5

Web Site Planning

(Page 131) Explore the Photo
Ask students if they have ever had an experience in
which doing an activity without planning it first has Why It Matters Chapter
led to either a poor result (such as a poor grade on a 4 showed students how
XHTML is needed to create
report or getting lost trying to find a place without resources available on the
directions) or the need to go back and do the activity Internet, and that knowl-
over. Encourage them to see that planning can save edge of XHTML basics will
them time and can be critical in having their mes- help them when they are
creating Web pages of their
sage understood by their audience.
own. In Chapter 5, they will
see the benefits of planning
21st Century Skills their Web sites before they
actually create them.
Improve Self-Management Tell students that there
(Page 131) are many ways in which to create a plan. They can
write a timeline, write an outline, or even sketch a plan.

Quick Write Activity

W Paragraph Development This writing activity prompts students to write a para-
graph about a time when they set a goal and then achieved it. Paragraphs will vary but
should include a topic sentence that effectively expresses the main idea. Sentences should
link clearly and logically to one another. Paragraphs should include details and adjec-
tives that support the main idea. After they have finished, ask students to share how they
achieved the desired goal.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

TECHNOLOGY S OLUTIONS
Online Learning Center at McGraw-Hill Professional
glencoe.com includes resources Development Mini-Clip Videos
and activities for students and are available at the Teacher
teachers. Center at glencoe.com.
Teaching Tip For visual learn-
Presentation Plus!
ers use the Presentation Plus!
PowerPoint DVD
PowerPoint DVD to introduce
Online Student Manual new concepts.

StudentWorks
Online Student Edition

Lesson Plans and Answer Keys—Introduction to Web Design 1

 5
SECTION 5.1 MISSION STATEMENTS AND
SITE GOALS
(Pages 132–136)

Bell Ringer Activity

Compare Effectiveness in Commercials Ask students to write down the first thing
that comes to mind when they think of “good” and “bad” commercials they have seen on
television. Ask students: What did you like about the good ones? What did you dislike
about the bad ones? Explain that, like ads, Web sites should have a clear purpose and
target a certain audience to be effective.

(Page 132)
Reading Guide
R Before You Read Preteaching
Ask students: Why is it Vocabulary See if students know the definitions of the terms
important to know what you mission statement and target audience before reading the sec-
hope to accomplish before tion. If not, ask them to offer definitions of the two words that
starting any project? Why make up each term. See if this process helps them come up
might this be especially with the correct definition of the term. Have them check their
important in Web design and definitions against those given in the glossary.
development?

Graphic Organizer
Answer
The graphic organizer is
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

available on this book’s Determine Purpose Determine Write

and Goals Audience Mission Statement
Online Learning Center.
Students’ answers should look
similar to the example to the
right.

R Reading Strategy
Reading for a Purpose Have students write down their own purpose for reading. Point
out that if they set the goals, they are more likely to recognize when they have or have not
met those goals. Be sure that students understand that their defined purpose should not be
“to pass the course” or “to get good grades.” The purpose needs to be a specific, measurable
objective, such as “to plan an effective Web site.”

Lesson Plans and Answer Keys—Introduction to Web Design 2

 5

W Writing Support
Descriptive Paragraph Ask students to think about an issue that is impor-
Mini Clip tant to them (a bigger allowance, the need for a car, and so on). Have students
Reading:
Lesson write a descriptive paragraph about the issue. After they have finished, ask
Reflections students: With whom would you speak to change the situation, and what
points would you need to make to achieve the desired change? Then, ask
A narrator discusses various
instructional strategies suitable
students: Are these considerations addressed in your paragraphs? Explain that
for use with English learners. before starting any project they should know their purpose, or what they hope
to accomplish.

