CTE Program: Information Technology (Web Development)
Semester Unit Week(s)
1 Course Introduction / Careers 1
1 Technology Resources 2
1 Ethics/Security/Privacy 3‐4
1 Hardware & Purchasing a Computer 5‐6a
1 Software 6b‐7
1 Excel 8‐12
1 Access 13‐16
1 Networks 17‐18
1 Exams 19
2 Internet ‐ Basics 1‐2a
2 Internet ‐ Browsing the Web 2b‐3
2 Internet ‐ Searching the Web 4‐5a
2 Internet ‐ Communicating Online 5b‐6
2 Internet ‐ Technologies & Security 7‐8
2 HTML – Introduction 9‐10
2 HTML – Creating & Editing Web Pages 11‐12
2 HTML – Web Page Links, Images, Styles 13‐14
2 HTML – Tables & External Style Sheets 15‐16
2 Final Website Project 17‐18
2 Exams 19
CTE Program: Information Technology (Web Development)
Semester Unit Week(s)
3 Course Introduction 1
3 Getting Started with Dreamweaver 2
3 Developing a Web Page 3‐4
3 Working with Text and Cascading Style Sheets 5‐6
3 Adding Images 7‐8
3 Working with Links and Navigation 9‐10
3 Positioning Objects with CSS and Tables 11‐12
3 Managing a Web Server and Files 13‐14
3 Using Styles and Style Sheets for Design 15‐16
3 Collecting Data with Forms 17‐18
3 Semester Review & Exam 19
4 Positioning Objects with AP Divs 1‐2
4 Adding Media and Interactivity 3‐4
4 Creating and Using Templates 5‐6
4 Working with Library Items and Snippets 7‐8
4 Finalize & Present Personal Sites 9‐10
4 Special Topics Research & Program Assessment Preparation 11‐12
4 Client Site 1 13‐14
4 Client Site 2 15‐16
4 Portfolio & Career Interviews 17‐19
Course Introduction and Careers (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
2.0 MAINTAIN A SAFE GREEN INFORMATION TECHNOLOGY WORK ENVIRONMENT
2.1 Demonstrate personal responsibility for developing and maintaining a safe and healthy information
technology work environment
2.2 Use tools, materials, and equipment commonly utilized in the field of information technology safely
2.3 Identify ergonomics and repetitive strain injuries common to information technology occupations
2.4 Determine safe working practices to avoid or eliminate physical and electrical hazards
2.5 Describe techniques used to reduce power consumption in the computer environment
2.6 Identify methods for making the computer environment more environmentally friendly
2.7 Explain environmental considerations when disposing of computer/networking components
Key Ideas and Details
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas. (11‐12.RH.2)
Integration of Knowledge and Ideas
Synthesize information from a range of sources (e.g. texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when
possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS105: Survey of Computer Information Systems
#12‐Describe how technology is used in the departments of a business and in various career paths
Algebra: Creating Equations
Creating Equations (HS.A‐CED.1)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
State Officer Visit
Promotional Video
Meeting & Conference Schedules
FBLA
‐Job Interview Performance Event
‐Impromptu Speaking Performance Event
‐Public Speaking Performance Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
This class will help me with skills that I can use to make money and complete work & projects for other classes.
Essential Questions Key Concepts
How will this course benefit me? How is a Career and Technical Education class different from an academic class? What is my communication style? How does my communication style fit a career?
Explain Career and Technical student organizations
Define existing careers in Information Technology
Explain the concept of dual enrollment courses
Explain “Try a career before you buy it”
Define communication styles
Establish rules for responsible use of computers
Student Friendly Objectives Vocabulary
What is my communication style?
What rules should I follow in a computer lab?
How do I prevent injuries in a computer lab?
How do organizations minimize electrical use and waste in computer labs?
What is e‐waste?
Domain:FBLA
SkillsUSA
Ergonomics
Repetitive strain injuries
Power consumption
Computer component
E‐waste
Academic:Co‐curricular
Collaborative
Diffusion
Dual Enrollment
Extrovert
Innovation
Introvert
Mission statement
Template
Vision statement
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Identify careers and state salaries for career choices
List best practices for avoiding repetitive strain injuries
Develop a Power Point using SmartArt to show the cause and effect of poor ergonomic conditions
Using an algebra equation, determine salaries for IT careers after taxes.
Compare FBLA and SkillsUSA with a school club
Template activity – What can a pattern or model be used for? Draw conclusions for IT.
Design a t‐shirt using computer software to introduce self
Student will work together to create statements that help the class define its purpose
DVUSD Adopted Resources Additional Resources
Computer are Your Future – Catherine LaBerta ISBN 10: 1‐256‐36667‐6, ISBN 13: 978‐1‐256‐36667‐6
Ted Talks – Simon Sinek “Start with Why”
http://www.bls.gov/opub/btn/volume‐2/careers‐in‐growing‐field‐of‐information‐technology‐services.htm
http://money.usnews.com/careers/best‐jobs/rankings/best‐technology‐jobs
Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Technology Resources (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
1.0 Apply problem solving and critical thinking skills applicable to information technology 1.1 Describe methods of establishing priorities 1.2 Prepare a plan of work and schedule information technology tasks 1.3 Apply problem‐solving processes 1.4 Explain the purpose, types, and content of documentation
Key Ideas and Details
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (11‐12.RH.1)
Integration of Knowledge and Ideas
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. (11‐12.RH.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS105: Survey of Computer Information Systems
10. Identify terminology and the uses of technology in business and society, including limitations.
N/A
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐Help Desk Performance Event
‐Management Information Systems Performance Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
Computers are an integral part of business and society.
Essential Questions Key Concepts
How does technology affect business and society? Contrast enterprise and personal computing.
Define the term business process & flow of business processes Explain electronic data interchange and the features that make it popular.
Discuss how enterprises use teleconferencing. Discuss telecommuting and workgroup computing
Student Friendly Objectives Vocabulary
Students will understand the differences between using computers for personal use and computer
usage in business.
Domain:Cloud Computing Competitive Advantage Computer‐based Training (CBT) Customer Relationship Management (CRM) software Disaster Recovery Plan Distributed Structure E‐Business (electronic business) Personal Computing Enterprise Computing Globalization Grid Computing
Academic:Complex
Consult
Innovation
Sophisticated
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Vocabulary Quiz Identify Technologies
Cloud Computing Career Options (pg 605 #1 = On the Web)
E‐Business Web Sites (pg 605 #4) Technology in My Future – students locate a
job posting for their future career choice and
describe the technology used in that field of
work
DVUSD Adopted Resources Additional Resources
Computers are your Future:
Chapter 14 Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Ethics, Security & Privacy (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
3.0 RECOGNIZE SECURITY ISSUES RELATED TO INFORMATION TECHNOLOGY 3.1 Explain procedures to maintain data integrity and security 3.2 Identify security issues related to the network, computer hardware, software, and data 3.3 Describe computer threats and methods to protect a computer, i.e., viruses, phishing, email, social engineering, spoofing, identify theft, and spamming 3.4 Explain concepts such as denial of service, hacking/cracking, intrusion, detection, and prevention 4.0 EXPLORE LEGAL AND ETHICAL ISSUES RELATED TO INFORMATION TECHNOLOGY
4.1 Explore issues regarding intellectual property rights including software licensing and software duplication
4.2 Understand the difference between open source and proprietary systems in relation to legal and ethical
issues
4.3 Identify issues and trends affecting computers and information privacy
4.4 Differentiate between ethical and legal uses of information technology, i.e., data pricing, use of public
and private networks, social networking, industry‐related data, and data piracy
Key Ideas and Details
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (11‐12.RH.1)
Craft and Structure
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. (11‐12.RH.6)
Integration of Knowledge and Ideas
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. (11‐12.RH.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS105: Survey of Computer Information Systems
6. Explore system security and privacy issues 11. Identify positive social and ethical behaviors when using technology and the consequences of misuse
N/A
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐Business Ethics Performance Event
‐Cyber Security Test Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
With the use of computers, comes the responsibility to use them ethically and responsibly.
