WEB DESIGN CURRICULUM GRADES 9-12

Transcription

1 MIDDLETOWN PUBLIC SCHOOLS WEB DESIGN CURRICULUM GRADES 9-12 Middletown High School June 2016

2 6/21/2016 Middletown Public Schools 1

3 T he Middletown Public Schools Applied Arts/Technology Curriculum for grades 9-12 was completed June 2016 by a team of 9-12 teachers. The team, identified as the Applied Arts/Technology Curriculum Writers referenced extensive resources to the document that included but are not limited to: Standards for Technological Literacy (STL) The ISTE National Educational Technology Standards (NETS S) and Performance Indicators for Students Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects (CCSS) Best Practice, New Standards for Teaching and Learning in America s Schools Classroom Instruction That Works Differentiated Instructional Strategies Model curriculum documents from several states Educational websites Webb s Depth of Knowledge The curriculum identifies what all students should know and be able to do in technology education. Each grade or course draws from Standards for Technology Literacy, National Educational Technology Standards, and Common Core State Standards for ELA, and includes research-based instructional strategies, and resources, map (or suggested timeline), rubrics, and checklists. The curriculum provides learners with a sequential comprehensive education in technology through the study of Standards for Technology Literacy (STL) The Nature of Technology Technology and Society Design Abilities for a Technological World The Designed World The ISTE National Educational Technology Standards (NETS S) and Performance Indicators for Students Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts Common Core State Standards for English Language Arts that includes: College and Career Readiness Anchor Standards for Reading College and Career Readiness Anchor Standards for Writing Mission Statement Our mission is to engage all students in a challenging, sequential, and differentiated technology education curriculum that will develop critical thinkers, problem solvers, and effective communicators RESEARCH-BASED INSTRUCTIONAL The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g. Employ strategies of best practice (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and challenging). 6/21/2016 Middletown Public Schools 2

4 Differentiate instruction by varying the content, process, and product and implementing o anchoring o cubing o jig-sawing o pre/post assessments o think/pair/share o tiered assignments Analyze formative assessment to direct instruction. Provide exemplars and rubrics. Provide opportunities for independent, partner and collaborative group work. Address multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist). Facilitate the integration of technology Facilitate peer and self-evaluation COMMON and SUGGESTED S REQUIRED COMMON S basic web structures, elements, and ITSI Rubrics 1,2,3,4 and 6 SUGGESTED S Anecdotal records Conferencing Data analysis Exhibits Interviews Graphs Graphic organizers Journals Models Oral presentations Problem/Performance based/common tasks/unit Rubrics/checklists Tests and quizzes Technology Think-alouds Writing genres o Argument o Information 6/21/2016 Middletown Public Schools 3

5 FOR WEB DESIGN Textbook Wermers, Elizabeth Eisner Reding Technology Computers Projectors Internet Materials Web Sites in general Standards for Technological Literacy The ISTE National Educational Technology Standards (NETS-T) Common Core Standards ( 6/21/2016 Middletown Public Schools 4

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7 THE NATURE OF Standards for Technological Literacy (STL) TEACHER NOTES TECHNOLOGY (STL) 1. Students will develop an understanding of the characteristics and scope of technology. In order to comprehend the scope of technology, students in Grades 9-12 should learn that (STL #1): 1.2 The rate of technological development and diffusion is increasing rapidly. (STL # 1.2). Understand that technology is changing on a daily basis and that reviewing and learning new technology is required. Understand that HTML means hypertext markup language which is a standardized system for tagging text files to achieve font, color, graphics and hyperlink effects on the world wide web. Explain why that in order to a web site, HTML syntax can change. Research web sites for ideas. basic web structures, elements, and ITSI Rubrics color diffusion font graphics HTML syntax hyperlink effects standardized system tagging technological development text files website world wide web instructional strategies list in the introduction RESOURCE NOTES resource list in the introduction NOTES assessment list in the introduction REQUIRED COMMON S Visual model that includes basic web structures, elements, and ITSI Rubrics 1,2,3,4 and 6 HTML Third Edition, Vicki Cox, Lynn Wermers, Elizabeth Eisner Reding computers, programs, internet, 6/21/2016 Middletown Public Schools 6

