Business Education Program Understandings

Transcription

1 Business Education Program Understandings Students will understand that: Oral and written communication skills are imperative in the world of work and throughout life Effective electronic documents enhance communication. The ability to work independently as well as in a group is imperative in the world of work and throughout life Technology skills facilitate problem solving. Technological tools and skills aide in the ability to locate, select, and evaluate data in order to make informed decisions.

2 BUSINESS EDUCATION DEPARTMENT COURSE MAP 6 6th Grade KIT 7 7th Grade BIT 8 8th Grade DIT Computer Applications Getting a Job Multimedia Communications Graphic Media Communications Audio Video Communications Web Design & Communications Personal Finance & Business Accounting Entrepreneurship Sports and Entertainment Management Business and Personal Law

3 Business Education EQUITY STATEMENT The Rockwood School District believes that it is the right of every student to receive equal opportunities in all educational programs and activities conducted by the district. It is the policy of the Board to accord equal consideration and impartial treatment regardless of race, color, national origin, ancestry, religion, socioeconomic stats, sex, age or disability. In keeping with this policy, the district strives to ensure equitable programs, course offerings, services, facilities, and educational materials. In addition, the district promotes equal opportunities for educational development by equipping all students with technology, research/information processing, and job-preparedness skills. Business Education DIFFERENTIATION The Business Department in the Rockwood School District recognizes that differentiation is an important process that teachers use to enhance the learning of all students, building on their individual strengths and level of knowledge. The Business Curriculum was written to facilitate the incorporation of differentiation strategies to enhance student learning. The Facilitating Activities of each course proves flexibility to address the individual learning needs of all students.

4 Grade Level/Course: Web Design and Communication Grade Level/Course Overview: Content Area: Business Education This course introduces students to web page design techniques. Topics include customer expectations, multimedia technologies, usability and accessibility practices, and techniques for the evaluation of web design. Upon completion, students should be able to employ advanced design techniques to create high-impact and highly functional web pages. Strands/Domains Product-Performance Elements of Production Workplace readiness Interdisciplinary Themes Critical Thinking Problem Solving Communication Program Understandings (pk-12) Oral and written communication skills are imperative in the world of work and throughout life Effective electronic documents enhance communication. The ability to work independently as well as in a group is imperative in the world of work and throughout life Technology skills facilitate problem solving. Technological tools and skills aide in the ability to locate, select, and evaluate data in order to make informed decisions. Units of Study Foundational Concepts Web Design Web Creation Web Management Web Business

5 Strand/Domain* Elements of Production Cluster* Foundational Concepts CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E The student will demonstrate a basic knowledge of the Internet and the tools used to access information. The students will differentiate among platforms and browsers in relationship to the Web The students will access and appropriately use Web-based resources GLE/CLE s ACT CCSS MO National IT.VIII.1. 2 COMM.I. B.1.4 IT.III.3-4.6

6 Strand/Domain* Elements of Production Cluster* Web Design CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E E Evaluate Web sites based on design elements and principles Select and develop content for sites based on purpose target audience using research techniques Create flow charts, storyboards, wireframes, and technologies Plan an organized layout GLE/CLE s ACT CCSS MO National IT.VII IT.VII COMM.I. D.2.1 IT.VII.1-2.4

7 Strand/Domain* Product-Performance Cluster* Web Creation CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E E Apply web page introductory principals Demonstrate image creation and manipulation skills Create Web Page using Web authoring software Demonstrate ethical behaviors when creating web pages GLE/CLE s ACT CCSS MO National IT.V.3.5 IT.V.3.5, IT.V.3.5 IT.V.3.5 COMM.I. D.2.3

8 Strand/Domain* Product-Performance Cluster* Web Management CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not Create and organize files into folder management GLE/CLE s ACT CCSS MO National IT.III.1.1, IT.III.1.2 E Describe various Web publishing techniques IT.VII.3. 6

9 Strand/Domain* Workplace Readiness Cluster* Web Business CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E E Discuss E-Commerce concepts as they relate to Web-based projects Analyze career/self-employment and certification opportunities in Web design and production Prepare a budget for a web design project Create a presentation that caters towards a specific demographic and client. Students will demonstrate effective use of verbal and written communication skills GLE/CLE s ACT CCSS MO National COMM.I. D.1.1 IT.XVIII , CD.I.A.3. 6 CD.VI.D. 2.2 COMM.I. D.1.1 COMM.I. D.1.1

