12

Web Site Functionality

(Page 325) Explore the Photo
Discuss some of the useful features on Web sites. An
example: the search feature. Ask students: What if the Why It Matters Chapter
search feature was not available? How would you find 11 explained how project
team members work
the information you were looking for? Why should the together to create an effec-
functionality be a high priority when designing a Web tive Web site, and that such
site? (Functionality is necessary to ensure that informa- sites may be owned by busi-
tion is easily accessible to customers.) nesses that want to conduct
e-commerce. Use Chapter
12 to introduce students
21st Century Skills to additional features that
Web sites can incorporate
Prioritize Tell students: Sometimes it is difficult to sort, to increase their usefulness
or rank, tasks in priority order. Ask students: Do you to both visitors and site
find that asking questions helps? For example: Is this the owners.
most important thing for me to do today? Can this task
wait until tomorrow? What will be the consequence of
not doing this task?

Quick Write Activity

Prioritize Tell students: Sometimes it is difficult to sort, or rank, tasks in priority order.
Ask students if they recommend a method that they like to use. Ask students: Do you
find that asking questions helps? For example: Is this the most important thing for me
to do today? Can this task wait until tomorrow? What will be the consequence of not
doing this task?
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

 12
SECTION 12.1 EXCHANGING INFORMATION
WITH CUSTOMERS
(Pages 326–331)

Bell Ringer Activity

Communicating with Visitors Ask students: How can you motivate visitors to return to
your Web site? Point out that including features that are useful and interesting will attract
visitors to return to a site. These types of demographically targeted features also make it
easier to share news and information with users and helps build a sense of community.
Ask students: What tools do you use regularly to communicate with family and friends?
Why do you think they are effective?

(Page 326)
Reading Guide
R Before You Read Preteaching
Ask students to think about the Vocabulary Assign one student to each vocabulary word
kinds of tools that a business and have the student write the term on the board, skim the
might use to share news and section for its definition, and write the definition under the
information with its customers term. Ask the other students to check these definitions for accu-
(newsletters, blogs, bulletin racy, and to correct them if necessary.
boards, or a guest book). Ask
students: Are there features Graphic Organizer Answer
that might help make visitors The graphic organizer is available on this book’s Online
feel that they are part of a Learning Center. Students’ answers should look similar to this
community? What features, if example:
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

any, will help to motivate visi-

tors to return to the sites? Share Information Receive Information
Newsletters Bulletin Boards
Blog Guest Books
Syndicated Content Feedback Forms

U Universal Access
Mini Clip
Reading: Interpersonal Learners
Flexible
Groupings Suggest Web-Specific Communication Tools Tell students that the non-
commerce sites often use Web-specific communication tools to help visitors feel
Teachers use flexible groupings that they are part of a community. Ask students: What Web-specific communi-
and partner sharing to
promote student discussions.
cation tools would be useful for charitable concerns and other non-commerce

Lesson Plans and Answer Keys—Introduction to Web Design 2

 12
organizations? One example: an environmental Web site might use a blog or a newsletter to
encourage visitors to e-mail politicians about an environmental issue. Or, it might use a bul-
letin board or guest book to allow visitors to post information about events of interest to them.
Organize the class into teams. Have teams visit sites like your local newspaper to see what
communication tools they use. Ask students: Which tools enhance the feeling of community
and why? Ask a spokesperson from each team to read the results. Have students compare the
similarities and differences among communications tools used on each site.

C Critical Thinking
Analyze Tell students to imagine that they have created a Web site about a local softball
team. Ask students: What types of syndicated content would you include on the site?
Ask students to explain their reasoning. Students should provide specific examples of the
types of syndicated content they would include on the site. Examples might include RSS
news feeds, headlines, blog entries, company news, and event listings.

Answers to Section 12.1 Captions and Activities

(Page 327) As You Read Answers will vary depending upon whether or not students have visited a
site without a home page. If so, ask students: Why might this have occurred?
Reading Check The main function of many e-commerce sites is to provide the
business with an online presence, or existence.
Figure 12.1 MyDiscDesigns.com is aimed at tech-savvy consumers between the ages of
15 and 25 who buy multiple quantities of disks at full price from retailers and designers,
small- to medium-size businesses, and individuals looking for hip, new products.
(Page 328) Figure 12.2 Newsletters are usually published either monthly or quarterly.
(Page 329) Figure 12.3 It is helpful to center a blog around a theme so that it can generate interest
from its target audience.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Academic Focus: English Language Arts: Blogs Lists will vary, depending upon
students’ topics. Ask students: What blogs do you frequently visit and why?
Reading Check A blog, short for Web log, is a public journal in which one or more
individuals share thoughts and opinions on a variety of subjects.
(Page 330) Real World: Why It’s Important Protecting users’ privacy and safety is important to
create users’ trust. If people thought their information or safety was at risk, they would
not use the Internet to find out about companies or to buy products online.
Figure 12.4 A feedback form must be published to a server in order to function properly
and process the form’s contents.
(Page 331) Reading Check Server-side scripts include: ColdFusion, ASP, and PHP.

