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iCTL Y5 CS5 PDF
iCTL Y5 CS5 PDF
iCTL Y5 CS5 PDF
TEACHING GUIDE
YEAR 5
2011
Cataloguing-in-Publication Data
Dicetak oleh,
Percetakan Zainon Kassim Sdn. Bhd.
Kota Damansara
CONTENTS
Contents
Page
Foreword
Rukun Negara
vii
viii
Introduction
Implementation
Framework
Content Specifications
Preliminary
10
Word Processing
Module 1 Indentation
Module 2 Spacing
Module 3 Column
11
15
25
Spreadsheet
Module 4 Interface
Module 5
Key in data
31
39
Programming
Module 6
Module 7
Module 8
Module 9
Module 10
47
53
59
65
73
Concept
Algorithm: Sequential
Algorithm: Selection (IF)
Flowchart: Sequential
Flowchart: Selection (IF)
85
101
119
Internet
Module 14
123
Search Engine
iii
FOREWORD
RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung citacita untuk mencapai perpaduan yang lebih erat di
kalangan seluruh masyarakatnya; memelihara satu cara
hidup demokratik; mencipta masyarakat yang adil bagi
kemakmuran negara yang akan dapat dinikmati bersama
secara adil dan saksama; menjamin satu cara yang liberal
terhadap tradisi kebudayaannya yang kaya dan berbagaibagai corak; membina satu masyarakat progresif yang
akan menggunakan sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan
seluruh tenaga dan usaha kami untuk mencapai cita-cita
tersebut berdasarkan prinsip-prinsip yang berikut:
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
vii
NATIONAL
PHILOSOPHY OF EDUCAITON
viii
INTRODUCTION
AIMS
AND OBJECTIVES
Stage 1
AIM
The aim of Stage 1 ICT Literacy for Primary Schools
programme is to enable pupils to use basic computer
applications and devices.
OBJECTIVES
By the end of the Stage 1 programme, pupils should be
able to:
identify the main parts of a computer system;
explain the concept of operating system and computer
application;
use basic operating system and computer application;
use function keys on a keyboard;
use basic typing techniques; and
do basic maintenance work.
Stage 2
AIM
The aim of Stage 2 ICT Literacy for Primary Schools
programme is to enable pupils to master the use of basic
computer applications, internet and creating webpage.
OBJECTIVES
By the end of the Stage 2 programme, pupils should be
able to:
perform steps in maintaining the computer system and
in handling data;
use the computer in a proper manner;
develop a basic webpage;
carry out internet activities; and
abide by and practise netiquette and copyright policy.
2
IMPLEMENTATION
IMPLEMENTATION IN SCHOOL
The ICTL for Primary Schools programme in national (SK) and
national type schools (SJK) is introduced after the Transition
Programme in Year 1. The programme is implemented from
Year 1 to Year 6, for 720 minutes per year in a continuous
three-month period. Two teaching periods or 60 minutes of
the timetable are allocated for this programme. It is to be
carried out during the English Language period for SK and
the Chinese Language or Tamil Language periods for SJKC
and SJKT.
TEACHING AND LEARNING APPROACH
The success of the programme depends highly on teacher
readiness and the availability of ICT facilities. For Year 5
pupils, teachers need to supervise them during computer
classes by using appropriate methods and approaches
such as working in groups. Teachers are encouraged to get
pupils to produce a folio.
ASSESSMENT
Teachers are expected to conduct their own school based
assessment. Pupils competencies are graded according
to the learning outcomes. Teachers may use the pupils
folio as part of the school-based assessment.
FRAME WORK
Stage 2
COMPUTER HARDWARE
Computer Parts
Alphabet and Numeric Keys
Function Keys
Input and Output Devices
COMPUTER HARDWARE
Computer Parts and
Components
Alphabet and Numeric Keys
Function Keys
Input and Output Devices
COMPUTER SOFTWARE
Operating System/
Application Software
COMPUTER SOFTWARE
Operating System
Application Software
INTERNET
Netiquette
Search Engine
E-Mail
MAINTENANCE
Virus Scan
Disk Defragmentation
Drive Clean
Scandisk
WEBPAGE
Creating Webpage
CONTENT
SPECIFICATIONS
What is it?
What does
it cover?
How is it
organized?
