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HTML

This document provides an overview of building websites using HTML, CSS, and JavaScript. It discusses key terms like HTML, CSS, URLs, servers, clients, routers, and tags. It also provides examples of code for an HTML page with CSS styles and JavaScript. The document explains how these languages can interact and be used together in a web page. It provides tutorials and lesson plans for teaching students to build basic web pages that combine HTML, CSS, and JavaScript.

Uploaded by

Roselyn Margajay Espiritu
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
109 views

HTML

This document provides an overview of building websites using HTML, CSS, and JavaScript. It discusses key terms like HTML, CSS, URLs, servers, clients, routers, and tags. It also provides examples of code for an HTML page with CSS styles and JavaScript. The document explains how these languages can interact and be used together in a web page. It provides tutorials and lesson plans for teaching students to build basic web pages that combine HTML, CSS, and JavaScript.

Uploaded by

Roselyn Margajay Espiritu
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 12

Chapter 11: Building a Website Using HTML - CSS

11.0.1 Objectives
Pencil code offers a very easy drag and drop way to create HTML files. This section introduces the
structure of a simple HTML page. The lessons guide students to create basic pages using block-mode
and to transition to text-mode as their familiarity and knowledge increase.

11.0.2 Topic Outline


11.0 Chapter Introduction
11.0.1 Objectives
11.0.2 Topic Outlines
11.0.3 Key Terms
11.0.4 Key Concepts

11.1 Lesson Plans


11.1.1 Teaching Suggestions
11.1.2 Suggested Timeline
11.1.3 CSTA Standards
11.1.4 Lesson Plan I on building a basic HTML page
11.1.5 Lesson Plan II on building a basic CSS page
11.1.6 Lesson Plan III on writing a JavaScript program embedded in a HTML page.
11.1.7 Lesson Plan IV on writing a JavaScript program to create a slideshow.

11.0.3 Key Terms

Cascading Style Sheet (CSS) HTML

url Hyper-text

Server - client protocol

https vs. http (encrypted vs. unencrypted) tags

<script> - tag

11.0.4 Key Concepts


Pencil Code supports coding webpages that combine HTML, CSS, and JavaScript or CoffeeScript. To
enable HTML and CSS editing, click the “gear” icon and select those languages.

11.1
Enabling HTML and CSS will split the editing area into multiple panes:

Editing HTML and CSS and JavaScript in the same project

The code for the screenshot above is shown below. It has an HTML page with several elements, two CSS
rules, and two lines of JavaScript code:

cat.moveto(0,0);
JavaScript cat.rt(20);
body { font-family: Arial; }
CSS h1 { text-align: center; }
<html>
HTML <body>
<h1>Introduction to Pencil Code</h1>
<p>Pencil Code is an environment for
learning to code on the web.<p>
<p>It supports both block coding and
text coding with CoffeeScript,
JavaScript, CSS and HTML.</p>
<img id="cat" src="/img/t-cat">
</body>
</html>

All three of the languages in this example interact with each other.

 The HTML includes <body>, <h1>, and <img id="cat"> elements.

 The CSS has a body rule and an h1 rule, setting the visual styles for those HTML elements.

 The JavaScript refers to the cat image, using turtle functions to move it and turn it.

This editor can be used to teach web and internet concepts. Because the Pencil Code library is also
provided, all the examples from previous chapters continue to work. Coding can be done directly on a
webpage, allowing students to create animations and interactivity at the same time as learning about
HTML and CSS, URLs, and the Internet.

11.2
The Internet

The Internet is a global network of connected computers acting as clients, routers, and servers. Some of
the most useful data sent on the Internet are webpages, and when some people talk about the Internet,
they are really referring to the Web.

Servers run programs that wait at the network, ready to answer requests that are sent by other
computers. For example, the computer known as “www.un.org” is a server at the United Nations that
waits for requests for webpages, and when it gets a request, it sends back the requested webpage to
whichever computer sent the request.

