Business Education Web Design and Communic… · Business Education . Program Understandings ....

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.

BUSINESS EDUCATION DEPARTMENT COURSE MAP

6

6th Grade KIT

7

7th Grade BIT

8

8th Grade DIT

9 10 11 12

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

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.

Grade Level/Course: Web Design and Communication

Content Area: Business Education

Grade Level/Course Overview: 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

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 GLE/CLE’s ACT CCSS MO National

The student will demonstrate a basic knowledge of the Internet and the tools used to access information.

IT.VIII.1.2

E The students will differentiate among platforms and browsers in relationship to the Web

COMM.I.B.1.4

The students will access and appropriately use Web-based resources IT.III.3-

4.6

Strand/Domain* Elements of Production

Cluster* Web Design




National Standards

Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not

GLE/CLE’s ACT CCSS MO National

Evaluate Web sites based on design elements and principles IT.VII.1-2.3

Select and develop content for sites based on purpose target audience using research techniques

IT.VII.1-2.3

E Create flow charts, storyboards, wireframes, and technologies COMM.I.D.2.1

E Plan an organized layout IT.VII.1-

2.4

Strand/Domain* Product-Performance

Cluster* Web Creation




National Standards



Apply web page introductory principals IT.V.3.5

E Demonstrate image creation and manipulation skills IT.V.3.5,

IT.V.3.5

E Create Web Page using Web authoring software IT.V.3.5

Demonstrate ethical behaviors when creating web pages COMM.I.

D.2.3

Strand/Domain* Product-Performance

Cluster* Web Management




National Standards



Create and organize files into folder management

IT.III.1.1, IT.III.1.2

E Describe various Web publishing techniques IT.VII.3.6

Strand/Domain* Workplace Readiness

Cluster* Web Business




National Standards



Discuss E-Commerce concepts as they relate to Web-based projects COMM.I.

D.1.1

Analyze career/self-employment and certification opportunities in Web design and production

IT.XVIII.

1-2.3, CD.I.A.3.

6

E Prepare a budget for a web design project CD.VI.D.

2.2

E Create a presentation that caters towards a specific demographic and client. COMM.I.D.1.1

Students will demonstrate effective use of verbal and written communication skills

COMM.I.D.1.1

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.

Learning Targets DOK Know

(Factual) Do

(Reasoning/Performance/Product)

Students will know… Students will… Basic Internet concepts, including the World Wide Web (WWW), browsers, FTP, URL, and domains Different types and purposes of websites on the Internet; Differences between information, commercial, education, personal, and portal websites.

Identify basic internet concepts

Identify different types and purposes of websites

Compare and contrast websites that are information, commercial, education, personal and portal.

☐Level-1 Recall

☒Level-2 Skill/Concept

☐Level-3

Strategic-Thinking

☐Level-4 Extended Thinking


Understand: Understanding technology will allow one to function more productively in society

Standard: Differentiate among platform and browsers in relation to the web


(Factual) Do


Students will know… Students will… • Platforms and

browsers in relationship to the web

Differentiate among platforms and browsers in relation to the web.

☐Level-1 Recall


☐Level-3

Strategic-Thinking



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


(Factual) Do


Students will know… Students will… • Security issues (e.g.,

viruses, firewalls, passwords, filters).

Describe security issues ☒Level-1 Recall

☐Level-2 Skill/Concept

☐Level-3

Strategic-Thinking



Understand: Access to resources will increase ability to function with technology and in society. .

Standard: Access and appropriately use Web-based resources


(Factual) Do


Students will know… Students will… • Where to find Web-

based resources (e.g. tutorials, Web quests, online resources, free download sites)

• How to use Web-based resources

Access and utilize web-based resources

☐Level-1 Recall


☒Level-3

Strategic-Thinking


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


(Factual) Do


Students will know… Students will… • 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)

Evaluate Web sites based on design elements and principles

☐Level-1 Recall


☒Level-3

Strategic-Thinking




Standard: Select and develop content for sites based on purpose target audience using research techniques


(Factual) Do


Students will know… Students will… • Purposes of Web sites • Target audiences • Research techniques

Select and develop content for site.

☐Level-1 Recall


☒Level-3

Strategic-Thinking




Standard: Plan an organized layout using sound design principals.


