Unit 1 Web Mastering TEKS
| Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
| Day 6 | Day 7 | Day 8 | Day 9 | Day 10 |
| Day 11 | Day 12 | Day 13 | Day 14 | Day 15 |
Watch for ICONS
 Sharpen your Skills (practice) |
 Create or Produce a Product |
Research and/or Read |
Try |
 Discuss |
Tools Needed |
 Think |
Look at, See Example |
 Explore, Experiment |
Introductory Level of the following:
Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.
(c) Knowledge and skills.
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
(B) compare, contrast, and use appropriately the various input, processing, output, and primary/secondary storage devices;
(C) make decisions regarding the selection, acquisition, and use of software taking under consideration its quality, appropriateness, effectiveness, and efficiency;
(D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;
(E) use vocabulary related to web mastering and delineate between the Internet and an intranet;
(G) summarize the development of Internet protocols including, but not limited to, hypertext transfer protocol (http), gopher, file transfer protocol (ftp), telnet, and wide area information system (wais).
(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
(A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
(B) demonstrate proper etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and intranet; and
(C) analyze the impact of the WWW on society through research, interviews, and personal observation.
(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
(B) construct appropriate search strategies in the acquisition of information from the Internet including keyword and Boolean search strategies; and
(C) obtain Uniform Resource Locators (URLs) and distinguish among the protocols including hypertext transfer protocol (http), gopher, file transfer protocol (ftp), telnet, and wide area information system (wais).
(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:
(A) acquire information in electronic formats including text, audio, video, and graphics, citing the source; and
(B) identify, create, and use available file formats including text, image, video (analog and digital), and audio files.
(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
(A) use technology tools to create a knowledge base with a broad perspective;
(B) select and integrate appropriate productivity tools including, but not limited to, word processor, database, spreadsheet, telecommunication, draw, paint, and utility programs into the creation of WWW documents;
(C) use foundation and enrichment curricular content in the creation of WWW pages;
(D) create WWW pages using specific authoring tools such as text-based editing programs or graphical-based editing programs;
(E) read, use, and develop technical documentation;
(F) create and edit WWW documents using established design principles including consistency, repetition, alignment, proximity, ratio of text to white space, image file size, color use, font size, type, and style;
(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
(A) demonstrate proficiency in, appropriate use of, and navigation of LANs, WANs, the Internet, and intranet for research and for sharing of resources;
(B) extend teaching and learning in the local environment to the worldwide community through the creation and sharing of WWW documents;
(C) synthesize and generate new information from data gathered from electronic and telecommunications resources;
(D) create and format WWW documents containing bookmarks of on-line resources and share them electronically;
(E) demonstrate the use of WWW pages, collaborative software, and productivity tools to create products;
(F) participate with electronic communities as a learner, initiator, contributor, and teacher/mentor; and
(G) participate in relevant, meaningful activities in the larger community and society to create electronic projects.
(9) Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:
(A) design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product;
(B) seek and respond to advice from peers and professionals in delineating technological tasks;
(C) create technology specifications for tasks and evaluation rubrics; and
(D) resolve information conflicts and validate information through accessing, researching, and comparing data.
(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
(A) use hypertext linking appropriately when creating WWW pages;
(B) develop interactivity for the web server via scripting additions such as Common Gateway Interface (CGI), Java Script, or JAVA; and
(C) demonstrate the ability to conduct secure transactions from the web server to the client.
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) synthesize and publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video; and
(B) identify and use LANs, WANs, and remote resources to exchange and publish information.