Essential Questions Key Concepts
How can respect be demonstrated with technology? How can technology track you, your friends and everyone else?
Common issues in computer ethics
Following your School’s Code of Conduct/Acceptable Use Policy. Respect academic integrity
Understand how technological developments are eroding privacy & anonymity
List the types of computer crime and cybercrime
List the types of computer criminals
Understand computer system security risks
Describe how to protect your computer system and yourself
Define encryption & explain how it makes online information secure
Describe the issues the government faces when balancing the need to access encrypted data & the public’s right to privacy
Distinguish between electronic discovery & computer forensics
Student Friendly Objectives Vocabulary
Students will understand the ethical responsibilities of using computers.
Students will comprehend the issues of privacy
Students will recognize the problem and results of cybercrime
Domain: Spotlight 1 Ethics Ethical Behavior Computer Ethics Ethical Principle Acceptable Use Policy Academic Integrity Netiquette Discussion Forums Backup Procedures Continuous Backups Codes of Conduct Plagiarism Copyright Infringement Fair Use Libel Software Piracy Software License Public Domain Software Shareware Site License Product Registration Key File Sharing
Domain (con’t):Chapter 9 Adware Anonymity Backdoor Banner Ad Biometric Authentication Computer Crime Computer Forensics Computer Security Risk Computer Virus Cookie Corporate Espionage Cracker (Black hat) Cryptographer Cyberbullying Cybercrime Cyberstalking Denial of Service Attack (DoS) Digital Certificate Digital Signature Dumpster Diving Employee monitoring Encryption Encryption Key Ethical Hacker (white hat) Hacker Identity Theft IP spoofing Keylogger
Academic:Authorize Comply Criterion Critique Evaluate
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Quizlet Vocab Vocabulary Quiz
Computer Games: Too Much violence? Pages 39 & 40 of your Computers are Your Future books. & make a Venn Diagram
Identify each of the following types of security risks and electronic inconveniences. (P 440+)
Phishing versus Pharming (P 444 #9)
Write a summary Apple vs. Samsung article.
Find two resources that reports situations giving the results of illegal downloading.
Electronic Monitoring Traffic congestion (P.440 #2)
Find two resources that tell how to cite a source you might use on a research paper for a class. Write a paragraph explaining how each source tells you how to cite a source.
Are Privacy and Social Networking Incompatible?(P.440 #4)
DVUSD Adopted Resources Additional Resources Computers are your Future:
Chapter 9 & Spotlight 1 – Ethics Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Hardware & Purchasing a Computer (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
5.0 Demonstrate basic computer mathematics required for information technology
5.1 Explain the function of general mathematics as it relates to computer hardware
5.2 Perform binary to decimal, decimal to hexadecimal, hexadecimal to decimal, binary to hexadecimal and
binary to hexadecimal conversions as needed to solve problems with hardware and software
Key Ideas and Details
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (11‐12.RST.1)
Craft and Structure
Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of text. (11‐12.RST.2)
Integration of Knowledge and Ideas
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (11‐12.RST.7)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS105: Survey of Computer Information Systems
1. Identify common hardware components of computer systems and describe their uses. 8. Describe the steps in planning and implementing technology solutions. 9. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Algebra: Creating Equations (A‐CED)
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. (HS.A‐CED.A.1)
Number & Quantity: The Real Number System (N‐RN)
Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. (HS.N‐RN.A.1)
Explain why the sum or product of two rational numbers are rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational (HS.N‐RN.B.3)
Number and Quantity: Quantities (N‐Q)
Use units as a way to understand problems and to guide the solution of multi‐step problems; choose and interpret nits consistently in formulas; choose and interpret the scale and the origin in graphs and data displays (HS.N‐Q.A.1)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐Introduction to Technology Concepts Test
‐Computer Problem Solving Test
‐Help Desk Performance Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
The responsibility of design and configuration of hardware is a serious responsibility that requires ethical policies and procedures.
Essential Questions Key Concepts
Why are some computers more powerful than others?
How is information processed and how is information exported?
What are the capabilities for information to be recalled?
Identify hardware requirements based upon software used.
Identify software requirements based upon customer requested functionality.
Identify hardware specifics (i.e. RAM, etc.) based upon functionality requested.
Student Friendly Objectives Vocabulary
Students will discuss how a computer uses binary code to represent data in electronic form
Students will translate Binary code to/from decimal numbers and to/from ASCII for English letters
and symbols
Students will describe each of the essential system unit components of a computer
Students will understand the system requirements for software and be able to identify which
hardware components are necessary for the software to function properly
Students will use the Internet to research specific software requirements, the necessary hardware
components, and prices of each.
Students will be able to define and demonstrate knowledge of all vocabulary words.
Domain:Processor CPU Memory RAM Cache memory Hard disk Drive Video card Aspect ratio Resolution Sound card Network interface card Modem Uninterruptible power supply Port
Bit
Binary
Academic:Alternative
Approximate
Assess
Consequence
Contrast
Crucial
Element
Explain
Feasible
Presume
Require
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Memorize vocabulary using identifying
similarities and differences with Thinking Maps,
T‐charts, Venn diagrams, classifying, analogies,
cause and effect links, compare and contrast
organizers
Label computer system components
Convert Bytes to KB, MB, & GB
Convert Binary and Decimal numbers
Interpret ASCII message into English
Determine storage device options based on size
Construct a message or crossword using Binary as the answers that will be written on crossword and the clues will be written in ASCII. Exchange messages or crosswords. Create crosswords using http://www.puzzle‐maker.com/crossword_Entry.cgi
Design a computer system based upon specific software requirements given to student along with a specific budget. Students will analyze different solutions using Internet resources.
DVUSD Adopted Resources Additional Resources
Computers are your Future: Spotlight 3 – Buying & Upgrading your Computer System
Binary Game
Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Software (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
4.1 Explore issues regarding intellectual property rights including software licensing and software duplication
4.2 Understand the difference between open source and proprietary systems in relation to legal and ethical
issues
10.4 Identify uses of client collaboration software
Key Ideas and Details
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (11‐12.RH.1)
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (11‐12.RH.2)
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (11‐12.RH.4)
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. (11‐12.RH.5)
Integration of Knowledge and Ideas
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS105: Survey of Computer Information Systems
2. Identify different types of software and their uses 13. Use word processing, spreadsheet, database, and presentation software.
N/A
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐Business Presentation Performance Event
‐Computer Applications Skill Event
‐Word Processing Skill Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
Technology is only useful with appropriate software to give instruction to the hardware.
Essential Questions Key Concepts
How can technology be used to create?
How does knowledge of behind‐the‐scenes procedures affect overall understanding?
How can resources be used to communicate a message?
How does the use of specialized tools impact the quality of an end product?
Types of Software Operating System Features
Basic Application Software used by general computer users
Specialized Application Software used for specific tasks
Student Friendly Objectives Vocabulary
Students will compare various operating systems
Students will describe the differences between system software and application software
Students will describe and utilize word processing, spreadsheet, presentation, and database basic application software
Students will describe specialized application software such as graphics, audio, video, and multimedia software
Domain: Access Application software Backstage View Backup Clip art Clipboard Command Contextual Tab Copy Cut Database Default Desktop Dialog Box Dialog Box Launcher Enhanced Screen Tip Excel File Find Folder Font Footer Format Painter Gallery Group Header Key Tip Landscape Library Live Preview
Domain (con’t):Margin Menu Microsoft Office Mini toolbar Navigation Pane Operating system Paste Picture Portrait PowerPoint Presentation Quick Access Toolbar Replace Ribbon Shortcut Menu Specialized software Spreadsheet Status Bar Subfolder System software Tab Template Title Bar Toggle Toolbar User Interface View Window Windows Explorer Word Word processing Zoom slider
Academic:Alternative Assess Component Criterion Design Interpret sequence
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Describe key terms and write a summary of the learning using terms from the unit
Vocabulary Quiz
Develop a short movie using specialized software programs containing images selected by student on a topic of personal choice
Compare features, strengths, and weaknesses of Windows, Mac, & Linux Operating systems and select personal preference with supported written rationale
Create a PowerPoint slide presentation using multiple slide layouts, animations, WordArt, table, and image
Prepare a multi‐page Word document with
header, footer, table of contents, headings,
paragraphs, and formatting
DVUSD Adopted Resources Additional Resources
Exploring Microsoft Office 2010Chapter 1 – Office Fundamentals
Microsoft Word
Microsoft PowerPoint
Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Microsoft Excel (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
1.0 Apply problem solving and critical thinking skills applicable to information technology 1.1 Describe methods of establishing priorities 1.2 Prepare a plan of work and schedule information technology tasks 1.3 Apply problem‐solving processes 1.4 Explain the purpose, types, and content of documentation 2.2 Use tools, materials and equipment commonly utilized in the field of Information Technology safely.