(Factual) Do


Students will know… Students will… • Web page Layouts • Appropriate

navigational structure • Web-safe colors and

typography (fonts) • Proofreading and

editing techniques • Web accessibility

standards

• Select an appropriate navigational structure

• Use Web-safe colors and fonts • Demonstrate proofreading and editing

techniques • Apply Web accessibility standards • Plan an organized layout

☐Level-1 Recall


☒Level-3

Strategic-Thinking


Strand/Domain: Product-Performance Cluster: Web Creation


Standard: Apply web page introductory principals


(Factual) Do


Students will know… Students will… • Images types and their

extensions • Images from various

sources (e.g., Internet, CD, scanner, digital camera)

• How resolution affects Web page creation

Identify the different image types and their extensions

Utilize images from various sources

Describe how resolution affects Web page creation

☐Level-1 Recall


☒Level-3

Strategic-Thinking



Understand: Students will understand that images enhance the message for communication.

Standard: Demonstrate image creation and manipulation skills


(Factual) Do


Students will know… Students will… • 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.

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

☐Level-1 Recall


☐Level-3

Strategic-Thinking

☒Level-4 Extended Thinking



Standard: Create Web Page using Web authoring software


(Factual) Do


Students will know… Students will… • 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

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

☐Level-1 Recall


☒Level-3

Strategic-Thinking




Standard: Demonstrate ethical behaviors when creating web pages


(Factual) Do


Students will know… Students will… • Web design ethical

behavior • Copyright laws for

web-related projects • Security issues (e.g.,

viruses, firewalls, passwords, filters).

Demonstrate ethical behavior when creating web pages Apply copyright laws in all projects Describe security issues

☐Level-1 Recall


☐Level-3

Strategic-Thinking


Strand/Domain: Product-Performance Cluster: Web Management

Understand: Organization is essential for web design and beyond.

Standard: Create and organize files into folder management


(Factual) Do


Students will know… Students will… • Web Page time

management • How to create and

organize content files into folder management

• Implement time management techniques

• Create and organize files into folder management

☐Level-1 Recall


☐Level-3

Strategic-Thinking


Strand/Domain: Product-Performance Cluster: Web Management


Standard: Describe various Web publishing techniques


(Factual) Do


Students will know… Students will… • Web hosting account

options • Process of obtaining a

domain name • Usability testing • Meta tags

• 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

☐Level-1 Recall


☐Level-3

Strategic-Thinking


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

Learning Targets DOK

Know (Factual)

Do (Reasoning/Performance/Product)

Students will know… Students will… • E-Commerce concepts

as they relate to Web-based projects

Discuss E-Commerce concepts as they relate to Web-based projects

☐Level-1 Recall


☐Level-3

Strategic-Thinking



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


(Factual) Do


Students will know… Students will… • Career/self-

employment and certification opportunities in Web design and production


☐Level-1 Recall


☐Level-3

Strategic-Thinking




Standard: Prepare a budget for a web design project


(Factual) Do


Students will know… Students will… • How to prepare a

budget • Cost involved in

designing, creating, and publishing a website

Prepare a budget for a web design project

☐Level-1 Recall


☒Level-3

Strategic-Thinking




Standard: Create a presentation that caters towards a specific demographic and client.


(Factual) Do


Students will know… Students will… • Target audience • How to cater towards

a specific demographic.

• Proper presentation skills, including body language and public speaking.

• How to interview clients

Demonstrate proper presentation skills, including body language and public speaking. Interview clients Create a presentation that caters towards a specific demographic and client.

☐Level-1 Recall


☐Level-3

Strategic-Thinking

☒Level-4 Extended Thinking

Strand/Domain: Workplace Readiness

Cluster: Web Business


Standard: Students will demonstrate effective use of verbal and written communication skills.


(Factual) Do


Students will know… Students will… • 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.

• 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.

☐Level-1 Recall


☒Level-3 Strategic-Thinking


Proficiency Levels

Standard: The student will demonstrate a basic knowledge of the Internet and the tools used to access information.

4 3 2 1 Demonstrates advanced

knowledge and application of the

essential academic standards.

Demonstrates proficient knowledge and

application of the essential academic

standards.

Demonstrates developing knowledge and application of the


Demonstrates minimal knowledge and


standards. The student is able to

demonstrate a basic knowledge of the Internet and the tools used to access information.