Lesson Plans and Answer Keys—Introduction to Web Design 3

 12

Quiz
Teaching Tip If students
Ask students to answer the following questions: have trouble locating
1. What does the abbreviation RSS stand for? the answer to this ques-
(The acronym RSS stands for Really Simple tion, suggest that they
Syndication. RSS can also stand for Rich Site check the book’s glos-
Summary or RDF [Resource Description sary for the term’s defi-
Framework] Site Summary.) nition. Remind them
2. What is the purpose of a feedback form? that the answer should
(Feedback forms enable visitors to communi- be in their own words.
cate comments, questions, and suggestions to
the site owner.)
3. What is the difference between a guest book and a feedback form? (A feedback form
communicates information to the site’s owners. A guest book communicates infor-
mation to a site’s owners and to anyone else who visits the site; it is a public record.)

S Skill Practice
Guided Practice
L1 Explain Have students read the section Examining an E-Commerce Web Site. After
they read, have them explain in their own words how each page of an e-commerce Web
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

site is used to promote the site’s products.

L2 Outline Sections Have students read the sections Sharing Information with Visitors
and Receiving Information from Visitors. After they read, have them create an outline
of the main points provided in the text. (Outlines may vary. One possibility: 1. Sharing
Information, a. newsletters, b. blogs, c. RSS. 2. receiving information, a. feedback forms,
b. guest books, c. bulletin boards.)
L3 Analyze Bulletin Boards Arrange students into small groups. Have each group
member identify two Web sites in which they have used a bulletin board. Ask students:
What was the function of each bulletin board? Ask groups to prepare and give a presenta-
tion that explains how each bulletin board was used. (Presentations will vary.)

Mini Clip
ELL: Collaborative Work
Students work in groups to complete a science lab.

Lesson Plans and Answer Keys—Introduction to Web Design 4

 12

(Page 331) Section 12.1 After You Read Answers

Review Key Concepts

1. A feedback form provides customers with a way to voice opinions, comments,
and suggestions. Visitor feedback helps cement the relationship between the cus-
tomer and the business.
2. Answers will vary. Newsletters and blogs are both used to share information with
a site’s visitors. While a newsletter is sent to visitors, a blog is a public Web page
that visitors access to read what is posted. Newsletters are usually published either
monthly or quarterly, whereas most blogs are frequently updated. A business that
sells technology products and services might employ a more tech-savvy form of
communication, such as an Instant Messenger Help Desk or a micro blogging
service like Twitter.

Practice Academic Skills

3. Proposals will vary, but should identify the three communications tools to include
in the site. Students should describe each feature is used. Possible tools: newslet-
ters, blogs, syndicated content, bulletin boards, and guest books. This activity
may lead to a discussion of the preferred method of communicating with visitors.
No one tool is right or wrong, but some choices are better based on the type of
news and information that is included on the school’s site.
4. Answers will vary. Students add questions to a
feedback form that they locate online. Make sure Online Student Manual
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

that the students’ choice regarding the type of Students can use the
response (text box, text area, option button, check Online Student Manual and
box, and so on) matches the question asked. their Web design software
to apply the skills learned
Other questions that might be asked include: in this section.
How did you hear about us? (check list) Would
you be likely to visit this site again? (option box)
Why or why not? (text box or text area)

Culminating Activity
Compare Communication Tools Tell students: The need of Web sites to communi-
cate with visitors is easy to see. To ensure that you understand the concepts in this
section and how they relate to creating a Web site that keeps users coming back to a
site, compare and contrast the functions of each tool discussed in this section. Ask
students to use a Venn diagram to illustrate their answers. Have volunteers share their
diagrams with the class.

Lesson Plans and Answer Keys—Introduction to Web Design 5

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(Page 332) SECURITY ON THE WEB

Answers to Skill Builder
1. Students should use the Internet or available print resources to find information
about Web security measures. A search engine or well-known security site (such as
McAfee, Norton, or Panda) are good places to start. Suggest that students create a
table with columns for the system name, its purpose, strengths, and flaws.
2. Students’ responses can be in the form of a written report or an oral presentation.
Students can work individually or as a team to research on the Internet or avail-
able print resources. A search engine or major news Web site (such as CNN.com)
are good places to conduct a search for current or archived news reports. Students’
reports should outline the type of organization hit, the method of attack, the
security in place at the time, the consequences of the attack, and any measures the
organization took to improve security.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Lesson Plans and Answer Keys—Introduction to Web Design 6

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SECTION 12.2 PRIVACY, SECURITY, AND
ACCESSIBILITY PROCEDURES
(Pages 333–340)

Bell Ringer Activity

Privacy and Security on the Web Lead a brief discussion of students’ experiences with
privacy and security on the Web. Ask students: Are you concerned about privacy and secu-
rity when you use the Internet? Why or why not? (Students might have had experiences in
chat rooms or sites with shared files. Use any concerns or negative experiences to explain
why Web sites should consider these issues.