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (11‐12.RH.4)
Integration of Knowledge and Ideas Integrate information from diverse sources, both primary and secondary, into a coherent understanding
of an idea or event, noting discrepancies among sources. (11‐12.RH.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS105: Survey of Computer Information Systems
13. Use word processing, spreadsheet, database, and presentation software. 7. Create macros and understand the basics of Visual Basic for Applications (VBA)..
Statistics & Probability: Interpreting Categorical and Quantitative
o Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data (HS.S‐ID.7)
Algebra: Creating Equations o Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations. (HS.A‐CED.4)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐Spreadsheet Applications Skill Event
‐Computer Applications Skill Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
Microsoft Excel is used in almost every industry —especially in areas where people are adding up numbers a lot, like marketing, business development, sales, and, yes, finance.
Essential Questions Key Concepts
How can one use Excel budgeting, planning, list making, doing all your business accounting, etc.? What is a Spreadsheet?
Ability to use MS Word & PPT in assignments
Student Friendly Objectives Vocabulary
Students will demonstrate how to use Excel for budgeting, planning, list making, doing business
accounting.
Domain:Chapter 1 Active cell Auto Fill Border Cell Cell Address Column Width Fill Color Fill Handle Formula Formula Bar Horizontal alignment Name Box Nonadjacent range Order of Precedence Range Row Height Sheet Tab Spreadsheet Spreadsheet Program Text Value Vertical Alignment Workbook Worksheet Wrap Text
Domain
(con’t): Chapter 2 Absolute cell reference Circular reference Formula AutoComplete Function Types of functions o AVERAGE o COUNT o COUNTA o COUNTBLANK o HLOOKUP o IF o MAX o MEDIAN o MIN o NOW o PMT o SUM o TODAY o VLOOKUP Function ScreenTip Logical Test Lookup Table Lookup Value Mixed cell reference Nested function Range Name Rate Relative cell reference
Domain
(con’t): Chapter 3 Axis Title Chart Area Chart Sheet Chart Title Data Label Data Point Data Series Gridline Legend Plot Area Single Data Series Sizing Handle Sparkline Trendline Value Axis X‐axis Y‐axis Chart Types of Charts: o 100% stacked column
o 3‐D o Area o Bar o Bubble o Clustered Column o Column o Doughnut o Exploded Pie o Line o Pie o Radar o Stacked Column o Surface o XY (scatter)
Domain
(con’t): Chapter 4 Color Scale Conditional Formatting Filtering Freezing Icon Set Page Break Print Area Print Order Record Sorting SUBTOTAL function Table Table Style Total Row Chapter 5 Calculated Field PivotChart PivotTable Chapter 11 Background Cell Style Comment Keyword Locked Cell Macro Macro Recorder Personal Macro workbook Template Theme Visual Basic for Applications (VBA)
Academic: Data Formulate Function Mathematics Range Sequence Statistic Sum Vertical
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Quizlet Vocab Vocabulary Quiz Create a calendar using Excel
Build basic Excel worksheets using Excel as an organizing tool.
Use Excel to create formulas to calculate salaries, and loan payments.
Use Excel to create graphic images (charts) to portray results/evidence.
Create complex, multi‐page worksheets using
pivot tables.
Create a budget template for using for
personal use.
DVUSD Adopted Resources Additional Resources
Exploring Microsoft Office 2010 (2nd edition, Grauer, Mulbery, Poatsy, Mast)
Excel Chapters 1‐5, 11
Microsoft Excel
Myitlab.com
Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Microsoft Access (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
1.0 Apply problem solving and critical thinking skills applicable to information technology
1.1 Describe methods of establishing priorities
1.2 Prepares a plan of work and schedule information technology tasks
1.3 Apply problem‐solving processes
1.4 Explain the purpose, types, and content of documentation
2.2 Use tools, materials and equipment commonly utilized in the field of Information Technology safely
Key Ideas and Details
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (9‐10.RST.3)
Craft and Structure
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9‐10 texts & topics. (9‐10.RST.4)
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. (11‐12.RST.4)
Integration of Knowledge and Ideas
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (9‐10.RST.7)
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS105: Survey of Computer Information Systems
13 ‐ Use word processing, spreadsheet, database, and presentation software 7 ‐ Create macros and understand the basics of Visual Basic for Applications (VBA)
Number & Quantity: Vector & Matrix Quantities
Use matrices to represent and manipulate data (HS.N‐VM.C.6) Statistics & Probability: Interpreting Categorical and Quantitative Data
Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. (HS.S‐ID.A.4)
Statistics & Probability: Making Inferences and Justifying Conclusions
Understand statistics as a process for making inferences to be made about population parameters based on a random sample from that population. (HS.S‐IC.A.1)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐Database Design and Applications Skill Event
‐Computer Applications Skill Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
Microsoft Access is used in almost every industry with the use of computers, comes the responsibility to use them ethically and responsibility.
Essential Questions Key Concepts
How are databases used in business?
What is the importance of databases?
Define what a database is and give real world examples
Learn core basic foundation of Access (Chapter 1)
Understanding relational databases & Queries (Chapter 2)
Creating and using professional forms and reports (Chapter 4)
Creating Pivot Tables & Pivot Charts (Chapter 5)
Using macros and SQL in Access (Chapter 10)
Student Friendly Objectives Vocabulary
Students will understand how they use databases as an end user on a daily bases through web
applications
Students will understand the importance of a database versus an Excel spreadsheet
Students will create filters, sort table date and understand relational databases.
Students will design data, create tables and create a single table query.
Students will create both a single and multi‐table query, use the query wizard and run various query.
Students will create and modify forms.
Students will create, modify, identify and revise reports using report tools and report views.
Domain: Chapter 1 Access Speed Backup Compact and Repair Comparison Operator Criterion Database Datasheet View Design View Enforce Referential Integrity Field Filter Filter by Form Filter by Selection Foreign Key Form Join Lines Navigation Pane Object Primary Keys Query Record Relationship Report Sort Table Chapter 2 AND logical operator AutoNumber Calculated Field CamelCase notation Caption Property Cascade Delete Related Records Cascade Update Related Fields Comparison operator Constant Criteria Row Data Redundancy Data Type
Domain (con’t): Delimiter Date Arithmetic Field Row Field Property Indexed Property Multi‐Table Query NOT logical operator Null Number Data Type One‐to‐many Relationship OR logical operator Query Query Design View
Query Sort Order Referential Integrity Related Tables Run Command Select Query Show Row Simple Query Wizard Sort Row Table Table Row Text data type Validation rule Wildcard Chapter 4 Bound control Calculated Field Control Datasheet form Detail section Form Form tool Form view Label control Label Wizard Layout control Report tool
Academic:Chapter 1
Catastrophic
Exports
Fragment
Import
Primary
Navigation
Vendor
Chapter 2
Compromised
Critique
Distort
Evaluate
External
Pertinent
Chapter 4
Authorize
Comply
Manipulate
Modify
Range
Report
Tabular
Chapter 5
Arbitrary
Assume
Contrast
Data
Demonstrate
Perspective
Sequence
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Quizlet Vocab Vocabulary Quizzes
Practice Exercises Chapter chapters 1, 2, 4, 5, 10
Mid‐Level Exercises Chapter chapters 1, 2, 4, 5, 10
Capstone Exercise Chapter chapters 1, 2, 4, 5, 10
DVUSD Adopted Resources Additional Resources
Exploring Microsoft Office 2010 (2nd edition, Grauer, Mulbery, Poatsy, Mast)
Access Chapters 1, 2, 4, 5, 10
Microsoft Access
Myitlab.com
Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards
Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Networks (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development 3.0 RECOGNIZE SECURITY ISSUES RELATED TO INFORMATION TECHNOLOGY
3.1 Explain procedures to maintain data integrity and security
3.2 Identify security issues related to the network, computer hardware, software, and data
3.3 Describe computer threats and methods to protect a computer, i.e., viruses, phishing, e‐mail, social
engineering, spoofing, identify theft, and spamming
3.4 Explain concepts such as denial of service, hacking/cracking, intrusion, detection, and prevention
Key Ideas and Details
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (11‐12.RST.2)
Craft and Structure
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 and 11‐12 texts and topics (11‐12.RST.4)
Integration of Knowledge and Ideas
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (11‐12.RST.8)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS105: Survey of Computer Information Systems 3. Describe common uses of networks. 4. Describe Website Technology. 5. Use the Internet to communicate, collaborate, and retrieve information.