Answers to Section 5.1 Captions and Activities

(Page 133) As You Read Answers will vary, but examples may include: further education, pursue a
particular career, or travel abroad.
Real World: Why It’s Important SMART goals are used in all aspects of business to
assess whether the business knows its purpose and is meeting its goals.
Reading Check It is important to define a Web site’s purpose because the goals of
the Web site serve to define that purpose.
Figure 5.1 Answers will vary, but students may say that they revisit the purpose for the
site, follow a step-by-step plan, or use a timeline.
(Page 134) Figure 5.2 It is important to consider how people will access your site because if your
target audience uses dial-up connections, you would want to avoid complex graphics
that increase download time.
Academic Focus Mathematics: Analyze Data The total population is 312,500.
(x = 25,000 ÷ .08)
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Reading Check It is important to identify a site’s target audience in order to deter-

mine the tone, or look and feel, of a site.
(Page 135) Figure 5.3 The mission statement would encourage other schools to participate in con-
tests. The focus would be on promoting advantages of competition.
(Page 136) Activity 5A: Create a Mission Statement Students use provided infor-
mation to create a short mission statement. One example might be: The
Language Club is aimed at high school students interested in foreign languages. It will
include a range of topics for all levels of knowledge, and also display a calendar showing
meetings and events.
Academic Focus: English Language Arts: Mission Statement Students’ mission
statements will vary, but the mission statements should be written in complete sentences
and be grammatically correct.
Reading Check A mission statement works to remind the Web designer of the
purpose of the site during the creation process.

Lesson Plans and Answer Keys—Introduction to Web Design 3

 5

Quiz
Ask students to answer the following questions:
1. Why is it important to consider what your target audience already knows about your
Web site’s topic? (It is important to consider what an audience already knows about
the topic so that you can provide the appropriate information, such as introductory
information, or more specific information that they will find useful and interesting.)
2. What is a template? (A template is a pre-designed, reusable pattern that you can
use to lay out elements on a Web page.)
3. Why is it important to determine the purpose of a Web site before building it? (It is
important to define a site’s purpose before you begin building it because the goals of
the Web site, or what you hope to accomplish, serve to define that purpose.)

S Skill Practice
Guided Practice
L1 Identify Ask students to identify five questions you should ask yourself when iden-
tifying a target audience. (Answers should be based on the material in Figure 5.2 on
page 134.)
L2 Compare Reiterate that a Web site should be tailored to meet the needs of a spe-
cific audience. Ask students: What are some examples of Web sites that are targeted to
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

a specific audience? Have students examine a press release for consumers and a share-
holder report. Have students share their thoughts on the differences between the two
documents and describe why the differences may exist. What information does each
audience want?
L3 Prepare Divide students into small groups. Tell students: You are responsible for
determining the purpose and goals for a Web page about a hobby that interests you.
Working together, have groups write a mission statement and describe a target audience
and site purpose for the Web page. Ask groups to prepare an oral report for the class.

Mini Clip
Reading: Group Discussions
Students discuss academic content they have just read.

Lesson Plans and Answer Keys—Introduction to Web Design 4

 5

(Page 136) Section 5.1 After You Read Answers

Review Key Concepts

1. If a student’s chosen topic is too broad or lacks focus, narrowing that topic will
make the site’s goal more achievable.
2. Students may include: You should know who the target audience is, what that
audience already knows about the site’s topic, what that audience wants to find
out, and how that audience will access the site.

Practice Academic Skills

3. Student analyses will vary. The site’s long-term goals will expand on the immedi-
ate goals to encompass the additional knowledge, skills, and requirements of its
audience as time goes on.
4. Student answers will vary. A clothing Web site
for very young children would be more pic-
Online Student Manual
ture-based and have information for parents.
Students can use the
A Web site aimed at teenagers might have more Online Student Manual and
popular jargon and phrases, and the Web site their Web design software
might try to construct a “lifestyle” around the to apply the skills learned
clothes that would appeal to teens. in this section.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Culminating Activity
Reinforce Concepts To reinforce the concepts in this section, have students imag-
ine they are creating a Web site to sell their favorite product. Ask for suggestions (like
favorite snacks, music, and cars, among others), then choose two or three products that
might appeal to different target audiences. Ask students to identify the purpose of each
site and its target audience. Have them create a mission statement for each site. Then,
change the purpose, and ask students how this leads to changes in the mission statement.
For example, if the product is a skateboard, the initial site’s purpose might be to sell
the product, but how might the mission statement change if a page were added about
skateboard safety?