(Page 348)
Reading Guide
R Before You Read Graphic Organizer Answer
Ask students: What measures The graphic organizer is available on this book’s Online
might an e-commerce site use to Learning Center. Students’ answers should look similar to this
protect the privacy of their cus- example:
tomers? How might it ensure
that business conducted over Protecting Privacy Ensuring Security
the Internet is secure? legal forms of protection, e.g., COPPA data encryption
Preteaching read the Web site’s privacy policy digital certificates

Vocabulary Ask students if

they have heard the term cookie
used in regard to Web sites. If
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

no one can define the term,

have students skim the section Mini Clip
or use the glossary. Once they ELL: Scaffolding Questions
understand the term, ask them A teacher uses a series of questions to lead a
how it might relate to some student to an appropriate verbal response.
other terms like privacy, privacy
policy, and security.

W Writing Support
Create a Brochure Since many students do not worry about credit ratings, they may
not understand the importance of privacy and security issues. Have students read the
privacy policy pages at sites such as Dell (www.Dell.com) and Citibank (www.citibank
.com/us/index.htm). Ask students: Why might visitors to these sites want to consider
these policies? Is there anything students would add to or delete from these policies?

Lesson Plans and Answer Keys—Introduction to Web Design 7

 12
Have students create a brochure to explain the importance of privacy and security.
Brochures should explain the various ways in which unauthorized use of personal infor-
mation can create problems for visitors. Students can expand on what they have learned
from the policy pages and the text or do Internet or library research. Brochures may vary,
but may include an example such as: Fraudulent use of a credit card could lead to bad
credit, which could result in an inability to purchase a car or buy a house in the future.

R Reading Strategy
Critical Reading Have students find and read an article about the Children’s Online
Privacy Protection Act. The article should be from a reliable source. Students should sum-
marize how the act regulates how businesses can gather personal data online. In class, have
students present the information a Web site can collect. Answers will vary, but students
should acknowledge the following: If a Web site knows that a visitor is under age 13, that
site must obtain parental consent before it collects any personal data from that visitor.

Answers to Section 12.2 Captions and Activities

(Page 334) As You Read Answers will vary, but students may say that they would not want a Web
site to collect personal information (name, address, social security number, credit card
number) about them.
Explore Web Site Privacy For more information about Web site
privacy, have students visit glencoe.com.
(Page 335) Academic Focus: English Language Arts: Reading for Meaning Essays will vary.
Ask students: Is the privacy policy appropriate? Why or why not?
Figure 12.5 You should become familiar with a site’s privacy policy because it explains
how the organization will use your information and helps to you understand privacy
rules so that you can use them in your own Web sites.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Activity 12A: Evaluate a Privacy Policy Students locate and evaluate

an e-commerce site’s privacy policy.
Reading Check Web sites post privacy policies to outline the information the site is
collecting and to explain how the organization will use that information.
(Page 336) Figure 12.6 Once a business has purchased a digital certificate, it is authorized to display
the VeriSign and TRUSTe logo on its Web site.
Reading Check A commonly used data encryption method among Web publishers
is Secure Socket Layer (SSL).
(Page 338) Figure 12.7 Alternative text describes a site’s audio elements for people who have diffi-
culty hearing. It also enables those browsing the Web with images turned off or browsing
with assistive devices to see a description of the image.
Reading Check Accessibility standards ensure that Web sites are accessible to all
visitors, including those with disabilities.

Lesson Plans and Answer Keys—Introduction to Web Design 8

 12
(Page 340) Activity 12B: Examine the Accessibility of a Page Using a Browser
Students test a Web page for accessibility.
Reading Check Students’ six guidelines will vary, but should be based on the infor-
mation in Figure 12.8 on page 339 of the student textbook.

Quiz
Teaching Tip If students
Ask students to answer the following questions: have trouble locating
1. What is the name of the small data file that a Web the answer to this ques-
site writes to a person’s hard drive when he or she tion, suggest that they
visits the site? (The small data file is called a check the book’s glos-
cookie.) sary for the term’s defi-
2. What is the difference between privacy and nition. Remind them
security? (Privacy relates to what information that the answer should
can be ethically and legally collected about visi- be in their own words.
tors to a Web site. Security relates to protecting
the data that is stored on Web servers and trans-
mitted over the Web.)
3. What does it mean for a Web site to be accessible to all visitors? (Accessibility
enables individuals with different needs to access and receive online information
more efficiently. A site should present information in as many ways as possible.)
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

S Skill Practice
Guided Practice
L1 Write a Speech Organize students into small groups. Have each group create a speech
about digital certificates. The speech should include information about the certificates them-
selves and their effects on Web site visitors. Have groups present their speech to the class.
(Speeches should provide information about digital
certificates and their effects on Web site visitors.)
L2 Create After reading the section on digital Mini Clip
certificates, ask students to visit the site of a com- Reading:
pany that issues digital certificates, such as VeriSign, Planning
thawte, or TRUSTe. Have students research the for Future
requirements that businesses must meet to get a digi- Instruction
tal certificate. Have students create a checklist of the Teachers work together to
develop strategies that will
information that a business must provide to receive help students better read and
a digital certificate. (Checklists will vary.) understand nonfiction text.