10 Strand/Domain: Elements of Production Cluster: Foundational Concepts Understand: Access to resources will increase ability to function with technology and in society. Standard: The student will demonstrate a basic knowledge of the Internet and the tools used to access information. Know (Factual) Students will know Basic Internet concepts, including the World Wide Web (WWW), browsers, FTP, URL, and domains Learning Targets Do (Reasoning/Performance/Product) Students will Identify basic internet concepts Identify different types and purposes of websites DOK Level-1 Recall Different types and purposes of websites on the Internet; Differences between information, commercial, education, personal, and portal websites. Compare and contrast websites that are information, commercial, education, personal and portal. Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

11 Strand/Domain: Elements of Production Cluster: Foundational Concepts Understand: Understanding technology will allow one to function more productively in society Standard: Differentiate among platform and browsers in relation to the web Know (Factual) Students will know Platforms and browsers in relationship to the web Learning Targets Do (Reasoning/Performance/Product) Students will Differentiate among platforms and browsers in relation to the web. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

12 Strand/Domain: Elements of Production Cluster: Foundational Concepts Understand: In order to protect oneself and technology one must understand and know how to prevent security issues related to computer hardware, software and data. Standard: Describe security issues with the internet Know (Factual) Students will know Security issues (e.g., viruses, firewalls, passwords, filters). Learning Targets Do (Reasoning/Performance/Product) Students will Describe security issues DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

13 Strand/Domain: Elements of Production Cluster: Foundational Concepts Understand: Access to resources will increase ability to function with technology and in society.. Standard: Access and appropriately use Web-based resources Know (Factual) Students will know Where to find Webbased resources (e.g. tutorials, Web quests, online resources, free download sites) How to use Webbased resources Learning Targets Do (Reasoning/Performance/Product) Students will Access and utilize web-based resources DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

14 Strand/Domain: Elements of Production Cluster: Web Design Understand: Students will understand that web design is a way to communicate with an audience. Standard: Evaluate Web sites based on design elements and principles Know (Factual) Students will know Design elements and principles (e.g., alignment, color, navigation, user feedback) How to evaluate web sites based on design elements, and principals(e.g., alignment, color navigation, user feedback) Learning Targets Do (Reasoning/Performance/Product) Students will Evaluate Web sites based on design elements and principles DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

15 Strand/Domain: Elements of Production Cluster: Web Design Understand: Students will understand that web design is a way to communicate with an audience. Standard: Select and develop content for sites based on purpose target audience using research techniques Know (Factual) Students will know Purposes of Web sites Target audiences Research techniques Learning Targets Do (Reasoning/Performance/Product) Students will Select and develop content for site. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

16 Strand/Domain: Elements of Production Cluster: Web Design Understand: Students will understand that web design is a way to communicate with an audience. Standard: Plan an organized layout using sound design principals. Know (Factual) Students will know Web page Layouts Appropriate navigational structure Web-safe colors and typography (fonts) Proofreading and editing techniques Web accessibility standards Learning Targets Do (Reasoning/Performance/Product) Students will Select an appropriate navigational structure Use Web-safe colors and fonts Demonstrate proofreading and editing techniques Apply Web accessibility standards Plan an organized layout DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

17 Strand/Domain: Product-Performance Cluster: Web Creation Understand: Students will understand that web design is a way to communicate with an audience. Standard: Apply web page introductory principals Know (Factual) Students will know Images types and their extensions Images from various sources (e.g., Internet, CD, scanner, digital camera) How resolution affects Web page creation Learning Targets Do (Reasoning/Performance/Product) Students will Identify the different image types and their extensions Utilize images from various sources Describe how resolution affects Web page creation DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

18 Strand/Domain: Product-Performance Cluster: Web Creation Understand: Students will understand that images enhance the message for communication. Standard: Demonstrate image creation and manipulation skills Know (Factual) Students will know Selection tools in image editing program Layering techniques in editing program (e.g., ordering, arranging, naming) How to adjust and transform images (e.g., crop, rotate, skew, color, image dimension size) How to optimize an image to improve load time How to slice an image into separate parts. Learning Targets Do (Reasoning/Performance/Product) Students will Use image editing program to create original raster images Use selection tools in image editing program Use layering techniques in image editing program to manage images. Optimize an image to improve load time Slice an image into separate parts Describe how resolution affects Web page creation Demonstrate image creation and manipulation skills DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