Lesson Plans and Answer Keys—Introduction to Web Design 5

 5
SECTION 5.2 NAVIGATION SCHEMES
(Pages 137–142)

Bell Ringer Activity

Navigating a Web Site Ask students to name some of their favorite Web sites. Then, go
online and visit some of these sites. Have students note what kind of pages are in the site
and how they get to those pages (from a line on the home page, from a different page,
and so on). Point out that after they have finished this section, they will be able to explain
the navigation scheme of the site as a Web designer would. (Note: After finishing this
section, have them explain the navigation scheme.)

(Page 137)
Reading Guide
R Before You Read Preteaching
Ask students to brainstorm how Vocabulary Before discussing the Content Vocabulary, see if
developing the structure for a students know the difference between the terms hierarchical and
Web site might be similar to linear. Ask students to guess the difference between a hierarchi-
planning and mapping out a cal navigation scheme and a linear navigation scheme and then
road trip. Ask students: How compare their answers to the definitions.
can the structure help you to
define your goals and the steps Hierarchical Linear
you need to take to reach these Pages arranged on All pages on
levels with parent- same level; each
goals? child relationships; Home page located page accessed from
users can choose at topmost, or last page and linked
order to view pages first, level; used by to next; user must
according to professional Web navigate one page
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

their interest designers at a time in a

specific order
Graphic Organizer
Answer
The graphic organizer is
available on this book’s Mini Clip
Online Learning Center. ELL: Accessing Prior Knowledge
Students’ answers should look A teacher helps students connect what they already
similar to the example to the know and the topic of the upcoming section.
right.

C Critical Thinking
Evaluate Navigation Schemes Tell students: In your experience using the Internet,
you have probably found some sites easier to navigate than others. Use this experience
to show students the importance of a good navigation scheme. Visit at least one site that,

Lesson Plans and Answer Keys—Introduction to Web Design 6

 5
in your opinion, is easy to navigate, and one that is difficult. Ask students: Why is the
less-effective one hard to navigate, and how could it be improved? Then ask students to
suggest a new navigation scheme for that site. Ask volunteers to share their ideas with
the class.

Answers to Section 5.2 Captions and Activities

(Page 138) As You Read Answers will vary, but students may say that in all three scenarios, the user
must navigate through a structure or path to get to where they want to go.
Reading Check Answers will vary, but students may say that viewing your site from
the audience’s perspective can help you predict how users will use the site.
Explore Navigation Schemes More information about navigation
schemes is available at glencoe.com.
(Page 139) Academic Focus: English Language Arts: Outlines Outlines may vary. One possi-
bility: 1. Principles of Good Navigation, 2. Types of Navigation Schemes, a. Hierarchical
Navigation Schemes, b. Linear Navigation Schemes, c. Random-Access Navigation
Schemes, 3. View a Web Site’s Navigation Scheme.
Figure 5.5 The site’s home page is at the topmost level.
(Page 140) Figure 5.6 They will enter the site at the home page.
(Page 141) Reading Check In random-access navigation, a site’s pages are not organized in any
particular order, but the pages are linked randomly to each other.
Activity 5B: Explore a Web Site Using a Site Map Students view the
navigation structure of a Web site.
(Page 142) Reading Check Hierarchical navigation is the most common navigation scheme
used on the Web.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Quiz
Ask students to answer the following questions:
1. What factors should you consider when choosing a navigation scheme? (You
should consider what kind of information is presented on the site and how the
audience will want to access that information.)
2. What is the top-level page in a hierarchical Web site? (A Web site’s home page is
the top-level page in a hierarchical site.)
3. Rewrite this statement to make it true: Each child page can only have a single
parent whereas a parent page can only have up to three child pages. (Each
child page can only have a single parent whereas a parent page can have many
child pages.)