Lesson Plans and Answer Keys—Introduction to Web Design 9

 12
L3 Predict Ask students: If counterfeiters found a way to forge digital certificates,
what effect would this have on e-commerce? Have students write a paragraph discussing
their predictions. (Responses will vary. Students may acknowledge that such forgeries
would disrupt e-commerce because people would have less confidence in the identity of
businesses. They would not, for example, want to give credit card information over the
Internet if the information was going to be misused.)

(Page 340) Section 12.2 After You Read Answers

Review Key Concepts

1. Privacy policies let the customers of an e-commerce site know how the informa-
tion it collects will be used. Customers are more likely to make online purchases
when they know that the information they supply will be used ethically and will
be transmitted securely.
2. Using alternative text for a site’s multimedia elements allows the site to be more
accessible.

Practice Academic Skills

3. Essays will vary, but should explore the history Online Student Manual
Students can use the
of accessibility legislation, which requires federal Online Student Manual and
agency Web sites to be accessible to all visitors, their Web design software
including those with disabilities. This allows no to apply the skills learned
restrictions to be put on the Web site so the infor- in this section.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

mation can be utilized by everyone.

4. Paragraphs will vary but should acknowledge three things that can be done to
make the Web site more accessible. Examples: provide alternative text and content
for information contained in scripts, plug-ins, and applets; include alternative text
or the alt attribute for every image element in the Web site; and provide alterna-
tive text for all animations, videos, and audio items, along with descriptions of
video content and transcriptions of presentations.

Lesson Plans and Answer Keys—Introduction to Web Design 10

 12

Culminating Activity
Write Privacy Policies Have the class work in teams and agree on a business they might
one day create. Ask them to list what kinds of information they would gather on a Web
site for their business. Then, have groups write a privacy policy that explains this to visi-
tors, and any options visitors might have. Have each team share why they made their
privacy policy choices, and receive feedback.
Questions the students might consider include:
• If they use cookies, do they tell visitors?
• Can the site be used if cookies have been disabled by visitors?
• Is there any other way visitors can control what information the site collects?
• Will they share their information with other businesses as a source of income?
• If so, are there any limitations on this or on the kinds of collected information
they will share?
• Can visitors agree to some types of sharing and not others?
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Lesson Plans and Answer Keys—Introduction to Web Design 11

 12
SECTION 12.3 TRACKING VISITORS AND
COLLECTING INFORMATION
(Pages 341–345)

Bell Ringer Activity

Identifying Information Tell students that Web designers need to think like site own-
ers, if they are to produce effective Web sites. To begin developing this skill, ask students
to imagine they have created a Web site for a business they are starting. Ask students to
generate a list of the information they would like to know about the site’s effectiveness.
List their ideas on the board. As you proceed through the chapter, have students identify
the tools that are available to provide each kind of information. Write these tools next
to the appropriate list item.

(Page 341)
Guide to Reading
R Before You Read Preteaching
Ask students: Why do you Vocabulary Ask students if they are familiar with any of the
think businesses track the vocabulary words or can guess what they mean. If not, have
number of visitors to a Web them look up the definition of hit counter and then see if they
site? What types of informa- can predict any of the other definitions based on that one.
tion do Web sites gather from
visitors? What types of deci-
sions can this information
help companies make?

Graphic Organizer Information Provided Information Provided

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

by Hit Counters by Tracking Software

Answer
Number of times visitors accessed Web What country visitors are from
The graphic organizer is page (i.e., number of times browsers
How visitors navigated to your site
available on this book’s request a fill from the Web server)
Online Learning Center. What browser visitors used
Students’ answers should look Which pages are most popular
similar to this example:

W Writing Support
Freewriting Students may think that privacy issues and a site owner’s quest for informa-
tion are always at odds. However, not all information that a site owner might want raises
privacy issues. Have students think about the different kinds of information collected on
the Internet and the methods used to collect this information. Instruct them to spend a
few minutes using freewriting to answer the following question: Which methods tend

Lesson Plans and Answer Keys—Introduction to Web Design 12

 12
to create conflicts, and which ones are less controversial? Students’ writing will vary, but
should focus on comparing information tracking methods. An example: Hit counters do
not reveal the identity of the user. Information collected in guest book log files can.)

U Universal Access
Mini Clip
Interpersonal Learners
Reading:
List Tracking Information Tell students that not all ELL: Level 1
tracking systems gather the same information. Have Proficiency
students work in groups to conduct Internet research
Jana Echevarria discusses
to locate a tracking software application. Possible
the characteristics of Level 1
sites for students to research include: SmarterTools proficiency English learners.
(www.smartertools.com) and Site Stats (www.site-
stats.com). Have students search the site to learn
what information the tracking software will gather. Ask them to categorize the informa-
tion in list form. Have groups share their findings with the class.