(12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:
(A) create technology specifications for tasks and evaluation rubrics; and
(B) seek and respond to input from peers and professionals in evaluating the product.
|
Sharpen your Skills (practice) |
Create or Produce a Product |
Research and/or Read |
Try |
Discuss |
Tools Needed |
Think |
Look at, See Example |
Explore, Experiment |
Introduction to Class
 |
GeekTest
|
Introduction to SCANS
|
What Employers Want |
|
Discovering SCANS:
SCANS
Document
SCANS,
SCANS PPT |
Introduction to Web Spinning Text
| Web Site Design |
| 10 Commandments of Web Design |
Assignment: Rubric Design
Introduction to
Personalities and Peers--
Color Test
| How do I relate to others in a group? |
| What is a balanced adult? |
Introduction to Web Spinning Booklet
| Assign groups |
| Skimming for understanding |
| Assign Chapter 3 |
Finish Chapter 3 reading Assignment on Web Design & Storyboarding
Discuss examples of
storyboards & Web site design
Introduction to HTML -- like building a sandwich
Tools Needed: Any
Text Editor (like Word Pad, Note Pad, preferably not Microsoft Word)
| Web Spinning Chapter 4 | ||||||||||||||||||||||||
| Open/Close Tags | ||||||||||||||||||||||||
| Single Tags | ||||||||||||||||||||||||
| Format for saving
lessons
| ||||||||||||||||||||||||
| Assign lessons | ||||||||||||||||||||||||
| Purpose of Lesson 1 to
work with <body> modifiers:
AND to include in the text on P. 28 the following tags:
|
Thinking Futuristically: Creating an original site
Basic HTML
| Web Spinning Chapter 4,
pages 30-33 |
| Review Open/Close Tags |
| Review Single Tags |
| Title this lesson C4_2.htm |
| Goal of this lesson is to demonstrate the purpose of the <pre> </pre> tag |
| Copy and paste the following text into your editor first without the <pre> tag and then with the <pre> tag: |
CONSENT REQUIREMENTS
Copyrighted software or data may not be placed on any system connected to the District’s system without permission from the holder of the copyright. Only the owner(s) or individual(s) the owner specifically authorizes may upload copyrighted material to the system.
No original work created by any District student or employee will be posted on a web page under the District’s control unless the District has received written consent from the student (and the student’s parent) or employee who created the work and the work complies with the district's Media Publishing and Posting Policies.
No personally identifiable information about a District student will be posted on a web page under the District’s control or provided by the district for posting elsewhere unless the District has received written consent from the student’s parent. An exception may be made for "directory information" as allowed by the Family Education Records Privacy Act and District policy.
SYSTEM ACCESSAccess to the District’s electronic communications system will be governed as follows:
1. Upon completion of practicum requirements, as appropriate, and with the written approval of the immediate supervisor, District employees will be granted access to the District’s system.
2. Students in grades K-12 will be granted access to the District’s system by their teachers, as appropriate. Students in grades 5 - 12 will be assigned individual accounts upon completion of practicum requirements for Internet Driver’s License.
Add these commands (see p.
33) to lesson C4_2.htm
| More Header Tags
| ||||||||||||
| Don't forget
the
<body> tag modifiers |
Basic HTML
| Web Spinning Chapter 4,
page 34 | ||||||||||||||
| Review Open/Close Tags | ||||||||||||||
| Review Single Tags | ||||||||||||||
| Modifiers for the HR
tag
| ||||||||||||||
| Experiment with these
modifiers. Make sure you can answer questions about what each modifier does. | ||||||||||||||
| Save this lesson as C4_3.htm | ||||||||||||||
| Individual Practice: Complete Lesson on Page 37 by yourself. Save this
lesson as C4_4.htm. Don't forget to place the correct information in the Title
Tag (Your First Name, Last Initial and Lesson name). Make sure you add the Body
Tag Modifiers. |
TOOLS REQUIRED FOR THE
NEXT FEW LESSONS:
| GIF CONSTRUCTION SOFTWARE |
| DIGITAL CAMERA |
Basic HTM
Goal: Internet Research: Work in Groups of 3. Student in the middle is the scribe. Add each Student's name to the document below. Students on each side will do the research and provide the information and sources
| Open Word Document and
Save to Desktop. Click Here
Web_Graphics.doc |
| Answer each question using the Internet. |
| Make sure you cite your source by attaching the URL where the information was found to each detail you provide. |
DISCUSSION
| Web Spinning Chapter 5, pages 39-41 | ||||||||||||||||||||||||||||
| Goal is to understand
limitations of Images on the Web and the <img src="images/filename.jpg">
tag | ||||||||||||||||||||||||||||
| THINGS to Remember:
|
http://www.codinghorror.com/blog/archives/000464.html | For now...make sure you save the graphic in the same folder as the html file | ||||||||||||||||||||||
|
Web-based
graphics should be no more than 300 X 200 pixels @ 72 pixels/inch. No more
than 2-15K in size. The entire Web page should be no more than 30 Kilobytes.