Clients run programs that make requests by creating and sending messages to servers. For example,
when you use your Web browser on your phone to visit www.un.org, your phone is acting as a client. It
sends a small message with a request to the computer at the UN, and after a moment, it gets back a
message containing a webpage.

Routers run programs that forward messages between other computers. It would be impractical to run a
wire (or a direct radio signal) from your client (and every other client in the world) to the UN. So, instead,
the computer sends messages to a nearby computer with instructions to pass it on in the right direction.
The message is passed on from computer to computer until it arrives at the correct server. Routers are
the silent delivery workers of the Internet. You do not normally need to know the dozen or so routers that
may sit between your client and a server, but if you have noticed a computer on your network known by
the number “192.168.1.1” or “10.0.0.1”, those computers are probably routers.

The World Wide Web

HTML is the HyperText Markup Language, the main language in which pages on the web are written.

A hypertext document is a text document that embeds links to other resources on the Internet.

A web address is a precise name (written as a URL) that locates one specific document or file on the
Internet.

A webpage is a hypertext document with a Web address.

If one were to draw a picture of a few linked webpages with a dot for each webpage and a line for each
link between them it would look like a Web of connections. The World Wide Web (the Web) is the name
we give to the many billions of linked webpages around the world.

The pages that make up the Web are served by millions of different servers around the world, each
hosting numerous webpages. To understand how a webpage is found, it is important to understand the
URL.

The Three Main Parts of a URL

The Web address of a webpage is written in a precise way called a URL (a Uniform Resource Locator).
A URL looks like this:

https://www.un.org/en/index.HTML

The first part “https:” is the protocol, which determines the message formats used when communicating
with the server. There are two main protocols on today’s Web. HTTP (Hyper Text Transfer Protocol)
transmits requests and responses without any encryption so that any router can read the messages.
HTTPS (HTTP Secure) encrypts the messages so that only the client and the server can read them.

11.3
The second part “//www.un.org” after the double slash is the server. Requests for this URL will be sent to
the server www.un.org.

The third part “/en/index.HTML” after the server name is the path of the webpage that will be requested
within the server. Web servers often organize paths using “/” to divide directory names from the files
within them, but Web servers are free to organize their webpages using any paths they choose. For
example, Google serves an almost infinite variety of webpages using URLs such as
“https://www.google.com/search?q=un”. Change the last part of the path from “un” to any other word to
ask Google for a page of search results.

Pencil Code URLs

Pencil Code makes a URL for every program saved by a student:

http://newbie.pencilcode.net/home/myprogram

Here the protocol is HTTP unencrypted. (Pencil Code also supports HTTPS.)

The server is “newbie.pencilcode.net”, a server created by the student. All students who save work on
Pencil Code gets their own virtual server. (It is called “virtual” because there is not actually a new
computer for each student: Pencil Code just runs server software using a new name and reuses a
physical computer that is shared with other students.)

The path is “/home/myprogram”, which is “/home/, followed by the name chosen when saving the file. On
Pencil Code, the top-level directory name in the path is special. If you use “/home/”, it will serve the raw
webpage, just like an ordinary Web server. If you change the directory name to “/edit/”, it will serve a
special editing webpage that lets you see the source code and log in to edit the page.

Tags in HTML

HTML (Hyper Text Markup Language) is the language used to write a webpage. A simple HTML
document looks like this:

<!doctype HTML>
<HTML>
<body style="background:wheat">
<h1>My Page</h1>
<p>This is <em>my</em> page.</p>
<p><img src="https://pencilcode.net/img/happyfox" title="little fox"></p>
</body>
</HTML>

A standard HTML document begins with <!doctype HTML> followed by three types of information.

Tags in angles like <body> designate special locations in the document. The tag name is the first word of
the tag.

Attributes of a tag, also written within the angle of the tag, such as title=”little fox” or
style=”background:wheat”.

Text content such as “My Page” which does not appear inside angles.

