TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut

Web Design & Internet Skills

Grades 9 - 12 Business Education

2016

Curriculum Writing Team

Debra Owen Department Chairperson

Stacia Nicholson Teacher Jonathan S. Budd, Ph.D. Director of Curriculum, Instruction and Assessments

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Web Design Elective

Table of Contents

Core Values and Beliefs ............................................................................... 3

Introduction ................................................................................................... 3

Philosophy .................................................................................................... 3

Course Description ........................................................................................ 4

Goals .................................................................................................................... 5

Standards .............................................................................................................. 5

Unit 1 The Internet ........................................................................................ 6

Unit 2 HTML Coding ..................................................................................... 9

Unit 3 Flash .......................................................................................................... 11

Unit 4 Dreamweaver ........................................................................................... 13

Technology Competency Standards ............................................................. 16

Course Credit ............................................................................................... 17

Supplementary Materials/Resources/Technology ........................................ 17

Rubrics/Appendices ...................................................................................... 18

The Trumbull Board of Education will continue to take Affirmative Action to ensure that no persons are discriminated against in its employment. .

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CORE VALUES AND BELIEFS

Trumbull High School community engages in an environment conducive to learning which believes that all students will read and write effectively, therefore communicating in an articulate and coherent manner. All students will participate in activities that present problem-solving through critical thinking. Student will use technology as a tool applying it to decision making. We believe that by fostering self-confidence, self-directed and student-centered activities, we will promote independent thinkers and learners. We believe ethical conduct to be paramount in sustaining the welcoming school climate that we presently enjoy. Approved 8/26/2011

INTRODUCTION Web Design & Internet Skills is an introduction to the design, creation, and maintenance of webpages and websites. Students begin by learning the history of the internet and how it works. The course also shows a student how to critically evaluate a website’s quality, how to prevent identity theft, and all of the advantages and disadvantages of online shopping. Once students understand the internet and webpages, they go on to learn how to create and maintain quality webpages of their own. The course progresses from the introductory work to learning HTML code to working on a software package (Dreamweaver) that will create the code for the user. The class ends with two culminating projects in which students design and create two websites: one for a client, and one on a topic of their own choosing.

PHILOSOPHY

Computers and the internet are essential aspects of the business world of today’s society. Students use the web for school research, social networking, shopping, job hunting, and more. As future workers, small business owners, and entrepreneurs, students who understand the internet and quality webpages will more knowledgeably manage their companies’ marketability through the use of individualized webpages. By having the skills to be able to design and create webpages, students will increase their own marketability as employees in this competitive work force. Web Design & Internet Skills will provide students with important knowledge on internet safety topics that will help them during their college studies. Students will learn how to prevent identity theft, and how to safely navigate the vast world of information at our fingertips. The course is designed for all students who use the internet.

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COURSE DESCRIPTION

Course Name Web Design & Internet Skills Level Grades 9-12 Prerequisites Elective Course – open to any ninth-, tenth-, eleventh-, or

twelfth-grade student. Materials Required The course will take place in the computer lab classroom. General Description of the Course

Students will spend the first four weeks of the course exploring how the internet works, the history of the internet, search and research strategies, evaluating websites, shopping (safely) online, and identity theft. The remainder of the course will be devoted to webpage design. Students will use HTML and CSS to create their own webpages. Then they will complete projects using Macromedia Dreamweaver CS6 and Adobe Flash CS6 Professional. Major Projects

Students will complete two major projects using Adobe Dreamweaver:

1. “You’ve Been Hired” – students will be a fictitious company to create a minimum 5-page website. Students will learn what questions they need to ask in order to design a website for an outside party. Students will be given the information upon inquiry and design a website around a client’s request. (See Appendix.)

2. Final Project – each student will pick a topic of his or her choice, approved by the instructor, on which to design a minimum 5-page website. Students will choose the images, information, and design for this website. Students will be required to include required elements learned in class. (See Appendix.)

Assessments All assessments will be done in class on the computer using Notepad, Adobe Flash, and Adobe Dreamweaver. Texts

None

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GOALS Upon completion of this course, students will:

Understand how the internet began and how it works today.

Identify and evaluate valid websites used in research.

Identify and apply safe practices for purchasing from online vendors.

Understand risks of identity theft and how to prevent it from happening.

Create webpages using HTML coding.

Identify and define object-oriented programming terminology.

Create Flash animation to be added to webpages.

Identify and apply appropriate design concepts and create webpages using the Adobe Dreamweaver product.