What is a Kilobyte? | ||||||||||||||||||||||
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| ||||||||||||||||||||||
| Use all the tags and
modifiers on pages 40-41
| ||||||||||||||||||||||
| Title this lesson C5_1.htm | ||||||||||||||||||||||
| Remember to correctly identify your lesson in the Title Tag | ||||||||||||||||||||||
| Remember to add your Body Tag modifiers. |
|
Rules of Thumb for
Copying graphics from the Web
|
| All graphics from the Web need accompanying copyright information and ALT tags |
<IMG SRC="name.gif" ALT="Text-only display"
WIDTH=100 HEIGHT=200
border="11">
| All graphics need to be a reasonable size for a Web Page. How do we make graphics a reasonable size? HINT: Using Width & Height is NOT the answer! |
| http://www.its2.uidaho.edu/cti/tutorials/web_graphics/index.htm Read
and report. What size should a Web Graphic be? |
| Width & Height are used to "tweak" graphics, NOT to size them! |
| Add the Width, Height,
and Border subtag to lesson C5_1.htm and save it as C5_2.htm |
| Make sure you edit the <title> tag information |
| Make sure you add all the modifiers in the <body> tag. |
TABLES
<Table Border=0 Width="97%">
<TD width="10%"> </TD> <!-- left margin of 10%>
<TD width="80%"></TD> <!--main text area of 80%>
<TD width="10%"></TD> <!-- rt margin of 10%>
MANAGING MEDIA:
| In order to edit a Web page, we need an HTML editor. Name 4 HTML editors. Which HTML editors do you have available to you? |
| In order to edit graphics, we needs a graphics editor. Name 4 graphic editors. Which graphic editors do you have available to you? |
| In order to edit music, we need an audio editor. Name 3 audio editors? Do you have an audio editor available to you? |
| In order to edit video, we need a video editor. Name 4 video editors? Do you have a video editor available to you? |
Animated GIFs Animation Tutor
Animated Gif PowerPoint for Gif
Construction Set
<img src="smiley.gif">
This is NOT a transparent Gif.
| Software Tools | ||||||||||||
| Keep them Small -
| ||||||||||||
| Animated GIFs are like cartoon frames. Saving each frame individually allows you to create the sense of motion. | ||||||||||||
| ANIMATION STEPS - Create, Erase, Replace in new position, with new color, or with new feature. |
BASIC HTML
GOALS for Today: Successfully link pages together AND link pages to other resources on the Internet (URLS)
| Linking Pages Together | ||||||||||||||
| Linking Pages to Internet URL | ||||||||||||||
| Linking Pages using
Buttons (graphics)
|
BASIC HTML
GOALS for Today: Link all existing lessons together using a Default.htm page as a Splash page and an Index to all your lessons. Add text on the page to let us know what the page's purpose is (i.e. This is the Index to Joy's Lessons). Link all Lessons back to the Index (default.htm). In the Title tag put you name and the word INDEX.
Exploring DreamWeaver:
Look in the DreamWeaver Menu Bar, Click on the Globe
This
will allow you to preview your pages in a Browser. Make sure that all your pages
are linked to the Index page.
THREE REASONS A LINK MAY
NOT WORK PROPERLY:
- You did not Save the Web page you were working on BEFORE attempting to put in links OR images on a page. Unless you establish the location of the Web page first (by saving it in a location), it will have issues pointing to other pages or to images.
- A Syntax Error: A syntax error is an error in typing the Tag or command. An extra space, incorrect command, forgetting the ">", forgetting the quotes, forgetting to close the tag "</a>", OR misspelling the name of the html file you are point to.
