21st Century Instructional Guide for Career Technical Education
Web Page Publishing
Business and Marketing Cluster
E-Business Publishing Concentration
Interactive Media Concentration
Title:
Web Page Publishing (WVEIS 1455)
Standard
Number:
BE.S.WPP. 1
Essential
Questions:
Objectives:
BE.O.WPP.1.1
Exploring Web Page Publishing Employability Skills
Students will explore Web page publishing employability skills.
BE.O.WPP.1.2
explore new and emerging trends in the Web
design field.
BE.O.WPP.1.3
research ways business and industry use Web
sites.
Standard
Number:
BE.S.WPP.2
Essential
Question:
Basic Web Concepts
Students will examine Web concepts.
What skills are needed for web page publishing?
Students will
discover careers in the Web design field
including salaries, certifications, and
educational requirements.
Learning Plan & Notes to Instructor:
Utilize college catalogs, Internet, counselors,
resources speakers, interest/aptitude surveys, field
trips, Occupational Handbook to research careers in
the web publishing industry. Access the Internet to
search for web publishing careers. Invite career
counselors to discuss web publishing careers.
Research a career in the web design field.
Research web design policies and procedures for a
variety of industries. Utilize links from popular news
site for up-to-date information concerning technology
and web site usage. Invite a Webmaster as a guest
speaker.
Students can research and bookmark web sites used
in their communities for discussion and evaluation.
Compare career web sites such as Monster.com and
CareerBuilders.com for technology positions.
Why do Web developers need to view Web pages differently?
1
Objectives:
BE.O.WPP.1.1
BE.O.WPP.1.2
BE.O.WPP.1.3
BE.O.WPP.1.4
BE.O.WPP.1.5
BE.O.WPP.1.6
Standard
Number:
BE.S.WPP.2
Essential
Question:
Objectives:
BE.O.WPP.2.1
Students will
develop navigational skills for using the world
wide web effectively.
Learning Plan & Notes to Instructor:
Use different search engines to strengthen
navigational skills. Develop a Web quest for
students to use for navigational skills practice.
Create a scavenger hunt.
define and use web page design terminology.
Create a Word Wall – can be teacher or student
created. Use interactive media to develop a flash
card or wheel of terminology game.
examine web page design concepts.
Use the Internet to view specific pages for varied
concepts. Discuss the web pages for fonts, color,
lines, graphics, usability, appropriateness, etc. Have
students connect to their favorite web site and
explain why they like the site’s appearance.
recognize confidentiality concepts and policies. View specific pages on the Internet dealing with
confidentially concepts and policies. Search various
web sites for their confidentially policies and
procedures. Have students write a confidentially
policy.
research accepted professional conduct.
Differentiate between a professional service web site
and a causal web site.
research and analyze web page design career Use Internet to conduct research to compare Web
opportunities, salaries, and educational
Master verses Web Designer. Access the Internet to
requirements.
search for web publishing careers. Invite career
counselors to discuss web publishing careers.
Research a career in the web design field and
present the information to include salaries,
certifications, and educational requirements.
Legal and Ethical Issues
Students will determine legal and ethical aspects of Web page publishing.
What are the acceptable procedures for using other people’s work on a Web site?
Students will
research and comply with copyright and patent
laws pertaining to the Internet (including
electronic clip art, video clips, sound clips,
Learning Plan & Notes to Instructor:
Invite the school’s Technology Integration Specialist
(TIS) to speak on and provide examples of copyright
and patent laws pertaining to electronic materials.
2
BE.O.WPP.2.2
scanned images, documents, photographs,
trademarks, and other visual and audio
elements).
assess incidents where scanned or digitized
documents, photographs, visual and audio
elements can be legally used but could
ethically be questionable.
Research the Internet for current articles related to
ethical and unethical publication laws and policies.
Develop a guide for student usage.
Invite the school’s Technology Integration Specialist
(TIS) to speak on procedures used for scanned or
digitized materials. Research the Internet for current
articles related to ethical, unethical, and
questionable visual materials. Students can
developed a web page to link to their school’s site
defining local and State policies on legal, ethical and
questionable materials for school usage.