STANDARDS

National Business Education Association Standards

VII. Web Development and Design Achievement Standard: Design, develop, test, implement, update, and evaluate

web solutions.

VIII. Information Retrieval and Synthesis Achievement Standard: Gather, evaluate, use, cite, and disseminate information

from technology sources.

State Performance Standards and Competencies Content Area – Computer Information Systems

A. Impact on Society: Assess the impact of information technology in a global

society. 1. Describe the impact of technology on the knowledge and skills needed for

success in the workplace. G. Web Development and Design: Design, develop, test, implement, update, and

evaluate web solutions. 10. Identify and apply appropriate design concepts and create webpages. 11. Identify client and target audience needs.

H. Programming and Application Development: Design, develop, test, and

implement programs and applications. 12. Identify and define object-oriented programming terminology.

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Unit 1

The Internet

Performance Standards

Upon completion of this unit, students will:

National.VIII Identify and evaluate valid websites used in research.

State.A.1 Understand how the internet began and how it works today.

State.A.1 Identify and apply safe practices for purchasing from online vendors.

State.A.1 Understand risks of identity theft and how to prevent it from happening.

CCSS.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

CCSS.RST.9-10.2 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 the text.

CCSS.RST.9-10.4 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 9-10 texts and topics.

CCSS.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

CCSS.RST.9-10.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

CCSS.RST.9-10.7 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.

CCSS.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or recommendation for solving a scientific or technical problem.

CCSS.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

CCSS.WHST.9-10.7 Conduct short as well as more sustained research products to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.WHST.9-10.9 Draw evidence from informational texts to support analysis reflection, and research.

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CCSS.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.SL.9-10.3 Evaluate speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

CCSS.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Essential Question

Why is it necessary to be careful with the internet when using it for research, shopping, surfing the web, or for social networking?

Focus Questions

Where does our information go when we hit the send button?

Where did the Internet start?

Who makes the rules for the internet?

What are the criteria for evaluating websites?

How can we prevent our identity from being stolen?

How can we shop safely online? Scope and Sequence

1. The history of the internet

2. World Wide Web Consortium

3. How the internet works

a. Modems

b. Routers

c. Domain Name System

d. IP addresses

e. Protocols: HTTP, SMTP, POP3, TCP/IP

f. E-mail servers

4. Evaluating websites

a. Author

b. Audience

c. Scholarship

d. Bias

e. Currency

f. Links

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5. Identity theft

6. Online shopping

a. Safety of shopping online

b. Secure website signs

c. Advantages and disadvantages of shopping online

d. Costs of shopping online

i. Hidden fees

ii. Return policies

iii. Shipping costs

iv. Scams

v. Making sure a storefront is real Instructional/Teaching Strategies

Through student-centered learning, allow students to search for answers to questions as to how the internet began.

Through listening and reading, guide students to differentiate legitimate websites from websites that are not legitimate.

Demonstrate how students can tell when a website is secure and how to find the extra costs associated with buying online.

Group work to allow students to create a list of pros and cons for purchasing online. Share as a class.

Assured Experiences and Suggested Learner Activities

Scavenger hunt for information about the history of the internet – students are given questions and can search the internet for the answers.

Students create their own questions and answers for self-discovery on the W3C organization.

“How the Internet Works” activity

Activity to determine if a website is legitimate or not

Evaluate websites going through all six criteria to see if they pass.

A project to show three top sites for three different topics

A look at Chris Hansen with Dateline’s “How to Catch an Identity Thief”

Activity to learn how to effectively comparison-shop

Evaluation/Assessment Methods

Students will complete classroom assignments to be turned in and checked by the teacher on each subject to demonstrate understanding of each topic. Time Allotment

4 Weeks

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Unit 2

HTML Coding

Performance Standards

Upon completion of this unit, students will:

National.VII Create four webpages using HTML and Notepad.

State.H.12 Understand the terminology associated with HTML code.

CCSS.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.WHST.9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Essential Question

What makes a good webpage when designing one? Focus Questions

What elements make a webpage easy to navigate?

How do I write HTML?

What do programming codes mean? Content

1. Start tags

2. HTML code language

a. Start tags

b. Ordered lists

c. Unordered lists

d. Headings

e. Paragraph marks and breaks

f. Tables

g. Drop-down lists

h. Rollovers

i. Links

j. “Go back to top” command

3. CSS styling

4. Using Photoshop for images to be included in webpages Instructional/Teaching Strategies

Through technology using the SMARTBoard, teacher will demonstrate all of the aspects of designing a webpage using Notepad to demonstrate proper coding while students simultaneously complete the same task on their computers. This helps students’ visual learning, auditory learning, and kinesthetic learning.