Lesson Plans and Answer Keys—Introduction to Web Design 7

 5

S Skill Practice
Guided Practice
L1 List Ask students to list and describe the three main types of navigation schemes.
(Answers should be based on the material under the heading Types of Navigation Schemes
on page 138.
L2 Create Have students imagine that they have seen seven movies in the
past month. Four were action-adventures and three were comedies. Have stu-
Mini Clip dents create a chart that places the movies (including titles) into a hierarchical
Reading: structure. Have students share their charts with the class. Finally, ask students
Standards-
Based
to describe why a hierarchical navigation structure is better suited for this site
Instruction than a linear structure.
Emily M. Schell, Ed.D., educator
and author, discusses standards-
L3 Present Divide students into small groups and have each group research
based instruction. a different navigation scheme and record the characteristics of sites that use
their assigned scheme. Ask groups to prepare a presentation for the class. As
a class, compare the characteristics of the navigation schemes researched.

(Page 142) Section 5.2 After You Read Answers

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Review Key Concepts

1. Navigation makes a site easier to use. An effective navigation scheme is well orga-
nized, uncluttered, predicts users’ needs, and appeals to its target audience.
2. Consider what kind of information is presented on the site and how the audience
will want to access that information.

Practice Academic Skills Online Student Manual

Students can use the
3. Diagrams may vary. A Web page may be both Online Student Manual and
a parent and a child page. If a page is linked to their Web design software
a preceding page on a level above it, it is a child to apply the skills learned
page. If the same page is also linked to a page in this section.
one level down, it is that page’s parent.

Lesson Plans and Answer Keys—Introduction to Web Design 8

 5
4. Paragraphs will vary, but may include: Both hierarchical and linear navigation
schemes start at the home page level. The hierarchical site then branches off to
many levels while the linear site’s pages remain on one level. A hierarchical site’s
pages may be accessed in the user’s preferred order, whereas the linear navigation
scheme requires the user to access the pages in a specific order.

Culminating Activity
Analyze Navigation Schemes Ask students to imagine they are creating a Web site that
will consist of multiple pages. The site can be about themselves, a celebrity, or any topic
of interest to them, but it should have at least eight pages. Have students decide what
the pages would be, and then analyze whether it would be best to use a hierarchical or
linear navigation scheme in designing the site. Ask them to explain their decision and to
create a chart showing the navigation scheme they have selected.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Lesson Plans and Answer Keys—Introduction to Web Design 9

 5
SECTION 5.3 SITE STORYBOARDS
(Pages 143–149)

Bell Ringer Activity

Create a Storyboard Tell students to imagine they are directing a short film. Have
them come up with a very simple story. Have them first decide on the proper navigation
scheme for that movie (i.e. linear). Then, ask them to suggest the first five scenes, in
sequential order, that begin to develop the story. Ask students to draw simple sketches of
the scenes. Explain that this is similar to Web site storyboarding. Tell students: In a Web
site, the navigation scheme may be linear or hierarchical and the “scenes” are equivalent
to the Web site’s pages. And just as they decided the general content of each scene, a Web
designer must decide the general content of each page of a site.

(Page 143)
Reading Guide
R Before You Read Preteaching
Ask students: What are some Vocabulary Ask students if they know the difference between
advantages of using a visual a page title and file name before reading this section. Have them
representation to decide what check their definitions against those in the book’s glossary.
information to include in a
Web site? Storyboarding

Graphic Organizer
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Answer Draw a site’s navigation structure— Create a sketch of

The graphic organizer is avail- Determine what kind and how many pages each page—
(in general) your site will contain. Choose For each page, create a
able on this book’s Online either a linear or hierarchical scheme sketch identifying basic
Learning Center. Students’ depending on how your audience needs text and graphics plus
answers should look similar to to access the site’s information. Create the an idea for placement of
particular structure of your site. these elements.
the example to the right.

