Skip to content

Week 3: Network Ninjas — Computer Science & Networking Careers

1st Six Weeks | Information Technology Cluster | 5 class periods (50 min each)

Lesson Objective

Students continue exploring the IT cluster with a focus on the Networking Systems and Web Development pathways. They complete the H&L "Website Design" wireframing project (Ch 12, pp. 200-205) by designing a 3-page website plan, complete the H&L "Job Applications" practice activity (Ch 12, pp. 196-198) by filling out a standard job application, and identify transferable skills shared across IT pathways.

Demonstration of Learning

"I can describe the Networking Systems and Web Development pathways, design a 3-page website wireframe for a topic of my choice, and complete a professional job application for a hypothetical IT role."

TEKS Alignment

  • d(1)(C): Identify various career opportunities within one or more career clusters (Days 1-5).
  • d(1)(D): Research and evaluate emerging occupations related to career interest areas (Days 4-5).
  • d(4)(B): Identify skills that can be transferable among a variety of careers (Day 1 Transferable Skills discussion, Day 5 Xello Add Skills).
  • d(7)(C): Complete sample job applications (Day 3 H&L Future Work, Inc. form).

Materials Needed

Career Connection

Networking Systems is the backbone of every modern business. When you connect to your school's Wi-Fi, when your bank app loads, when you text a friend, all of that runs on networks designed and maintained by Network Engineers, Network Architects, and Systems Analysts. Web Development is equally critical. Every business needs a website, and the people who build them are in high demand.

What is Happening at Irving ISD? Computer Science (District Wide), Programming & Digital Tech (Singley Academy), and Cybersecurity (Singley) all branch from the IT cluster. Students interested in networking specifically can pursue Cybersecurity at Singley, which includes networking fundamentals as part of the certification path.

Vocabulary

  • Network: A group of connected computers and devices that share information and resources. Your school Wi-Fi is a network.
  • Network Architect: A senior IT professional who designs entire networks from scratch (physical layout, hardware, security).
  • Web Developer: A professional who builds websites. Splits into Frontend (visual / user-facing) and Backend (server / database).
  • Wireframe: A blueprint sketch of a website page that shows where elements will go before any code is written. The H&L "Website Design" activity is built around wireframing.
  • User Flow: The path a visitor takes through a website (homepage → product page → cart → checkout). Wireframes plan this flow.
  • Job Application: A standard form employers use to collect the same information from every applicant. The H&L "Job Applications" activity practices this skill.
  • Transferable Skill: A skill that applies across many careers, such as communication, problem-solving, attention to detail, and time management.
  • Emerging Occupation: A new or rapidly growing career that did not exist 10 years ago, such as AI Engineer, Cloud Architect, Data Scientist, or UX Designer.

Bridge to Theory (Hats & Ladders)

The H&L workbook (Ch 12) covers two key activities used this week:

  • Job Applications (Ch 12, pp. 196-198): Students practice filling out a standard job application for the fictional company "Future Work, Inc." The form asks for Applicant Information, Position Desired, Education, Employment History, Skills/Qualifications, References, and a signature. This builds the Wk3 connection to professional workplace skills.
  • Website Design (Ch 12, pp. 200-205): A Career Lab project where students take on the role of a Web Developer. They read an article on wireframing best practices ("The Do's and Don'ts of Designing a Great Website" by Margie Vane), then choose a website type (online store, blog, news site, business site, entrepreneur), describe it in one sentence, choose 3 pages, pick a color scheme, and wireframe each page using the workbook's blank boxes (or a digital tool). They also write a Functionality section explaining how users will interact with the site. The activity is scored on a 5-criteria rubric (Concept, Page Structure, Wireframe, Creativity, Completion) totaling 20 points.

IISD Instructional Strategies

  • Modeling: Project a sample wireframe on the screen before students begin the Website Design project. Show what good and bad wireframes look like.
  • Chunking: Break the Website Design project across Days 1-3 so students don't feel overwhelmed. Day 1 = explore networking + read the article. Day 2 = wireframe. Day 3 = describe functionality + Job Applications.
  • Stop and Jot: During the Day 4 Emerging Tech research, students pause every 5 minutes to jot one new tech and one career it creates.
  • Sentence Stems: "A network architect designs _. A web developer builds . The transferable skill they share is __."

Week at a Glance

Day Focus Key Activities Deliverable
1 Networking Systems Pathway H&L Networking Systems exploration + transferable skills discussion Network career notes + 1 transferable skill identified
2 Website Design (Part 1), Read + Plan H&L "Website Design" Steps 1-3 (read article, choose website type, plan content) Website concept + 3 pages selected + color scheme
3 Website Design (Part 2), Wireframe + Job Applications H&L "Website Design" Steps 4-5 (wireframe pages + functionality description) + H&L "Job Applications" form Wireframes for 3 pages + completed Job Application
4 Emerging Tech Research Research one emerging IT career using BLS + H&L Completed Emerging Tech Research Template
5 Mini-Presentations + Xello + Wk3 Wrap-Up 2-min emerging tech pitches + Xello Add Skills Pitch + Xello skills added

Formative Assessment

  • Day 1: Networking Hat notes + Venn Diagram exit ticket (Programming vs. Networking skill overlap). d(1)(C), d(4)(B)
  • Day 2: Website concept + 3 pages + Mini-Case exit ticket (Rosa tutoring business site pick). d(1)(C)
  • Day 3: Wireframe packet + functionality description + Job Application form (deliverable-only day, no formal exit ticket). d(1)(C), d(7)(C)
  • Day 4: Emerging Tech Research Template + Comparison Matrix exit ticket (emerging vs. traditional IT career). d(1)(C), d(1)(D)
  • Day 5: Mini-presentation + Xello Skills + Concept Map exit ticket (career + Irving ISD pathway + transferable skill + classmate's emerging career). d(1)(C), d(1)(D), d(4)(B)

Summative Assessment

H&L "Website Design" Project (rubric in workbook Ch 12, p. 206) + Emerging Tech Mini-Presentation (Day 5): Students submit their completed wireframes and functionality description, scored on the H&L 5-criteria rubric (20 points). They also deliver a 2-minute pitch on their researched emerging IT career covering: career name, what it involves, education needed, salary, why it's growing, and one company hiring for it. Aligned to d(1)(C), d(1)(D), d(4)(B).

Differentiation

Scaffolded Learning

  • Pre-printed wireframe templates with the page header and footer pre-drawn so students fill in only the body content.
  • For the Job Application, provide a partially-completed example (a fake applicant) so students see how each field is filled in professionally.
  • Pre-approved list of emerging careers with starter research links for students who need direction.

Extensions

  • Advanced students wireframe a 5-page website instead of 3, including a contact form and a search bar.
  • Students explore the H&L "From the Field" interview videos for IT and connect what they hear to their wireframe design choices.
  • Compare the IT job market in DFW vs. Austin (Texas's two biggest tech hubs) using BLS data.

ELL Language Support

  • Pre-teach: Network = Red, Wireframe = Esquema de página, Web Developer = Desarrollador web, Application (form) = Solicitud, Skill = Habilidad.
  • Bilingual wireframe template with Spanish labels (Header = Encabezado, Footer = Pie de página, Navigation = Navegación).
  • Pair ELL students with bilingual peers for the Day 5 mini-presentations.