What should
be done?
d Format Cell
c) Data
b) Interface
a) Introduction
1.2 Spreadsheet
Create border
Key in data
Save a file
Print a file
1.2.4
1.2.5
1.2.6
1.2.7
1.2.2
1.2.1
1.2.3
Learning Outcomes
1.1.3
1.1.2
a) Paragraph
- Indentation
- Spacing
b) Columns
1.1.1
1. Application Software
Learning Areas
(2 Weeks)
(2 Weeks)
b) Flowchart
Draw a flowchart
a) Sequential
b) Selection (IF)
Understand the programming concept
by manipulating the variables
2.2.3
2.2.4
Write an algorithm
a) Sequential
b) Selection (IF)
Learning Outcomes
2.2.2
2.2.1
a) Algorithm
2.1.1
2. Basic Programming
Learning Areas
1. Internet
Learning Areas
Save information
1.2.2
1.2.3
1.1.2
1.2.1
1.1.1
Learning Outcomes
(1 Week)
INTERNET YEAR 5
PRELIMINARY
Preliminary
This ICT Literacy for Primary Schools: Teaching Guide
Year 5 comes with fourteen (14) teaching and learning
modules. The modules cover certain topics in the Content
Specifications. They are meant to serve as a guide for
teachers. Teachers are encouraged to produce learning
modules suited to pupils ability and devise innovative
activities that develop pupils thinking skills. All the modules
provided in this teaching guide are presented with
graphic illustrations to help teachers carry out the activities
effectively.
The modules are developed based on the application
software provided to the school computer laboratories
by the Ministry of Education. The application software
provided are MS Word, MS Excel, MS PowerPoint and
Internet Explorer.
The topics developed for word processing are Indentation,
Spacing and create Border in Table. Search Engine modules
are developed for the topic on Internet.
Apart from continuing the skill from previous lesson they
will also learn a new topic on Programming in Computer
Software domain. The programming software used in
this topic is Scratch. Scratch can be downloaded free at
http://scratch.mit.edu. The pupils will develop their thinking
skill as well as do hands-on activities. This topic prepares
pupils with basic concept of programming where pupils will
be given the skill to think logically. The topic of programming
is introduced to Year 5 pupils provides a starting point in
developing pupils interest toward programming.
The logical thinking skill is introduced through activities
found in Module 6 to 10. However, teachers are advised
to apply suitable teaching approaches suited to pupils
ability.
Teachers are also advised to adopt suitable teaching
methods and approaches when using these modules. They
are also encouraged to create learning modules based on
their pupils learning abilities.
10
Word P
roc
ess
ing
Indentation
1
Module Indentation
Learning Area
1.
1.1
Application Software
Word Processing
- Indentation
Learning Outcome
1.1.1 Use tab key to create first line indentation
Module Objective
Step 1 : Click
. Choose All Programs. Select Microsoft Office then
click at Microsoft Word as shown in Figure 1.
3
Figure 1
12
1
Step 2 : Ask pupils to type the passage below.
Figure 2
13
1
Step 4: Press
Figure 3.
Figure 3
Step 5 : Repeat step 3 for the next paragraph. You will get the result as shown
in Figure 4.
Figure 3
Figure 4
Step 6 : Save your work. Name it as Whales.
14
Word P
roc
ess
ing
Spacing
2
Module Spacing
Learning Area
1.
1.1
Application Software
Word Processing
- spacing
Learning Outcomes
1.1.2 Change the spacing of paragraphs
- double
- single
Module Objective
1
Figure 1
16
2
Open the Whale file as shown in Figure 2.
Figure 2
Step 2 : Highlight the whole text as shown in Figure 3.
Figure 3
17
2
Step 3 : Click Format at the menu bar. The Format pull down menu will be
displayed. Click Paragraph at the Format pull down menu as shown
in Figure 4.
Figure 4
Step 4 : The Paragraph pop up menu will appear as shown in Figure 5.
Figure 5
18
2
Step 5 : From the Paragraph pop up menu, go to Line spacing, click the arrow
down, and choose double spacing as shown in Figure 6.
Figure 6
Step 6 : Click Double and then click OK as shown in Figure 7.
Figure 7
19
2
Step 7 : You will get a display as shown in Figure 8. Save it.
Figure 8
2. Steps to change the text from double spacing to single spacing.
Step 1 : Open Whales file.
Figure 1
20
2
Step 2 : Highlight the whole text as shown in Figure 2.
