Business Education Program Understandings understand that: Oral and written communication skills are imperative in the world of work and throughout life Effective electronic documents enhance communication. The ability to work independently as well as in a group is imperative in the world of work and throughout life Technology skills facilitate problem solving. Technological tools and skills aide in the ability to locate, select, and evaluate data in order to make informed decisions.
BUSINESS EDUCATION DEPARTMENT COURSE MAP 6 6th Grade KIT 7 7th Grade BIT 8 8th Grade DIT 9 10 11 12 Computer Applications Getting a Job Multimedia Communications Graphic Media Communications Audio Video Communications Web Design & Communications Personal Finance & Business Accounting Entrepreneurship Sports and Entertainment Management Business and Personal Law
Business Education EQUITY STATEMENT The Rockwood School District believes that it is the right of every student to receive equal opportunities in all educational programs and activities conducted by the district. It is the policy of the Board to accord equal consideration and impartial treatment regardless of race, color, national origin, ancestry, religion, socioeconomic stats, sex, age or disability. In keeping with this policy, the district strives to ensure equitable programs, course offerings, services, facilities, and educational materials. In addition, the district promotes equal opportunities for educational development by equipping all students with technology, research/information processing, and job-preparedness skills. Business Education DIFFERENTIATION The Business Department in the Rockwood School District recognizes that differentiation is an important process that teachers use to enhance the learning of all students, building on their individual strengths and level of knowledge. The Business Curriculum was written to facilitate the incorporation of differentiation strategies to enhance student learning. The Facilitating Activities of each course proves flexibility to address the individual learning needs of all students.
Grade Level/Course: Content Area: Business Education MULTIMEDIA COMMUNICATIONS Grade Level/Course Overview: The demand for multimedia the ability to apply it will continue to expand as businesses employ multimedia applications. Develop and expand your digital side utilizing desktop publishing, graphics, audio, video, and electronic presentation skills. incorporate these advanced computer applications into a large variety of business and personal projects. Strands/Domains Product-Performance Elements of Production Workplace readiness Interdisciplinary Themes Critical Thinking Problem Solving communication Program Understandings (pk-12) Oral and written communication skills are imperative in the world of work and throughout life Effective electronic documents enhance communication. The ability to work independently as well as in a group is imperative in the world of work and throughout life Technology skills facilitate problem solving. Technological tools and skills aide in the ability to locate, select, and evaluate data in order to make informed decisions. Units of Study Foundations of Multimedia Desktop Publishing Image-editing software Animation Software Video Production Software
Strand/Domain* Elements of Production Cluster* Foundations of Multimedia CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E E determine appropriate hardware and software required for specific multimedia tasks. determine the uses and purposes of multimedia in business identify and determine effective use of design principles. demonstrate ethical and legal practices in the use of multimedia applications. GLE/CLE s ACT CCSS MO National IT.V.1.1, IT.V.4.4, IT.VI.1-2.1 COMM.I V.3.8 COMM.I V.3.8 IT.XV.1.1,IT.XV.1. 2,IT.XV.1.3,IT.XV. 1.4,IT.XV.3.3
Strand/Domain* Product-Performance Cluster* Desktop Publishing CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E E evaluate the purposes, functions and features of software and hardware utilized in desktop publishing. identify and determine effective use of design principles. understand and demonstrate the process of planning a document create marketing materials using desktop publishing software. demonstrate ethical and legal practices in the use of multimedia applications. demonstrate effective use of verbal and written communication skills. investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. GLE/CLE s ACT CCSS MO National WHS T 11-12.2 a WHS T 11-12.8 IT.II.1.1, IT.II.1.4, IT.II.1.6, IT.V.3.6 COMM.I V.3.8 COMM.I. B.2.8, COMM.I. B.4.5 IT.V.3.5 IT.XV.1.1,IT.XV.1. 2,IT.XV.1.3,IT.XV. 1.4,IT.XV.3.3 COMM.I. D.1.1 COMM.I. C.2.1, COMM.I. C.1.7, COMM.I. C.2.6
Strand/Domain* Product-Performance Cluster* Image-editing CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E E evaluate the purposes, functions and features of software and hardware utilized in photography-based editing software identify and determine effective use of design principles. understand and demonstrate the process of planning a document. create and manipulate digital images from a variety of sources using photography- based editing software. demonstrate ethical and legal practices in the use of multimedia applications. demonstrate effective use of verbal and written communication skills. investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. GLE/CLE s ACT CCSS MO National WHS T 11-12.2 a WHS T 11-12.8 IT.II.1.1, IT.II.1.4, IT.II.1.6, IT.V.3.6 COMM.I V.3.8 COMM.I. B.2.8, COMM.I. B.4.5 IT.V.3.5 IT.XV.1.1,IT.XV.1. 2,IT.XV.1.3,IT.XV. 1.4,IT.XV.3.3 COMM.I. D.1.1 COMM.I. C.2.1, COMM.I. C.1.7, COMM.I. C.2.6