Most of the tags are paired: a begin tag like <body> matches end tag with a slash like </body>, but there
are a few special self-closing tags such as <img> that are not paired. A tag and its pair (if any) together
11.4
are called an element, and elements may be nested within each other. For example, within the
document above, the <img> element is nested within a <p> element, nested within <body>, which is
nested within the <HTML>. The <em> element is also nested within a different <p> element.

HTML has about 100 types of elements and 100 or so attributes that let programmers do a great variety
of things in a document. The best way to learn about HTML is to make webpages while trying out different
elements described in one of the many online resources available on the Internet. Here is a list of a few
particularly useful elements.

Element Purpose Type

<HTML>...</HTML> The element enclosing an entire HTML document. section

<body>...</body> The visible contents of the document (invisible metadata section


goes in another similar section <head>...</head>).

<p>...</p> A paragraph. group

<h1>...</h1> A big heading (headings get smaller down to h6). group

<style>...</style> A Cascading Style Sheet for defining visual styles. code

<script>...</script> A script in JavaScript or another programming language. code

<em>...</em> An emphasized phrase (italicized in your browser). text

<a href="url">...</a> A hyperlink that leads to a page located by the href url. text

<img src="url"> An image that is loaded from the url in the src attribute. embedding

<iframe src="url"></iframe> A subframe containing a nested page loaded from a url. embedding

The last three elements have attributes href and src whose values are URLs that link to other files or
webpages. On a webpage, there is a short way to write URLs that is important to understand.

Relative URLs

URLs that in webpages can be written in an abbreviated form called relative URLs, which omit portions
of the URL and assume they take on the same values as the current Web address. Ordinary complete
URLs contain a protocol, server name, and path and are called absolute URLs. For example, suppose
the current URL is http://newbie.pencilcode.net/home/myproject/welcome.html. Here are examples of
relative URLs.

11.5
Relative URL Relative to http://newbie.pencilcode.net/home/myproject/welcome.html

friends.html http://newbie.pencilcode.net/home/myproject/friends.html

css/style.css http://newbie.pencilcode.net/home/myproject/css/style.css

/home/index.html http://newbie.pencilcode.net/home/index.html

/img/happyfox http://newbie.pencilcode.net/img/happyfox

//un.org/fr/index.html http://un.org/fr/index.html

https://google.com/ https://google.com/

The basic rule is this: an absolute URL always starts with a protocol name such as http: or https:. If a
relative URL starts with two slashes, it inherits the current protocol but replaces everything after that. If a
relative URL starts with one slash, it replaces everything after the current server name. If a relative URL
does not start with a slash, it replaces everything after the last slash in the current URL.

Absolute URLs can be used anywhere a URL is required, but relative URLs can be much faster to type.
Relative URLs also have the advantage in that if a directory of webpages is moved together between
servers or directories, URLs that make relative references within the directory will continue to work.

The Style Attribute and the <style> Element

Browsers come with default visual styling for every HTML element. For example, the <em>...</em>
element indicates a phrase that should be emphasized, and browsers will use italic font-style for that text
by default. But what if you wish to use a normal font-style and underline the text instead? Visual styles
can be overridden by using the style attribute on any visible element, as follows:

<em style="font-style:normal;text-decoration:underline">something</em>

The value of the style attribute is a style declaration block, which can list any number of style
declarations separated by semicolons. Each style declaration has a style property followed by a colon
and a value. There are about 100 standard style properties and there are many Internet resources that list
them and give examples of how they work.

If you wish to apply the same style declaration block to every <em> element in the document, you can
create a <style> element containing CSS (Cascading Style Sheet) rules, such as:

<style>
em {
font-style:normal;
text-decoration:underline;
}
</style>

11.6
CSS is a powerful language that provides ways to combine and generalize style rules. We will not talk
much about it here but there are excellent resources available on the Internet detailing beautiful effects
that can be created with CSS.

The <script> Element

When combining HTML and JavaScript code, the JavaScript is embedded in a <script> element. Pencil
Code provides separate editing panels for separating editing HTML and JavaScript for a webpage, but
when you view them together, Pencil Code puts the JavaScript inside the HTML page by adding a
<script> element.