Figure 2
Step 3 : Click Format at the menu bar. The Format pull down menu will be
displayed. Choose Paragraph as shown in Figure 3.
Figure 3
21
2
Step 4 : The Paragraph pop up menu will appear as shown in Figure 4.
Figure 4
Step 5 : From the Paragraph pop up menu, click pull-down button at Line
spacing as shown in Figure 5.
Figure 5
22
2
Step 6 : Click Single to apply single spacing for the whole text. Click OK as
shown in Figure 6.
Figure 6
Step 7 : You will get a display as shown in Figure 7. Save it.
Figure 7
23
Word P
roc
ess
ing
Column
3
Module Column
Learning Area
1.
1.1
Application Software
Word Processing
- Columns
Learning Outcome
Module Objective
Step 1 : Click Start, choose All Programs, select Microsoft Office and open
Microsoft Word Program.
Step 2 : Go to Menu Bar. Choose Format and click on Columns as shown in
Figure 1.
Figure 1
26
3
Step 3 : You will get a display as shown in Figure 2. Choose Two Columns and
click OK.
Two
Columns
Figure 2
You will get a display as shown in Figure 3.
Two
Columns
Figure 3
27
3
Below is the text for the pupils to type. Choose Century Gothic font size 36.
Figure 4
28
3
Step 5 : Now you can start typing the text. As you can see, your text will
become large and fill the two columns as shown in Figure 5. Save it.
As you type,
the text will
fo down until
the second
column.
Figure 5
29
Spreads
he
et
Interface
4
Module Interface
Learning Area
1.2 Spreadsheet
Learning Outcomes
1.2.3
Module Objectives
Step 1 : Click Start, choose All Programs, select Microsoft Office and click
Microsoft Office Excel. You should get a display of boxes on the
workspace as shown in Figure 1.
Figure 1
32
4
1. To identify cell, name box, column and row.
Step 2 : Each rectangular box is referred to as a cell as shown in Figure 2.
Cell
Figure 2
Step 3 : The Name Box shows C2 which is at column C row 2, as shown in
Figure 3.
Name box
Figure 3
33
4
Step 4 : Introduce Column as shown in Figure 4.
Column
Figure 4
Row
Figure 5
34
4
2. Create border
Step 1 : Type numbers in column A and names in column B as shown in Figure
6. Use mouse or arrow key to move from one column to another.
Column
Figure 6
Step 2 : Click File at Menu Bar then select Print Preview. You will get a display
as shown in Figure 7. The data will appear without border. Then click
Close and save your file.
Figure 7
35
4
Step 3 : To create border, highlight the cells and click Format at the Menu Bar.
The pull down menu will be displayed. Click Cells as shown in Figure
8.
Figure 8
Step 4 : You will get a display as shown in Figure 9. Choose Border then select
Outline and Inside. Click OK.
Figure 9
36
4
You will get a display as shown in Figure 10. Save your file.
Figure 10
Step 5 : Click File at menu bar then select Print Preview. You will get a display
as shown in Figure 11. You can see the difference between Figure 7
and Figure 11. Click Close.
Figure 11
37
4
Step 6 : Type height of each student in column C. Then, repeat Step 3 and 4
as shown in Figure 12.
Figure 12
You will get a display as shown in Figure 13. Save your work.
Figure 13
38
Spreads
he
et
Key in data
5
Module
Key in data
Learning Area
1.2 Spreadsheet
Learning Outcome
Module Objectives
Step 2 : Create Border for 2 rows and 6 columns. Highlight row 1 and 2 from
column A to F as shown in Figure 1.
Figure 1
40
5
Step 3 : Click Format at the Menu Bar. The Format pull down menu will appear
as shown in Figure 2. Select Cells.
Figure 2
You will get a display as shown in Figure 3. Click Border.
Figure 3
41
5
Step 4 : To create border, click Outline and Inside as shown in Figure 4.
Figure 4
You will get a display as shown in Figure 5. Click OK.
Figure 5
42
5
Step 5 : The Border will appear as shown in Figure 6.
Figure 6
Step 6 : To preview Border, click Print Preview icon at the Menu Bar as shown
in Figure 7.
Figure 7
You will get a display as shown in Figure 8.
Figure 8
43
5
Step 7 : To close the Print Preview, click Close at the Menu Bar as shown in
Figure 9.
