Teaching Website Design Skills via Student E-Portfolios & IB MYP Design Cycle

Standards
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Pages
50+
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Description

This is an extremely thorough Website Design Unit designed for the IB MYP Design classes. Please note that this can also be used in non IB courses. Students will learn to make a website using the Design Cycle in an E-Portfolio Format.

Included in this folder are all of the files below, and the folder also contains a link to a SHARED GOOGLE DRIVE FOLDER where you can make editable COPIES of each resource below.

Click HERE to view a video introducing this assignment!

Resources included:

  • Example E-Portfolio made on Google Sites (view mode only)
  • IB Task Specific Rubrics for Web Design
    • Criterion A - Inquiring and Analyzing
    • Criterion B - Developing Ideas
    • Criterion C - Creating the Solution
    • Criterion D - Evaluating
    • A combined rubric A - D

This is an outline of the IB Design Criteria A - D. I have separated each of the strands into individual questions. I have found that this has been very helpful for my 6th grade students. This specific unit was based on a Web Design Unit, and I have listed unit specific prompts/examples in purple text throughout the unit.

Specifics of the 38 page worksheet:

Design Cycle Project Title: Website Design

Global Context: Science & Technical Innovation

Design Situation: Efficient web design is a critical component of the 21st century (aka Information Age). Web design skills are becoming increasingly necessary for academic and career opportunities. The range of web design layouts is limitless; design and present an ePortfolio with the layout of your choice to showcase your exemplar projects and your web design skills.

This is also included in my Computer Tech Course (which includes FREE lifetime updates).

Click here for my Computer Tech Course - Integrates with Google Classroom!

Total Pages
50+
Answer Key
Rubric only
Teaching Duration
2 months
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Standards

to see state-specific standards (only available in the US).
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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