Numbers & Quantity: Quantities
Use units as a way to understand problems and to guide the solution of multi‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS.N‐Q.A.1)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐Introduction to Information Technology Test Event
‐Networking Concepts Test
‐Network Design Performance Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
The Internet is a powerful tool that if used responsibly and with respect can benefit society through enhanced creativity, connectivity and global change.
Essential Questions Key Concepts
What is the benefit of easily connecting to people and information?
What is the purpose of a highway?
How is the Internet like a highway?
How is communication enhanced through increased connectivity?
Chapter 7 Networks
Understand basic networking Distinguish between a WAN, LAN, MAN, CAN, HAN, and PAN
Discuss the advantages and disadvantages of networks Distinguish between peer‐to‐peer, client/server, and virtual private LANs Define topology & how the 3 LAN topologies differ Explain the importance of network protocols
Name the most widely used wired & wireless LAN protocols and their versions
Identify the special components of a WAN that differentiate it from a LAN
Contrast circuit‐ & packet‐switching networks Identify the options, components, configuration & maintenance of a HAN Spotlight 4 Web 2.0
What is Web 2.0?
What are Blogs and Vlogs?
What are Wikis, Podcasts & Vodcasts?
Social Networking’s influence on community
Web 2.0 in business
Safety & Privacy Spotlight 5 Cloud Computing
What is Cloud Computing
Cloud Computing Service Categories
Cloud Deployment Methods
Pros and Cons of Cloud Computing
The Future of Cloud Computing
The Effect of Cloud Computing on the Enterprise
Student Friendly Objectives Vocabulary
Students will understand that networks are used to connect computers
Students will understand how cloud computing allows users to better manage their resources
Students will understand what tools are available through Web 2.0 (blogs, vlogs, Wikis, Podcasts,
vodcasts, social networking, photosharing, communication, collaboration and content sharing) Students will understand all legal and ethical issues related to Web 2.0 technology.
Domain:
Chap 7 Networks
Backbone
Bus Topology
Campus Area
Network (CAN)
Circuit Switching
Client
Client/Server Network
Collision
Communication Device
Congestion
Contention
Contention Management
Ethernet
File Server
GigaPOP (gigabits per second
point of presence)
Home Network (home area
network or HAN)
Hot Spot
Spotlight 4 Web 2.0 Asynchronous Communication Avatar Blog Collaboration Tools Instant Messaging Mashup Podcast RSS Sexting Social Networking Synchronous Communication Tag Texting
Domain (con’t): Spotlight 5 Cloud Computing Business Services Cloud Computing Cloud Operating System Community Cloud Composite Cloud Consumer‐oriented service grid Hardware‐as‐a Service (Haas) Hybrid Cloud Infrastructure‐as‐as‐a‐Service (IaaS) Interoperability Middleware Open Cloud Manifesto Platform‐as‐a‐Service (PaaS) Private Cloud Public Cloud Risk Management Sarbanes‐Oxley Software‐as‐a Service (SaaS) Virtualization Virtual Machine
Academic:
Complex
Component
Consequence
Expand
Innovation
Structure
Usage
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Memorize vocabulary using identifying similarities and differences with Thinking Maps, T‐charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers.
Draw diagrams of each type of network topology.
Compare each type of network using T‐chart to draw similarities and difference between the various types and identify a situation for each network type where it could be utilized.
Investigate current trends in computer networking through Internet research. Predict which network configurations will become obsolete within next 5, 10, 15 years.
Participate in a network topology simulation demonstrating the function of each component and how data moves through the network.
Given a list of requirements for a company the student is to identify which networking solution will be the most effective for the client, create a visual representation for the network and write a proposal to the client justifying the configuration citing information from text and Internet.
DVUSD Adopted Resources Additional Resources
Computers are your Future:
Chapter 7 – Networks: Communicating and Sharing Resources
Spotlight 4 –Web 2.0
Spotlight 5 – Cloud Computing
Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Internet: Basics (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development 6.0 DESCRIBE THE DEVELOPMENT/EVOLUTION OF THE INTERNET
6.1 Identify the components and functions of the internet
6.2 Identify the steps in the historical evolution of the internet
6.3 Identify how the internet has impacted modern life
16.0 OUTLINE THE CORE COMPONENTS OF THE INTERNET INFRASTRUCTURE
Key Ideas and Details
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (11‐12.RST.2)
Craft and Structure
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. (11‐12.RST.4)
Integration of Knowledge and Ideas
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS133DA: Internet/Web Development Level I 1. Define and distinguish between the Internet/World Wide Web (WWW). 2. Identify common uses of the Internet/WWW.
Statistics and Probability: Interpreting Categorical and Quantitative Data
Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS.S‐ID.A.1)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐Introduction to Information Technology Test Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
New Internet terminology constantly enters our vocabulary as new technologies evolve to change the way people communicate and collaborate with others, access information and purchase products and services.
Essential Questions Key Concepts
Where did the Internet and the World Wide Web (WWW) come from, what is the history and evolution?
What can the Internet do for you as an individual and for businesses?
How would the world, both personal and professional be different if the Internet did not exist?
Using the Internet to research for information.
An understanding of the chronological evolution of the Internet.
Various methods to connect to the Internet.
Identifying the advantages of the various connectivity options.
Student Friendly Objectives Vocabulary
Students will be able to define what the Internet is and how it is used in today’s professional and
personal environments.
Students will describe how new trends evolving within the Internet and the ramification of those
changes.
Students will discuss the history of the Internet and the World Wide Web in terms of information
distribution, selling of products, and social media.
Students will describe how individuals and businesses connect to the Internet including various
hardware options (i.e. Smart Phones, Roku, etc).
Domain: ARPANET
Backbone
Bandwidth
Bit
Bits per second (bps)
Broadband
Browser
Business‐to‐business (b2b)
Business‐to‐consumer (b2c)
Cable modem
Circuit switching
Cloud computing
Consumer‐to‐consumer (c2c)
Dial‐up access
Digital subscriber line (dsl)
Download
E‐mail
Fiber‐optic loop
Fixed wireless connection
Gopher
Domain (con’t):Host
Hotspot
Hypertext markup language
(html)
Internet
Internet protocol (ip)
Internet service provider (isp)
Local area network (lan)
Modem Online
Packets
Protocol
T‐1 line
Transmission control
protocol/internet protocol
(tcp/ip)
Upload
Web authoring software
Web pages
Web server
Web site
Wi‐fi
World wide web
Academic:Accelerate
Analyze
Authorize
Comply
Construct
Criterion
Distinct
Empirical
Evaluate
Inhibits
Method
Modify
Potential
Publish
Structure
Technology
Verify
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Memorize vocabulary using identifying similarities and differences with Thinking Maps, T‐charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers.
Predict what new Internet applications will be available in 5 years. Students will use the Internet to research what other Internet professionals are predicting.