C Critical Thinking
Identify Storyboarding Problems Create a brief mission statement. Then create a story-
board for it and intentionally insert elements that will create problems, such as: not fulfilling
the mission statement, using page names that are non-descriptive and/or confusing, using
graphics that are irrelevant or uninteresting, and so on. Ask students to identify and explain
all the potential problems with the Web site. Ask volunteers to offer ways to correct them.

Lesson Plans and Answer Keys—Introduction to Web Design 10

 5

R Reading Strategy
Create a File Name List Ask students to create a Mini Clip
ELL: Provid-
table that lists appropriate file names for the follow- ing Clear
ing pages that are part of the Music Department Web Directions
site: Home, Band, Wind Ensemble, Performances,
Contact Us. Students’ file names will vary, but the table A teacher provides clear written
and oral directions for a classroom
should be organized similarly to the one below. File assignment and checks for
names should not include spaces, should be reasonably student understanding.
short, and end with an .html or .htm extension.
Page Name File Name (examples—students’ answers
will vary)
Welcome to the Music Department home.html
Band band.html
Wind Ensemble wind_ensemble.html
Performances performances.html
Contact Us contact_us.html

Answers to Section 5.3 Captions and Activities

(Page 144) As You Read Answers will vary, but may include creating an outline for an essay or an
oral presentation.
Academic Focus: English Language Arts: Brainstorming Answers will vary, but
may include an analogy of storyboarding to planning an academic project by using a
sketch: first drawing a structure of the parts of the project, then sketching each part and
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

identifying the content for each part.

Storyboarding a Site You may have students gain additional expe-
rience with various storyboarding methods by having them visit glencoe.com.
Reading Check Three different ways to approach storyboarding are with formal
drawing tools, presentation software, and a paper and pencil.
(Page 145) Figure 5.8 The Language Club and Events pages will likely be parent pages.
Activity 5C : Chart Navigation Structure Students create a hierarchical
navigation scheme for the Language Club Web site.
(Page 146) Table 5.10 The page name, also called the page title, is the name you choose to display
on the browser’s title bar. The file name is the name you choose to save your page as and
can be an .html (or .htm) document.
(Page 147) Activity 5D: Specify Files and Folders Students build a file and folder
structure for the Language Club Web site.
Reading Check A file name is the name of the XHTML document that makes up
the Web page itself.

Lesson Plans and Answer Keys—Introduction to Web Design 11

 5
(Page 148) Activity 5E: Sketch a Web Page Students create a simple drawing of
the About Us page of the Language Club Web site, identify text and
graphics they plan to use, and determine the placement of these elements. Then they create
a second sketch for the same page, with the same content, but different placement of the ele-
ments. They compare and evaluate sketches, and explain the placement they chose.
Reading Check The different elements of the page, including the content and
graphics, should be included in a Web page sketch.
(Page 149) Figure 5.13 Planning results in a clearly stated pur-
pose and audience for a Web site, as well as a mission Teaching Tip Repro-
ducibles of the Web Site
statement. This makes it more likely that any poten- Planning Checklist are
tial problems will be identified at this stage, before available at glencoe.com.
storyboarding begins.
Reading Check It is important to follow all the
planning steps to help identify any potential problems before the site is actually built.

Quiz
Ask students to answer the following questions:
1. What is the most important thing to focus on when creating sketches of individ-
ual pages? (When you sketch a page, the most important thing to focus on is the
page’s overall purpose.)
2. What is a page header and why is it important? (A page header, or page banner, is
a graphic that appears at the top of a Web page. It usually identifies the site, the
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

section you are currently in, and the site’s primary navigation.)
3. What might be an advantage of using a linear navigation scheme? (Answers will
vary, but may include: If information must be accessed sequentially, then a linear
scheme works best.)