8 3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. In order to appreciate the relationships among technologies, as well as with other fields of study, students in Grades 9-12 should learn that (STL #3): 3.2 Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. (STL # 3.2). Understand there are a variety of ways to share information, using websites created by HTML, e.g. stores, colleges, businesses, newspapers Use search engines, e.g. Google to access information basic web structures, elements, and ITSI Rubrics HTML innovation search engine website THE DESIGNED WORLD (STL) 17 Students will develop an understanding of and be able to select and use information and communication technologies. In order to select and use information and communication technologies, students in Grades 9-12 should learn that (STL #17): TEACHER NOTES instructional strategies RESOURCE NOTES resource list in the introduction NOTES 6/21/2016 Middletown Public Schools 7

9 17.3 Information and communication systems can be used to inform, persuade, entertain, control, manage, and educate. (STL # 17.3). Develop awareness of the different ways that people access the web. Analyze the different ways that websites can be used to inform, persuade, entertain, control, manage, and educate basic web structures, elements, and ITSI Rubrics analyze entertain persuade HTML Third Edition, Vicki Cox, Lynn Wermers, Elizabeth Eisner Reding list in the introduction assessment list in the introduction REQUIRED COMMON S Visual model that includes basic web structures, elements, and ITSI Rubrics 1,2,3,4 and There are many ways to communicate information, such as graphic and electronic means. (STL # 17.5). Understands there are many ways web can communicate information, e.g. image maps, pixels, background images, animated gifs, and multimedia Use graphic and electronic means to incorporate a style that supports the web page without overwhelming it basic web structures, elements, and ITSI Rubrics animated gifs background image image map/link multimedia 6/21/2016 Middletown Public Schools 8

10 pixels HTML Third Edition, Vicki Cox, Lynn Wermers, Elizabeth Eisner Reding 1. Creativity and Innovation (ISTE) The ISTE National Educational Technology (NET-S) and Performance Indicators for Students (ISTE) 1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. (ISTE.1) Students: a. Apply existing knowledge to generate new ideas, products, or processes. (ISTE.1a) Design a plan and procedures for using technology to accomplish goals. (ISTE rubric #1) Understands the elements of well-ed web pages that includes font, color, graphics, style sheets, links, pictures, text, navigation bars and pages Research and analyze existing websites. Plan a website utilizing: o basic web structures that includes: anchor tags, heading tags, title, body, paragraphs, opening tag, closing tag, alignment, proximity, border color elements of well-ed web pages that includes: font, color, graphics, style sheets, links, pictures, text, navigation bars, tables, surveys, forms, multimedia, and pages o : contrast, repetition, balance, emphasis, movement, and unity TEACHER NOTES instructional strategies list in the introduction RESOURCE NOTES resource list in the introduction NOTES assessment list in the introduction REQUIRED COMMON S Visual model that includes basic web structures, elements, and ITSI Rubrics 1,2,3,4 and 6 alignment 6/21/2016 Middletown Public Schools 9

11 basic web structures, anchor tags elements, and balance border color ITSI Rubric #1 closing tag color contrast emphasis forms font graphics heading tag links movement multimedia navigation bars opening tag pictures proximity repetition style sheets tables text surveys unity b. Create original works as a means of personal or group expression. (ISTE.1b) 6/21/2016 Middletown Public Schools 10

12 Use technology tools to create products, construct meaning or publish knowledge. (ISTE rubric #1) Plan and create an original web site using: o basic web structures that includes: anchor tags, heading tags, title, body, paragraphs, opening tag, closing tag, alignment, proximity, border color o elements of well-ed web pages that includes: font, color, graphics, style sheets, links, pictures, text, navigation bars, tables, surveys, forms, multimedia, and pages o : contrast, repetition, balance, emphasis, movement, unity basic web structures, elements, and ITSI Rubric #1 alignment anchor tags balance border color closing tag color contrast emphasis font forms graphics heading tag links movement multimedia navigation bars opening tag pictures proximity repetition style sheets surveys tables text 6/21/2016 Middletown Public Schools 11