The student is able to demonstrate a basic knowledge of the Internet and some of the tools used to access information.

The student is able to 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






standards.






differentiate among platform and browsers in relation to the web.

The student is able to differentiate among some platform and browsers in relation to the web.

The student is able to differentiate among a few platform and browsers in relation to the web.

Proficiency Levels Standard: Access and appropriately use Web-based resources.






standards.






access and appropriately use Web-based resources.

The student is able to access and appropriately some use Web-based resources.

The student is able to access and use a few Web-based resources.

Proficiency Levels Standard: Evaluate Web sites based on design elements and principles






standards.






evaluate Web sites based on design elements and principles.

The student is able to evaluate some Web sites based on design elements and principles.

The student is able to evaluate a few Web sites based on design elements and principles.

Proficiency Levels Standard: Select and develop content for sites based on purpose target audience using research techniques






standards.





standards.

The student is able to select and develop content for sites based on purpose target audience using research techniques.

The student is able to select and develop some content for sites based on purpose target audience using research techniques.

The student is able to 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






standards.





standards. The student is able to plan

an organized layout using sound design principals.

The student is able to plan a layout using design principals.

The student is able to plan a layout but not using design principals.

Proficiency Levels Standard: Apply web page introductory principals






standards.





standards. The student is able to apply

web page introductory principals.

The student is able to apply some web page introductory principals.

The student is able to apply a few web page introductory principals.

Proficiency Levels Standard: Demonstrate image creation and manipulation skills






standards.






demonstrate image creation and manipulation skills.

The student is able to demonstrate some image creation and manipulation skills.

The student is able to demonstrate some image creation or manipulation skills but not both.

Proficiency Levels Standard: Create Web Page using Web authoring software.






standards.






create Web Page using Web authoring software.

The student is able to create some Web Pages using Web authoring software.

The student is able to create a few Web Page using Web authoring software.

Proficiency Levels Standard: Demonstrate ethical behaviors when creating web pages.






standards.






demonstrate ethical behaviors when creating web pages.

The student is able to demonstrate some ethical behaviors when creating web pages.

The student is able to demonstrate a few ethical behaviors when creating web pages.

Proficiency Levels Standard: Create and organize files into folder management.






standards.






create and organize files into folder management.

The student is able to create and organize some files into folder management.

The student is able to create and organize a few files into folder management.

Proficiency Levels Standard: Describe various Web publishing techniques






standards.






describe various Web publishing techniques.

The student is able to describe some Web publishing techniques.

The student is able to describe a few Web publishing techniques.

Proficiency Levels Standard: Discuss E-Commerce concepts as they relate to Web-based projects.






standards.






discuss E-Commerce concepts as they relate to Web-based projects.

The student is able to discuss some E-Commerce concepts as they relate to Web-based projects.

The student is able to 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.






standards.






analyze career/self-employment and certification opportunities in Web design and production.

The student is able to analyze some career/self-employment and certification opportunities in Web design and production.

The student is able to analyze a few career/self-employment and certification opportunities in Web design and production.

Proficiency Levels Standard: Prepare a budget for a web design project.






standards.






prepare a budget for a web design project.

The student is able to prepare some of a budget for a web design project.

The student is able to 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.






standards.






create a presentation that caters towards a specific demographic and client.

The student is able to create some a presentation that caters towards a specific demographic and client.

The student is able to create some of presentation that caters towards a specific demographic and client with teacher/student assistance.

Proficiency Levels Standard: Students will demonstrate effective use of verbal and written communication skills.






standards.






demonstrate effective use of verbal and written communication skills.

The student is able to demonstrate some use of verbal and written communication skills.

The student is able to demonstrate minor use of verbal and written communication skills.

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?

WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO?

REFERENCE/ STANDARD

#

STANDARDS:

MAJOR STANDARD

SUPPORTING STANDARD

BS.08.01.01 The students will demonstrate a basic knowledge of the Internet and the tools used to access information. X

BS.08.01.02 The students will differentiate among platforms and browsers in relationship to the Web X

BS.08.01.03 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.

