Lesson Plan Title: How to Design Web Pages About Your Community

OBJECTIVES : (Grade 8)

1. The students will utilize the storyboard for developing their web page framework and links. (see Storyboard Lesson Plan )

2. The students will apply layout concepts in designing their web pages.

3. The students will assess information and resources provided to determine if they are adequate and / or appropriate to present their concepts.

4. The students will create web pages that present information on the local community.

5. The student will evaluate the web page design.

MATERIALS:

• Web page software (Adobe Pagemill on Apple Network)
• Text and graphics provided from elementary school students.
• Primary resources (photos, post cards and other objects, historical maps, etc.)
• Library resources (particularly books on the local community were helpful on the local history projects)
• Additional graphic sources (video tapes and digital photos, etc.)

PROCEDURES:

The procedures listed below were used with Adobe Pagemill on a Mac network. Similar processes as delineated below will work with other web software. Note that each group has a group password for its set of files.

1. Students set up a folder for the final project and place in that folder a series of pages to be used by the entire group (4 - 6 students per topic). Separate folders contain the preliminary materials (graphics, and text folders). The teacher emphasizes the importance of consistent navigation methods and layout placement of navigation elements (links, buttons, etc) throughout the entire group presentation.

2. Students link pages. Navigation is checked with the entire group together.

At this point students begin to work individually or with a partner on their content for the web pages. They must always check that their work coordinates with the rest of their group. For example, they check that a photograph is not being used too many times on different pages in the presentation and that important photos are used by someone in the presentation.

3. Students prepare data from materials provided from the elementary school classrooms. These materials include both text and some graphics (received in digital form). Students determine what additional materials are needed for their presentations. These materials may be any of the following:

• primary resources (post cards, photos, objects, etc.) obtained from local historical societies, institutions, and individuals
• library resources from school and community libraries and Bucks County Archives at Mercer Museum
• information on topics obtained by local historians on the phone. Note that the teacher can call directly from classroom. Students must have a prepared list of written questions before any calls are made.
• additional photos taken by students or teacher (most of these are taken with a digital camera)

5. Text is prepared from written materials provided by the elementary school students. Additional text is written by eighth grade students as necessary. Text is placed on appropiate pages as planned in the storyboard.

6. Students prepare graphics by cropping images, scaling images, and adjusting contrast and brightness when necessary . Images are then converted to JPEG or GIF for use on the Internet.

7. Students search for their topic on the Internet. This information is incorporated within the web page presentation.

8. Graphics files are placed in the folder used by the group for the final project so that they will be available when the project is uploaded. Graphics are inserted on web pages. Other optional elements are also incorporated (video, etc).

9. Students test their pages regularly in their browser to see how they look and work.

Throughout the computer lab classes, as students work on their projects they are reminded of designing for an audience that has no understanding of their topic (ex. : designing for someone in another country). The teacher points out assumptions they have made and suggests non-examples to help them clarify specific points in their presentations. Layout and design issues are repeatedly addressed.

10. Throughout the design process students are reminded of the rubric criteria that will be used to evaluate their project and to assign grades.

INTERNET SITES:

PA. & BUCKS COUNTY COMMUNITIES SITES

URL: http://www.livingplaces.com/index.html- places of interest, communities, schools, and homes for sale in Bucks County, PA.

URL: http://www.pennsylvania.com - site about state resources, recreation, & government (includes commercial information)

URL: http://www.state.pa.us - state of Pennsylvania web site

URL: http://www.libertynet.org/bchs/MMuseum.htm - This is the site of the The Bucks County Historical Society. The Mercer Mile features The Mercer Museum, Spruance library, Fonthill, Moravian Pottery & Tile Works

HILLTOWN TOWNSHIP TOPIC SITES

URL: http://www.hilltown.org - Hilltown Township - Hilltown Township's web site

URL: http://www.enter.net/~hilltown/Boards/Park___Rec/park___rec.html - Hilltown's Park & Recreation Board site

URL: http://www.pearl-s-buck.org - Pearl S. Buck International's Web Site featuring information on this non-profit organization, adoption, and international operations

URL: http://dept.english.upenn.edu/Projects/Buck - University of PA English department site; info on Pearl Buck including information on humanitarianism efforts and many photos of Pearl S. Buck's life

URL: http://faculty.rmwc.edu/topclass/buck/index.html - Randolph-Macon Woman's College site; info on Pearl S. Buck including biography, selected writings, reference list

WEST ROCKHILL TOPIC SITES

URL: http://gvh.org -- GrandView Hospital Web Site

URL: http://www.enter.net/~sellersville/ -- Borough Web Site - has history of Sellersville

URL: http://www.bciu.k12.pa.us/michener- Michener Museum's Bucks County Intermediate Unit Collection of Art

URL: http://www.netins.net/showcase/sellerfamily/200yrs.htm - includes some history of Sellersville

QUARRY TOPIC SITES

URL: http://www.coe.uh.edu/archive/science/science_lessons/scienceles1/finalhome.htm -simple machines web site including quiz

STUDENT WEB WORK DESIGN PROCEDURE:

• During the research process students explore their local community topic using the Internet. This information is to supplement or expand upon information already obtained from the elementary students and other primary resources and print publications.
• Throughout the process of working on the project, students check their own work in their browser.

OUTCOMES:

1. Students present their web page designs to other students in the class. Where possible it is a rewarding experience to have the elementary class visit the computer education classroom and have the middle school students presnt their projects to the elementary students.

2. Optional - Ongoing updating of the website based upon new information and community resources provided by community members.

ASSESSMENT and EVALUATION:

• Students complete their Web Page Design Rubric individually or with a partner at the completion of the assignment.
• The teacher evaluates presentation for focus, technical elements, text accuracy, style & quality of presentation, ease of navigation, and appropriate file management / meeting of district web guidelines (note parallels on several rubric items to PSSA Writing Rubric used in our schools). See separate item on Reference and Teacher Pages enetitled Web Page Design Rubric
• Optional - Group projects may also be presented to the class; assessment may occur with the whole class using the rubric.