Invite a law enforcement officer whose specialty is
computer crimes to speak to the class or FBLA
chapter. Create a bulletin board on Internet safety
for the classroom or school. Prepare a media
presentation on Internet safety.
Research security issues for purchases, data
collection, and other information. Prepare a
presentation related to technology security when
using the Internet and present to a service
organization within the community.
BE.O.WPP.2.3
recognize computer crimes and privacy issues
related to using the Internet.
BE.O.WPP.2.4
examine technology security issues.
Standard
Number:
BE. S.WPP.3
Essential
Questions:
Objectives:
BE.O.WPP.3.1
Web Page Publishing Design Concepts
Students will determine Web page design concepts.
BE.O.WPP.3.2
identify Web page design features (including
ruled lines, headings, graphics, backgrounds,
lists, tables and frames).
recognize networking essentials to Web page
BE.O.WPP.3.3
What makes an effective Web page?
Students will
use terminology associated with Web design
and construction and Internet usage.
Learning Plan & Notes to Instructor:
Access the web site www.scsite.com (version used
in classroom) for crossword puzzle and interactive
activities. Create a bingo game of frequently used
terms in desktop publishing. Collect samples of web
page techniques and compile into a digital file.
Students will create a webpage, based on a
designated topic, to include the basic design features
and essentials. Use interactive media to display and
discuss Web features and essentials.
3
BE.O.WPP.3.4
construction.
classify key Internet protocols (such as FTP,
SMTP, HTTP, and TCP/IP).
Create a spreadsheet to define, compare and
contrast the key Internet protocols. Save the
spreadsheet to import into a future document.
Teacher should create a class blog for students to
respond to research of emerging technologies.
Students should include in their blogs reference to
location of articles shared. Students should respond
to two postings on the blog.
Use responder for students to answer questions.
Chart the student’s responses for a class discussion.
Students create a rubric, as a class, to use to
respond to list of posted web sites for researching
and critiquing.
BE.O.WPP.3.5
compare the effects of emerging technologies
with Web site designs (such as hand-held
devices and wireless).
BE.O.WPP.3.6
examine and critique various Web sites using
Web design features.
recognize various methods of Web page
creation (such as text editors, Web design
software, programming languages, integrated
software packages).
Producing and Publishing Web Pages
Demonstrate skills for producing and publishing a Web page.
BE.O.WPP.3.7
Standard
Number:
BE.S.WPP. 4
Essential
Questions:
Objectives:
BE.O.WPP.4.1
BE.O.WPP.4.2
BE.O.WPP.4.3
BE.O.WPP.4.4
BE.O.WPP.4.5
BE.O.WPP.4.6
How do interaction design, information design, and presentation design work together to create a
functional Web site?
What are the benefits of knowing Web site production processes?
What problems could be avoided by pre-planning a Web site using visual representations?
Students will
Learning Plan & Notes to Instructor:
design and create a Web page.
Students will create a Web site to incorporate items
in Objectives 4.1-4.13. Topics could include:
apply Web page publishing design features.
 FBLA-PBL Web page for the school
use Web page creation software or
programming language (HTML, JAVA, FLASH,
 FBLA Web Page Design competitive event
etc.) to create the Web site.
topic for the current year (found in the FBLA
Chapter Management Handbook)
create a web site using wizards and templates.
 On a specific holiday
insert images, change image appearance, and
use frames.
 Community Event
create hypertext links to other sites or pages.
 Historical Information about Your Community
implement multimedia visual and audio
 Sports
elements and enhancements.