Strand/Domain* Product-Performance Cluster* Animation CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E E evaluate the purposes, functions and features of software and hardware utilized in animation software identify and determine effective use of design principles. understand and demonstrate the process of planning a document. create animations using animation software frame-by-frame and tweening techniques. demonstrate ethical and legal practices in the use of multimedia applications. demonstrate effective use of verbal and written communication skills. investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. GLE/CLE s ACT CCSS MO National WHS T 11-12.2 a WHS T 11-12.8 IT.II.1.1, IT.II.1.4, IT.II.1.6, IT.V.3.6 COMM.I V.3.8 COMM.I. B.2.8, COMM.I. B.4.5 IT.V.3.5 IT.XV.1.1,IT.XV.1. 2,IT.XV.1.3,IT.XV. 1.4,IT.XV.3.3 COMM.I. D.1.1 COMM.I. C.2.1, COMM.I. C.1.7, COMM.I. C.2.6
Strand/Domain* Product-Performance Cluster* Video Production CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E E E evaluate the purposes, functions and features of software and hardware utilized in video editing software identify and determine effective use of design principles. understand and demonstrate the process of planning a document. create video files using video editing software Export video for a variety of media outlets demonstrate ethical and legal practices in the use of multimedia applications. demonstrate effective use of verbal and written communication skills. investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. GLE/CLE s ACT CCSS MO National WHS T 11-12.2 a WHS T 11-12.8 IT.II.1.1, IT.II.1.4, IT.II.1.6, IT.V.3.6 COMM.I V.3.8 COMM.I. B.2.8, COMM.I. B.4.5 IT.V.3.5, IT.VI.3.2 IT.V.3.5, IT.VI.3.2 IT.XV.1.1,IT.XV.1. 2,IT.XV.1.3,IT.XV. 1.4,IT.XV.3.3 COMM.I. D.1.1 COMM.I. C.2.1, COMM.I. C.1.7, COMM.I. C.2.6
Strand/Domain* Workplace readiness Cluster* Business CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E E E Analyze career/self-employment and certification opportunities in Multimedia. understand and demonstrate the process of planning a document. Prepare a budget for a multimedia project. Create a presentation for that caters towards a specific demographic and client. Create a multimedia project for a specific demographic and client. demonstrate ethical and legal practices in the use of multimedia applications. demonstrate effective use of verbal and written communication skills. GLE/CLE s ACT CCSS MO National WHS T 11-12.2 a IT.XVIII. 1-2.3, CD.I.A.3. 6 COMM.I. B.2.8, COMM.I. B.4.5 IT.VI.1-2.1, IT.V.4.5, IT.V.3.6 IT.VI.1-2.1, IT.V.4.5, IT.V.3.6 COMM.I V.3.8 IT.XV.1.1,IT.XV.1. 2,IT.XV.1.3,IT.XV. 1.4,IT.XV.3.3 COMM.I. D.1.1
Strand/Domain: Elements of Production Cluster: Foundational Concepts Understand (Conceptual): understand that Students must be familiar with the hardware used in multimedia tasks to be successful in creating a multimedia project. Standard: determine appropriate hardware and software required for specific multimedia tasks. Know (Factual) know Basic terminology, purposes and features of various multimedia software o Image-editing o Audio production o Animation o Video production o Electronic presentations Learning Targets Do (Reasoning/Performance/Product) Compare hardware and software. Successfully operate o Still camera o Video camera o Recording device o Headphones o Printer DOK Level-1 Recall Level-2 Skill/Concept The definition of hardware and software. How to operate o Still camera o Video camera o Recording device o Headphones o Printer Emerging technologies Determine appropriate hardware and software application for specified task. Level-3 Strategic- Thinking Level-4 Extended Thinking
Strand/Domain: Elements of Production Cluster: Foundational Concepts Understand (Conceptual): understand that Design principals help to communicate a message. Diverse design principals will convey different messages. Standard: identify and determine effective use of design principles. Know (Factual) know Design process steps Methods used in multimedia product planning (e.g., storyboarding, outlining, scripting) Project management principles Basic design principles of multimedia production, including typography o Image-editing o Audio production o Animation o Video production o Electronic presentations Types of file formats used in multimedia applications o Image (.gif,.jpg,.png,.psd) o Audio (.mp3,.wma) o Video (.avi,.flv,.wmv,.mov) o Animation (.fla,.swf) Learning Targets Do (Reasoning/Performance/Product) Use organizational skills, project management principles and design process steps to create multimedia products to meet client expectations Apply effective design principles to create a variety of multimedia productions (imageediting, audio production, animation, desktop publishing, video production, and electronic presentations) Acquire and import files from a variety of sources Convert files to various formats DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Thinking Level-4 Extended Thinking
Strand/Domain: Product-Performance Cluster: Desktop Publishing Understand: Oral and written communication skills are imperative in the world of work and throughout life. Effective electronic documents enhance communication. Standard: plan and create marketing materials using desktop publishing software. Know (Factual) know Basic terminology of desktop publishing software Sources and formats for images and text Typography Terminology Types Styles Alignment/Spacing Features/Formats Names and purposes of desktop publishing tools (e.g., ribbon, scratch area, templates/building blocks) Learning Targets Do (Reasoning/Performance/Product) Import images, text files and other documents into publications Create a text frame and compose text in a publication Apply and manipulate typographic elements Font type Font size Font style Alignment/Spacing Features and Formats Identify and apply desktop publishing tools Create a document using a desktop publishing template Create a document from scratch by setting appropriate page layout options (margins, columns, double-sided, etc.) Manipulate images using desktop publishing tools DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Thinking Level-4 Extended Thinking