13 unity computers, programs, internet, c. Use models and simulations to explore complex systems and issues. (ISTE.1c) Identify appropriate technology tools/features to accomplish specific purposes. (ISTE rubric #1) Use search engines (e.g. Google) and other resources (e.g. textbook) to research models and simulations to explore complex systems and issues. basic web structures, elements, and ITSI Rubric #1 complex systems models simulations search engines d. identify trends and forecast possibilities. (ISTE.1d) Identify appropriate technology tools/features to accomplish specific purposes. (ISTE rubric #1) 6/21/2016 Middletown Public Schools 12

14 Analyze and evaluate recent trends in web Predict possible websites/models that utilize different trends basic web structures, elements, and ITSI Rubric #1 trends 2. Communication and Collaboration (ISTE) 2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. (ISTE.2) Students: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. (ISTE.2a) Select appropriate technology tools/features to facilitate collaborative work and communicate ideas to multiple audiences. (ISTE rubric #2) Interact, collaborate, and problem solve with others to brainstorm web ideas and problems basic web structures, elements, and ITSI Rubric #2 collaborate interact problem solve TEACHER NOTES instructional strategies list in the introduction RESOURCE NOTES resource list in the introduction NOTES assessment list in the introduction REQUIRED COMMON S Visual model that includes basic web structures, elements, and ITSI Rubrics 1,2,3,4 and 6 6/21/2016 Middletown Public Schools 13

15 b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. (ISTE.2b) Develop a plan and procedures to implement collaborative projects and exchange ideas. (ISTE rubric #2) Use advanced technology tools/features to interact with peers and disseminate information. (ISTE rubric #2) Identify an audience to communicate website information. Develop a plan to communicate website information to an identified audience. Design, construct and problem-solve a website. basic web structures, elements, and ITSI Rubric #2 audience communicate construct problem-solving d. Contribute to project teams to produce original works or solve problems. (ISTE.2d). NA 6/21/2016 Middletown Public Schools 14

16 3. Research and Information Fluency (ISTE) 3. Students apply digital tools to gather, evaluate, and use information. (ISTE.3) Students: a. Plan strategies to guide inquiry. (ISTE.3a) Select and use appropriate advanced technology tools/features for reporting results. (ISTE rubric #3) Identify an audience to communicate website information. Develop a plan and a timeline to communicate website information to an identified audience Design, construct and problem-solve a website that includes o basic web structures that includes: anchor tags, heading tags, title, body, paragraphs, opening tag, closing tag, alignment, proximity, border color o elements of well-ed web pages that includes: font, color, graphics, style sheets, links, pictures, text, navigation bars, tables, surveys, forms, multimedia, and pages o : contrast, repetition, balance, emphasis, movement, unity basic web structures, elements, and ITSI Rubric #3 alignment anchor tags balance border color closing tag color contrast emphasis font forms graphics heading tag links movement multimedia navigation bars TEACHER NOTES instructional strategies list in the introduction RESOURCE NOTES resource list in the introduction NOTES assessment list in the introduction REQUIRED COMMON S Visual model that includes basic web structures, elements, and ITSI Rubrics 1,2,3,4 and 6 6/21/2016 Middletown Public Schools 15

17 opening tag pictures proximity repetition style sheets surveys tables text timeline unity HTML Third Edition, Vicki Cox, Lynn Wermers, Elizabeth Eisner Reding b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. (ISTE.3b) Understand the legal and ethical use of digital formats that includes images, music, text, and web pages Understand the copyright laws of digital formats that includes images, music, text, and web pages Recognize and use vetted sources e.g. edu., gov., and org. Select and use appropriate advanced technology tools/features for processing and analyzing data. (ISTE rubric #3) Select and use appropriate information technology tools/features and resources to enhance their learning of selected curriculum topics. (ISTE rubric #3) basic web structures, copyright digital 6/21/2016 Middletown Public Schools 16