S Skill Practice
Guided Practice
L1 Identify Ask students to identify the tasks that need to be accomplished during the
storyboarding process. (Storyboarding involves drawing the site’s navigation structure and
creating brief summaries or sketches of the major pages.)

Lesson Plans and Answer Keys—Introduction to Web Design 12

 5
L2 Create Ask students to create a graphic organizer
to illustrate three different ways to approach story-
boarding. (Organizers will vary, but should include: Mini Clip
ELL: Access-
Some designers use formal drawing tools to create ing Prior
their storyboards. Others use presentation software Knowledge
to create a working model of the site. Other Web
designers simply sketch their concepts with paper A teacher helps students make
connections between what they
and pencil.) know and the upcoming reading
L3 Apply Have students write a paragraph in which selection.
they describe the tasks that need to be accomplished
during the storyboarding process. Ask students: What are the advantages of storyboard-
ing a Web site? (Paragraphs will vary. Storyboarding advantages should be based on the
material under the heading Storyboarding on page 144.)

(Page 142) Section 5.3 After You Read Answers

Review Key Concepts

1. Answers will vary, but may include: Using tables and charts is a good way to
gather the information needed to plan a Web site’s navigation structure.
2. The page name, also called the page title, is the name you choose to display on
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

the browser’s title bar. The file name is the name you choose to save your page
and can be an .html (or .htm) document.

Practice Academic Skills

3. Students’ paragraphs will vary, but should
explain how a storyboard could be used to Online Student Manual
explain site structure to someone who does not Students can use the
Online Student Manual and
speak English. their Web design software
4. Student essays will vary but should reflect to apply the skills learned
an understanding of the section material. in this section.
Problems to be avoided include unclear site
goals or purpose, information that is inappro-
priate for the target audience, and an inefficient navigation scheme for the site
(making it difficult to access the information desired).

Lesson Plans and Answer Keys—Introduction to Web Design 13

 5

Culminating Activity
Plan a Web Site Have students work in small groups and use the steps in Figure 5.13
on page 149 to plan a Web site of their choosing. They should create: a brief mission
statement (clearly indicating the site’s purpose, goals, and audience), a chart showing the
navigation scheme, including each page’s title and file name, and a sketch of the three
most important pages of the site. Have groups exchange their plans with those of another
group and get feedback from their peers (who can use the same list as a rubric).

Mini Clip
Reading: Flexible Groupings
Teachers use strategies of flexible groupings and partner sharing to
encourage and promote student discussions.

(Page 150)
DEVELOPING WEB CONTENT
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Answers to Skill Builder

1. Students should be supervised when searching for Web sites. They should look
for sites that use heavy text or graphic content, such as educational, e-commerce,
and informational sites. Large organizations often post job openings on their
sites. Even if a student is not particularly interested in this field, have him or her
think about the education, training, and experience needed on a résumé targeted
to this type of position. Résumés may be created with word processing, desktop
publishing, or Web authoring software. They can be published as print docu-
ments or Web pages.
2. Students should examine different types of Web sites including informational,
educational, commercial, etc. They should look at elements that might require
specific content providers such as writers, instructional designers, artists, videog-
raphers, etc. The essay should identify the content, discuss the probable provider,
and describe why particular content is important for a particular kind of site.
Students may also have the option of creating a chart that compares the content
elements of the Web sites.

Lesson Plans and Answer Keys—Introduction to Web Design 14

 Chapter Review, Assessment, and Activities 5
The Chapter Review covers a wide range of student knowledge. Due to time con-
straints, students may not be able to complete every activity in the Chapter Review.
Select the activities that are appropriate for your class needs and resources.