UNIT VOCABULARY Cache, Platform, browser, web based resources, Domain, domain name server, download, FTP, Hypertext, Plug-in, Hypertext, URL, TCP/IP

HOW DO WE KNOW STUDENTS HAVE LEARNED? UNIT ASSESSMENT BLUEPRINT

Curriculum Strand/Domain

Curriculum Cluster

Learning Target (Standard)

Type of Target/DOK Level

Assessment Method

Number of Items Notes

Elements of products

Foundational Concepts


1 Written Response



The student will demonstrate a basic knowledge of the Internet and the tools used to

2 Written Response

access information.



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 standards. FACILITATING ACTIVITIES Strategies and methods for teaching and learning

HOW WILL WE RESPOND WHEN STUDENTS HAVE

NOT LEARNED?

HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?

STANDARD #

TEACHER INSTRUCTIONAL STRATEGIES

STUDENT LEARNING TASKS

INTERVENTIONS EXTENSIONS


Demonstration, lecture, internet scavenger hunt, how reliable is this source?

Student Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups, video examples

The students will differentiate among platforms and browsers in

Demonstration, Lecture Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups

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

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?

WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD

#

STANDARDS:

MAJOR STANDARD

SUPPORTING STANDARD

BS.08.02.01 Evaluate Web sites based on design elements and principles X

BS.08.02.02 Select and develop content for sites based on purpose target audience using research techniques X

BS.08.02.03 Create flow charts, storyboards, wireframes, and technologies X

BS.08.02.04 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 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



Curriculum Cluster



Assessment Method


Elements of Products

Web Design Evaluate Web sites based on design elements and principles

3 Performance Event


Web Design Select and develop content for sites based on purpose target audience

2 Performance Event

using research techniques


Web Design Create flow charts, storyboards, wireframes, and technologies

3 Performance Event Client Design Documents: flow charts, Storyboards, Wireframes


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 standards. FACILITATING ACTIVITIES Strategies and methods for teaching and learning


NOT LEARNED?


STANDARD #




Evaluate Web sites based on design elements and principles

Lecture, modeling, showing several websites and giving feedback.

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


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


Create flow charts, storyboards, wireframes, and technologies

Online tutorials, lecture, demonstration

Students will create flowcharts, storyboards, and wireframes.


Plan an organized layout

Provide examples of organized layouts

Plan organized layouts


ADDITIONAL UNIT RESOURCES http://webdesignledger.com/tools/10-excellent-tools-for-creating-web-design-wireframes

http://webdesignledger.com/tools/10-excellent-tools-for-creating-web-design-wireframes

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?


#

STANDARDS:

MAJOR STANDARD

SUPPORTING STANDARD

BS.05.01.01 Apply web page introductory principals X

BS.05.01.02 Demonstrate image creation and manipulation skills X

BS.05.01.03 Create Web Page using Web authoring software X

BS.05.01.04 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 VOCABULARY Site setup, local and root folders, FTP, hyperlinks, document views, toolbars, panels, property inspector, inserting: text, links, images, styles, Web Portfolio, naming files



Curriculum Cluster



Assessment Method


Product-Performance

Web Creation

Apply web page introductory principals

3 Performance event

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

Product-Performance

Web Creation Demonstrate ethical behaviors when creating web pages

2 Performance Event

UNIT SCORING GUIDE

Category 4 3 2 1 Total Score Originality The Web site

shows significant evidence of originality and inventiveness.

The Web site shows evidence of originality while based on a collection of other peoples’ ideas; the work extends beyond to offer new insights

The work is a rehash of other people’s ideas. There is no evidence of new thought or inventiveness.

The work is a copy of other’s. There are no new ideas.

Organization of Content

Logical, intuitive sequence of information. Menus and links to all information are clear and direct.

Logical sequence of information. Menus and links information are clear and direct.

Some logical sequence of information, but menu’s and links are confusing or flawed.

No logical sequence of information. Menus and paths to information are not evident.

Layout The Website is exceptionally attractive and has a useable layout. It is easy to locate all important elements.

The Web pages have an attractive and useable layout. It is easy to locate all important elements.

The Web pages have a useable layout, but may appear busy or boring. It is easy to locate most of the important elements.

The Web pages are cluttered looking or confusing. It is difficult to locate important elements.

Graphics Graphics are related to the theme/purpose of the site, are cropped and of high quality and enhance the reader’s interest

Graphics are related to the theme/purpose of the site, and are of good quality and enhance reader interest.