- A Location Error: The file you have identified for your link is NOT in the location that you have pointed to using the link tag.
Using a digital Camera take a picture, resize it and place it on your Index page.
| Use Macromedia
Fireworks
| ||||
| Making a "scrap book"
of photos
| ||||
| JOURNAL ACTIVITY
- fill out your journal. Use complete sentences and paragraphs! This is a
communications class. Demonstrate your communication skills. |
Begin to design a professional Web site using Storyboarding Techniques and Best Practices. Research Best Practices on the Web. Collect 10 rules from experts on how to design an excellent Web site. Report your findings in a Word document.
| Create a Storyboard for
your 5 page (minimum) First Project |
| Example: |
Default Page might include: A short description of the site (its purpose and content), something interesting to draw Internet surfers into the the site, and an index to all the other pages (or major segments) of the site. This is the one page where you might want to add gif animation, sound, or flash.
Graphic & More
Information:
http://www.mediaworkshop.org/hses/criticalbasics01/day1/storyboardingtips.html
Another Resource:
http://www.plocktau.com/how-tos/web_development/index.html
QUESTIONS TO ANSWER:
Resource:
http://www.charlesriver.com/resrcs/chapters/1584500360_1stChap.pdf
INCLUDE AS PART OF STORYBOARD:
Ø Who is my target audience?
Ø
What message does the Web site need to convey?Ø
Will I have a client? (Teacher, Coach, Organization, Classroom) What are my client’s needs?Ø
What type of Web sites does my client like and why?Ø How often will my site be updated? When I update, will I add pages or just replace content? If I add pages, where will I add them?
WHAT ARE 10 RULES FOR
EXCELLENT WEBSITE DESIGN?
Research on the Web to find out what experts feel good Web Design should include or avoid. Cite your sources using the URL. Use at least 5 URLs (5 different sources from experts.) Type up 10 Rules in a Word Document. Cite your Sources. Name this file: Rules.doc. Email document to your teacher.
Today's Goal is to build an assessment rubric in your groups to measure your Web site. You may use Word to build the Rubric. Examples of Rubrics are:
EXAMPLE
OF A Beginner's Rubric
| Develop Project Site
CRITERIA
|
Examples: http://www.arp.sprnet.org/curric/classes.htm AND http://www.arp.sprnet.org/curric/read/statt/page.htm
Decide
what materials you will need to collect for your Web site and begin planning how
you will collect the materials. Assign each member of your group to a specific
job (editor, photographer, writer, interviewer, etc.
| pictures |
| interviews |
| research and/or news content |
| schedules, calendars, event listings |
| media releases for individual pictures or student content |
Decide who the client will be and have them sign the Client contract.
REVIEW:
What items are involved in a Web site DESIGN THEME?
Click Here.
Make
decisions concerning the theme of your project Web site. Make sure you ADD THEME
to your RUBRIC.
New Skills: Design elaborate texts as graphics and provide media on a Web site. Using the Websites below create titles for each of your Web site main pages. Also look at creating buttons to match your titles.
What
buttons (navigation hyperlinks) will you need on each page?
- Cool Text
| Follow instructions on the Web site. You will have to wait for your graphic to be generated by the FlamingText server. |
| Once it has been generated you will need to save it into your project folder. |
| NOTE: CHANGE THE NAME of the graphic (RENAME) so that it is really simple like "index.jpg" instead of the weird name the FlamingText server gives it (like "cs800000021.jpg"). |
| REMEMBER animated graphics will be .gif -- not .jpg |
| Add it to your Web page using the |
<img src> tag
| For Graphic Buttons: place the <img src> tag INSIDE the open and closed <a href> tag |
EXAMPLE: http://www.arp.sprnet.org/webmaster/organizations/NHS/class_02/default.htm
GOAL:
| Learn 10 Guides to Good Web Design. |
| Learn the <embed src> </embed> tag for placing media on a Web page. |
- SOUND
|  Read
through this Page to see EXAMPLE of how sound might be used to emphasize the
content of the page.Code for HTML Page:
|