Strand/Domain: Product-Performance Cluster: Image-editing software Understand (Conceptual): understand that Graphics enhance the communication message. Standard: plan, create and manipulate digital images from a variety of sources using photography- based software. Know (Factual) know Basic terminology of imageediting software Sources for images (e.g., scanner, still camera, phone, internet sites) Types of image file formats (.gif,.jpg,.png,.wmf) Resolution settings for specific uses of images Image mode options and appropriate uses for each: o Grayscale o RGB o CMYK Purposes for using layers Names and functions of photo-editing tools (e.g., marquee, quick selection, mask, text) Learning Targets Do (Reasoning/Performance/Product) Acquire and import images from a variety of sources Convert image file formats as needed to meet client expectations Apply appropriate resolution settings and image mode for intended use of image Create and edit a composite image using layers, selections, filters, and masks Create original artwork using illustrative tools DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Thinking Level-4 Extended Thinking
Strand/Domain: Product-Performance Cluster: Animation Software Understand (Conceptual): understand that Animation enhances the communication message. Standard: plan and create animations using animation software frame-by-frame and tweening techniques. Know (Factual) know Basic terminology of animation software (e.g., stage, timeline, properties inspector) Types of animation file formats (e.g.,.fla,.swf) Types of animation methods o Frame-by-frame o Tweening Motion Shape Text The steps to create a tween o motion o shape o text The steps to create an interactive device o button o menu o script Names and purposes of animation software tools (e.g. select, oval, transform) Learning Targets Do (Reasoning/Performance/Product) Create frame-by-frame animations Create reusable symbols/interactivity using buttons and menus Apply motion and shape tweens DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Thinking Level-4 Extended Thinking
Strand/Domain: Product-Performance Cluster: Video Production Software Understand (Conceptual): understand that Careful selection of video editing techniques is necessary when seeking to create effective multimedia presentations. Standard: plan, film, edit, and convert audio-visual movies using video production software. Know (Factual) know Basic terminology of videoediting software (e.g., source monitor, sequence monitor, timeline) Types of video file formats (e.g.,.avi,.flv,.wmv.,.mov) Elements of video production Video production planning methods Filming techniques Video-editing software tools and their purposes Steps to access, capture, and import media files Names and purposes of videoediting software tools (e.g. select, razor, rate stretch) Steps to create and edit a movie project Steps to convert a project file into a movie file Learning Targets Do (Reasoning/Performance/Product) Develop pre-production documents Acquire and import video files from a variety of sources Convert video file formats as needed to meet client expectations Apply basic filming techniques (camera angles, movement, sound, lighting) Manipulate video clips and apply special effects Synchronize audio files with video Arrange video clips, audio clips, titles and still images on a timeline Export video for a variety of media outlets DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Thinking Level-4 Extended Thinking
Strand/Domain: Foundations of Multimedia Cluster: Foundations of Multimedia Understand (Conceptual): understand that All forms of media are personal and intellectual property, subject to copyright law, and need to be treated ethically. Standard: demonstrate ethical and legal practices in the use of multimedia applications. Know (Factual) know Acceptable uses of technology o Internet safety o Internet security o Internet privacy Copyright laws, patent laws and licensing agreements pertaining to multimedia Learning Targets Do (Reasoning/Performance/Product) Demonstrate ethical behavior when designing multimedia productions Research and compare copyright, patent and licensing agreements pertaining to multimedia applications between educational and workplace settings DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Thinking Level-4 Extended Thinking
Strand/Domain: Workplace Readiness Cluster: Business Understand (Conceptual): understand that Students explore career opportunities and assess individual aptitudes and interests to make informed decisions regarding career and educational choices. Standard: identify career opportunities in multimedia fields. Know (Factual) know Career fields which employ multimedia professionals Learning Targets Do (Reasoning/Performance/Product) Identify career opportunities in multimedia production DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Thinking Level-4 Extended Thinking