Graphics are related to the theme/purpose of the site, and are of good quality.

Graphics seem randomly chosen and are of low quality or distract the reader.

Background Background is exceptionally attractive, consistent across pages, adds to the theme or purpose of the site and does not detract from readability.

Background is attractive, consistent across pages, adds to the theme and does not detract from readability.

Background is consistent across pages and does not detract from readability.

Background detracts from the readability of the site.

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


NOT LEARNED?


STANDARD #




Apply web page introductory principals

Demonstration, Lecture Guided Practice, notes, tutorials

Additional tutorials, 1 on 1 meeting with teacher, student peer groups, video tutorials.

Demonstrate image creation and manipulation skills

Demonstration, tutorials, lectures

Create images in Photoshop Manipulate images in Photoshop


Additional software, fireworks

Create Web Page using Web authoring software

Demonstration, tutorials, lectures

Use Dreamweaver to create Web Page Guided practice


Additional web authoring software

Demonstrate ethical behaviors when creating

Lecture Guided practice

web pages

ADDITIONAL UNIT RESOURCES Web / Design / tutorials http://www.webreference.com/authoring/design/tutorials.html Web Development and Design Tutorials, Tips and Reviews http://www.webreference.com/ Creating Webpages http://www.cln.org/themes/webpages_intro.html

http://www.webreference.com/authoring/design/tutorials.html

http://www.webreference.com/

http://www.cln.org/themes/webpages_intro.html

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?

WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO?

REFERENCE/ STANDARD

#

STANDARDS:

MAJOR STANDARD

SUPPORTING STANDARD

BS.05.02.01 Create and organize files into folder management X

BS.05.02.02 Describe various Web publishing techniques X

UNIT DESCRIPTION: Students will understand the various ways to publish a web page. Students will also create and organize files into folders to stay organized and save time.

UNIT VOCABULARY Web host, Web server, folder management, web publishing



Curriculum Cluster



Assessment Method


Product-Performance

Web Management Create and organize files into folder management

2 Performance Event

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 standards.



NOT LEARNED?


STANDARD #




Create and organize files into folder management

Describe various Web publishing techniques

ADDITIONAL UNIT RESOURCES

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?


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STANDARDS:

MAJOR STANDARD

SUPPORTING STANDARD

BS.03.01.01 Discuss E-Commerce concepts as they relate to Web-based projects X

BS.03.01.02 Analyze career/self-employment and certification opportunities in Web design and production X

BS.03.01.03 Prepare a budget for a web design project X

BS.03.01.04 Create a presentation for that caters towards a specific demographic and client.

BS.03.01.05 Students will demonstrate effective use of verbal and written communication skills

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.

UNIT VOCABULARY e-commerce, e-business,



Curriculum Cluster



Assessment Method


Workplace readiness

Web Business Discuss E-Commerce concepts as they relate to Web-based projects

2 Written Response

Workplace readiness

Web Business Analyze career/self-employment and certification opportunities in Web design and

2 Performance Event

production

Workplace readiness

Web Business Prepare a budget for a web design project

4 Performance Event

Workplace readiness

Web Business Create a presentation that caters towards a specific demographic and client.

4 Performance Event

Workplace readiness

Web Business Students will demonstrate effective use of verbal and written communication skills

3 Performance Event

UNIT SCORING GUIDE A compilation of the proficiency levels and exemplars for the unit that defines mastery of the standards.



NOT LEARNED?


STANDARD #




Discuss E-Commerce concepts as they relate to Web-based projects

Lecture Give E-Commerce examples

Notes, guided practice Search for E- Commerce businesses

1 on one time with teacher Peer groups


Facilitate research opportunity for students. Lecture

-Research career options for web creation. -Research educational requirements for web creation -Guest speaker of web designer


Shadow Web page designer

Prepare a budget for a web design project

Lecture, Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups

Create a presentation that caters towards a specific demographic and client.

Model, give examples, Modified pace, additional tutorials, 1 on 1 work with teacher, peer groups

Students will demonstrate effective use of verbal and written communication skills


ADDITIONAL UNIT RESOURCES http://searchengineland.com/5-essential-concepts-for-e-commerce-seo-31713

http://searchengineland.com/5-essential-concepts-for-e-commerce-seo-31713

Date post:	10-Aug-2020
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