Answers to Section 12.3 Captions and Activities

(Page 342) As You Read Answers will vary. Students may say that the Fridays, Saturdays, and
Sundays are often the busiest days at the mall because people are often in school or at
work earlier in the week.
Explore Tracking Software For additional information about
tracking software, have students visit glencoe.com.
Figure 12.9 Page views and unique visits are more accurate ways to track visitors than
a hit counter because hit counters do not measure the length of a visit, whether a visitor
goes to other site pages, and whether a visitor has previously accessed the site.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

(Page 343) Academic Focus: Mathematics Analyze Statistics Paragraphs will vary, but
should analyze the statistics shown in Figure 12.10 on page 343 of the student textbook.
Microsoft Internet Explorer is used the most. Netscape 7.2 is used the least.
Reading Check Tracking software records what country visitors are from, how they
navigated to your site, and what browser they used.
Figure 12.10 Businesses use information about traffic to identify the most popular
pages on a Web site, monitor the security of the site, and use the information to improve
the site’s structure and security.
(Page 344) Figure 12.11 The information a database sends to users or receives from users is orga-
nized by fields and records. A field is one piece of information, such as a first name or last
names. A record is a group of related fields that contains the information gathered about
a particular person or item, such as a product’s item number, type, quantity, and price.
(Page 345) Figure 12.12 The page interacts with a database that stores and updates information
about new products on the Web site.
Reading Check A database sends information to users. Users submit information
to the database.

Lesson Plans and Answer Keys—Introduction to Web Design 13

 12

Quiz
Ask students to answer the following questions:
1. What is a hit counter? (A hit counter is a dynamic component that records the
number of times a Web browser requests a file from a Web server.)
2. What types of information can a tracking system gather? (A tracking system gath-
ers information about what country visitors are from, how they navigated to the
site, and what browser they used.)
3. What do databases allow a business to do? (Databases allow a business to collect,
store, and organize information gathered from a site’s visitors.)

S Skill Practice
Guided Practice
L1 Question and Answer Read aloud the section titled Tracking a Web Site’s Visitors.
Then, ask students to reread the section and create a list of any questions they have, such
as words for which they do not know the definition or general concepts that they are
unable to comprehend. Ask volunteers to share their questions. As a class, discuss how
they might find the answers.
L2 Write a Script Tell students: You host a 15-minute weekly radio show about Web
design. This week’s topic is hosting company statistics and how to gather information
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

about Web site visitors. Use the Internet to learn more about hosting companies and the
services they offer. Then, write a script for the show that discusses these services and how
they might be useful to businesses. (Scripts will vary, but should explain how hosting
company statistics are useful to businesses.)
L3 Examine Have students examine the methods of tracking a Web site’s visitors and
how they help measure a site’s effectiveness. Students should write a one-page essay
summarizing their findings. (Essays will vary, but should summarize the information
presented in the text.)

Mini Clip
ELL: Reading Aloud
A teacher reads aloud, modeling fluency, pronunciation,
expression, and comprehension strategies.

Lesson Plans and Answer Keys—Introduction to Web Design 14

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(Page 345) Section 12.3 After You Read Answers

Review Key Concepts
1. Tracking systems provide a significant amount of information about a site’s visi-
tors. They help individuals and companies decide where and how to advertise
their sites, and identify the most popular pages at a site.
2. A static page contains fixed information. A dynamic page contains information that
is capable of change. On a static page, information is embedded in the XHTML code
that makes up the page. Dynamic pages are shells that contain changing information,

Practice Academic Skills Online Student Manual

3. Essays will vary. Tracking systems provide infor- Students can use the
Online Student Manual and
mation about what country visitors are from, how their Web design software
they navigated to your site, and what browser to apply the skills learned
they used. This information can help an owner to in this section.
decide where to place a banner ad. For example,
if tracking information suggests the site’s visitors
navigate there from a certain search engine, then the owner might want to place a
banner ad on other search engines where the site needs more promotion.
4. Privacy policies will vary. Students should acknowledge that if the site knows that
visitor is under age 13, the site will obtain parental consent before it collects any
personal data from a visitor.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Culminating Activity
Review Tracking Methods To ensure that students understand the concepts in this sec-
tion, you may want to discuss the following:
• Why might a site use a hidden hit counter? (If the site is not yet popular, a small
number of hits might give a negative impression of it to a viewer. By using a hid-
den hit counter, the owner can check for hits without risking this.)
• Should every page of a Web site have a hit counter? (If the hit counters are not
hidden, then it might be annoying to see one on every page. If the hit counters
are hidden, there would seem to be no reason not to have them on each page.)
• What are the advantages of using tracking software? (It can provide much more
information than a hit counter, such as how long a visitor stays on the site,
whether she or he visits other site pages, and so on.)
Remind students that hit counters have limitations. For example, refreshing a page may
count as a hit. Students should consider limitations provided by hit counters.

Lesson Plans and Answer Keys—Introduction to Web Design 15

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SECTION 12.4 MAKING INFORMATION EASY
TO FIND
(Pages 346–350)

Bell Ringer Activity

Finding Information Most students will have used some or all of the methods for find-
ing information that are discussed in this section. Have them describe these experiences.
Ask students: Which methods have you used most often? Why? Are you more comfort-
able using particular methods, or does the method you use depend on the kind of infor-
mation you are looking for? Does the usefulness of a method depend at all on the type
or size of the Web site being searched? See if students can draw any conclusions about
when and why they would use each of these Web site features.