Figure 9
Step 8 : Save your file.
Step 9 : Type the data as shown in Table 1.
Day /
Time
8.00 a.m
8.30 a.m
8.30 a.m
9.00 a.m
9.00 a.m
9.30 a.m
10.00 a.m
10.30 a.m
Monday
Bahasa
Malaysia
Mathematics
Science
Science
Music
Tuesday
Bahasa
Malaysia
Bahasa
Malaysia
Mathematics
Science
Science
Figure 10
Some of the letters seem to be
hidden. This is because of the
column width is small.
44
5
Step 10 : To adjust the column width, place the cursor on the line between
columns. This
symbol will appear as shown in Figure 11. Click and
drag the cursor to the right to enlarge the column width. To reduce
the size of the column width, drag it to the left.
Figure 11
You will get a display as shown in Figure 12.
Figure 12
Step 11 : Type in the data as in Figure 13.
Figure 13
45
Program
mi
ng
Concept
6
Module Concept
Learning Area
2.
Basic Programming
Programming Concept
Learning Outcomes
2.1.1 Know the concept of
- A program
- Programming
Module Objectives
Figure 1
48
6
Step 3 : Example of daily life.
Program
6.00 a.m
6.15 a.m
6.20 a.m
6.30 a.m
6.45 a.m
7.00 a.m
set of
instructions
-
-
-
-
-
-
Wake up
Brush teeth
Take a bath
Wear school uniform
Have a breakfast
Go to school
Figure 2
a. Making coffee.
b. _________________________.
c. _________________________.
d. _________________________.
49
6
Activity 1.
Look at the instruction below:
Get a sweets.
Unwrap the sweets.
Put the sweets into your mouth.
50
6
Activity 2
Look at the program.
a. Tell destination.
b. Pay money.
c. ____________.
51
6
Activity 3
A. Number the pictures below in the correct order.
Get ready for school.
52
Program
mi
ng
Algorithm
Sequential
7
Module
Algorithm: Sequential
Learning Area
2.2
Develop a program
- algorithm
Learning Outcome
2.2.1 Write a simple algorithm
- sequential
Module Objective
54
7
Suggested activities:
(Individual/Pair work)
Students identify at least five daily activities that involve sequence or
procedure. Then, students list down the procedures or steps accordingly to
its order.
For weaker students, teacher provides a random list of procedures. Then,
students rearrange the procedures accordingly in order.
*Example of daily activities: (1) kite-making, (2) baking a cake, (3) converting
a mixed number to improper fraction, (4) tying a shoes lace and (5) buying
food at the canteen.
55
7
Step 2 : Read and understand the program and the situation below.
Situation:
A birthday party at Lelas house. The guests need to follow the activities
during the party from the beginning to the end.
Tentative program:
4.00 p.m
4.30 p.m
Welcome speech
4.45 p.m
Party starts
5.00 p.m
5.30 p.m
7.00 p.m
Party ends
Example of sequence:
1. Start
2. The guests are expected to arrive at 4.00 p.m.
3. The host will deliver her speech at 4.30 p.m.
4. The party starts at 4.45 p.m.
5. The birthday cake will be cut at 5.00 p.m.
6. The lucky draw and games session start at 5.30 p.m.
7. The party will end at 7.00 p.m.
8. End
56
7
Step 4 : To find the answer of 2 km + 465 m.
2 km + 465 m = m
Algorithm
1. Start
2. Multiply 2 km with 1000
3. Add the answer with 465 m
4. The answer is 2465 m
5. End
12.5 km - 625 m = m
Algorithm
1. Start
2. .....12.5 km with 1000
3. ..... the answer with 625 m
4. The answer is ...... m
5. End
Step 6 : Write algorithm for other unit of measurement such as weight or area.
57
7
Suggested activities:
Activity A
1. Teacher provides students with a set of procedures.
2. Students convert the set of procedures to algorithm in the worksheet
provided.
Example:
Procedures:
1. go to school
2. breakfast
3. wake-up
4. take a bath
5. put on uniform
6. brush the teeth
Activity B
Teacher asks students to read a short
paragraph.
Based on the paragraph,
identify the sequences.
students
58
Program
mi
ng
Algorithm:
Selection (IF)
8
Module
Learning Area
2.