19 Strand/Domain: Product-Performance Cluster: Web Creation Understand: Students will understand that web design is a way to communicate with an audience. Standard: Create Web Page using Web authoring software Know (Factual) Students will know Web authoring software User interface for web authoring software HTML tags and attributes for basic we design (e.g. Title, metadata, table, link) Templates How to import images and files into web authoring software Learning Targets Do (Reasoning/Performance/Product) Students will Identify web authoring software Apply and identify HTML tags and attributes Create and use templates Import images and files into web authoring software Create Web Page using Web authoring software DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

20 Strand/Domain: Product-Performance Cluster: Web Creation Understand: Students will understand that web design is a way to communicate with an audience. Standard: Demonstrate ethical behaviors when creating web pages Know (Factual) Students will know Web design ethical behavior Copyright laws for web-related projects Security issues (e.g., viruses, firewalls, passwords, filters). Learning Targets Do (Reasoning/Performance/Product) Students will Demonstrate ethical behavior when creating web pages Apply copyright laws in all projects Describe security issues DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

21 Strand/Domain: Product-Performance Cluster: Web Management Understand: Organization is essential for web design and beyond. Standard: Create and organize files into folder management Know (Factual) Students will know Web Page time management How to create and organize content files into folder management Learning Targets Do (Reasoning/Performance/Product) Students will Implement time management techniques Create and organize files into folder management DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

22 Strand/Domain: Product-Performance Cluster: Web Management Understand: Students will understand that web design is a way to communicate with an audience. Standard: Describe various Web publishing techniques Know (Factual) Students will know Web hosting account options Process of obtaining a domain name Usability testing Meta tags Learning Targets Do (Reasoning/Performance/Product) Students will Compare and contrast Web hosting account options Describe process of obtaining a domain name Conduct usability test Create mega tags to be utilized by a variety of search engines Describe various Web publishing techniques DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

23 Strand/Domain: Workplace Readiness Cluster: Web Business Understand: Understanding technology will allow one to function more productively in society. Standard: Discuss E-Commerce concepts as they relate to Web-based projects Know (Factual) Students will know E-Commerce concepts as they relate to Webbased projects Learning Targets Do (Reasoning/Performance/Product) Students will Discuss E-Commerce concepts as they relate to Web-based projects DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

24 Strand/Domain: Workplace Readiness Cluster: Web Business Understand: Oral and written communication skills are imperative in the world of work and throughout life. Effective electronic documents enhance communication. Standard: Analyze career/self-employment and certification opportunities in Web design and production Know (Factual) Students will know Career/selfemployment and certification opportunities in Web design and production Learning Targets Do (Reasoning/Performance/Product) Students will Analyze career/self-employment and certification opportunities in Web design and production DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

25 Strand/Domain: Workplace Readiness Cluster: Web Business Understand: Oral and written communication skills are imperative in the world of work and throughout life. Effective electronic documents enhance communication. Standard: Prepare a budget for a web design project Know (Factual) Students will know How to prepare a budget Cost involved in designing, creating, and publishing a website Learning Targets Do (Reasoning/Performance/Product) Students will Prepare a budget for a web design project DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

26 Strand/Domain: Workplace Readiness Cluster: Web Business Understand: Oral and written communication skills are imperative in the world of work and throughout life. Effective electronic documents enhance communication. Standard: Create a presentation that caters towards a specific demographic and client. Know (Factual) Students will know Target audience How to cater towards a specific demographic. Proper presentation skills, including body language and public speaking. How to interview clients Learning Targets Do (Reasoning/Performance/Product) Students will Demonstrate proper presentation skills, including body language and public speaking. Interview clients Create a presentation that caters towards a specific demographic and client. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic-Thinking Level-4 Extended Thinking

27 Strand/Domain: Workplace Readiness Cluster: Web Business Understand: Oral and written communication skills are imperative in the world of work and throughout life. Effective electronic documents enhance communication. Standard: Students will demonstrate effective use of verbal and written communication skills. Know (Factual) Students will know How to listen/read and follow directions. Proofreading and spell check of written media. Appropriate use of grammar while delivering presentations. How to format written communications to include numbers, and punctuation. How to research and analyze information from various sources (i.e. written, digital) for use in written or oral presentation. Learning Targets Do (Reasoning/Performance/Product) Students will Demonstrate ability to listen/read and follow directions. Demonstrate proofreading and spell check of written media. Demonstrate appropriate use of grammar while delivering presentations. Demonstrate ability to format written communications to include numbers, and punctuation. Demonstrate ability to research and analyze information from various sources (i.e. written, digital) for use in written or oral presentation. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Thinking Level-4 Extended Thinking