Guide students in proper coding format to create webpages.

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Assured Experiences and Suggested Learner Activities

Students will design and program a 4-page website including an Index page, a Schedule page, a Places page, and a Favorites page. The students will learn the elements above and link all pages. Programming will be done in Notepad.

Evaluation/Assessment Methods

On a regular basis, teacher will give immediate verbal feedback to students on appropriate programming code to make a webpage work.

Teacher will assess the students based on a rubric developed (see appendix) to ensure that the students include all of the proper coding in the webpages. Teacher will give feedback to students to help them improve the code they are missing.

Time Allotment

5 Weeks

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Unit 3

Flash

Performance Standards

Upon completion of this unit, students will:

National.VII & Create animation for webpages using imported images. State.G.10

National.VII & Insert Flash animation into their websites. State.G.10

State.G.10 Create animation using Flash tools.

Essential Question

How can we make webpages more appealing to a client? Focus Questions

How can we add a slideshow of pictures to a website?

How can we make animation move?

How can we get the animation from Flash to our webpages? Content

1. Parts of Flash

a. The stage

b. How to create a shape

c. The timeline

d. Properties box

e. Classic Tween

f. Layers

g. Keyframes

2. Break apart

3. Convert to a symbol

4. Distribute to layers

5. Alpha tool

6. Free transform tool

7. Import images Instructional/Teaching Strategies

Through technology using the SMARTBoard, teacher will demonstrate all of the aspects of animation using Adobe Flash while students simultaneously complete the same task on their computers. This helps students’ visual learning, auditory learning, and kinesthetic learning.

Guide students to be able to use the timeline and Flash tools to create projects using images and text.

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Assured Experiences and Suggested Learner Activities

Create a Flash file using shapes to demonstrate layers, rectangle tool, fill tool, timeline, keyframes, and Classic Tween.

Name project – to demonstrate break apart, distribute to layers, convert to symbol, alpha tool, and free transform tools.

Slideshow – demonstrating all of the topics learned, including their ability to insert images that fade in and out as they change, as well as importing to library.

Evaluation/Assessment Methods

Teacher will circulate around the classroom to review students’ animation.

Students will demonstrate their animations for immediate feedback. Time Allotment 2 Weeks

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Unit 4

Dreamweaver

Performance Standards

At the completion of this unit, students will:

National.VII, Create webpages with HTML (a programming language) using State.G.10, Adobe Dreamweaver. State.G.11, & State.H.12

CCSS.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.WHST.9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Essential Question

How can a webpage enhance a company’s internet presence?

How is creating a website through Dreamweaver different from independent coding in Notepad?

Focus Questions

How important is a well-designed webpage to a business?

How can I take my HTML knowledge and use it in Dreamweaver?

Why is HTML knowledge important when using a tool like Dreamweaver? Content

1. Creating a Website

a. How to setup

b. Adding a folder

c. Copying a new image

d. Adding new pages to a website

2. Developing a Webpage

a. Planning the page layout

b. Creating the Head Content (meta tags, keywords, description)

c. Page properties

d. History panel

e. Viewing HTML code via various views

3. Working with text and CSS

a. Importing text

b. Setting text properties

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c. Creating an unordered list

d. Using CSS – creating, applying, editing, adding styles, attaching to a page

e. Checking for errors

4. Using and managing images

a. Inserting, aligning, and enhancing an image

b. Alternating text

c. Assets panel

d. Inserting a background image

e. Deleting images

f. Copyright rules

5. Creating links and menu bars

a. Internal links

b. External links

c. Anchors

d. Spry menu bar

e. Image maps

f. Managing links

6. Creating tables

a. Table modes

b. Inserting a table

c. Resizing tables, rows, columns

d. Merging and splitting cells

e. Inserting and aligning images

f. Adding text

g. Formatting and modifying cell content

h. Formatting cells Instructional/Teaching Strategies

Through technology using the SMARTBoard, teacher will demonstrate all of the aspects of designing a webpage using Dreamweaver for “The Striped Umbrella” project while students simultaneously complete the same task on their computers. This helps students’ visual learning, auditory learning, and kinesthetic learning.

Guide students to correct design and technique as teacher circulates during the “You’ve Been Hired” project and final project, with a checklist provided with reminders of technique for reference.

Assured Experiences and Suggested Learner Activities

“The Striped Umbrella” – all students will create the same 7-page website based on pictures and information provided by the instructor.