(Page 151) Vocabulary Review

1. Students use each of the vocabulary terms in a sentence.

Review Key Concepts

2. Identifying a site’s purpose will help 8. Storyboarding helps Web designers
you determine goals that you can avoid mistakes by providing them a
work toward to a Web site that serves visual of the basic structure of a Web
to define that purpose. site, graphically illustrating how
3. Understanding what your audience pages will be linked, and providing
knows helps you determine a Web a brief look at the overall contents of
site’s scope—the depth of informa- each page of the site.
tion to provide the site’s audience. 9. Drawing the site structure and creat-
4. It is important to know your site’s tar- ing sketches: (1) help make sure that
get audience so that you can tailor the all the goals of the Web site are met,
information to include on your site to (2) provide guidelines when it comes
get them to visit your Web site. time to develop Web page content
and (3) are useful when it comes
5. Three types of navigation schemes time to create the template to be
are: hierarchical, linear, and random- used for the pages.
access.
10. Students should create a Web site
6. A linear navigation scheme does not planning checklist. Checklists should
include navigation to various levels be based on the material under the
as a hierarchical scheme does. heading Web Site Planning Checklist
7. A site map is a list of categories that
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

on page 148 of the student edition.

organizes the content of large Web 11. Answers will vary. Emphasize to
sites. Site maps typically include a students how important it is to do a
list of all the pages on a Web site. candid assessment of how well they
followed their site plans.

(Page 152) Critical Thinking

12. The page name, or page title, is the name that displays on the browser’s title bar
and should make sense to the user. The file name is the relatively short name
chosen to save your page as an .html (or .htm) document. Both identify parts of a
Web site.
13. The advantages of a hierarchical scheme are that visitors can get a site overview
quickly by examining the home page; visitors can go directly to the pages that
interest them and skip the pages that do not interest them; the freedom to “click
around” prevents visitors from becoming overwhelmed by information they do
not want; and visitors can keep track of where they are on the site.

Lesson Plans and Answer Keys—Introduction to Web Design 15

 Chapter Review, Assessment, and Activities 5
14. Students should specify that a linear navigation scheme would work best for a
slide show. In a linear navigation scheme, every page exists at the same level.
Each Web page in this scheme is accessed from the previous page and then is
linked to the next page. Linear navigation schemes are the best choice when
pages need to be viewed in a certain order, such as a slide show, story, or step-
by-step directions.
15. Students’ answers should reflect the following information. Removing the Events
page from the Language Club Web site and linking all the pages below it would
cause confusion to visitors. The subpages that were under Events would now be
linked under the Home page and would therefore have no context. While chang-
ing the navigation scheme this way would provide quicker access to these pages
that were formerly two levels below the home page, it would cause frustration and
may end up driving visitors away.
16. A drawing of a hierarchical scheme is called a tree diagram because it looks like
an upside-down tree with the home page being the trunk of the tree, and sub-
sequent pages creating its branches. These branches can have branches of their
own as well.
17. Students’ suggestions will vary but should supply specific examples to accompany
those suggestions. For example, the site could create specific areas within the navi-
gation scheme for each type of audience. Other suggestions can include creating a
Web site that is accessible to as wide an audience as possible; providing introduc-
tory information about topics rather than in-depth information; creating a Web
site that loads into a browser quickly and does not need plug-ins; designing a site
that appeals to visitors and regular users alike while keeping the navigation intui-
tive and easy to use; and providing topics and information that a wide-ranging
age group can relate to.
18. To make the About Us page a parent page, a new page, such as a directions
page, would have to be added below About Us to form a hierarchical relation-
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

ship. Navigation on the About Us page would have to be modified to show the
new relationship.

(Page 153) Academic Connections

19. Social Studies—Create a Timeline Students’ timelines will include the
dates the printing press was invented and when the Internet was invented, as well
as at least three other significant dates in the history of communications (a third
date should be when the Web was invented). Note that students may give slightly
different dates for events depending on their sources. Encourage students to use
only reliable sources such as encyclopedias, government and education Web sites,
and so on. Students use their information to create a storyboard with a linear
navigation scheme.

