This lesson covers how to use media such as images, video, or music created by others a website while respecting the rights of the creator of that media. After first studying Creative Commons licensing, the class learns how to add images to web pages, and how to give proper attribution when doing so.
This lesson introduces ordered and unordered lists and the associated <ul>, <ol>, and <li> HTML tags. The class practices using the tags, then goes back to the personal web page project to add a new HTML page that includes the new tags.
This lesson takes a step back from creating the personal website to talk about personal information people choose to share digitally. The class begins by discussing what types of information are good to share with other people, then looks at several sample social media pages to see what types of personal information could be shared intentionally or unintentionally. Finally, the class comes up with a set of guidelines to follow when putting information online.
This lesson continues the introduction to HTML tags, this time with headers. The class practices using header tags to create page and section titles and learns how the different header elements are displayed by default. Next, the class plans how to organize their content on the personal web pages that will be built across the unit and begins the first page of the project.
This lesson introduces to HTML as a solution to the problem of how to communicate both the content and structure of a website to a computer. The lesson begins with a brief unplugged activity demonstrating the challenges of effectively communicating the structure of a web page. The class looks at an HTML page in Web Lab and discusses how HTML tags help solve this problem, then uses HTML to write the first web pages of the unit.
This lesson introduces websites as a means of personal expression. The class first discusses different ways that people express and share their interests and ideas, then looks at a few exemplar websites made by students from a previous course. Finally everyone brainstorms and shares a list of topics and interests to include, creating a resource for developing a personal website in the rest of the unit.
So far, we have learned about the problem solving process and the elements of a computer. Today, we applied them to applications. We took a look at a sample application and asked:
What would be the input?
What would the application need to process?
What information would need to be stored?
What is the output?
After brainstorming, students were given the task of identifying the different functions of a computer for two different apps. Here is an example of one below.
App Store Exploration
Visit an app store like Google Play or Apple’s App Store. Find a non-gaming app and conduct the same analysis as in the activity guide (problem it solves, information it needs, output it provides to the user).
Today we focused on how computers use storage to process information.
To help us understand, we did another activity involving cards. The activity looked like this:
In the beginning, the students didn't need to use a lot of storage spaces but by the end, the students needed a lot more. The main point of the lesson is that without storage, computers cannot process information.