“You’ve Been Hired” – students will be a fictitious company to create a minimum 5-page website. Students will learn what questions they need to ask in order to design a website for an outside party. Students will be given the information upon inquiry and design a website around a client’s request. (See Appendix.)

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Final Project – each student will pick a topic of his or her choice, approved by the instructor, on which to design a minimum 5-page website. Students will choose the images, information, and design for this website. Students will be required to include required elements learned in class. (See Appendix.)

Evaluation/Assessment Methods

Students will be provided a project requirement sheet detailing the scope of each webpage. All required elements will be provided in a rubric given as part of the requirements. Teacher will circulate around the room and students will be able to ask questions as they work on each project. Projects will be assessed at each student’s computer for immediate feedback as time permits.

Time Allotment

9 Weeks

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Technology Competency Standards

1. Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

b. create original works as a means of personal expression.

c. use models and simulations to explore complex systems and issues.

4. Critical Thinking, Problem Solving, and Decision Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions.

5. Digital Citizenship – Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts – Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

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COURSE CREDIT

One-half credit in Business Education

One class period daily for one semester

Level: Elective

PREREQUISITES

No prerequisites and open to grades 9-12

TEXT

None

SUPPLEMENTARY MATERIALS / RESOURCES / TECHNOLOGY

Exercises and coding instructional sheets created by teacher. Bishop, Sherry. Adobe Dreamweaver CS5. Boston: Cengage Learning, 2010.

Online Resources about Identity Theft: Identity Theft: Stolen Futures https://www.youtube.com/watch?t=69&v=FMoZ2JNaxoA ATMs https://www.youtube.com/watch?v=PxYZ8q9GfuA Criminal Identity Theft – Stancy Nesby victim https://www.youtube.com/watch?v=Q2igbziSTCw Credit Card Identity Theft – Restaurants https://www.youtube.com/watch?v=YF9OpzcD7dg Preventing ID Theft: What You Need to Know https://www.youtube.com/watch?v=DT9DoS-1QgQ Criminal Hackers Using Social Media to Commit Identity Theft, IDAnalytics, www.IDTheftSecurity.com

http://www.youtube.com/watch?v=JwFC0jfxTco Social Networking and Identity Theft – The Connection You Don't Want http://www.youtube.com/watch?v=GiM5LiXRnj0 Hackers Using Facebook to Get Your Social Security # And Steal Your Identity http://www.youtube.com/watch?v=28-9DyxgZuk&feature=related What Is Your Password?, Jimmy Kimmel https://www.youtube.com/watch?v=opRMrEfAIiI

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RUBRICS/APPENDICES

Internet – HTML Pages

Points

Index.html

Schedule.html

Places.html

Favorites.html

Does the page have start tags?

10

Does the page have the appropriate links to the other pages?

10

Does the page have a link to a CSS style sheet, and is the style sheet coded correctly?

10

Does the Index page have an OL and UL with the correct tags?

20

X

X

X

Does the Places page have the links to drop to the description and back to the top?

20

X

X

X

Does the Favorites page have the required elements and is it creative?

20

X

X

X

Do the Schedule and Places pages have the correct tables and layout?

20

X

X

Are the page layouts visually pleasing to the eye, creative, and well-laid-out?

10

Time on task in class and effort put into pages?

10

Total Points Possible

70

70

90

70

Points Received

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You’ve Been Hired! Essential Question: How can a webpage enhance a company’s internet presence?

Focus Question: How important is a well-designed webpage to a business?

Role: You are a web designer. You have been hired to design a website for ONE of the following three customers listed below.

Task: Choose the company for whom you would like to design a website.

Company Name

Winterland Resort

Site must have:

1. Internal and external links

2. Banner on each page

3. CSS styling applied on every page – one sheet for whole site with different styles

4. Navigation Bar

5. Insert Form

6. Hot Spot / also called Image Map

7. Rollover

8. Go to top commands

9. Head content – key words, description

Directions BE CREATIVE! Use Pictures from the Hired folder in the shared drive (K:shared/web design class Nicholson/Hired) as well as the internet.

Present a plan to me of the four webpages BEFORE you start creating your website.

1. You must define who the audience is for the project.

2. Collect information about the client. You can brainstorm with other students doing the same client. Bring questions to me for answers.