 Entrepreneurial Business Venture
change elements and components of a web
4
BE.O.WPP.4.7
BE.O.WPP.4.8
BE.O.WPP.4.9
BE.O.WPP.4.10
BE.O.WPP.4.11
BE.O.WPP.4.12
BE.O.WPP.4.13
BE.O.WPP.4.14
BE.O.WPP.4.15
BE.O.WPP.4.16
BE.O.WPP.4.17
Standard
Number:
BE.S.WPP.5
Essential
Question:
Objectives:
page.
use a digital camera, digital video, and a
scanner to import visuals in a web page.
insert and manipulate text and graphics.
create a table, change table and cell
properties.
create page transitions.
develop and include a form.
proofread and edit Web sites.
convert an electronic publication to a Web
page.
investigate including and adding blogs, wikis,
podcasting, and RSS feeds for Web sites.
investigate using communication tools (such
as e-mail, video messaging, video
conferencing, and instant messaging) in Web
sites.
utilize content, functional and usability testing
on web pages on multiple types and levels of
browsers, links, modem speeds, and
platforms.
explore security issues for Web sites (such as
firewalls, viruses, spam, passwords, system
backups).



Lifetime Events
Career Technical Education Opportunities
Personal Web page
Review free blogs and wikis for the classroom.
Create a podcast and include information on how to
set-up blogs and wikis for the classroom. Include in
the podcast rules for blogging. Invite the County’s
TIS to be a guest speaker. Exchange classroom
information via a web conference (web cam) with
another web page publishing class in another part of
the State. Teachers may utilize the K12 Business
and Marketing Listserv to find other business
teachers to set-up this activity.
Students will create a rubric to evaluate Web sites.
Student will compile the data and form a list to use in
future classroom projects.
Divide students into groups; each group will
research, prepare, and present a presentation
related to Web site security. The presentation can
be given to the class, FBLA chapter, elementary
school or community group.
Participating in a Student Organization
Students will participate in a student organization.
What are the benefits of a career, technical student organization?
Students will
Learning Plan & Notes to Instructor:
5
BE.O.WPP.5.1
BE.O.WPP.5.2
BE.O.WPP.5.3
21st Century
Skills
Information and
Communication
Skills:
assess the purposes and goals of the local
student organization.
Invite students to participate in an FBLA chapter
event. Invite State FBLA Officer to present at a
chapter meeting or to a class on the activities,
purpose and benefits of membership. Show the
FBLA promotional video located on www.FBLAPBL.org web site. Have students to locate and
discuss the FBLA-PBL goals, mission statement, and
pledge.
discover the benefits and responsibilities of
Invite FBLA-PBL alumni members to be guest
participation in student organization as an
speakers in the classroom and during chapter
adult.
events. Coordinate a chapter event with another
service organization in the community (such as
Lion’s Club, Women’s Club, Jaycees, Rotary, etc.).
demonstrate leadership skills through
Have the local FBLA officer team to develop a
participation in student organization activities
program of work for the school year and form various
such as meetings, programs, and projects.
committees to complete the task using chapter
members. Encourage students to actively participate
in State, regional, and national conferences and vie
for leadership positions.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of
Culminating Activity
Success
21C.O.9Student recognized information Students use search
Students will present
12.1.LS1.
needed for problem solving,
engines to complete
findings in a correct
can efficiently browse, search
online search for career
report form to peers
and navigate online to access
information and composes and faculty.
relevant information, evaluates a report that compares
information based on credibility, and contrasts different
social, economic, political
Web careers.
and/or ethical issues, and
presents findings clearly and
persuasively using a range of
technology tools and media.
21C.O.9Student uses audio, video,
Students select a
Feedback from
12.1.TT4
pictures, clip art, moviemaker
community issue and
Community
programs, Webpage design
create a Web page that
audience.
software, electronic documents tells others about the
6
21C.O.912.1.TT10
Thinking and
Reasoning
Skills:
21C.O.912.2.TT1
21C.O.912.2.LS1
Personal, and
Workplace,
Skills:
21C.O.912.3.TT2
and other files to collaborate for
the creation of electronic
products that inform multiple
audiences both inside and
outside the school
environment.
Student implements various
internet search techniques
(e.g., Boolean searches, metasearches, Web bots) to gather
information; student evaluates
the information for validity,
appropriateness, content, bias,
currency, and usefulness.
Student knows how to find
information necessary to solve
advanced problems related to
hardware software, networks,
and connections (e.g., by
accessing online help, Internet
searches, technical
documentation, system utilities,
and communication with
technical experts)
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex
criteria.
Student works collaboratively to
acquire information from
electronic resources.
issue and lets them know
what actions they can take
to become more involved.