Strand/Domain: Workplace Readiness Cluster: Business Understand: Oral and written communication skills are imperative in the world of work and throughout life. Effective electronic documents enhance communication. Standard: demonstrate effective use of verbal and written communication skills. Know (Factual) know Appropriate spelling, grammar and formatting for various multimedia productions Professional presentation standards and techniques Learning Targets Do (Reasoning/Performance/Product) Demonstrate ability to listen/read and follow directions to develop multimedia productions Demonstrate appropriate use of spelling, grammar and formatting in preparation and delivery of multimedia products Deliver a presentation using professional standards and techniques DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Thinking Level-4 Extended Thinking
Proficiency Levels Standard: determine appropriate hardware and software required for specific multimedia tasks. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced determine appropriate hardware and software required for specific multimedia tasks. determine some appropriate hardware and software required for specific multimedia tasks. Demonstrates minimal determine a few of the appropriate hardware and software required for specific multimedia tasks. Proficiency Levels Standard: determine the uses and purposes of multimedia in business. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced determine the uses and purposes of multimedia in business. determine some of the uses and purposes of multimedia in business. Demonstrates minimal determine a few of the uses and purposes of multimedia in business.
Proficiency Levels Standard: identify and determine effective use of design principles. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced identify and determine effective use of design principles. identify and determine some effective use of design principles. Demonstrates minimal identify and determine some use of design principles. Proficiency Levels Standard: demonstrate ethical and legal practices in the use of multimedia applications. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced demonstrate ethical and legal practices in the use of multimedia applications. demonstrate some ethical and legal practices in the use of multimedia applications. Demonstrates minimal demonstrate a few of the ethical and legal practices in the use of multimedia applications.
Proficiency Levels Standard: evaluate the purposes, functions and features of software and hardware utilized in desktop publishing. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced evaluate the purposes, functions and features of software and hardware utilized in desktop publishing. evaluate some of the purposes, functions and features of software and hardware utilized in desktop publishing. Demonstrates minimal evaluate a few of the purposes, functions and features of software and hardware utilized in desktop publishing. Proficiency Levels Standard: identify and determine effective use of design principles. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced identify and determine effective use of design principles. identify and determine some effective use of design principles. Demonstrates minimal identify and determine a few uses of design principles.
Proficiency Levels Standard: understand and demonstrate the process of planning a document 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced understand and demonstrate the process of planning a document understand and demonstrate some of the process of planning a document Demonstrates minimal understand and demonstrate a few of the process of planning a document Proficiency Levels Standard: create marketing materials using desktop publishing software. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced create marketing materials using desktop publishing software. create some marketing materials using desktop publishing software with many design/creation flaws. Demonstrates minimal create a few marketing materials using desktop publishing software with many design/creation flaws with great assistance from teacher.
Proficiency Levels Standard: demonstrate effective use of verbal and written communication skills. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced demonstrate effective use of verbal and written communication skills. demonstrate some effective use of verbal and written communication skills. Demonstrates minimal demonstrate a few uses of verbal and written communication skills. Proficiency Levels Standard: investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. investigate and analyze some multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. Demonstrates minimal investigate and analyze a few multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software but needs teacher support.
Proficiency Levels Standard: evaluate the purposes, functions and features of software and hardware utilized in photography-based editing software 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced evaluate the purposes, functions and features of software and hardware utilized in photographybased editing software. evaluate some of the purposes, functions and features of software and hardware utilized in photography-based editing software. Demonstrates minimal evaluate a few of the purposes, functions and features of software and hardware utilized in photography-based editing software. Proficiency Levels Standard: create and manipulate digital images from a variety of sources using photography- based editing software. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced create and manipulate digital images from a variety of sources using photography- based editing software. create and manipulate some digital images from a variety of sources using photography- based editing software. Demonstrates minimal create and manipulate a few digital images from a variety of sources using photography- based editing software.