Explain the phenomena of the dramatic use of the Internet along with the accessibility of the Internet in terms of concepts learned in text and through Internet research.
Analyze how the dramatic increase of being connected to the Internet 24 hours of day will change personal daily living, interpersonal communication and general society. What are the advantages of constant connectivity versus the disadvantages? Provide evidence from research to support view point.
DVUSD Adopted Resources Additional Resources
Discovering the Internet, Introductory
Chapter 1 Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Internet: Browsing the Web (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development 4.0 EXPLORE LEGAL AND ETHICAL ISSUES RELATED TO INFORMATION TECHNOLOGY
4.1 Explore issues regarding intellectual property rights including software licensing and software
duplication
4.2 Understand the difference between open source and proprietary systems in relation to legal and
ethical issues
4.3 Identify issues and trends affecting computers and information privacy
4.4 Differentiate between ethical and legal uses of information technology, i.e., data pricing, use of public
and private networks, social networking, industry‐related data, and data piracy
7.0 DETERMINE ISSUES THAT AFFECT INTERNET SITE FUNCTIONALITY
7.1 Solve performance issues including bandwidth, internet connection types, pages taking too long to
load, and resolution and size graphics
7.2 Identify security issues including authentication, permissions, and data
10.2 Identify key functions of an internet browser
Key Ideas and Details
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (11‐12.RST.2)
Craft and Structure
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. (11‐12.RST.6)
Integration of Knowledge and Ideas
Synthesize information from a range of sources (e.g.,texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS133DA: Internet/Web Development Level 1 3. Explain the concepts of culture, ethics, and privacy as they relate to the Internet/WWW. 4. Describe procedures and requirements for connecting to the Internet/WWW.
Number & Quantity: The Real Number System (N‐RN)
Explain why the sum or product of two rational numbers are rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational (HS.N‐PN.8.3)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
There are key characteristics of Web pages that specific so that the continuity of the Web functions around the world.
Essential Questions Key Concepts
What some inherent risks associated with browsing the Web?
What is the central purpose in how a website is designed?
Obtain understanding of Websites, Web pages and Web servers.
Explain the role IP addresses, domain names, and URLs play in locating Web pages.
What is a Web browser and what are the current trending Web browsers.
Visit Web pages using browser shortcuts.
Identifying the various methods for saving online information.
Change Web browser options.
Distinguish the Web risks and the safeguards that are in place.
Student Friendly Objectives Vocabulary
Students will describe a Web site, common Web page characteristics and Web servers.
Students will explain the role IP addresses, domain names and URL’s play in locating Web pages.
Students will learn how to use a Web browser and view Web pages.
Students will use browser short cuts to visit Web pages.
Students will learn how to save online information for later use.
Students will change Web browser options along with understanding why changes should be made.
Students will understand the risks and safeguards related to using the Web.
Domain:Adware
Client/server computing
Cookie
Domain name
Domain Name System (DNS)
Dynamic IP address
Favorite
Hacker
Home page
Information privacy
Internet filters
IP address (Internet Protocol address)
Name Server
Portal
Privacy statement
Secure connection
Secure Sockets Layer (SSL)
Spyware
Tabbed browsing
Top‐level domain (TLD)
Uniform Resource Locator (URL)
Virus
Web address
Web slices
Academic:Command
Compatibility
Comply
Evaluate
Inherent
Illustrate
Navigate
Notion
Numeric
Pertinent
Prompt
Reference
Restrict
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Memorize vocabulary using identifying similarities and differences with Thinking Maps, T‐charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers
Students will illustrate how changes in Web browser options will affect the functionality of the browser.
Compare different Web browsers and use a T‐Chart to identify strengths and weaknesses for each Web browser.
Students will be given a script of an IT help desk call related to Internet use. The student will have to problem solve what issue is going on and how to help the customer make the necessary changes.
DVUSD Adopted Resources Additional Resources Discovering the Internet, Introductory
Chapter 2
Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Internet: Searching the Web (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development 8.0 UTILIZE DIFFERENT TYPES OF SEARCH INDEXES (STATIC INDEX/SITEMAP, KEYWORD INDEX, AND FULL
TEXT INDEX)
8.2 Use internet and intranet search engines
8.3 Compare and contrast spider‐based search engines, directories, and RSS aggregators
8.4 Explain Meta search engines
8.5 Explain Spider search engines
8.6 Form Boolean searches to obtain desired results
Key Ideas and Details
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. (11‐12.RST.3)
Craft and Structure
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. (11‐12.RST.4)
Integration of Knowledge and Ideas
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS133DA: Internet/Web Development Level 1 7. Demonstrate Browser Basics 8. Use various research information and resources available in the Internet/WWW 11. Analyze and evaluate various resource discovery systems available on the Internet/WWW 12. Use popular resource discovery systems available on the Internet/WWW 13. Perform information search and retrieval operations suing Internet/WWW services
Standards for Mathematical Practice (MP)
Use appropriate tools strategically (HS.MP.5)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
The ability to harness the functions of Internet search is instrumental to obtaining the maximum benefits of the Internet.
Essential Questions Key Concepts
What is the power of search in the Web? How can the power of the Internet be used to enhance society?
Describe the search process.
Use different types of search tools and compare search results.
Apply search tool shortcuts and advanced features, including Boolean operations.
Perform searches using browser search features.
Identify and use specialized search tools.
Identify online research alternatives to standard search tools.
Student Friendly Objectives Vocabulary Students will describe the search process
Students will use different types of search tools and compare search results
Students will apply search tool shortcuts and advanced features, including Boolean operators
Students will perform searches using browser search features
Students will identify and use specialized search tools
Students will identify online research alternatives to standard search tools
Domain:Boolean operator
Breadcrumb trail
Directory
Hit
Keyword
Meta tag keywords
Metasearch engine
Natural language search
Open‐ended search
Search engine
Search query
Search results list
Targeted search
Web crawler
Academic:Alternatives
Authority
Functionality
Geographic
Objectivity
Scope
Specialized
Sponsored
Visual
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Memorize vocabulary using indentifying similarities and differences with Thinking Maps, T‐charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers.
Explain the cause and effect of using Boolean search versus common language search.
The students will appraise specialized search tools through the comparison to standard search tools.
Students are to represent a Search Engine Optimization (SEO) Firm proposing to a client the reasons to use their firm. The presentation should include the history of natural search, the implementation of browser web crawlers & spiders and the current technology the firm is using to optimize the client’s website.
DVUSD Adopted Resources Additional Resources
Discovering the Internet, Introductory
Chapter 3 Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Internet: Communicating Online (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development 10.0 IDENTIFY THE ROLES OF CLIENT‐SIDE INTERNET SOFTWARE
10.3 Demonstrate knowledge of e‐mail client configurations
10.4 Identify uses of client collaboration software
10.5 Identify tools and uses of remote computing
Key Ideas and Details
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (11‐12.RST.2)
Craft and Structure
Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. (11‐12.RST.5)
Integration of Knowledge and Ideas
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS133DA: Internet/Web Development Level 1 6. Identify and use proper asynchronous communication services available in the Internet/WWW.
Statistics & Probability: Interpreting Categorical & Quantitative Data
Represent data with plots on the real number line (dot plots, histograms, and box plots) (HS.S‐ID.A.1)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
The Internet provides a wide variety of communication tools that allows connectivity around the world for sharing files, information and communication.
Essential Questions Key Concepts
What is the importance of etiquette for communication using the various tools on the Internet?
Is the etiquette used on the Web changing over time? Should it be different than conventional etiquette?
Describe the components of e‐mail systems and e‐mail messages.
Discuss and apply e‐mail etiquette.
Use a web based e‐mail client to send, receive, and organize e‐mail messages and contacts, and
discuss e‐mail viruses.
Set‐up a Web‐Based e‐mail account and use Web‐based e‐mail services.
Describe various online social media tools and discuss how they are used.
Student Friendly Objectives Vocabulary
Students will describe the components of e‐mail systems, e‐mail addresses, e‐mail servers, protocols.