Students will use a
Boolean operator to find
specific sites determined
by the teacher such as the
U.S. Supreme Court.
Student complete
search and record
URL’s for teacher
determined sites.
Simulate a problem and
have students access the
online help information
relating to the Web
program being utilized by
the students to solve the
problem.
Student finds the
correct solution to
the simulated
problem.
Students work in
collaborative groups to
design a rubric for
evaluating peer Web
pages.
Students are assigned a
teacher selected topic
relating to acquiring
information from electronic
resources. They are to
research the topic and
prepare a presentation of
Students use the
rubrics to evaluate
peer Web pages.
Students will present
their findings to the
class.
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21C.O.912.3.TT4
Student adheres to acceptable
use policy and displays ethical
behaviors related to acceptable
use of information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism); student predicts
the possible cost and effects of
unethical use of technology
(e.g., consumer fraud,
intrusion, spamming, virus
setting, hacking) on culture and
society; student identifies the
methodologies that individuals
and businesses can employ to
protect the integrity of
technology systems.
21C.O.9Student models ethical
12.3.TT5
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
Student advocates for legal and
ethical behaviors among peers,
family, and community
regarding the use of technology
and information.
Learning Skills & Technology Tools
their assigned topic to be
presented to the class.
Students are assigned a
topic relating to
acceptable policies and
ethical behaviors. They
are to research the topic
and prepare a
presentation of their
assigned topic to be
presented to the class.
Students locate several
privacy policies at ecommerce sites on the
Web.
Teaching Strategies
Culminating Activity
Students will present
their presentations
to the class.
Identify the key
elements to include
in a privacy policy
and create a privacy
policy page for a
Web site.
Evidence of
Success
8
E.11
Entrepreneurship
Skills:
E.19
H.01
D.22
Culminating
Assessment:
Demonstrate basic search skills Student will use keyword
on the Web
searches to find the clues
to an internet puzzle.
Develop basic Website
Students develop a one
page Web site using an
alternative Web program.
Evaluate career opportunities
Students use search
based on current/future
engines to complete an
economy.
online search for a Web
related career and
compare and contrast
different salaries for
different locations
throughout the United
States.
Explain ethical considerations
Student research the
in providing information.
effect of forged digital
certificates on ecommerce.
Culminating Assessment:
Completion of the
puzzle.
Students will display
a one page working
Web site.
Student share their
findings with the
class.
Student will present
information as
directed by the
teacher.
Plan and create a Web site such as “All About Me” or “My Life”, etc. at the beginning of the course.
Throughout the course, have students update the site by adding elements and components as they
are introduced or presented. At the end of the course, this Web page should represent all content
standards and become a part of their student portfolio.
FBLA-PBL Competitive Event participation
End-Of-Concentration Performance Assessment
Links and Other Resources
Related Websites:
Links and Other
Resources
Google
www.google.com
9
Microsoft
www.microsoft.com
Classroom Chatter
www.classroomchatter.com
Blogging
www.blogger.com
Embed Audio
www.gcast.com
Videos to Upload
www.viddler.com
Sounds
www.soundsnap.com
Informational
www.chacha.com
Wetpaint
www.wetpaint.com
Dictionary
http://dictionary.reference.com/others
USA Today
www.usatoday.com
Tech product reviews
www.CNET.com
Web Writing
http://kerryr.net/Webwriting/index.htm
Gender-Neutral Language
10
http://jerz.setonhill.edu/writing/style/gender.html
How Stuff Works
http://computer.howstuffworks.com/keyboard.htm
Graphic Organizers
http://www.tantasqua.org/superintendent/Profdevelopment/etfrayermodel.html
http://www.eduplace.com/graphicorganizer/
Examples of bad Web pages
http://www.webpagesthatsuck.com/
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
Employment & Training Administration
www.doleta.gov
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
11
Contacts:
Contacts:
Business Teachers: Utilize K12 Business Marketing Listserv at K12-BUSMKT@listserv.wvnet.edu
Business Coordinator: Abigail R. Reynolds, areynold@access.k12.wv.us
OCTI Assistant Executive Director: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
12