Proficiency Levels Standard: evaluate the purposes, functions and features of software and hardware utilized in animation software. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced evaluate the purposes, functions and features of software and hardware utilized in animation software. evaluate some of the purposes, functions and features of software and hardware utilized in animation software. Demonstrates minimal evaluate a few of the purposes, functions and features of software and hardware utilized in animation software. Proficiency Levels Standard: create animations using animation software frame-by-frame and tweening techniques. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced create animations using animation software frameby-frame and tweening techniques. create some animations using animation software frame-by-frame and tweening techniques. Demonstrates minimal create a few animations using animation software frame-by-frame and tweening techniques.
Proficiency Levels Standard: create video files using video editing software. 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced create video files using video editing software. create some video files using video editing software. Demonstrates minimal create a few video files using video editing software. Proficiency Levels Standard: Export video for a variety of media outlets 4 3 2 1 Demonstrates proficient Demonstrates developing knowledge and Demonstrates advanced Export video for a variety of media outlets. export some video for a few media outlets. Demonstrates minimal export few video for a few media outlets with great teacher assistance.
Proficiency Levels Standard: Analyze career/self-employment and certification opportunities in Multimedia 4 3 2 1 Demonstrates Demonstrates proficient knowledge developing and application of the essential academic Demonstrates advanced knowledge and application of the essential academic analyze career/selfemployment and certification opportunities in Multimedia. analyze career/selfemployment and certification opportunities in Multimedia. Demonstrates minimal knowledge and application of the essential academic analyze career/selfemployment and certification opportunities in Multimedia. Proficiency Levels Standard: Create a presentation for that caters towards a specific demographic and client. 4 3 2 1 Demonstrates Demonstrates proficient knowledge developing and application of the essential academic Demonstrates advanced knowledge and application of the essential academic create a presentation for that caters towards a specific demographic and client. create some of a presentation for that caters towards a specific demographic and client. Demonstrates minimal knowledge and application of the essential academic create some of a presentation for client but that doesn t cater to a specific demographic.
Proficiency Levels Standard: Create a multimedia project for a specific demographic and client. 4 3 2 1 Demonstrates Demonstrates proficient knowledge developing and Demonstrates advanced create a multimedia project for a specific demographic and client. create some of a multimedia project for a specific demographic and client Demonstrates minimal create some of a multimedia project but not for a specific demographic and client.
COURSE/GRADE LEVEL: Multimedia Communications / 9-12 UNIT TITLE: SUGGESTED UNIT TIMELINE: Foundations of Multimedia 1-2 weeks ESSENTIAL QUESTION(S): How does multimedia affect all aspects of our culture and daily life, including how we think and the choices we make? What are my responsibilities for using technology? Would those responsibilities be different for a business? What constitutes misuse and how can it best be prevented? REFERENCE/ STANDARD STANDARDS: WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? MAJOR STANDARD SUPPORTING STANDARD BS.04.01.01 BS.04.01.02 BS.04.01.03 BS.04.01.04 determine appropriate hardware and software required for specific multimedia tasks. determine the uses and purposes of multimedia in business identify and determine effective use of design principles. demonstrate ethical and legal practices in the use of multimedia applications. X X X X UNIT DESCRIPTION: be introduced to multimedia and its importance in today s business environment. be introduced to legal and ethical issues related to the use of multimedia. UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Elements of Foundations of Production Multimedia UNIT VOCABULARY Hardware, Software, Multimedia, Copy, Image, Typography, Copyright, Trademark, Patent, Licensing, Logo, Target Audience, Shareware, Freeware, Commercial Software HOW DO WE KNOW STUDENTS HAVE LEARNED? Learning Target (Standard) determine appropriate hardware and software required Type of Assessment Target/DOK Level Method 3 Performance Number of Items Notes
for specific multimedia tasks. Elements of Production Foundations of Multimedia determine the uses and purposes of multimedia in business. 2 Written response Elements of Production Foundations of Multimedia identify and determine effective use of design principles. 4 Performance Elements of Production Foundations of Multimedia demonstrate ethical and legal practices in the use of multimedia applications. 2 Written response UNIT SCORING GUIDE A compilation of the proficiency levels and exemplars for the unit that defines mastery of the FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # determine appropriate TEACHER INSTRUCTIONAL STRATEGIES Lecture and Discussion Modeling STUDENT LEARNING TASKS Notes Participate in discussion HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS Additional resources 1 on 1 teacher assistance Peer tutoring HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS
hardware and software required for specific multimedia tasks. determine the uses and purposes of multimedia in business. Lecture, demonstration, facilitate research, facilitate discussion research and explore hardware and software research and explore multimedia in business Screen shots Video resources Additional resources 1 on 1 teacher assistance Peer tutoring Screen shots Video resources identify and determine effective use of design principles. demonstrate ethical and legal practices in the use of multimedia applications. Lead discussion regarding effective design Show examples of effective and non-effective design Lecture, provide readings for students on ethical and legal practices of multimedia applications Develop creative brief used to gather information for a design project evaluate design principles and determine if effective or not. correct the design flaws of a project Notes, readings Additional resources 1 on 1 teacher assistance Peer tutoring Screen shots Video resources Additional resources 1 on 1 teacher assistance Peer tutoring Screen shots Video resources ADDITIONAL UNIT RESOURCES
COURSE/GRADE LEVEL: Multimedia Communications / 9-12 UNIT TITLE: SUGGESTED UNIT TIMELINE: Desktop Publishing 3 weeks ESSENTIAL QUESTION(S): How would the world look different without desktop publishing? How has desktop publishing changed how we and businesses communicate? Are there advantages to paying for desktop publishing software versus using free software available? REFERENCE/ STANDARD STANDARDS: WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? MAJOR STANDARD BS.05.01.01 evaluate the purposes, functions and features of software and hardware utilized in desktop publishing. X BS.05.01.02 identify and determine effective use of design principles. X BS.05.01.03 understand and demonstrate the process of planning a document X BS.05.01.04 create marketing materials using desktop publishing software. X BS.05.01.05 demonstrate ethical and legal practices in the use of multimedia applications. X BS.05.01.06 demonstrate effective use of verbal and written communication skills. X BS.05.01.07 investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, X free graphic sites, and commercial trial software. UNIT DESCRIPTION: plan and create documents using desktop publishing software. UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Product- Desktop Publishing Performance SUPPORTING STANDARD UNIT VOCABULARY Desktop Publishing, Page Layout, Font, Borders, Textbox, Orientation, Object, Alignment, Group/Ungroup, Crop (image), Guides, Template, Placeholder, Handle, Frame, Workspace HOW DO WE KNOW STUDENTS HAVE LEARNED? Learning Target (Standard) evaluate the purposes, functions and features of software and hardware utilized in desktop publishing. Type of Assessment Target/DOK Level Method 4 Performance Number of Items Notes Product- Performance Desktop Publishing identify and 4 Performance
determine effective use of design principles. Product- Performance Desktop Publishing understand and demonstrate the process of planning a document 3 Performance Product- Performance Desktop Publishing Desktop Publishing create marketing materials using desktop publishing software. 4 Performance Product- Performance Desktop Publishing demonstrate ethical and legal practices in the use of multimedia applications. 3 Performance Product- Performance Desktop Publishing demonstrate effective use of verbal and written communication skills. 4 Performance Product- Performance Desktop Publishing investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. 4 Performance
UNIT SCORING GUIDE A compilation of the proficiency levels and exemplars for the unit that defines mastery of the FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # plan and create marketing materials using desktop publishing software. TEACHER INSTRUCTIONAL STRATEGIES Lecture and discussion Model Facilitate video tutorials and readings STUDENT LEARNING TASKS pick a product or service to market using desktop publishing software Create a travel brochure Create a flyer for a business HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS Additional resources 1 on 1 teacher assistance Peer tutoring Screen shots Video resources HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? Additional publications EXTENSIONS Use additional desktop publishing software identify and determine effective use of design principles. Model use of desktop publishing tools/techniques Practice using desktop publishing tools/techniques examine existing publication documents and determine if design is effective Additional resources 1 on 1 teacher assistance Peer tutoring Screen shots Video resources Additional designs
determine appropriate hardware and software required for specific multimedia tasks. demonstrate ethical and legal practices in the use of multimedia applications. Teachers will facilitate opportunities for students to research hardware and software for multimedia. make an ineffective design effective. Create publications using a variety of desktop publishing tools/techniques Additional resources 1 on 1 teacher assistance Peer tutoring Screen shots Video resources Explore additional software demonstrate effective use of verbal and written communication skills. Lecture, demonstrate and provide examples of effective verbal communication. Practice communication and give presentations. Additional resources 1 on 1 teacher assistance Peer tutoring Screen shots Video resources Additional presentations. investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial Teachers will give students resources to explore explore multimedia resources. Additional resources 1 on 1 teacher assistance Peer tutoring Screen shots Video resources
trial software.