Students will label the anatomy of an email address.
Students will discuss and apply e‐mail etiquette, compare it to conventional written etiquette and
evaluate the differences.
Students will set up a Web‐based e‐mail account, send e‐mail, receive e‐mail, check e‐mail, reply to e‐
mail, utilize attachment functions, forwarding of e‐mail and saving of e‐mail to a storage convention
of folders.
Students will create a contact list within their Web‐based e‐mail account, create new contacts, edit
established contacts, delete contacts, create contact categories and use the contact list in sending e‐
mail.
Students will examine e‐mail viruses and worms, how to prevent the spread of them, and how to
prevent them.
Students will become versed in e‐mail marketing, and various online surveying technologies.
Students will examine various social media technologies, blogging, newsgroups, SMS, MMS, and chat.
Domain:Attachment
Blind courtesy copy
Chat
Contact
Courtesy copy
Deleted items folder
E‐mail client
Emoticon
Flaming
Hashtags
Host name
Inbox folder
Instant messaging (IM)
Message body
Message header
Opt‐in
Phishing
Sent items folder
Signature file
Social bookmarking
Social media
Social networking
Social opinion sites
Subject line
Subscribe
User id
Web‐based discussion groups
Web‐based e‐mail service
Wiki
Academic:Analyze
Archive
Assess
Collaborate
Comply
Construct
Content
Context
Critique
Denote
Etiquette
Evident
Generate
Method
Nomenclature
Notion
Sophisticated
Structure
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Memorize vocabulary using identifying similarities and differences with Thinking Maps, T‐charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers.
Create e‐mail accounts using Yahoo, Google, and Hotmail. Compare and contrast the features of each one using a T‐chart.
Develop a logical argument either supporting a difference in common written etiquette versus Web etiquette or endorsing the use of the same etiquette rules for both Web and conventional written etiquette. Support your argument with references from the Internet and text.
Describe and illustrate how Web based communication is used in different countries. Explain where there are significant differences and propose a nomenclature to resolve the differences.
DVUSD Adopted Resources Additional Resources
Discovering the Internet, Introductory
Chapter 4
Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
Internet: Technologies & Security (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development 10.0 IDENTIFY THE ROLES OF CLIENT‐SIDE INTERNET SOFTWARE
10.1 Demonstrate the correct use of FTP client software
16.0 OUTLINE THE CORE COMPONENTS OF THE INTERNET INFRASTRUCTURE
16.1 Identify problems with internet connectivity from source to destination for various types of servers
such as email, web, FTP, caching and DNS
16.2 Demonstrate the use of internet domain names and DNS
16.3 Describe how various protocols or services apply to the function of their corresponding server, e.g.,
SSL, ecommerce, and streaming media protocols
17.0 ASSESS AND DESCRIBE VARIOUS INTERNET SECURITY CONCEPTS
17.1 Identify concepts such as access control, authentication, encryption, secure socket layers,
Key Ideas and Details
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (11‐12.RST.2)
Craft and Structure
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. (11‐12.RST.4)
Integration of Knowledge and Ideas
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH MCCCD – CIS133DA: Internet/Web Development Level 1 5. Describe key technologies used by the Internet/WWW
Statistics & Probability: Interpreting Categorical & Quantitative Data
Represent data with plots on the real number line (dot plots, histograms, and box plots) (HS.S‐ID.A.1)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards Future Business Leaders or Champions at Work magazine articles
FBLA
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
The use of Internet technologies requires an ethical obligation to protect not only the hardware but the confidential data stored on them.
Essential Questions Key Concepts
What personal information should never be made public?
Where is the balance between informing the public of governmental wrong doing and protecting confidentiality and providing security?
Discuss basic networking technologies.
Describe the infrastructure of the Internet, including network service providers, the TCP/IP stack, IP
addresses, and the Domain Name System (DNS).
Discuss GPS and identify wireless location‐based services.
Explain the convergence of the Internet with telephony and conferencing.
Discuss the internal and external network security threats, transactional risks, and virtual private
networks.
Student Friendly Objectives Vocabulary
Students will learn about LANs and WANs including all of the specific hardware that is required to make them work (hubs, brides, data switches, routers, etc.).
Students will learn about the various options for transmission of data.
Students will demonstrate knowledge about Internet infrastructure including NSPs, exchange points,
peering, TCP/IP stack, IP addresses, and DNS.
Students will be able to search for available domain names and employ a logical convention on
selection.
Students will examine the technology behind location based services and GPS.
Students will examine Internet telephony, web conferencing, virtual meetings and vendors that
support these services.
Students will evaluate security policies and procedures, wireless network security, firewalls, back up
strategies, and disaster recovery planning.
Students will gain knowledge about current viruses, worms and Trojan horse threats, web page
hacking, and transactional risks.
Domain: Biometrics
Bluetooth
Cloud storage
Coaxial cable
Converged networks
Digital certificates
Disaster recovery plan
Domain name system (DNS)
Encryption
Ethernet
Fiber‐optic cable
File transfer protocol (FTP)
Geosocial networking
Global Positioning System (GPS)
Hop
Hub
Infrared (IR) transmissions
Local area network (LAN)
Location‐based services (LBS)
Logical topology
Metropolitan area network
(MAN)
Domain (con’t): Network firewall
Network security audit
Network service providers
(NSPs)
Node
Physical topology
Port
Radio frequency (RF)
transmissions
Router
TCP/IP stack
Token ring
Tracert utility
Twisted‐pair cable
Video conferencing
Virtual meeting
Virtual private network (VPN)
Voice over IP (VoIP)
Wide area network (WAN)
Wireless LAN (WLAN)
Academic:Adjacent
Convergence
Component
Derive
Diagram
Element
Entity
Expand
Fluctuate
Identify
Implicit
Intuitive
Justify
Notion
Pertinent
Principle
Restrict
Structure
Trace
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Memorize vocabulary using indentifying similarities and differences with Thinking Maps, T‐charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers
Students will use various Internet Domain Providers to compare and contrast the costs related to specific domains. The evaluation will be displayed on a T‐Chart.
Students will critique the top 5 Internet security protocols used. The students will use the Internet to research what the top 5 protocols are and then critique each one in terms of strengths and weaknesses.
Students will critique the benefits and risks associated with location identification and GPS. The students will predict future uses for these technologies along with creating safeguards to provide security.
DVUSD Adopted Resources Additional Resources
Discovering the Internet, Introductory
Chapter 6 Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
HTML: Introduction (Information Technology ‐ Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
1.0 APPLY PROBLEM‐SOLVING AND CRITICAL THINKING SKILLS TO INFORMATION TECHNOLOGY.
1.1 Describe methods of establishing priorities.
1.2 Prepare a plan of work and schedule information technology tasks.
1.3 Apply problem‐solving processes.
1.4 Explain the purpose, types, and content of documentation.
13.0 CREATE HTML PAGES USING AN HTML EDITOR.
13.1 Explain the importance of W3C standards and conventions.
13.2 Identify the importance of creating cross‐browser coding in HTML and XHTML
16.4 Design web pages so that they can be accessed by individuals with disabilities
20.0 DEMONSTRATE KNOWLEDGE OF PAGE LAYOUT PRINCIPLES IN THE DESIGN OF PAGES.
20.1 Identify the principles of navigation
20.2 Identify the principles of functionality
Key Ideas and Details
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas. (11‐12.RH.2)
Integration of Knowledge and Ideas
Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
(11‐12.RH.7)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS133DA: Internet/ Web Development Level I
9. Create a Basic Home Page with HTML.
10. Enhance Web pages using HTML.
15. Control Input with Web pages.
16. Plan, design and publish a web site.
N/A
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐eBusiness Skill Event
‐Web Design Skill Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
Designing web pages uses coding skills and artistic design skills.
Essential Questions Key Concepts
How is visual appearance important?
Why should I learn HTML?