28 Proficiency Levels Standard: The student will demonstrate a basic knowledge of the Internet and the tools used to access information Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced demonstrate a basic knowledge of the Internet and the tools used to access information. demonstrate a basic knowledge of the Internet and some of the tools used to access information. Demonstrates minimal demonstrate a basic knowledge of the Internet and a few of the tools used to access information. Proficiency Levels Standard: Differentiate among platform and browsers in relation to the web Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced differentiate among platform and browsers in relation to the web. differentiate among some platform and browsers in relation to the web. Demonstrates minimal differentiate among a few platform and browsers in relation to the web.

29 Proficiency Levels Standard: Access and appropriately use Web-based resources Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced access and appropriately use Web-based resources. access and appropriately some use Web-based resources. Demonstrates minimal access and use a few Webbased resources. Proficiency Levels Standard: Evaluate Web sites based on design elements and principles Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced evaluate Web sites based on design elements and principles. evaluate some Web sites based on design elements and principles. Demonstrates minimal evaluate a few Web sites based on design elements and principles.

30 Proficiency Levels Standard: Select and develop content for sites based on purpose target audience using research techniques Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced select and develop content for sites based on purpose target audience using research techniques. select and develop some content for sites based on purpose target audience using research techniques. Demonstrates minimal select and develop some content for sites but not based on purpose target audience. Proficiency Levels Standard: Plan an organized layout using sound design principals Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced plan an organized layout using sound design principals. plan a layout using design principals. Demonstrates minimal plan a layout but not using design principals.

31 Standard: Apply web page introductory principals Demonstrates advanced Proficiency Levels Demonstrates proficient Demonstrates developing knowledge and apply web page introductory principals. apply some web page introductory principals. Demonstrates minimal apply a few web page introductory principals. Proficiency Levels Standard: Demonstrate image creation and manipulation skills Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced demonstrate image creation and manipulation skills. demonstrate some image creation and manipulation skills. Demonstrates minimal demonstrate some image creation or manipulation skills but not both.

32 Proficiency Levels Standard: Create Web Page using Web authoring software Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced create Web Page using Web authoring software. create some Web Pages using Web authoring software. Demonstrates minimal create a few Web Page using Web authoring software. Proficiency Levels Standard: Demonstrate ethical behaviors when creating web pages Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced demonstrate ethical behaviors when creating web pages. demonstrate some ethical behaviors when creating web pages. Demonstrates minimal demonstrate a few ethical behaviors when creating web pages.

33 Proficiency Levels Standard: Create and organize files into folder management Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced create and organize files into folder management. create and organize some files into folder management. Demonstrates minimal create and organize a few files into folder management. Standard: Describe various Web publishing techniques Demonstrates advanced Proficiency Levels Demonstrates proficient Demonstrates developing knowledge and describe various Web publishing techniques. describe some Web publishing techniques. Demonstrates minimal describe a few Web publishing techniques.

34 Proficiency Levels Standard: Discuss E-Commerce concepts as they relate to Web-based projects Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced discuss E-Commerce concepts as they relate to Web-based projects. discuss some E-Commerce concepts as they relate to Web-based projects. Demonstrates minimal discuss a few E-Commerce concepts as they relate to Web-based projects. Proficiency Levels Standard: Analyze career/self-employment and certification opportunities in Web design and production Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced analyze career/selfemployment and certification opportunities in Web design and production. analyze some career/selfemployment and certification opportunities in Web design and production. Demonstrates minimal analyze a few career/selfemployment and certification opportunities in Web design and production.

35 Standard: Prepare a budget for a web design project. Demonstrates advanced Proficiency Levels Demonstrates proficient Demonstrates developing knowledge and prepare a budget for a web design project. prepare some of a budget for a web design project. Demonstrates minimal prepare some of a budget for a web design project with teacher/student assistance. Proficiency Levels Standard: Create a presentation that caters towards a specific demographic and client Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced create a presentation that caters towards a specific demographic and client. create some a presentation that caters towards a specific demographic and client. Demonstrates minimal create some of presentation that caters towards a specific demographic and client with teacher/student assistance.