Standardized Test Practice

20. The correct answer is c. As students review the answer statements, remind them
to use the process of elimination to find the answer.

Lesson Plans and Answer Keys—Introduction to Web Design 16

 Chapter Review, Assessment, and Activities 5

(Page 154) Standards at Work

21. Create Site Navigation Students’ storyboards must contain 20 pages arranged in
a hierarchical navigation scheme. The site must have three levels of pages. A sug-
gested organization is as follows: The home page at the topmost level would con-
nect to the pages for general information, types of exhibitions, special attractions,
and gift shop merchandise. The third level of pages will offer more information
about specific exhibitions, special attractions, and gift shop merchandise.

21ST CENTURY SKILLS

(Page 155) 22. Create a Mission Statement Students create a mission statement for a site dedi-
cated to universal design. Students’ mission statements should adequately answer
the following questions: What is your site’s purpose? What are the site’s immedi-
ate goals? What are the site’s long-term goals? and Who is the target audience?

CHALLENGE YOURSELF

(Page 155) 23. Improve Self-Management Groups should present their storyboards to the class.
The storyboards show the navigation scheme and all planned pages with page
titles and file names. Encourage students to compare the results of the various
groups and discuss which items will be most useful and most accessible to senior
citizens.
24. Analyze Web Sites Students’ charts should adequately compare and contrast the
two sites. Their analysis should include the sites’ purpose, goals, target audience,
content, and navigation scheme. Students are asked to use two sites that, though
they are in the same category, are very different from each other. For example,
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

two educational sites could be very different if one is intended as a tool for college
students, while the other is designed for use by middle school and high school
students. Students’ tables may look similar to the one below:
Criteria www.landsend.com www.travelocity.com
Category Commercial Commercial
Purpose To sell clothes and home To sell travel-related goods and
goods services
Goal To increase sales and revenue To increase sales and revenue
Target Audience Adults and families Adults
Target Audience Need Clothes and home goods Plane tickets, hotel rooms,
rental cars, etc
Content Readability Good Good
Navigation Scheme Hierarchical Hierarchical

Lesson Plans and Answer Keys—Introduction to Web Design 17

 Projects Across the Curriculum 5
(Page 156) Project 1—Plan a Web Site
English Language Arts Students create a mission statement for a group, organization,
or club to which they belong. Assign an organization to any students who do not par-
ticipate in organized activities outside the classroom (e.g., “Students for Better Cafeteria
Food”). Students also analyze their target audience and create a storyboard for the group’s
Web site. The storyboard should indicate navigation structure, page names, and file
names. Students also create a sketch of the site’s home page. The storyboard and sketches
should have a clear connection to the mission statement.

Project 2—Compare and Contrast Navigation Schemes

English Language Arts Students conduct online research to understand the differences
among each of the three main types of navigation schemes: hierarchical, linear, and
random-access. Students use their research to design and create a separate storyboard for
each type of navigation scheme. Students then write an essay that compares and contrasts
the schemes and explain why each scheme is appropriate for that particular site’s purpose
and audience.

(Page 157) Project 3—Analyze Design Functionality

English Language Arts Groups should present their storyboards to the class. The sto-
ryboards show the navigation scheme and all planned pages with page titles and file
names. Students create sketches for the photo gallery page and the first two locations
pages. Students should include links to the San Francisco and Grand Canyon photo gal-
leries on the locations pages and a link to the locations pages on the photo gallery page.
Encourage students to compare the results of the various groups, and discuss which items
will be most useful and most accessible to users.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

e-RESOURCES S OLUTIONS
Go to the Online Learning Career Resources give students
Center at glencoe.com to find career planning advice, such as
additional activities and career how to create a résumé.
resources.
Rubrics allow students to
Practice Quizzes can be evaluate their work.
completed as in-class activities,
Extension Projects help extend
homework assignments, or to
student understanding
prepare for tests.
of technology concepts.

Lesson Plans and Answer Keys—Introduction to Web Design 18