(Page 346)
Guide to Reading
R Before You Read Preteaching
With students, go through the Vocabulary Ask students to write a definition for each
features in this textbook that vocabulary word on a piece of paper, and exchange their
make it user friendly. They paper with another student. Ask students to write the appropri-
might notice the Table of Con- ate word next to the definitions they’ve received. If any of the
tents, the index, the glossary, definitions are incorrect, have students check the book’s glos-
and the different fonts and col- sary and make the appropriate correction.
ors used for different parts and
elements. Ask students: What
features on a Web site can
these features be compared to?
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Graphic Organizer Site maps Bookmarks

Answer Ways to Make
The graphic organizer is Information Easy
to Find
available on this book’s
Online Learning Center. Tables of Search
contents capabilities
Students’ answers should look
similar to this example:

R Reading Strategy
Evaluate Lead a discussion about the limitations of each information-finding method
discussed in this section. (For example, site maps will only list categories of information.
A category may be named so that it is difficult to know if it contains the information the
user wants. Or there may be too few categories to be very useful.) List these limitations

Lesson Plans and Answer Keys—Introduction to Web Design 16

 12
on the board for each method. Ask students: What are the implications of these limita-
tions for the Web designer? Have students use a chart to compile answers. (Charts will
vary. Students may say that the Web designer must figure out how many categories are
needed to be thorough, but not overwhelming. The Web designer must also be good at
organizing information and must anticipate categories used to find information.)

C Critical Thinking
Analyze Tell students: Your brother called and wants to know the final score of a bas-
ketball game. Ask students: What will likely be the quickest way to find the sports infor-
mation at a newspaper site? What might be the quickest way to find information about
a specific person in the news? (Answers will vary, but may include: If you want to find
sports information on a news site, its site map or table of contents might be the quickest
way to access sports news. If you are seeking information about a specific person, it may
be better to use the site’s search capabilities.)

Answers to Section 12.4 Captions and Activities

(Page 347) As You Read Answers will vary. Students may say that a book’s table of contents makes
it easy for readers to locate the information by flipping from page to page. A Web site’s
table of contents allows users to click links that take the user directly to the page they
want to see.
Figure 12.13 The Web designer must carefully consider how to organize the pages so the
groupings make sense to visitors so that they can find the information they need.
(Page 348) Figure 12.14 A table of contents lists information in order of appearance, whereas an
index lists text in alphabetical order.
Reading Check A site map organizes a Web site’s contents into logical categories, mak-
ing it easy for visitors to target their search by identifying the categories that may contain
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

the information they need. A table of contents functions the same way as a table of contents
in a book. It allows users to see the contents and organization of the site in one glance.
(Page 349) Figure 12.15 Named anchors are useful when you have long pages, or when you want
to jump from a central list of links to multiple locations on the page.
(Page 350) Figure 12.16 The #, or pound, symbol followed by the name (#“information”) tells
the browser the specific name and location of the named anchor’s link.
Reading Check A named anchor is a hyperlink to a specific place in another docu-
ment or to a specific place within a document.

Lesson Plans and Answer Keys—Introduction to Web Design 17

 12

Quiz
Ask students to answer the following questions:
1. Why is it important to make a site’s information easier to find? (Making it easier
for users to find information will help to make the site more user-friendly so that
visitors will want to return to the site.)
2. Imagine you are planning to post your class notes from all the classes you are cur-
rently taking to a Web site. What search feature would you use to organize the
material? (Answers will vary. One example: An online table of contents is a good
way to organize the notes by class and by appropriate subcategories within that
class, such as the date the notes were taken, making it convenient and comfort-
able for classmates who missed a particular class to search for notes.)
3. What is the purpose of a named anchor and where can you typically find one? (A
named anchor is used to transport a visitor to a specific place in another document
or to a specific pace within a document. Many FAQ pages include named anchors.)

S Skill Practice
Mini Clip Guided Practice
Reading:
Connecting L1 Identify Search Features Ask students to identify four types of tools
the Pieces Web developers use to make a Web site’s information easier to find. (Answers
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

should include: site maps, tables of contents, frequently asked questions

A teacher helps students
develop predictions and pages, and search capabilities.)
inferences about characters
Create a Matching Game Instruct students to work individually to cre-
L2
in a story.
ate a matching game. Draw a line to divide a sheet of paper in two. On one
side, they should list each of the content vocabulary words. On the other side,
there should be a list of how each tool helps to makes a site more user-friendly.
Make sure students mix the second list up. Students should trade and play one another’s
games. (Games should contain a list of the five content vocabulary words along with five
descriptions of how each tool helps to make a Web site more user-friendly.)
L3 Evaluate Search Features Have students visit a local newspaper’s Web site. Ask
students: Which of the search features described in this section are available? Which
search method do you prefer? Why might one search method be preferred over another?
Students should write a paragraph describing each feature. (Paragraphs will vary, but
students should identify the features included in the site and describe how each feature
is used. Preferred ways of searching a site will vary. Students may say that some search
methods are better based on the type of information being sought.)