36 Proficiency Levels Standard: Students will demonstrate effective use of verbal and written communication skills Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced demonstrate effective use of verbal and written communication skills. demonstrate some use of verbal and written communication skills. Demonstrates minimal demonstrate minor use of verbal and written communication skills.

37 COURSE/GRADE LEVEL: Web Design and Communication UNIT TITLE: Foundational Concepts SUGGESTED UNIT TIMELINE: 1 week ESSENTIAL QUESTION(S): 1. What are the technologies used to create websites? 2. How does technology affect society, business and communication? REFERENCE/ STANDARD # STANDARDS: WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? BS The students will demonstrate a basic knowledge of the Internet and the tools used to access information. X BS The students will differentiate among platforms and browsers in relationship to the Web X BS The students will access and appropriately use Web-based resources X UNIT DESCRIPTION: Students will understand the foundations of web design. They will be able to use this knowledge to build on their understanding of web design and creation. MAJOR STANDARD UNIT VOCABULARY Cache, Platform, browser, web based resources, Domain, domain name server, download, FTP, Hypertext, Plug-in, Hypertext, URL, TCP/IP SUPPORTING STANDARD UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Elements of Foundational products Concepts HOW DO WE KNOW STUDENTS HAVE LEARNED? Learning Target (Standard) The student will demonstrate a basic knowledge of the Internet and the tools used to access information. Type of Assessment Target/DOK Level Method 1 Written Response Number of Items Notes Elements of products Foundational Concepts The student will demonstrate a basic knowledge of the Internet and the tools used to 2 Written Response

38 access information. Elements of products Foundational Concepts The students will access and appropriately use Web-based resources 2 Performance Event UNIT SCORING GUIDE A compilation of the proficiency levels and exemplars for the unit that defines mastery of the FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # The student will demonstrate a basic knowledge of the Internet and the tools used to access information. TEACHER INSTRUCTIONAL STRATEGIES Demonstration, lecture, internet scavenger hunt, how reliable is this source? STUDENT LEARNING TASKS Student HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups, video examples HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS The students will differentiate among platforms and browsers in Demonstration, Lecture Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups

39 relationship to the Web The students will access and appropriately use Web-based resources Demonstration, lecture Student will access web-based resources Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups ADDITIONAL UNIT RESOURCES

40 COURSE/GRADE LEVEL: Web Design and Communication UNIT TITLE: Web Design SUGGESTED UNIT TIMELINE: 4 Week ESSENTIAL QUESTION(S): 1. Why do design elements and principles change the outcome of a webpage? 2. What makes a Web site good? 3. How does effective page layout and consistent navigation lead to usability? REFERENCE/ STANDARD # STANDARDS: WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? MAJOR STANDARD BS Evaluate Web sites based on design elements and principles X BS Select and develop content for sites based on purpose target audience using research techniques X BS Create flow charts, storyboards, wireframes, and technologies X BS Plan an organized layout X UNIT DESCRIPTION: Students will be introduced to design elements and principles in order to effectively plan web pages for specific clients. Students will also be able to evaluate webpages on their effectiveness. UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Elements of Web Design Products SUPPORTING STANDARD UNIT VOCABULARY Alignment, navigation, web-safe colors, layout, Linear, hierarchical, webbed, broad, deep, flow charts, storyboards, wireframes, graphic design, movement, balance, unity, contrast, emphasis, line and color, web portfolio, site planning process, Wireframe, flowchart, design review, audience, design comp, client, interview, project plan, active listening HOW DO WE KNOW STUDENTS HAVE LEARNED? Learning Target (Standard) Evaluate Web sites based on design elements and principles Type of Assessment Target/DOK Level Method 3 Performance Event Number of Items Notes Elements of Products Web Design Select and develop content for sites based on purpose target audience 2 Performance Event

41 using research techniques Elements of Products Web Design Create flow charts, storyboards, wireframes, and technologies 3 Performance Event Client Design Documents: flow charts, Storyboards, Wireframes Elements of Products Web Design Plan an organized layout 2 Performance Event UNIT SCORING GUIDE A compilation of the proficiency levels and exemplars for the unit that defines mastery of the FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # Evaluate Web sites based on design elements and principles TEACHER INSTRUCTIONAL STRATEGIES Lecture, modeling, showing several websites and giving feedback. STUDENT LEARNING TASKS Students will view several web sites and give feedback on websites List the good elements of web sites List the elements of a web site that need to change HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS

42 Select and develop content for sites based on purpose target audience using research techniques Lecture, online tutorials Choose appropriate colors and font based on audience Choose content for webpages based on audience Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups Create flow charts, storyboards, wireframes, and technologies Online tutorials, lecture, demonstration Students will create flowcharts, storyboards, and wireframes. Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups Plan an organized layout Provide examples of organized layouts ADDITIONAL UNIT RESOURCES Plan organized layouts Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups

43 COURSE/GRADE LEVEL: Web Design and Communication UNIT TITLE: Web Creation SUGGESTED UNIT TIMELINE: 6 weeks ESSENTIAL QUESTION(S): 1. Do images have an impact on websites? 2. What are the advantages and disadvantages of using web authoring software such as Adobe Dreamweaver to create a Web site? REFERENCE/ STANDARD # STANDARDS: WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? BS Apply web page introductory principals X BS Demonstrate image creation and manipulation skills X BS Create Web Page using Web authoring software X BS Demonstrate ethical behaviors when creating web pages UNIT DESCRIPTION: Students will manipulate and create images and use web authoring software to create web pages. The students will understand and apply ethical behavior when creating web pages. UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Product- Web Creation Performance MAJOR STANDARD SUPPORTING STANDARD UNIT VOCABULARY Site setup, local and root folders, FTP, hyperlinks, document views, toolbars, panels, property inspector, inserting: text, links, images, styles, Web Portfolio, naming files HOW DO WE KNOW STUDENTS HAVE LEARNED? Learning Target (Standard) Apply web page introductory principals Type of Assessment Target/DOK Level Method 3 Performance event Number of Items Notes Product- Performance Web Creation Demonstrate image creation and manipulation skills 3 Performance Event Students will be graded on the images they create and manipulate Product- Performance Web Creation Create Web Page using Web authoring software 3 Performance Event Students will be graded on web page

44 Product- Performance Web Creation Demonstrate ethical behaviors when creating web pages 2 Performance Event UNIT SCORING GUIDE Category Total Score Originality The Web site The work is a copy shows significant of other s. There evidence of are no new ideas. originality and inventiveness. Organization of Content Layout Graphics Background Logical, intuitive sequence of information. Menus and links to all information are clear and direct. The Website is exceptionally attractive and has a useable layout. It is easy to locate all important elements. Graphics are related to the theme/purpose of the site, are cropped and of high quality and enhance the reader s interest Background is exceptionally attractive, consistent across pages, adds to the theme or purpose of the site and does not detract from readability. The Web site shows evidence of originality while based on a collection of other peoples ideas; the work extends beyond to offer new insights Logical sequence of information. Menus and links information are clear and direct. The Web pages have an attractive and useable layout. It is easy to locate all important elements. Graphics are related to the theme/purpose of the site, and are of good quality and enhance reader interest. Background is attractive, consistent across pages, adds to the theme and does not detract from readability. The work is a rehash of other people s ideas. There is no evidence of new thought or inventiveness. Some logical sequence of information, but menu s and links are confusing or flawed. The Web pages have a useable layout, but may appear busy or boring. It is easy to locate most of the important elements. Graphics are related to the theme/purpose of the site, and are of good quality. Background is consistent across pages and does not detract from readability. No logical sequence of information. Menus and paths to information are not evident. The Web pages are cluttered looking or confusing. It is difficult to locate important elements. Graphics seem randomly chosen and are of low quality or distract the reader. Background detracts from the readability of the site.

45 Fonts The fonts are consistent, easy to read and point size varies appropriately for headings and text. Use of font styles (bold, italic) is used consistently and improves readability. The fonts are consistent, easy to read and point size varies appropriately for headings and text. The fonts are consistent and point sizes varies appropriately for headings and text. A wide variety of fonts, styles and point sizes was used. FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # Apply web page introductory principals Demonstrate image creation and manipulation skills TEACHER INSTRUCTIONAL STRATEGIES Demonstration, Lecture Demonstration, tutorials, lectures STUDENT LEARNING TASKS Guided Practice, notes, tutorials Create images in Photoshop Manipulate images in Photoshop HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS Additional tutorials, 1 on 1 meeting with teacher, student peer groups, video tutorials. Additional tutorials, 1 on 1 meeting with teacher, student peer groups, video tutorials. HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS Additional software, fireworks Create Web Page using Web authoring software Demonstration, tutorials, lectures Use Dreamweaver to create Web Page Guided practice Additional tutorials, 1 on 1 meeting with teacher, student peer groups, video tutorials. Additional web authoring software Demonstrate ethical behaviors when creating Lecture Guided practice