The <script> Element also can also be used with other languages. When the CoffeeScript language is
loaded, the type attribute may be set so that <script type="text/coffeescript">...</script> contains
CoffeeScript.

11.1.1 Teaching suggestions


The first two lesson plans detail how to build an HTML page using Pencil Code. There are blocks
available for the overall structure that a student can drag and help them students build the HTML page.
This chapter differs from others in that each lesson plans is a continuation from the previous lesson plan.

11.1.2 Possible Timeline: 1 55-minute class period

Instructional Day Topic

2 Days Lesson Plan I & II:HTML webpage design

1 Day Lesson Plan III: HTML – JavaScript embedded program

1 Day Lesson Plan IV: HTML – JavaScript using arrays (JavaScript embedded in
the webpage)

11.1.3 Standards

CSTA Standards CSTA Strand CSTA Learning Objectives Covered

Level 3 B CL Use project collaboration tools, version control


(Grades 9 – 12) systems, and Integrated Development
Environments (IDEs) while working on a
collaborative software project.

Level 3 A CPP Use advanced tools to create digital computing


(Grades 9 – 12) innovations and artifacts (e.g., web design,
animation, video, etc.).

Level 3 A CPP Create and organize webpages through the use of a


(Grades 9 – 12) variety of web programming design tools.

11.7
11.1.4 Lesson Plan I
Build a one-page HTML page using basic blocks and HTML tags. Check to see that HTML and CSS
options are checked under settings.

Content details Teaching Suggestions Time

Code: Text Step 1: Demonstrate to students on Demonstration:


how to create a basic page by
<!DOCTYPE html> dragging the blocks for the 30 minutes
<html> framework.
<head>
<title>iTeach-
ComputerScience</title> Step 2: Ask the students to add color
</head> and fonts.
<body
bgcolor="#ffffbc6">
<h1 align="center"> Art Gallery
to open soon!</h1> Step 3: Encourage students to switch
<p> to “text-mode” to type in HTML text.
In a new exhibition at
…
… Step 4: Point out the basic structure
comes from watching and being and problems that can happen if
watched. students miss small details in the
</p> HTML code. Note that they can avoid
</body> these problems by dragging and
</html> dropping using block-mode.

Step 5: Click on “Share” and copy –


paste the URL into a Web browser.
Point out the layout and color and
comment on the site’s visual appeal.
Here is the code for the program.
Output

11.1.5 Lesson Plan II


This lesson focuses on the creation of a page using the CSS. It demonstrates the use of CSS and how to
add it to the program from the previous lesson plan. Check to see that the HTML and CSS options are
checked under settings.

11.8
Content details Teaching Suggestions Time

Code – HTML Step 1: Open the program and Demonstration:


click on run.
body { 15 minutes
background: cyan;
font-family: sans-serif; Step 2: Point out the HTML part
text-align: center;} of
button {
background: cornflowerblue; the code and show how the Student Practice:
color: white; structure of an HTML file can be 30 minutes
border: none; dropped into the program in
border-radius: 6px; block-mode.
font-size: 18px;
margin: 8px;
} Step 3: Show the CSS code and
#rs { background: gray;} tinker with values to demonstrate
img { border-radius: 6px;} change in appearance.
ul { list-style-type: none;
padding: 0;}
ul li { display: none;} Step 4: Compare with the first
ul li.shown { display: block;} program and show students how
CSS helps
Code – CSS
body {
background: cyan; Here is a sample program.
font-family: sans-serif;
text-align: center;
}
button {
background: cornflowerblue;
color: white;
border: none;
border-radius: 6px;
font-size: 18px;
margin: 8px;
}

11.9
11.1.6 Lesson Plan III
Students will now write a JavaScript program that is embedded in the webpage they have been
modifying. The Art Gallery page. Note, the program is a very simple one because it takes what has been
taught in Lesson Plan II and adds the JavaScript information to it.

