DIGITITANS 4 For Module

Lipa Montessori School of Learning Inc.
COMPUTER 4
Gerry T. Zurbano
Teacher
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Lesson 1: What’s in the House?
I. Objectives
 Appreciate the uses of the motherboard
 Identify the computer’s system unit
 List the parts of a system unit
 Describe the motherboard
II. Topic: The Motherboard

III. Procedure
A. Discussion
IV. Exercises:
A. Identify the following, choose your answer inside the parenthesis.
(cooling fan, drive bays, expansion slots, memory slots, motherboard, power supply,
speaker, system unit)
____________a. This accepts and transforms electricity for the computer.
____________b. This is a metal or plastic case that houses the computer’s main components
____________c. This is a board made of plastic or fiberglass and contains a set of integrated circuits. It
provides a link from the CPU to the input and output devices attached to the
computer.
____________d. This beeps when an error occurs during computer use
____________e. This is where the drives are placed.
____________f. This makes sure that the temperature inside the system remains cool.
____________g. These are where RAM chips are installed into the motherboard.
____________h. These are where expansion cards are placed inside the motherboard to add more
capabilities to the computer.
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IV. Answers to the Play Up
A. Find 10 keywords used in this lesson.
=M P M E M O R Y S L O T S I K
O R O X X A S R H S D O C S A
T O J P V P S O N D T Y O L I
H C A A H W A U T T K P O M N
E E N N G H I N U I L Y L V S
R S M S I F W D S N I K I F Y
B S N I J C N E V U I C N N A
O O Z O I O O C F M O C G R B
A R T N C U H W B E T N F E E
R N O S Y U V X M T A E A K V
D I M L G N E T I S D R N A I
G E W O E Q U A L Y A I R E R
S P Q T L B W V O S P R P P D
W Q Z S E R O T S I S N A S T
Y H K E P M I W T E S P I H C
B. Write T on the blank if the statement is True and F if the statement is False.
_____1. The computer’s main hardware components are housed in a metal or plastic case
called a system unit.
_____2. The CD player may be installed in a drive bay.
_____3. In portable computers such as the laptop and notebook, the monitor and keyboard are
separate from the system unit.
_____ 4. The central processing unit is attached to the motherboard.
_____ 5. Floppy drives are mounted on internal drive bays.
_____ 6. The system units for all kinds of computers are of the same size and made of the same
materials.
_____ 7. RAM is installed in expansion slots.
_____ 8. A video card can be attached to memory slots.
_____ 9. The cooling fan protects the computer from overheating.
_____ 10.All computers have the same parts inside them.
C. What’s inside the human body?

Answers depend on the child.
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Lesson 2: Power Inside the Computer
I. Objectives
 Appreciate the functions of the microprocessor
 Identify some names of processors available in the market
 Describe the central processing unit
 Distinguish the CPU’s two fundamental sections
 Explain the steps in the machine cycle
II. Topic:
The Microprocessor
III. Procedure
A. Discussion
IV. Exercises:
B. Vocabulary Development
( central processing unit (CPU), processor, microprocessors, control unit, microcode,
arithmetic and logic unit (ALU), machine cycle, accumulator, pipelining)
___________ a. This manages computer operations by providing direction for the internal processor
components and by directing the flow of data in and out of memory.
___________ b. This is the register which stores the results of operations.
___________ c. This unit performs all arithmetic computations and logic operations.
___________ d.It is the capability of the computer to carry out various tasks at the same time.
___________ e. It defines what kinds of software can run on the computer. It also controls the rest of the
computer’s components.
___________ f. It carries out the instruction that transforms data into meaningful information.
___________ g. These are silicon chips etched with tiny electronic circuits.
___________ h. The instructions within the control unit are expressed in this, which is a set of directions
for more complex operations.
___________ i. Also called the processing cycle, it is the process wherein the CPU fetches your
instruction,
interprets it, executes it, and stores it.
1. Motive Questions
a. What is the CPU?
b. What is a microprocessor?
c. What is the Machine Cycle?
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IV. Answers to the Play Up
A. Write True if the statement is true and False if the statement is false.
_______ 1. Intel Pentium is an example of a processor.
_______ 2. The terms microprocessor and central processing unit are often used
interchangeably.
_______ 3. The control unit manages the computer’s operations. It provides
direction for the internal processor components.
_______ 4. The arithmetic and logic unit (ALU) performs all arithmetic
computations – such as addition, multiplication, division, and subtraction –
and all logical operations.
_______ 5. There are four steps in a processing/ machine cycle: Fetch, Decode,
Read, and Output.
_______ 6. The accumulator carries out the instructions that transform data into
meaningful information.
_______ 7. Microprocessors determine the processing power of computers.
_______ 8. The instruction cycle collectively refers to the processes of executing the
instruction and storing the results to memory.
_______ 9. The capability of processors to carry out the steps in a processing cycle
at the same time is called pipelining.
_______ 10. The four basic operations in a machine cycle are managed by the
arithmetic and logic unit.
B. Describe the steps a computer performs when following instructions.
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Lesson 3: Keeping Files on File
I. Objectives
 Reproduce, create, and work with files
 Identify and label files in a computer
II. Topic:
Working with Files
III. Procedure
A. Discussion
IV. Exercises:
1. Vocabulary Development
Let the children choose the correct word that fits the description. Encircle one of the two
choices.
a. the first part of a filename (filename proper , extension)