46 web pages ADDITIONAL UNIT RESOURCES Web / Design / tutorials Web Development and Design Tutorials, Tips and Reviews Creating Webpages

47 COURSE/GRADE LEVEL: Web Design and Communication UNIT TITLE: Web Management SUGGESTED UNIT TIMELINE: 1 Week ESSENTIAL QUESTION(S): 1. Why is it important to organize files when creating web pages? 2. Do publishing techniques affect the outcome of a website? REFERENCE/ STANDARD # STANDARDS: WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? BS Create and organize files into folder management X BS Describe various Web publishing techniques X UNIT DESCRIPTION: Students will understand the various ways to publish a web page. UNIT VOCABULARY Web host, Web server, folder management, web publishing Students will also create and organize files into folders to stay organized and save time. MAJOR STANDARD SUPPORTING STANDARD UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Product- Web Management Performance HOW DO WE KNOW STUDENTS HAVE LEARNED? Learning Target (Standard) Create and organize files into folder management Type of Assessment Target/DOK Level Method 2 Performance Event Number of Items Notes Product- Performance Web Management Describe various Web publishing techniques 2 Written Response UNIT SCORING GUIDE A compilation of the proficiency levels and exemplars for the unit that defines mastery of the

48 FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # Create and organize files into folder management TEACHER INSTRUCTIONAL STRATEGIES STUDENT LEARNING TASKS HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS Describe various Web publishing techniques ADDITIONAL UNIT RESOURCES

49 COURSE/GRADE LEVEL: Web Design and Communication UNIT TITLE: Web Business SUGGESTED UNIT TIMELINE: 5 week ESSENTIAL QUESTION(S): 4. How does a website impact a business? 5. Is there opportunity for success in Web design and production 6. What communication skills are needed to create and implement a client s website? REFERENCE/ STANDARD # STANDARDS: WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? BS Discuss E-Commerce concepts as they relate to Web-based projects X BS Analyze career/self-employment and certification opportunities in Web design and production X BS Prepare a budget for a web design project X BS BS UNIT DESCRIPTION: Students are given an introduction to the impact websites have on businesses. Students will learn the basics of e-commerce and also the careers in the Web design and production industry. Create a presentation for that caters towards a specific demographic and client. Students will demonstrate effective use of verbal and written communication skills UNIT VOCABULARY e-commerce, e-business, UNIT ASSESSMENT BLUEPRINT Curriculum Strand/Domain Curriculum Cluster Learning Target (Standard) Workplace Web Business Discuss E- readiness Commerce concepts as they relate to Web-based projects HOW DO WE KNOW STUDENTS HAVE LEARNED? Type of Assessment Target/DOK Level Method 2 Written Response Number of Items MAJOR STANDARD SUPPORTING STANDARD Notes Workplace readiness Web Business Analyze career/selfemployment and certification opportunities in Web design and 2 Performance Event

50 production Workplace readiness Web Business Prepare a budget for a web design project 4 Performance Event Workplace readiness Workplace readiness Web Business Web Business Create a presentation that caters towards a specific demographic and client. Students will demonstrate effective use of verbal and written communication skills 4 Performance Event 3 Performance Event UNIT SCORING GUIDE A compilation of the proficiency levels and exemplars for the unit that defines mastery of the FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # Discuss E- Commerce concepts as they relate to Webbased projects TEACHER INSTRUCTIONAL STRATEGIES Lecture Give E-Commerce examples STUDENT LEARNING TASKS Notes, guided practice Search for E- Commerce businesses HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS 1 on one time with teacher Peer groups HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS

51 Analyze career/selfemployment and certification opportunities in Web design and production Prepare a budget for a web design project Facilitate research opportunity for students. Lecture Lecture, -Research career options for web creation. -Research educational requirements for web creation -Guest speaker of web designer Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups Shadow Web page designer Create a presentation that caters towards a specific demographic and client. Students will demonstrate effective use of verbal and written communication skills Model, give examples, Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups ADDITIONAL UNIT RESOURCES