Lesson Plans and Answer Keys—Introduction to Web Design 18

 12

(Page 350) Section 12.4 After You Read Answers

Review Key Concepts
1. Site maps and tables of contents help visitors navigate to the specific information
they are seeking, which is especially important when the site is large and contains
a great deal of information.
2. FAQ pages answer common questions that visitors are likely to have about the
site. This helps visitors find the information they seek and reduces the number of
queries a site is likely to receive.

Practice Academic Skills

3. Paragraphs will vary. Students should recognize that information about products, how
to place orders, how to make payments, shipping costs, and how to process returns are
critical types of information for an e-commerce site. Other answers are acceptable, but
students should provide their reasoning.
4. Essays will vary, but should focus on specific sites
Online Student Manual
that students have searched. Students may identify Students can use the
that searches located specific information at a site Online Student Manual and
quickly. Other students may note that it is impor- their Web design software
tant to carefully select the key words or phrases to to apply the skills learned
in this section.
search for. Some searches can be frustrating if the
search criteria are not specific.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Culminating Activity
Use Tools to Locate Information Have students work in teams. Tell them they are the
Web designers for a new Web site for the Library of ________ (in filling in this blank,
the students should agree on a topic of interest to the team. For instance, it can be the
Library of Skateboarding, or the Library of Alternative Music, and so on). Ask them
to develop one or more of the following for their site: a site map; table of contents; a
frequently asked questions page. After they have sketched out the page, you may want
them to create it. If they are creating a FAQ page, tell them to insert named anchors that
will take visitors immediately to the answer when they click a question and then return
to the questions when they have finished reading the answer.

Mini Clip
Reading: Extending the Big Idea
A teacher assigns group collaborations and consensus
building to promote student discussions about a reading
selection.

Lesson Plans and Answer Keys—Introduction to Web Design 19

 Chapter Review, Assessment, and Activities 12

Due to time constraints, 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 351) Vocabulary Review

1. Students should write a paragraph using ten or more of the section’s vocabulary
terms. The paragraph should clearly show how the terms are related.

Review Key Concepts ing information sent to, received

from, and stored on Web servers.
2. Tracking tools include hit counters
Students may describe how businesses
and tracking software. Many sites use
use security audits, explain how data
tracking software to gather and analyze
encryption helps to protect sensitive
information about the site’s users, such
information, or summarize how digital
as what country visitors are from, how
certificates can confirm a business’s
they navigated to the site, or what
credentials.
browser they used.
8. Answers will vary. Accessibility is
3. Bulletin boards and guest books
important to Web design because
allow visitors to share information
it allows individuals with differ-
with other online users. A guest
ent needs to access and receive
book gives visitors a place to record
online information more efficiently.
their experiences with the Web site,
Disabilities can create accessibility
and stores the information in a log
issues that affect a user’s ability to
file that other visitors can read. A
understand audio or video content.
bulletin board is an online location
Different learning styles can affect
where people can exchange messages,
users’ ability to process information,
photos, news, thoughts, or artwork
and motor skills impairments can
with other online users.
affect users’ ability to use a mouse to
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

4. Feedback forms allow visitors to click links and scroll bars.

e-commerce sites to voice their opin-
9. Answers will vary, but should be based
ions and give the business ideas.
on the material under the heading
5. Web sites use privacy policies to Tracking a Web Site’s Visitors on pages
outline the information the site is 342 and 343 of the student textbook.
colleting and to explain how the orga-
10. A database interface page connects to
nization will use that information.
and interacts with a database.
6. Answers will vary. Privacy relates to
11. Some familiar Web site search features
what information can be ethically and
include: site maps, tables of contents
legally collected about visitors to a
and site indexes, frequently asked
Web site. Security relates to protecting
questions pages, and targeted search
the data that is stored on Web servers
capabilities.
and transmitted over the Web.
12. Answers will vary, but should be
7. Answers will vary, but students should
based on the material under the head-
recognize that e-commerce sites use
ings Search Features on page 347 and
Web application security measures to
Frequently Asked Questions Pages on
try to prevent intruders from access-
page 349 of the student textbook.

Lesson Plans and Answer Keys—Introduction to Web Design 20

 Chapter Review, Assessment, and Activities 12
(Page 352) Critical Thinking
13. Students’ answers will vary, but should explain whether they would use a blog a
newsletter to communicate with the site’s users and explain their reasoning.
14. Answers will vary. Some familiar methods used to make sites easier to search
include: site maps, tables of contents and site indexes, frequently asked questions
pages, and targeted search capabilities.
15. Web site security is important for e-commerce businesses because customers must
have confidence that the information they provide, especially personal informa-
tion, is not being used improperly. Data encryption alters the appearance of data
as it is being transmitted. This ensures that only the proper recipient who can
decode the information has access to it.
16. Answers will vary. Students may note the use of any of the following: hit counters,
page views, unique visits, tracking software, and Web statistic software. Privacy
policies may include: a statement of what information is collected about visi-
tors, how the organization will use that information, how visitors can control the
amount of information gathered, and how visitors can review and correct errors
in the information collected.
17. Answers will vary, but students should recognize that privacy and security issues
will likely grow in importance as the amount of business conducted on the Web
increases and more personal information is stored on databases.
18. Students’ answers will vary, but should be based on the material in Section 12.3.
19. Web site privacy creates a safe environment for users and gives the consumer con-
fidence that they will not be taken advantage of.
20. Students’ answers will vary. A site map would be a good way to allow visitors to
access the writings by person and genre. A Web search form that allows visitors to
search by person or genre would also be helpful.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

