 = Mastery 3 = Basic 2 = Below Basic 1 = Far Below Basic for Writing Strategies Score Comments 1.1 Writes a web page that flows from one point to another, providing the reader with a clear idea of the topic. 1.2 Uses precise language when writing, allowing the reader to understand the text. 1.4 Writes the web page so the main idea(s) is clear to the reader. 1.9 Revises the writing to improve the sequence of text and the choice of words. for Writing Application Writing a Narrative (2.1) 2.1 a Sequences the web page giving the reader a clear understanding of the text. 21.e When writing the examples, uses words that describe showing a clear understanding of the topic. for Oral and Written Conventions 1.1 Uses correct punctuation. 1.2 Uses good sentence structure and proper English. 1.3 Uses good grammar and paragraph structure. 1.4 Produces legible work with accurate spelling. 26

27 WRITING APPLICATION FOR WEB DESIGN Unit 4: Creating of student Web Site Pages Unit 4.1: Web Site Creation using DreamWeaver Student s Name Writing Prompt: Design your own web page portfolio. Tips for Writing: A successful narrative should: 1. Focus on a clear, well-defined incident. 2. Make the importance or significance of the event clear. 3. Show clearly the order in which events occurred. 4. Use descriptive details that appeal to the senses to describe characters and setting. 5. Use dialogue to develop characters. 6. Maintain a consistent tone. Scoring 5 = Advanced 4 = Mastery 3 = Basic 2 = Below Basic 1 = Far Below Basic for Writing Strategies Score Comments 1.1 Writes a web page that flows from one point to another, providing the reader with a clear idea of the topic. 1.2 Uses precise language when writing, allowing the reader to understand the text. 1.4 Writes the web page so the main idea(s) is clear to the reader. 1.9 Revises the writing to improve the sequence of text and the choice of words. for Writing Application Writing a Narrative (2.1) 2.1 a Sequences the web page giving the reader a clear understanding of the text. 21.e When writing the examples, uses words that describe showing a clear understanding of the topic. for Oral and Written Conventions 1.1 Uses correct punctuation. 1.2 Uses good sentence structure and proper English. 1.3 Uses good grammar and paragraph structure. 1.4 Produces legible work with accurate spelling. 27

28 WRITING APPLICATION FOR WEB DESIGN Unit 4: Creating of student Web Site Pages Unit 4.4: Integration of Macromedia Products Student s Name Writing Prompt: Publish a web page using the DreamWeaver program. Tips for Writing: A successful narrative should: 1. Focus on a clear, well-defined incident. 2. Make the importance or significance of the event clear. 3. Show clearly the order in which events occurred. 4. Use descriptive details that appeal to the senses to describe characters and setting. 5. Use dialogue to develop characters. 6. Maintain a consistent tone. Scoring 5 = Advanced 4 = Mastery 3 = Basic 2 = Below Basic 1 = Far Below Basic for Writing Strategies Score Comments 1.1 Writes a web page that flows from one point to another, providing the reader with a clear idea of the topic. 1.2 Uses precise language when writing, allowing the reader to understand the text. 1.4 Writes the web page so the main idea(s) is clear to the reader. 1.9 Revises the writing to improve the sequence of text and the choice of words. for Writing Application Writing a Narrative (2.1) 2.1 a Sequences the web page giving the reader a clear understanding of the text. 21.e When writing the examples, uses words that describe showing a clear understanding of the topic. for Oral and Written Conventions 1.1 Uses correct punctuation. 1.2 Uses good sentence structure and proper English. 1.3 Uses good grammar and paragraph structure. 1.4 Produces legible work with accurate spelling. 28

29 WRITING APPLICATION FOR WEB DESIGN Unit 4: Creating of student Web Site Pages Unit 4.5: Framesets and Web Templates in DreamWeaver Student s Name Writing Prompt: Create a final, personal web page. Tips for Writing: A successful narrative should: 1. Focus on a clear, well-defined incident. 2. Make the importance or significance of the event clear. 3. Show clearly the order in which events occurred. 4. Use descriptive details that appeal to the senses to describe characters and setting. 5. Use dialogue to develop characters. 6. Maintain a consistent tone. Scoring 5 = Advanced 4 = Mastery 3 = Basic 2 = Below Basic 1 = Far Below Basic for Writing Strategies Score Comments 1.1 Writes a web page that flows from one point to another, providing the reader with a clear idea of the topic. 1.2 Uses precise language when writing, allowing the reader to understand the text. 1.4 Writes the web page so the main idea(s) is clear to the reader. 1.9 Revises the writing to improve the sequence of text and the choice of words. for Writing Application Writing a Narrative (2.1) 2.1 a Sequences the web page giving the reader a clear understanding of the text. 21.e When writing the examples, uses words that describe showing a clear understanding of the topic. for Oral and Written Conventions 1.1 Uses correct punctuation. 1.2 Uses good sentence structure and proper English. 1.3 Uses good grammar and paragraph structure. 1.4 Produces legible work with accurate spelling. 29