•Describe the types and purposes of Web sites
•Discuss Web browsers and identify their purpose
•Define the Hypertext Markup Language (HTML) and HTML5 standards used for Web development
•Discuss the use of Cascading Style Sheets (CSS) in Web development
•Define the Document Object Model (DOM) and describe its relationship to HTML
•Define Extensible Hypertext markup Language (XHTML) and describe its relationship to HTML
•Identify tools to create HTML documents
•Describe the five phases of the Web development life cycle
•Describe the different methods of Web site design and the purpose of each Web site structure
•Discuss the importance of testing throughout the Web development life cycle
•Explain the importance of being an observant Web user
Student Friendly Objectives Vocabulary
Student will learn to use notepad to create web pages.
Student will learn about color design and how to use it effectively.
Student will learn that web page design must consider people with disabilities.
Domain:Color scheme
Web safe palette
XHTML
DHTML
Tags
ISP
DOM
XHTML Text Editor
Javascript
CSS (Cascading Styles Sheet)
Linear
Hierarchical
Usability
W3C
Academic:Color blindness
Disabilities
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Precoding session (repeat instructions from reading into Text Editor)
Organize a website
Summarize key concepts with response to questions
Match Game for W3C Standards
Evaluate websites
Create rubric for evaluating websites
DVUSD Adopted Resources Additional Resources
HTML5 and CSS: Comprehensive, 7th Edition ‐ Denise M. Woods, William J. Dorin
ISBN‐10: 1133526144 ISBN‐13: 9781133526148 © 2013
Chapter 1
http://www.washington.edu/accessit/webdesign/student/ Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
HTML: Creating & Editing Web Pages (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
1.3 Apply problem‐solving processes.
7.0 Determine issues that affect Internet site functionality.
7.1 Solve performance issues including bandwidth, internet connection types, pages taking too long to
load, resolution and size graphics.
7.2 Identify security issues including authentication, permissions, and data.
13.0 Create HTML pages using an HTML Editor.
13.2 Identify the importance of creating cross‐browser coding in HTML and XHTML
14.0 Identify appropriate use of various multimedia extensions, plugging and image, multimedia formats.
14.1 Demonstrate appropriate us of flash and other multimedia
14.2 Demonstrate when to use image and file formats such as GIF, JPEG, and PNG
16.4 Design web pages so that they can be accessed by individuals with disabilities
20.0 Demonstrate knowledge of Page Layout Principles in the design of pages.
20.2 Identify the principles of functionality
20.3 Explain the principle of usability in design
Key Ideas and Details
Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations in
the text. (11‐12.RST.3)
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. (11‐12.RST.4)
Craft and Structure
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. (11‐12.RST.4)
Integration of Knowledge and Ideas
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when
possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH MCCCD – CIS133DA: Internet/ Web Development Level I 9. Create a Basic Home Page with HTML. 10. Enhance Web pages using HTML. 15. Control Input with Web pages. 16. Plan, design and publish a web site.
Geometry: Congruence
Represent transformations in the plane using, e.g., transparencies and geometry software; describe
transformations as functions that take points in the plane as inputs and give other points as outputs.
Compare transformations that preserve distance and angle to those that do not (e.g., translation
versus horizontal stretch).(HS.G‐CO.A.2)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐eBusiness Skill Event
‐Web Design Skill Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
Identifying key parts of a web page layout helps me design effective web pages.
Essential Questions Key Concepts
What makes web pages effective? Describe linking terms and definitions
Create a home page and enhance a Web page using images
Change body and heading format using embedded (internal) style sheets
Align and add color to text using embedded and inline styles
Add a text link to a Web page in the same Web site
Add an e‐mail link
Add a text link to a Web page on another Web site
Use absolute and relative paths
Save, validate, and view an HTML file and test the links
Student Friendly Objectives Vocabulary
Students will identify different image types.
Students will use Notepad++ to add images and change parts of a Web Page.
Students will identify tags for HTML coding.
Domain:Background Body Title Headings Horizontal rule Hot spot Image map Animated Link Notepad Word wrap Head Unordered list Bulleted list Numbered list Gif Jpeg Png Bandwidth File size pixels
Academic:Distinct
Denote
Impact
Relate
Student Examples Illustrating Depth of Knowledge
DOK1 – Recall DOK2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Recognize tags and attributes Practice test
Construct lists and navigation menu for personal portfolio page
Develop Rock Climber website Differentiate between different image file
formats and determine which type is
appropriate for displaying different types of
web images.
* Apply concepts of images, tags, and attributes in personal web site * Create a stickman figure that increases
proportionally in size or shifts or translates so that
the stickman appears to be moving toward the
viewer
DVUSD Adopted Resources Additional Resources
HTML5 and CSS: Comprehensive, 7th Edition ‐ Denise M. Woods, William J. Dorin
ISBN‐10: 1133526144 ISBN‐13: 9781133526148 © 2013
Chapter 2
http://www.washington.edu/accesscomputing/webd2/student/unit2/module3/index.html
Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
HTML: Links, Images, and Styles (Information Technology ‐ Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
1.3 Apply problem‐solving processes.
7.0 Determine issues that affect Internet site functionality.
7.1 Solve performance issues including bandwidth, internet connection types, pages taking too long to
load, and resolution and size graphics.
7.2 Identify security issues including authentication, permissions, and data.
13.0 Create HTML pages using an HTML Editor.
13.3 Create cascading style sheets, extensible style sheet language, DHTML, and XHTML code.
14.0 Identify appropriate use of various multimedia extensions, plugging and image, multimedia formats.
14.1 Demonstrate appropriate us of flash and other multimedia
14.2 Demonstrate when to use image and file formats such as GIF, JPEG, and PNG
16.4 Design web pages so that they can be accessed by individuals with disabilities
20.0 Demonstrate knowledge of Page Layout Principles in the design of pages.
20.1 Identify the principles of navigation
20.2 Identify the principles of functionality
20.3 Explain the principle of usability in design.
Key Ideas and Details
Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations in
the text. (11‐12.RST.3)
Craft and Structure
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. (11‐12.RST.4)
Integration of Knowledge and Ideas
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when
possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS133DA: Internet / Web Development Level I 9. Create a Basic Home Page with HTML. 10. Enhance Web pages using HTML. 15. Control Input with Web pages. 16. Plan, design and publish a web site.
Statistics & Probability: Conditional Probability and the Rules of Probability (S‐CP) Describe events as subsets of a sample space (the set of outcomes) using characteristics (or
categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”). (HS.S‐CP.A.1)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐eBusiness Skill Event
‐Web Design Skill Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
Web pages become more interesting and useful when connected to other sources with links.
People want to connect with a human at some points in communication so email links are essential.
Essential Questions Key Concepts
What makes web pages dynamic? How do images, links, and color impact the use of web pages?
Describe linking terms and definitions • Create a home page and enhance a Web page using images • Change body and heading format using embedded (internal) style sheets • Align and add color to text using embedded and inline styles • Add a text link to a Web page in the same Web site • Add an e‐mail link • Add a text link to a Web page on another Web site • Use absolute and relative paths • Save, validate, and view an HTML file and test the links
Student Friendly Objectives Vocabulary
Student will add different types of links to web pages. Student will change fonts and styles with internal style sheets.