21. Students’ answers will vary, but should be based on the material in Section 12.1.

Lesson Plans and Answer Keys—Introduction to Web Design 21

 Chapter Review, Assessment, and Activities 12
(Page 353) Academic Connections
22. Social Studies—Debate an Issue Students research the globalization of busi-
ness and the role the Internet has in globalization. Students use this research to
debate whether the Internet has made is possible for international companies to
improve the lives of people in developing countries. Students might search the
Internet or print sources to find out about the international activities of American
companies such as Walmart, Ford, Nike, and IBM. Some Web sites they might
find useful are “What is the WTO?” (World Trade Organization) www.wto.org,
the International Forum on Globalization (www.ifg.org), and the World Bank
Group (www.worldbank.org).
Students’ flow charts may look like the one shown here:

Nike

➠
Faster communication among
employees; more work can be
accomplished
➠

➠
Nike can bring its product
U.S. can buy more all over the world, more
products, more jobs might jobs might be available
be available in other countries

Standardized Test Practice

23. The correct answer is c. Remind students to read each question carefully.

(Page 360) Standards at Work

24. Collect and Analyze Usage Statistics and User Feedback Students create a time
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

line task list for gathering and analyzing Web site data for a month-long period
and plan a feedback form to obtain information about the usability and function
of a Web site. Students then identify which information they will use tracking
software to track and list any other the tools they plan to use.
25. Analyze Security Students evaluate the home pages of three different e-com-
merce companies in three different industries. Students also evaluate each site’s
security features and they identify any patterns from those sites that are protected
versus those that are not. You can suggest the following e-commerce sites:
• Clothing: Lands End, Tony Hawk, Niketown
• Entertainment: Amazon.com, Internet Chess Club, Apple iTunes
• Computer Equipment: Gateway, Dell, CNET.com
• Travel: Travelocity, American Airlines, Expedia

Lesson Plans and Answer Keys—Introduction to Web Design 22

 Projects Across the Curriculum 12

21ST CENTURY SKILLS

(Page 355) 26. Prioritize Students plan a Web site update. They plan the revision of the site’s
navigation structure and decide what features to add to the site. Students should
research sites that sell CDs for ideas. Suggested sites include www.buy.com,
www.amazon.com, www.cdnow.com (takes you into the Amazon site to CDs),
www.barnesandnoble.com, and cdconnection.com. Based on their research,
students storyboard the revised site. Then, students write a paragraph that explains
how they were able to prioritize tasks effectively to complete the storyboard.

CHALLENGE YOURSELF

(Page 355) 27. Research Web Site Tracking Software Students create a chart that compares
three tracking software applications and write a report that explains the types of
Web sites that could effectively use tracking software. Possible sites students can
use for their research are www.smartertools.com, www.site–stats.com. (NOTE:
This site first offers a free trial; however, students can navigate to the site’s home
page and discover the information they need without signing up for the free trial,
and www.goemsi.com.)

Project 1—Research Web Site Security

(Page 356) English Language Arts Students, with the teacher’s permission, conduct online research
to locate three companies that offer security functions for Web sites. Students track the
features offered and costs associated with the services and write a brief recommendation
for the local florist.

Project 2—Plan a Web Site with Feedback

English Language Arts Students build a feedback form to gather information about
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

the site’s customers. The form should gather basic contact information such as name,
address, telephone number, and e-mail address. The form should also list each trip and
ask visitors to rate the trips on a scale of one to five, use option buttons for each of the rat-
ings, and include a text area for visitors to include feedback. Students also write an essay
that explains how Outdoor Excursions might use visitor feedback to increase business.

Lesson Plans and Answer Keys—Introduction to Web Design 23

 Projects Across the Curriculum 12

Project 3—Design a Database Interface

(Page 357) English Language Arts Students should review sites that include book reviews and
used book sales such as www.amazon.com and barnesandnoble.com. Based on their
analysis, they design a review form that could be used by the school’s book review site.
Then students create a table to identify the database fields needed to manage the book
buying and trading. Each database field must be assigned a field name (remind students
that field names should be short and contain no spaces). Students’ tables will vary, but
may look similar to the partial example below:
Form Information Needed Field Name Form Element
Book Title ISBN Text Field
Harry Potter and the Half- 0439784549 Used to enter ISBN number.
Blood Prince (Book 6)

Students then create the buying and trading form, naming the fields on the form to
match the field names in the database.
Finally, students write an essay describing how the Web site might benefit from add-
ing features to help visitors locate information on the site.

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

prepare for tests.

nology concepts.

Lesson Plans and Answer Keys—Introduction to Web Design 24