2.2
Basic Programming
Develop a Program
- Algorithm
Learning Outcome
2.2.1 Write an algorithm
- Selection (IF)
Module Objective
My Daily Activities
Wake-up.
Brush my teeth.
Take a bath.
Put on my school uniform.
Having my breakfast.
Go to school.
If it rains heavily, bring umbrella.
60
8
Step 3 : Based on the given example, pupils construct an algorithm. Pupils
write their answers on worksheet provided.
Example:
Activity A
__________________
End
61
8
Activity B
Teachers note:
Pupils must read the whole text for this activity. Teacher assists pupils to help
them understand the situational question and instruction.
A birthday party will be held at Lelas house. The guests need to follow the
activities during the party from the beginning to the end.
The program:
4.00 p.m.
Party starts
4.30 p.m.
4.45 p.m.
Welcome speech
5.00 p.m.
5.30 p.m.
7.00 p.m.
Party ends
Situation:
The party will be held outside Lelas house on that day. However, Lela needs
to make a backup plan if the weather is bad on that particular day e.g.
raining.
Instruction: Based on the situation above, create an algorithm of Selection
(IF) to represent Lelas birthday program and her backup plan. Use the
worksheet provided.
62
8
Worksheet (Activity B)
Put (IF) where necessary.
Start
__________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
End
__________
63
Program
mi
ng
Flowchart:
Sequential
9
Module
Flowchart: Sequential
Learning Area
2.
2.2
Basic Programming
Develop a program
- Flowchart
Learning Outcome
2.2.1 Draw a flowchart
- Sequential
Module Objective
By the end of the lesson, pupils should be able to
create story with flowchart.
Definition
a. Flowchart
b. Sequential
a. Flowchart
Is a diagram of geometrical shapes with connected line.
b. Sequential
A set of directions in order from beginning to end.
Types of shapes
START/STOP
Oval shape indicates a start or stop part of the flowchart.
PROCESS
Rectangular shape indicates an activity or task.
66
9
Activity 1 : Record the sequent on How to bake a cake.
Algorithm
Flowchart
1.0 Start
2.0
3.0
Add flour
4.0
5.0
6.0
Start
Add flour
7.0 End
End
67
9
Activity 2 : Complete the flowchart.
Activity on Sunday
Algorithm
Flowchart
1.0 Start
2.0
Wake up
3.0
Take a bath
4.0
5.0
Wash hand
6.0
Take a lunch
Start
Wake Up
Take a lunch
7.0 End
End
68
9
Activity 3 : Ask pupils to complete the flowchart.
Have a bath
Start
End
69
9
Activity 3 : How to fix a bicycle puncture. Draw the missing geometrical shape
and complete the flowchart.
Activity:____________________
70
9
Activity 5 : Think of an activity and write your own flowchart.
Activity: _______________________
71
9
Activity 6
Step 1 : Open Microsoft Word application. Open a new file.
Step 2 : List down the activities.
Step 3 : By using the geometrical shape, draw a flowchart.
Make sure the activities are in the correct order.
Get ready for school
Wake up
Wear school uniform
Brush teeth
Take a bath
End
Have a breakfast
Start
Go to school
72
Program
mi
ng
Flowchart:
Selection (IF)
10
10
Module
Learning Area
2.2
Develop a Program
- Flowchart
Learning Outcome
2.2.2 Draw a flowchart:
- Selection (IF)
Module Objective
a. Flowchart
Is a diagram of geometrical shapes with connected line.
74
10
Types of shapes
PROCESS
Rectangular shape shows interactions or actions.
DECISION
Diamond shape shows decision that must be made.
START/STOP
Oval shape shows the start or end of a program.
b. Selection (IF)
Used for decisions or choosing between two or more
choices.
75
10
Step 2 : Transformation from algorithm to a Selection (IF) flowchart shown in
Figure 1.
Go to school
Algorithm
Go to school
Flowchart using Selection Control Structure (IF)
1.0 Start
2.0
Wake up
3.0
Take a bath
4.0
5.0
Have breakfast
Start
Wake up
Take a bath
Have breakfast
Yes
Raining heavily?
6.1 Bring umbrella
No
7.0
Go to school
Go to school
8.0 End
End
Figure 1
76
Bring umbrella
10
Condition in Figure 2:
There are two choices for you to go to school. You can walk to school or go to
school by car.
Question
Task :
Yes (True)
Go to School.