Domain:Home page Index page Image link External Internal Font color Heading sizes Anchor tag FTP Email link Thumbnail image Attribute Validation error Container
Academic:
Crucial
Element
Technique
Subsequent
Student Examples Illustrating Depth of Knowledge
DOK1 – Recall DOK2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Chapter 3 test
Demonstrate how to make various changes and additions to existing code in Underwater Tours
Unit 2: Modules 4 and 5 from Washington.edu Construct links from instructions
Draw conclusions using Boolean Algebra about web designers, graphic designers and programmers
Apply concepts for links, home pages, embedded style sheets, and color to personal project
Create a poem about colors and apply hexadecimal colors to change the visual appearance of the stated color
DVUSD Adopted Resources Additional Resources
HTML5 and CSS: Comprehensive, 7th Edition ‐ Denise M. Woods, William J. Dorin
ISBN‐10: 1133526144 ISBN‐13: 9781133526148 © 2013
Chapter 3
http://www.washington.edu/accessit/webdesign/student/unit2/module4/lesson3.htm
Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
HTML: Tables and External Style Sheets (Information Technology – Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
1.3 Apply problem‐solving processes
13.0 CREATE HTML PAGES USING AN HTML EDITOR
13.3 Create cascading style sheets, extensible style sheet language, DHTML, and XHTML code
16.4 Design web pages so that they can be accessed by individuals with disabilities
20.0 DEMONSTRATE KNOWLEDGE OF PAGE LAYOUT PRINCIPLES IN THE DESIGN OF PAGES
20.2 Identify the principles of functionality
20.3 Explain the principle of usability in design
Key Ideas and Details
Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations in
the text. (11‐12.RST.3)
Craft and Structure
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. (11‐12.RST.4)
Integration of Knowledge and Ideas
Synthesize information from a range of sources (e.g. texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when
possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS133DA: Internet/ Web Development Level I 9. Create a Basic Home Page with HTML 10. Enhance Web pages using HTML 15. Control Input with Web pages 16. Plan, design and publish a web site
Number & Quantity: The Real Number System (N‐RN)
Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. (HS.N‐RN.A.1)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA
‐eBusiness Skill Event
‐Web Design Skill Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and Cross‐Cultural Competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
An external style sheet allows me to change the look and feel of an entire website with changes to just one page.
Essential Questions Key Concepts
How will an external style sheet help create consistency in my websites?
How will an external style sheet allow easy overall changes to my websites? Define table elements
Describe the steps used to plan, design, and code a table
Create a borderless table for a horizontal navigation bar with text links
Create an external style sheet to define styles across a Web site
Utilize classes to give you more control over styles
Link an external style sheet to Web pages where you want its styles applied
Create a table with borders and insert text
Use the box‐shadow property to alter the appearance of an image
Alter the spacing between and within cells using the border spacing and padding properties
Utilize inline styles to alter the style of individual elements on a Web page
Add background color to rows and cells
Insert a caption below a table
Create headings that span rows using the row span attribute
Student Friendly Objectives Vocabulary
Students will explain table elements
Students will describe how tables improve a web page
Students will demonstrate the use of table on a web page
Students will explain the purpose of external style sheet
Students will demonstrate the use of an external style sheet
Domain:Table elements
Box Shadow effect
External Style Sheet
Inline style
Border spacing
Cell
Colspan attribute
Column
Data cell
External style sheet
Heading cell
Padding
Row
Rowspan attribute
Table border
Table caption
Table header
Tables
Caption
Academic:Automatic
Consistency
Function
Utilize
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Chapter 4 test
Demonstrate how to make various changes and additions to existing code for Ocean Hotel and Sports Club
Unit 3: Modules 1 and 2 from Washington.edu Construct links from instructions
Describe cause and effect of External Style Sheets in a Power Point
Modify tables in two different pages (the real number system)
Develop a logical explanation for three ways to utilize external style sheets can be used on websites
Apply concepts for tables and external style sheets to personal project
DVUSD Adopted Resources Additional Resources
HTML5 and CSS: Comprehensive, 7th Edition ‐ Denise M. Woods, William J. Dorin
ISBN‐10: 1133526144 ISBN‐13: 9781133526148 © 2013
Chapter 4
http://www.washington.edu/accessit/webdesign/student/unit3.htm
Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
HTML: Final Project (Information Technology ‐ Web Development)
CTE Technical Standards AZ College and Career Ready State Standards Connections: ELA
Web Development
1.0 APPLY PROBLEM‐SOLVING AND CRITICAL THINKING SKILLS TO INFORMATION TECHNOLOGY
1.1 Describe methods of establishing priorities
1.2 Prepare a plan of work and schedule information technology tasks
1.3 Apply problem‐solving processes
1.4 Explain the purpose, types, and content of documentation
7.0 DETERMINE ISSUES THAT AFFECT INTERNET SITE FUNCTIONALITY
7.1 Solve performance issues including bandwidth, internet connection types, pages taking too long to
load, and resolution and size graphics
7.2 Identify security issues including authentication, permissions, and data
13.0 CREATE HTML PAGES USING AN HTML EDITOR
13.1 Explain the importance of W3C standards and conventions.
13.2 Identify the importance of creating cross‐browser coding in HTML and XHTML
13.3 Create cascading style sheets, extensible style sheet language, DHTML, and XHTML code
14.0 IDENTIFY APPROPRIATE USE OF VARIOUS MULTIMEDIA EXTENSIONS, PLUGGING AND IMAGE,
MULTIMEDIA FORMATS
14.1 Demonstrate appropriate us of flash and other multimedia
14.2 Demonstrate when to use image and file formats such as GIF, JPEG, and PNG
16.4 Design web pages so that they can be accessed by individuals with disabilities
20.0 DEMONSTRATE KNOWLEDGE OF PAGE LAYOUT PRINCIPLES IN THE DESIGN OF PAGES
20.1 Identify the principles of navigation
20.2 Identify the principles of functionality
20.3 Explain the principle of usability in design
Key Ideas and Details
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (11‐12.RH.2)
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. (11‐12.RST.3)
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. (11‐12.RST.4)
Craft and Structure
Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. (11‐12.RST.4)
Integration of Knowledge and Ideas
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (11‐12.RH.7)
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (11‐12.RST.9)
Dual Enrollment Competencies AZ College and Career Ready State Standards Connections: MATH
MCCCD – CIS133DA: Internet / Web Development Level I 9. Create a Basic Home Page with HTML 10. Enhance Web pages using HTML 15. Control Input with Web pages 16. Plan, design and publish a web site
Geometry: Congruence
Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).(HS.G‐CO.A.2)
Statistics & Probability: Conditional Probability and the Rules of Probability (S‐CP) Describe events as subsets of a sample space (the set of outcomes) using characteristics (or
categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”). (HS.S‐CP.A.1)
CTSO Co‐Curricular (If applicable) Workplace Employability Skills Standards
Future Business Leaders or Champions at Work magazine articles
FBLA ‐ eBusiness Skill Event
FBLA ‐ Web Design Skill Event
SkillsUSA
1. Complex Communication
2. Collaboration
3. Thinking & Innovation
4. Professionalism
5. Initiative and self‐direction
6. Intergenerational and cross‐cultural competence
7. Organizational Culture
8. Legal and Ethical Practices
Enduring Understandings
Web sites should be developed to meet the preferences of a client with consideration of the user experience.
Essential Questions Key Concepts
How can you satisfy the needs of a client through the design & creation of a Web site? Establishing file and folder structure for a site
Developing web pages using HTML & CSS
Enhancing web pages with text, links, styles, color, images, and tables • Save, validate, and view an HTML file and test the links • Publish a site to the Internet using web hosting and FTP
Student Friendly Objectives Vocabulary
How can you satisfy the needs of a client through the design & creation of a Web site?
Domain:Client CSS FTP Host HTML Validate Web Page Web Site
Academic:Crucial
Denote
Disabilities
Distinct
Element
Impact
Relate
Subsequent
Technique
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Establish files and folders for client site project
Develop a site map for the client’s web site
Plan content for the website Write, test, & validate HTML code to develop pages of site
Select and apply CSS styles to enhance the web site
Analyze the client’s needs and create a site
DVUSD Adopted Resources Additional Resources
HTML5 and CSS: Comprehensive, 7th Edition ‐ Denise M. Woods, William J. Dorin
ISBN‐10: 1133526144 ISBN‐13: 9781133526148 © 2013
Chapters 1‐4
Web Hot Shots Workbook (BE Publishing)
FBLA E‐Business & Website Design Skill Events
http://www.washington.edu/accessit/webdesign/student/ Arizona CTE & Math Nexus: http://nexus.cteaz.com/
Pima J‐TED Curriculum Consortium: http://CTE.pimajted.org
Appendix A: Additional resources supporting the Standards Appendix B: Assessment Rubrics Arizona Department of Education ‐ Workplace Employability Skills Rubrics:
http://www.azed.gov/career‐technical‐education/files/2011/08/workplace‐employability‐skills‐rubrics.pdf
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