COURSE/GRADE LEVEL: Multimedia Communications / 9-12 UNIT TITLE: SUGGESTED UNIT TIMELINE: Image-editing software 5-6 weeks ESSENTIAL QUESTION(S): How would the world look different without image-editing software? How has image-editing software changed how we think and how businesses operate? Are there advantages to paying for image-editing software versus using free software available? REFERENCE/ STANDARD # STANDARDS: WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? MAJOR STANDARD SUPPORTING STANDARD BS.05.02.01 evaluate the purposes, functions and features of software and hardware utilized in photography-based editing software X BS.05.02.02 identify and determine effective use of design principles. X BS.05.02.03 understand and demonstrate the process of planning a document. X BS.05.02.04 create and manipulate digital images from a variety of sources using photography- based editing X software. BS.05.02.05 demonstrate ethical and legal practices in the use of multimedia applications. X BS.05.02.06 demonstrate effective use of verbal and written communication skills. X BS.05.02.07 investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. X UNIT DESCRIPTION: learn how to use image-editing software to manipulate existing images and create new images. UNIT VOCABULARY Tooltip, Composite Image, Layer, Opacity, Pixel, Resolution, Flattened Image, Layer Style, Layer Effect, Layer Mask, Rasterize UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Product- Image-editing Performance software HOW DO WE KNOW STUDENTS HAVE LEARNED? Learning Target (Standard) evaluate the purposes, functions and features of software and Type of Assessment Target/DOK Level Method 4 Performance Event Number of Items Notes
hardware utilized in photography-based editing software Product- Performance Image-editing software Image-editing software identify and determine effective use of design principles. 4 Performance Event Product- Performance Product- Performance Image-editing software Image-editing software understand and demonstrate the process of planning a document create and manipulate digital images from a variety of sources using photographybased editing software. 4 Performance Event 4 Performance Event Product- Performance Image-editing software demonstrate ethical and legal practices in the use of multimedia applications. 4 Performance Event Product- Performance Image-editing software demonstrate effective use of verbal and written communication skills. 4 Performance Event Product- Performance Image-editing software investigate and 4 Performance Event
analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. UNIT SCORING GUIDE A compilation of the proficiency levels and exemplars for the unit that defines mastery of the FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # evaluate the purposes, functions and features of software and hardware utilized in photographybased editing software TEACHER INSTRUCTIONAL STRATEGIES Teachers will give students resources for photography editing. Lead discussion on purpose of photography editing software STUDENT LEARNING TASKS explore photo editing software Discussion on purpose of editing software Research photo editing software (including but not limited to Photoshop) HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS Additional resources 1 on 1 teacher assistance Peer tutoring Screen shots Video resources HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS identify and determine Model use of image-editing tools/techniques Practice using imageediting tools/techniques
effective use of design principles. understand and demonstrate the process of planning a document create and manipulate digital images from a variety of sources using photographybased editing software. demonstrate ethical and legal practices in the use of multimedia applications. demonstrate effective use of verbal and written communication skills. Facilitate resources for planning documents Show examples of planning documents Lecture on importance of documents Provide reading materials on planning documents. Screen shots, model, examples, provide resources Lecture Demonstration, lecture, modeling plan a document for a photo editing project. Manipulate existing images using imageediting tools/techniques Take notes, read about ethical and legal practices, Practice communication Give presentations using communication skills
investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software.
COURSE/GRADE LEVEL: Multimedia Communication / 9-12 UNIT TITLE: SUGGESTED UNIT TIMELINE: Animation Software 2-3 weeks ESSENTIAL QUESTION(S): How would the world look different without animations? How has animation software changed how we and businesses communicate? Are there advantages to paying for animation software versus using free software available? REFERENCE/ STANDARD # STANDARDS: WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? MAJOR STANDARD BS.05.03.01 evaluate the purposes, functions and features of software and hardware utilized in animation software X BS.05.03.02 identify and determine effective use of design principles. X BS.05.03.03 understand and demonstrate the process of planning a document. X BS.05.03.04 create animations using animation software frame-by-frame and tweening techniques. X BS.05.03.05 demonstrate ethical and legal practices in the use of multimedia applications. X BS.05.03.06 demonstrate effective use of verbal and written communication skills. X BS.05.03.07 free graphic sites, and commercial trial software. UNIT DESCRIPTION: learn how to use animation software to create various types of digital animations. investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Productperformance Animation Software UNIT VOCABULARY Tweening, Keyframe, Behaviors, Property Inspector, Event, Timeline HOW DO WE KNOW STUDENTS HAVE LEARNED? Learning Target (Standard) evaluate the purposes, functions and features of software and hardware utilized in animation software. Type of Assessment Target/DOK Level Method 3 Performance Event Number of Items SUPPORTING STANDARD Notes Productperformance Animation Software identify and 3 Performance Event