Yes
No
Figure 2
77
10
Sample of Go to school flowchart using Selection (IF) as shown in Figure 3.
Start
Wake up
Take a bath
Breakfast
Yes (True)
Tired to walk
No (False)
Reach school
End
Figure 3
78
By car
10
Step 4 : Activity 1.
Task
Go to school.
Question
IF it is raining?
79
10
b. Complete the flowchart in Figure 4 based on answer in Activity 1a.
Start
Wake up
Take a bath
Breakfast
Go to school
Yes (True)
Raining?
No (False)
End
Figure 4
80
10
Step 5 : Activity 2.
Task :
Activity on Sunday.
81
10
b. Complete the flowchart in Figure 5 based on your answer in Activity 2a.
Start
Wake up
Take a bath
Breakfast
Yes (True)
Raining?
No (False)
Enjoyable day
End
Figure 5
82
10
Step 6 : Draw your own flowchart based on the task given.
Task :
After having tea, change into a tracksuit and go to the field to play
football with your friends. If your friends are not around, you will jog in
the park.
Start
Watch television
Tea
Yes (True)
No (False)
83
Program
mi
ng
Sof
tware
Getting Started
With Scratch
11
11
Module
Learning Area
2.
Learning Outcome
Module Objective
Teachers Note :
Basic Programming
Step 1 : Click
, choose All Programs, select Scratch and click
Scratch application as shown in Figure 1.
Figure 1
86
11
You will get results as shown in Figure 2.
Figure 2
Blocks Palette
Script Area
Sprite List
Menu Bar
Tool Bar
87
Stage
11
Introduction to Scratch Interface
a. Menu Bar
d. Stage
e. Sprite List
f. Toolbar
To enlarge Sprite
To shrink Sprite
Step 2 : From the menu bar, choose Want Help? button to learn more about
the Scratch software as shown in Figure 3.
Figure 3
Step 3 : The step-by-step Getting Started guide in the next page is to get
you started with Scratch.
88
Program
mi
ng
Sof
tware
Develop a Program
Using Scratch
12
12
Module
Learning Area
2.
Basic Programming
2.2
Develop a program
Learning Outcome
Learning Objective
Inserting Background:
Step 1 : Click Start to open Scratch. Display shown in Figure 1 will appear.
Figure 1
102
12
Step 2 : Place pointer on Stage situated in sprite list area as shown in Figure 2
and click.
Click
Figure 2
Step 3 : Place pointer on Background tab as shown in Figure 3 and click.
Click
Figure 3
103
12
Step 4 : A new display will appear as shown in Figure 4. Click Import.
Click
Figure 4
A new pop-up window will appear as shown in Figure 5. Double click Indoors.
Figure 5
104
12
Step 5 : Choose room3 as shown in Figure 6 and double click to select it.
Figure 6
Once done, your selected background will appear as shown in Figure 7.
Figure 7
105
Your new
background
12
Positioning Sprite:
Step 1 : Click and hold the Sprite. Then, drag to the new position as shown in
Figure 8. This position is defined as Start position.
Figure 8
You will get a display as shown in Figure 9.
Figure 9
106
Click and
drag to the
new position
12
Inserting new Sprite: Food
Step 1 : Choose New Sprite button as shown in Figure 10.
Click
Figure 10
A new pop-up window will appear as shown in Figure 11. Double click Things.
Figure 11
107
12
Step 2 : A display as shown in Figure 12 will appear.
Double
Click
Figure 12
Step 3 : Choose cheesy-puffs and double click to select it.
108
12
A new display with your new Sprite (food) will appear as shown in Figure 13.
New sprite
Figure 13
Resizing Sprite: Reducing the size of food.
Step 1 : Click on Shrink sprite button as shown in Figure 14.
Click
Figure 14
109
12
Step 2 : A new pointer will appear
. Place the pointer on the food as shown
in Figure 15 and click on it to meet the desired size.
Place pointer
here and click
to make it
smaller
Figure15
The food now becomes smaller.
Figure 16
110
12
Positioning the food:
Step 1 : Click on Move button as shown in Figure 17 to exit the shrink mode.
Place pointer here and
click.
Figure 17
Step 2 : Now, move the food to the new position as shown in Figure 18.
Figure 18
111
12
You will get a display as shown in Figure 19.