b. adding data to a file (updating , naming)
c. saving a new file (creating , extracting)
d. has folders that hold the contents of a device (filename, directory)
e. converting a file from its original format to the format of the program you are
currently using (importing, exporting)
f. all folders within a device (subdirectories , pathnames)
g. the main, or primary directory (root directory , subdirectory)
h. done to work again on a file that was compressed (extract , create)
i. sending a file to another computer using a computer network like the Internet
(uploading, downloading)
j. allows the creation, deletion, and renaming of files (executing , file management
program)
k. where all files you put in your computer are organized (filename, folder)
l. opening an existing file (retrieving , compressing)
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1. Motive Question
How do you organize your computer’s files?
2. Comprehension Check
a. Answer the motive question.
b. What is a file?
c. Where is the file located?
d. What are the processes involved in working with files?
e. How are files organized in a computer?
f. Describe what a file management program does.
V. Assignment
Practice making files at home.
VI. Answers to the Play Up

A. What specific process is involved when you do the following? Pick the correct word from the
list in the box.
1. downloading
2. compressing
3. editing
4. importing
5. executing
B. Study the filenames below. Write down the possible contents of each file.
The answers may vary. Below are plausible choices.
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Lesson 4: A Load of Files
I. Objectives
 Describe the three basic types of files
 Give examples of each type of file
 Identify the format that can be used for a file
II. Topic:
A Load of Files
III. Procedure
A. Discussion
IV. Exercises:
Match column A with column B.
Column A Column B
____ 1.application file a. audios, documents, videos, and images
that can easily be created and modified
____ 2.document file b. make the computer and its parts work
____ 3.file format c. programs that let us work with our
document file
____ 4.graphics program d. tells us how the data or information in
it is arranged
____ 5.media player e. lets you view, create, or change images
____ 6.system file f. allows you to play music (audio) and
view movies or animation (video)
____ 7.Web browser g. lets you write, edit, format, and print
text
____ 8.word processor h. lets you surf or explore the Net
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a. What are the three general types of files?
b. Were do you find those types of files in the computer?
c. Differentiate document files, application files, and system files.
d. What are the computer programs that keep application files?
e. What are the components of system files?
f. Differentiate kinds of files which come in different formats.
g. What are the different formats?
V. Engagement Activities
Hands-on/Practice/Participation