determine effective use of design principles. Productperformance Animation Software understand and demonstrate the process of planning a document. 3 Performance Event Productperformance Animation Software create animations using animation software frame-by-frame and tweening techniques. 4 Performance Event Productperformance Productperformance Animation Software Animation Software demonstrate ethical and legal practices in the use of multimedia applications demonstrate effective use of verbal and written communication skills. 4 Performance Event 4 Performance Event Productperformance Animation Software investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial 3 Performance Event
software. UNIT SCORING GUIDE A compilation of the proficiency levels and exemplars for the unit that defines mastery of the FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # evaluate the purposes, functions and features of software and hardware utilized in animation software. TEACHER INSTRUCTIONAL STRATEGIES Lecture and Discussion Modeling Facilitate exploring STUDENT LEARNING TASKS Notes Participate in discussion Explore software Research software HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS Additional resources 1 on 1 teacher assistance Peer tutoring Screen shots Video resources HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS identify and determine effective use of Lecture and Discussion Modeling Facilitate exploring Give examples Evaluate existing design of animation and make recommendations for Additional resources 1 on 1 teacher assistance Peer tutoring Screen shots
design principles. understand and demonstrate the process of planning a document. improvement. Video resources create animations using animation software frameby-frame and tweening techniques. demonstrate ethical and legal practices in the use of multimedia applications demonstrate effective use of verbal and written communication skills. investigate and analyze multimedia Model use of animation software techniques Practice using animation software frame by frame and tweening techniques. Create animations using frame by frame and tweening animation tools/techniques
resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. ADDITIONAL UNIT RESOURCES https://store.toonboom.com/downloads/try?utm_nooverride=1&gclid=cjt02p3hobwcfy07mgodwhkaiw, http://www.pencil-animation.org/, http://animation.about.com/od/referencematerials/a/freesoftware.htm, http://download.cnet.com/windows/animation-software/,
COURSE/GRADE LEVEL: Multimedia Communication / 9-12 UNIT TITLE: SUGGESTED UNIT TIMELINE: Video Production Software 3 weeks ESSENTIAL QUESTION(S): How would the world look different without video-editing software? How has video-editing changed how we and businesses communicate? Are there advantages to paying for video-editing software versus using free software available? REFERENCE/ STANDARD # BS.05.04.01 STANDARDS: WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? MAJOR STANDARD evaluate the purposes, functions and features of software and hardware utilized in video editing X software BS.05.04.02 identify and determine effective use of design principles. X BS.05.04.03 understand and demonstrate the process of planning a document. X BS.05.04.04 create video files using video editing software X BS.05.04.05 Export video for a variety of media outlets X BS.05.04.06 demonstrate ethical and legal practices in the use of multimedia applications. X BS.05.04.07 demonstrate effective use of verbal and written communication skills. X BS.05.04.08 investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. UNIT DESCRIPTION: use video editing software to import videos, audio, and graphics to create video productions. The students will follow copyright laws UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Product- Video Production Performance Software SUPPORTING STANDARD UNIT VOCABULARY Storyboard, Script, Preproduction, Production, Postproduction, Distribution, Rule of Thirds, Cutaway HOW DO WE KNOW STUDENTS HAVE LEARNED? Learning Target (Standard) evaluate the purposes, functions and features of software and Type of Assessment Target/DOK Level Method 4 Performance Task Number of Items Notes X
Product- Performance Video Production Software hardware utilized in video editing software identify and determine effective use of design principles. 3 Performance Task Product- Performance Video Production Software understand and demonstrate the process of planning a document. 4 Performance Task Product- Performance Video Production Software create video files using video editing software 4 Performance Task Product- Performance Video Production Software Export video for a variety of media outlets 4 Performance Task Product- Performance Video Production Software demonstrate ethical and legal practices in the use of multimedia applications. 3 Performance Task Product- Performance Video Editing demonstrate effective use of verbal and written communication skills. 3 Performance Task create storyboards, scripts
Product- Performance Video Editing investigate and analyze multimedia resources on the internet, including shareware, freeware, tutorials, free graphic sites, and commercial trial software. 4 Performance Task UNIT SCORING GUIDE A compilation of the proficiency levels and exemplars for the unit that defines mastery of the FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # evaluate the purposes, functions and features of software and hardware utilized in video editing software identify and TEACHER INSTRUCTIONAL STRATEGIES Demonstration Lecture Facilitating Provide tutorials and videos Demonstration Lecture STUDENT LEARNING TASKS know the user interface of HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS Peer tutoring Modified time 1 on one time with teacher Peer tutoring Modified time HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS create additional videos and use advanced features. create additional videos and use advanced features.