Figure 19
Inserting movement: Cat moves towards food
Step 1 : Place pointer on Sprite1 as shown in Figure 20 and click.
Figure 20
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The Sprite script area and Blocks palette will appear as shown in Figure 21.
Step 2 : Place pointer on Control button and click as shown in Figure 22.
Place pointer
here and click
Figure 22
The Blocks Palette for Control will appear as shown in Figure 23.
Figure 23
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12
Step 3 : Start with clicking on
whenever creating script and
drag the block to the Script area as shown in Figure 24.
Figure 24
Note: Block
or
Figure 25
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Place pointer
here and click
12
The Blocks Palette for Motion will appear as shown in Figure 26.
Figure 26
Figure 27
Note: When you place the new block, please make sure the block is attached
together as shown in Figure 27 so that the script can function.
Test the script by clicking
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12
Step 6: Double click to change the default value from 10 to 50 as shown in
Figure 28. Your cat will move 50 steps.
Figure 28
Note: Before you test your script. Make sure the cat is in start position.
Step 7: Then, click on the Control button (which is located at the Blocks
Palette)as shown in Figure 29.
Place pointer
here and click
Figure 29
Figure 30
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Step 9: Repeat step 5 to 8 until the cat reaches the food.
Note: Before you test your script. Make sure the cat is in start position.
Step 10: When the cat reaches the food, can you make the cat moves back
to the start position by adding one block? What would the value of
the new block?
Figure 31
When you have the answer, test it.
Exercise: Simplify the script in Figure 31, discuss and demonstrate the fastest
way to get the same result.
Explore the use of blocks palette for control and motion on the script and see
the effects of cat movements.
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Program
mi
ng
Mini Project
Sof
tware
13
13
Module
Mini Project
Learning Area
2.
Learning Outcome
2.2
Module Objective
Basic Programming
Develop a Program
- create a mini project using Scratch
application
Reference
site:
Scratch
software
can
be
downloaded
at
http://scratch.mit.edu/. In this site, they are many projects to give you some
ideas on how to do your project. You can also share your Scratch project or
explore educational resources and strategies in this site.
Step 1 : Read the situation given.
Situation
In a garden there are a lot of beautiful flowers. A butterfly is flying in the
garden. It flies from one flower to another flower. It loves to get nectar from
the flowers. After a while, the butterfly flies home.
1. Start
2. A butterfly is flying
3.
4.
5.
6. End
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13
Step 3 : Fill in the flowchart given.
Start
End
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13
Step 4 : Start Scratch Software. Create a project based on the situation given
(Step 1). Figure 1 is an example of a project.
Figure 1
Step 5 : Pupils folio must include algorithm, flowchart and printed copy of the
project.
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Internet
Search Engine
14
14
Module
Search Engine
Learning Area
1. Internet
1.1 Search Engine
Learning Outcomes
1.1.1
Module Objectives
Introduction :
There are many types of Search Engines.
Examples:
Google (Figure 1), MSN (Figure 2) and Yahoo
(Figure 3).
Figure 1
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14
Figure 2
Figure 3
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14
Step 1 : Go to Start
All Program
Internet Explorer. By default the
MSN will display as shown in Figure 4.
Figure 4
In this module, we will use Google search engine.
Type http://www.google.com in the address box and press Enter. You will see
a display as shown in Figure 5.
Menu
Search
Box
Figure 5
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14
Step 2 : Type a keyword in the Search Box. Example flower.
Click Google Search (search button) as shown in Figure 6.
Figure 6
Step 3 : You will get results as shown in Figure 7. There are so many information
on flower.
Results
Figure 7
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Step 4 : Next, click on Images menu as shown in Figure 8.
Figure 8
Step 5 : You will get a display as shown in Figure 9.
Figure 9
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Step 6 : To find specific type of flowers, type keywords in search box. Example
hibiscus flower. Next, click on Search Images button. You will get a
display as shown in Figure 10.
Specific
keywords
Image
Button
Figure 10
Step 7 : Click on one of the image if you want to get more information about
it as shown in Figure 11.
Figure 11
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14
You will get a display as shown in Figure 12. Scroll the page to see more.
Scroll
down
Figure 12
Step 8 : To save image, place cursor on image, right-hand click on the mouse
button and choose Save image as.. as shown in Figure 13.
Figure 13
Note:
The images shown might not be the same as in this module. This is
because the images are being updated from time to time.