A. Tell how each file is stored in the computer. On the blank, write D if it’s a document file; A if
it’s an application file; and S if it’s a system file.
_____ 1. Microsoft Word
_____ 2. DigiTitans games
_____ 3. your family picture
_____ 4. Windows Media Player
_____ 5. an essay on your favorite storybook hero
_____ 6. your assignment on the uses of computers
_____ 7. MSN Explorer
_____ 8. HP 1300 laser printer file
_____ 9. Adobe Illustrator
_____10. the game Counterstrike
B. Identify the type of file associated with each format.
1. mp3 _________________
2. doc. _________________
3. .xls _________________
4. gif _________________
5. htm _________________
6. jpeg _________________
7. txt _________________
8. wav. _________________
9. ppt _________________
10. mdb _________________
C. Write down two file formats you are most familiar with and describe each briefly.
Answers depend on the child.
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Lesson 5: The Soft Powers the Hard
I. Objectives
 Identify the different kinds of system software
 Explain the process involved when the computer is turned on
 Differentiate between “cold boot” and “warm boot”
 Explain the importance of “logging in”
 Describe how a computer multitasks
II. Topic:
System Software
III. Procedure
A. Discussion
IV. Exercises:
a. Unlock the following through the use of the computer.
background application, Basic Input/Output System (BIOS), boot, foreground
application, kernel, log in, multitasking, operating system (OS), Power-On Self
Test (POST), system software, user interface, utility program
b. Unlock the following by using their description:
read-only memory (ROM) – where the programs that contain the instructions that run
the POST are located
systems administrator – creates user accounts and is also the person in charge of the
computer
B. Lesson Proper
1. Motivation
a. Have you wondered what makes your computer run?
b. Have you thought about how you are able to write, listen to music, view pictures, and
play games on your computer all at the same time?
2. Motive Question
What are the systems/processes involved when the computer is turned on?
a. What is system software?
b. What are the different kinds of system software?
c. Why is system software important to a computer?
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V. Assignment
Tell the children to practice further and familiarize themselves with the process involved.
A. Match column A with column B. Write your answer on the space before each number.
A. B.
_____1.has programs to control computer resources a. kernel

_____2.loads basic parts of the OS for the computer to run b. background application
_____3.screen that appears when a PC is switched on c. system software
_____4.shows the settings for the computer hardware d. plug and play
_____5.determines the amount of memory that can be used e. booting
_____6.most important part of the operating system f. BIOS
_____7.utility that allows attached devices to work g. foreground application
_____8.checks what devices are attached to the computer h. user interface
_____9.help maintain the computer system i. system administrator
_____10.allows the computer to recognize the user j. multitasking
_____11.creates user accounts k. logging in
_____12.allows an OS to do more than one thing at a time l. driver
_____13.program used at the moment m. utility program
_____14.loaded program not currently used n. POST
_____15.enables a user to communicate with the computer O. setup program
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Lesson 6: Software that Makes Work Easy
I. Objectives
 Distinguish between system software and application software
 Describe the features of a presentation software
 Plan a presentation for a school report
II. Topic:
Application Software
III. Procedure
A. Discussion
IV. Exercises:
1. Review
Arrange the letters and determine the answer based on the definition.
 YTILUIT – a program that helps maintain the computer system.
 AREWFTSO – manage, maintain, and control computer resources.
 RAWM – restarting a computer that you have been using without shutting it off.
 DOLC – starting a computer after it was shut off.
 OOBTNIG – step by step procedure in starting the computer.
Unlock the following by giving the definition:
a. Application software is made of programs that allow a person to create and edit
documents and other kinds of files.
b. An office suite is a set of applications often used in business offices.
c. Presentation software is useful when we present ideas or information to a number of
people. It makes use of slides.
d. A slide is a page contained in a presentation.
e. A template is a pattern that you can edit.
f. A design template has a slide design, background color, and slide layout.
g. A content template suggests contents for a certain kind of presentation, like for a
business plan or a project status report.
h. The autopilot is almost like a tutorial that uses a set of dialog boxes to assist you in
what to do next while creating a presentation.
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.
a. How will you describe a presentation software?
b. What are some of the examples of data presented in a presentation software?
2. Generalization
See Round Up section on page 39.
IV. Engagement Activity

Hands-on. Let the children do actual work with a computer operating on a presentation software.
V. Evaluation
If you were assigned to report on tourist spots in the country, how would you present it?
VI. Assignment
Make a report on your favorite hobby using the presentation software.
VII. Answers to the Play Up

A. Write T on the blank if the statement is true and F if it is false.
____1. Word processing programs are system software.