18 elements, and ethical legal ITSI Rubric #3 vetted c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. (ISTE.3c) Understand the legal and ethical use of digital formats that includes images, music, text, and web pages Understand the copyright laws of digital formats that includes images, music, text, and web pages Recognize and use vetted sources e.g. edu,.gov,.org Select and use appropriate information technology tools/features and resources to enhance their learning of selected curriculum topics. (ITSI rubric #3) basic web structures, elements, and ITSI Rubric #3 copyright digital tools ethical information sources legal a vetted sources 6/21/2016 Middletown Public Schools 17

19 d. Process data and report results. (ISTE.3d) NA 4. Critical Thinking, Problem Solving, and Decision Making (ISTE) 4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. (ISTE.4) Students: a. Identify and define authentic problems and significant questions for investigation. (ISTE.4a) Research and plan a website that defines an authentic interest, e.g. sport interest, hobbies, community clubs, family business, fan clubs and addresses significant questions about their interest. Select and integrate appropriate information and communication technology resources to define and analyze a real- world problem. (ISTE rubric #4) basic web structures, elements, and ITSI Rubric #4 authentic TEACHER NOTES instructional strategies list in the introduction RESOURCE NOTES resource list in the introduction NOTES assessment list in the introduction REQUIRED COMMON S Visual model that includes basic web structures, elements, and ITSI Rubrics 1,2,3,4 and 6 b. Plan and manage activities to develop a solution or complete a project. (ISTE.4b) 6/21/2016 Middletown Public Schools 18

20 Utilize information and communication technology tools/features to present results, or to present an informed rationale for a decision. (ISTE rubric #4) Utilize technology tools/features to set goals, plan activities, establish timelines and monitor progress towards a solution. (ISTE rubric #4) Plan create, and manage time for the of a website that includes: o basic web structures that includes: anchor tags, heading tags, title, body, paragraphs, opening tag, closing tag, alignment, proximity, border color o elements of well-ed web pages that includes: font, color, graphics, style sheets, links, pictures, text, navigation bars, multimedia. tables, surveys, forms, and pages o : contrast, repetition, balance, emphasis, movement, unity Applies and models information communication technology tools/features to present an informed rationale for a decision basic web structures, elements, and ITSI Rubric #4 alignment anchor tags balance border color closing tag color contrast emphasis font forms graphics heading tag links movement multimedia navigation bars opening tag pictures proximity 6/21/2016 Middletown Public Schools 19

21 repetition style sheets surveys tables text timeline unity HTML Third Edition, Vicki Cox, Lynn Wermers, Elizabeth Eisner Reding c. Collect and analyze data to identify solutions and/or make informed decisions. (ISTE.4c) Utilize information and communication technology tools/features to present results, or to present an informed rationale for a decision. (ISTE rubric #4) Evaluate, select and incorporate information and communication technology resources to define and analyze a real-world problem, e.g. global warming, environmental issues, etc. basic web structures, elements, and ITSI Rubric #4 analyze communication technology information technology solutions 6/21/2016 Middletown Public Schools 20

22 d. Use multiple processes and diverse perspectives to explore alternative solutions. (ISTE.4d) NA 5. Digital Citizenship (ISTE) 5. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. (ISTE.5) Students: a. Advocate and practice safe, legal, and responsible use of information and technology. (ISTE.5a) Understand the legal and ethical use of digital formats that includes images, music, text, and web pages Understand the copyright laws of digital formats that includes images, music, text, and web pages Recognize and use vetted sources e.g. edu., gov., and org. basic web structures, elements, and copyright ethical legal vetted sources TEACHER NOTES instructional strategies list in the introduction RESOURCE NOTES resource list in the introduction NOTES assessment list in the introduction REQUIRED COMMON S Visual model that includes basic web structures, elements, and b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. (ISTE.5b) 6/21/2016 Middletown Public Schools 21

23 Demonstrate technology responsibility that includes: staying on task/timeline and being respectful of equipment, materials, oneself and others. basic web structures, elements, and collaboration productivity timeline c. Demonstrate personal responsibility for lifelong learning. (ISTE.5c) Demonstrate technology responsibility that includes: staying on task/timeline, and being respectful of equipment, materials, oneself and others. basic web structures, elements, and timeline d. Exhibit leadership for digital citizenship. (ISTE.5d) 6/21/2016 Middletown Public Schools 22