3. Create your plan of the four-page website and get approved by me.

4. Create the website.

5. Share the final project.

6. Self-reflection (rubric).

7. Get paid – with a grade!

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RUBRIC FOR “YOU’VE BEEN HIRED” Possible Points

Points Received

Number of Webpages – with attractive layout, valuable information, effort involved in creating, creativity

4 pages – index, 3 linked pages with valuable information 40 or

3 pages – index, 2 linked pages with valuable information 30 or

2 pages – index, 1 linked pages with valuable information 20 or

1 page – index page only 10

Website set up properly 10

CSS styling on every page 10

Title on each page 5

Rollover 10

Image Map to an internal location 10

Banner created 10

Correct information (and enough of it!) 25

Link to an outside webpage with instructions included as to where to click and where it will take you

10

Navigation Bar on Every Page with working links 20

Pictures with alt tags 10

Background color – colors are attractive and do not compete with text

10

Must have GO TO TOP on at least one page 10

Form 20

Total Points 200

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WINTERLAND RESORT Address

Route 30 Jamaica, VT (802)555-6361 winterlandresort@yahoo.com

WINTERLAND RESORT About the customer

Corporation-owned resort with skiing, tubing, sledding, indoor pool, indoor hot tubs, saunas, hotel rooms in all sizes (including suites), restaurants, and spa

WINTERLAND RESORT Need hours of operation

Open from Thanksgiving weekend through end of April Slopes 8am – 4pm Spa 9am – 8pm Tubing times – every hour starting at 11am with last start at 3pm Skating 10am-8pm Sledding – on your own during daylight hours

WINTERLAND RESORT Cost for skiing

Skiing : Tubing Adult ticket $65 1 hr. session is $20 Jr Tkt age 6-12 $50 5 and under ski free Rentals $35/day Ice Skating $10 for 2 hours Lessons: Private $40/hr hours: 10am-8pm Group $20/hr. rentals $6 per pair

WINTERLAND RESORT Cost for Spa

Spa: hours: 9am – 8pm Massages - ................................................60 min. - $80 Back/Neck Massage ...................................30 min. - $45 Hot Stone Massage.......................................60 min.- $95 Exfoliating Facial ...............................................$55. Call for appointment 802-555-6363

Pool open from 9am-11pm Swim at your own risk

WINTERLAND RESORT Cost for Hotels

Hotel 2 Dbl Beds = $200/night 1 Queen bed = $150/night 1 King Bed = $150/night Suite = $500/night

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WINTERLAND RESORT Restaurants

Keilty Pub $ Hamburgers, Steaks, Pasta Paradise Lost $$ - Fine Dining Hours – 6am-11pm Waffle cabin at the bottom of the mountain 11am-4pm Cozy Café – 6am-2pm

WINTERLAND RESORT Pages

Home page showing what we offer Index page telling about us A page on hotel and spa – types of rooms, tips to travel A page on skiing, tubing, sledding A page on the Restaurants

We have been in business for over 50 years. No matter what season it is you can relax or find fun adventurous things to do at our resort! Form information:

1. Would the customer like to receive information about any of the

following:

Activities, the spa, hotel accommodations, restaurant

2. In what season would the customer like to visit the resort?

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Create Your Own Website

1. Choose a topic – have it approved by teacher!

2. You will create a website using Dreamweaver with an Index page and linked pages off of the Index page. You can have them as sub pages as long as there are a minimum of 5 pages in total.

3. Must use CSS styling on all pages.

4. Must have at least one Rollover.

5. Must have at least one Image Map.

6. Link to an outside website.

7. Must use a table on at least one of the pages.

8. Must have a form on one of the pages.

9. You must create a Flash movie (slide show) and insert it on one of the pages. The Flash movie must relate to the topic!

10. You must insert a navigation bar on every page!

11. You must have pictures on the pages and they must have alt tags.

12. At least one page must have a background color.

13. Must have a “go to top” on at least one page.

14. MUST have information about the topic on each page (in other words, more than just pictures). Make the page information to the user/viewer.

Index page

Linked page 1

Linked Page 2

Linked Page 3

Linked page 4

EXAMPLE: All pages created by you!

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RUBRIC FOR “CREatE YOUR OwN wEBsItE” Possible Points

Points Received

Number of Webpages – ALL CREATED BY YOU!

5 pages – index, 3 linked pages, 1 sub page below a linked page with valuable information

50 or

4 pages – index, 3 linked pages with valuable information 30 or

3 pages – index, 2 linked pages with valuable information 15

Website set up properly 15

CSS styling on all sheets 20

Title on each page 5

Rollover 10

Image Map/aka Hot Spot 10

Banner created 10

Sufficient VALUABLE information 25

Used a table 10

Flash Movie 25

Link to an outside webpage 5

Navigation Bar on Every Page with working links 25

Pictures on every page with alt tags 10

Background color on at least one page 5

Must have GO TO TOP on at least one page 10

Form 15

Total Points 250