Content details Teaching Suggestions Time

Code: JavaScript Step 1: Pull up program: Demonstration:


FirstPageArtGalleryDesigns.
speed(100); 20 minutes
for(var i=0;i<6;i++) Ensure that the Pencil Code
{ environment is in JavaScript mode with
pen(random(color), 2); HTML / CSS selected.
for (var j = 0; j < 50; ++j)
{ Step 2: Run the program. (It looks
similar to the program the students
rt(30, j);
modified in the previous lesson plan.)
}
} Step 3: Point to the JavaScript program.
This is one of the programs they
Code: HTML
previously designed.
<!DOCTYPE html>
<html> Step 4: Explain that this activity
<head> combines many techniques they have
<title>iTeach- already learned.
ComputerScience</title>
</head> Step 5: Click on the Share and copy /
<body
paste the URL into a new Tab in the
bgcolor="#ffffbc6">
<h1 align="center"> Art Gallery to browser to view the webpage.
open soon!</h1>
<p> Teaching Tip: Use a right mouse button
In a new exhibition at … click on View Source to show how the
… JavaScript code is embedded into the
and being watched.
HTML page.
</p>
</body>
</html>
Output:

Code: CSS
body {
font-family: sans-serif;
text-align: center;
}
button {
background: cornflowerblue;
color: white;
border: none;
border-radius: 6px;
font-size: 18px;
margin: 8px;
}

Encourage students to create their own JavaScript code and view the program execution embedded in a
webpage.
Student Practice: 25 minutes

11.10
11.1.7 Lesson Plan IV
This lesson focuses on the creation of a slide show using the JavaScript program. It demonstrates the
use of arrays (the simplest data structure in programming). This culminating lesson enables students to
put together all of the techniques presented in all the lesson plans in this chapter to create an interesting
webpage.

Content details Teaching Suggestions Time

Code:HTML Step 1: Open the program js-slideshow. Demonstration:


Ensure that the Pencil Code 30 minutes
<!DOCTYPE html>
<html>
environment is in JavaScript mode and it
<body> has HTML and CSS options checked.
<h1>My Slide Show</h1>
<button id="bb">Back</button> Step 2: Point out that each button has a
<button small functional module under it that gets
id="ff">Forward</button> executed when clicked. (Refer to
<div>
concepts in Chapter 5 – Functions.)
<img id="im" src="/img/cake">
</div> Step 3: Show that the images get
<button selected from the Internet using /img
id="rs">Restart</button> capability. (Chapter 3 – Input / Output).
</body>
</html> Step 4: Point out the HTML and CSS
sections of the program that enable this
Code: CSS
program to become a part of a webpage.
body {
font-family: sans-serif;
text-align: center;
}
button {
background: cornflowerblue;
color: white;
border: none;
border-radius: 6px;
font-size: 18px;
margin: 8px;
}
#rs {
background: gray;
}
img {
border-radius: 6px;
}
ul {
list-style-type: none;
padding: 0;
}
ul li {
display: none;
}
ul li.shown {
display: block;
}

11.11
Content details Teaching Suggestions Time

Code: JavaScript
document.getElementById('bb').addEventList
ener('click', goback);

document.getElementById('rs').addEventList
ener('click', restart);

document.getElementById('ff').addEventList
ener('click',goforward);

var food = [
"/img/orange juice", "/img/cupcake",
"/img/potato chips",
]
var pointer =0;
function goforward() {
pointer += 1;
if (pointer >= food.length) {
pointer =0;
}

document.getElementById('im').src =
(food[pointer]);
}

function goback() {
pointer -= 1;
if (pointer < food.length) {
pointer =food.length-1;
}

document.getElementById('im').src =
(food[pointer]);

function restart(){

document.getElementById('im').src =
food[pointer];

pointer = 0;

Encourage students to change the images. Increase the size of the array and add more elements.
Encourage students to tinker with the CSS and HTML values to improve the visual appeal of the
program.
Student Practice:120 minutes

11.12

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