24 Demonstrate technology responsibility that includes: staying on task/timeline, and being respectful of equipment, materials, oneself and others. digital citizenship timeline 6. Technology Operations and Concepts (ISTE) 6. Students demonstrate a sound understanding of technology, systems, and operations. (ISTE.6) Students: a. Understand and use technology systems. (ISTE.6a) Understand and use technology systems that includes: o basic web structures that includes: anchor tags, heading tags, title, body, paragraphs, opening tag, closing tag, alignment, proximity, border color o elements of well-ed web pages that includes: font, color, graphics, style sheets, links, pictures, text, navigation bars, multimedia, tables, surveys, forms, and pages o : contrast, repetition, balance, emphasis, movement, and unity Understand that in order to a web site, HTML syntax needs to be used and can be changed. Understand that HTML means hypertext markup language that is a standardized system for tagging text files to achieve font, color, graphics and hyperlink effects on the world wide web Use appropriate technology applications to illustrate content- related through a variety of media formats. (ISTE rubric #6) TEACHER NOTES instructional strategies list in the introduction RESOURCE NOTES resource list in the introduction NOTES assessment list in the introduction REQUIRED COMMON S Visual model that includes basic web structures, elements, and ITSI Rubrics 1,2,3,4 and 6 basic web structures, elements, and alignment anchor tags balance 6/21/2016 Middletown Public Schools 23

25 ITSI Rubric #6 border color closing tag color contrast emphasis font forms graphics heading tag links movement multimedia navigation bars opening tag pictures proximity repetition style sheets surveys table text timeline unity 6/21/2016 Middletown Public Schools 24

26 b. Select and use applications effectively and productively. (ISTE.6b) Understand and use Notepad to implement HTML Understand hand import photos from multiple sources Demonstrate efficient and effective use of common peripherals to, develop and communicate content information. (ISTE rubric #6) basic web structures, elements, and ITSI Rubric #6 applications common peripherals efficient/effective HTML import d. Transfer current knowledge to learning of new technologies. (ISTE.6d) Apply knowledge of HTML to other programming languages and coding Indicate appropriate technology tools/features and information resources to and develop content information. (ISTE rubric #6) basic web structures, elements, and ITSI Rubric #6 coding HTML information resources programming languages 6/21/2016 Middletown Public Schools 25

27 computers, programs, internet, COMMON CORE ELA (Science and Technical Subjects) Reading Informational Text COMMON CORE ELA (Science and Technical Subjects) Students Key Ideas and Details RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are TEACHER NOTES instructional strategies list in the introduction RESOURCE NOTES resource list in the introduction NOTES assessment list in the introduction REQUIRED COMMON S Visual model that includes basic web structures, elements, and ITSI Rubrics 1,2,3,4 and 6 Craft and Structure RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 6/21/2016 Middletown Public Schools 26

28 RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Integration of Knowledge and Ideas RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. RI Analyze seminal U.S. documents of historical and literary significance (e.g., Washington s Farewell Address, the Gettysburg Address, Roosevelt s Four Freedoms speech, King s Letter from Birmingham Jail ), including how they address related themes and. Range and Level of Text Complexity RI By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band (Lexile rates ) proficiently, with scaffolding as needed at the high end of the range. RI By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9 10 text complexity band (Lexile rates ) independently and proficiently. COMMON CORE ELA (Science and Technical Subjects) Writing The student W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and TEACHER NOTES instructional strategies RESOURCE NOTES resource list NOTES 6/21/2016 Middletown Public Schools 27

29 Arguments and create an organization that establishes clear relationships among claim(s), counterclaims, Informational reasons, and evidence. (W a) Texts b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. (W b) c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (W c) d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (W d) e. Provide a concluding statement or section that follows from and supports the argument presented. (W e) list in the introduction in the introduction assessment list in the introduction REQUIRED COMMON S Visual model that includes basic web structures, elements, and ITSI Rubrics 1,2,3,4 and 6 W Write informative texts to examine and convey complex ideas,, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas,, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (W a) b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. (W b) c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and. (W c) d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. (W d) e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (W e) f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (W f) 6/21/2016 Middletown Public Schools 28

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