____2. The programs in an office suite are not applications.
____3. Presentation software organizes ideas and information.
____4. MS PowerPoint, Star Impress, and the Apple Mac Keynote are examples of
presentation software.
____5. An application software includes programs that let us create and edit documents.
____6. MS PowerPoint has two kinds of templates.
____7. Presentation software combines text, pictures, sound, and video.
____8. A design template does not have a slide layout.
____9. MS PowerPoint only has one type of template.
____10. Content templates suggest contents for presentations.
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Lesson 7: Numbers, Tables, and More
I. Objectives
 Be familiar with the screen of a spreadsheet application like MS Excel
 Identify and describe the kinds of data that you can input in cells
 Identify and describe the tools in the standard toolbar, formatting toolbar
II. Topic:
Overview of Spreadsheets
III. Procedure
A. Discussion
IV. Exercises:
a. Read the sentences that describe each number. Choose the correct word from those
enclosed in the parentheses below to fit the clues.
(label, cell, worksheet, formula, constant)

1. It is composed of rows and columns
2. This is the intersection between a row and a column.
3. This is the number you use to perform math operations.
4. It is made up of text. It names the content of each cell.
5. This is a mathematical equation.
c. illustrations
cell address, standard toolbar, cell address box, formatting toolbar, worksheet tab,
spreadsheet software, workbook, Name Box
B. Lesson Proper
1. Motivation
Show the children a piece of graphing paper. Ask them to describe or tell something about
it. Emphasize the rows, the columns, and the cells.
2. Motive Question
With what kinds of documents do we use rows and columns? How useful are they in
organizing data?
3. Reading
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Let the children read the text on pages 41 – 45.
a. What term refers to the rows and columns?
b. What can be seen in the screen of a spreadsheet application like MS Excel?
c. What are the tools in the standard toolbar? Describe their functions.
d. What are the tools in the formatting toolbar? Describe each.
IV. Hands On
Have the children identify the tools in the standard toolbar and formatting toolbar of a
spreadsheet application like MS Excel and describe the function of these tools.
V. Evaluation
Let the children answer the Play Up section on pages 47 - 48.
A. Identify the parts of the MS Excel screen.
1. cell A1 7. row 12
2. formula box 8. worksheet tabs
3. name box 9. worksheet tab scroll buttons
4. formatting toolbar 10. cell E12
5. standard toolbar 11. column E
6. menu bar 12. task pane
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Lesson 8: The Works in Worksheets
I. Objectives
 Identify the keys used in moving around a worksheet
 Know how to add a worksheet
 Know how to resize rows and columns
 Know what freezing panes are
II. Topic:
Using a Worksheet
III. Procedure
A. Discussion
IV. Exercises:
Unlock the meaning of the following words using their definitions or the computer:
worksheet tabs serve as tags or labels for worksheets

Insert an MS Excel command that allows you to insert blank cells, rows, and
columns and fill them with data
Select All button button used to select the cells of an entire worksheet
drag and drop action that involves selecting a cell or range of cells, holding down the
mouse button and dragging the selected cells to their desired location in
the worksheet
2. Hands On
Turn on the computer and open the spreadsheet program. Discuss the parts of the
worksheet/spreadsheet. Point at the buttons on the toolbar and explain what they are.
Demonstrate to the class how to move around a worksheet (i.e., inserting a worksheet, cells,
columns, and rows) and later, let the children explore the application on their own.
V. Activity
Ask the children to make a list of their favorite places where they have visited before. Ask them
to include the names of persons whom they went there with and what they did there.
VI. Evaluation
Let the children do the Play Up section on pages 53 - 54.
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VII. Assignment
Ask the children to make a complete list of their family members, encoding the list in a
spreadsheet program. The list should include names, age, occupation, and hobbies. Instruct the
children to set the row heighIt to 15 inches and column width to 25 inches.
VIII. Answers to the Play Up

A.
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Lesson 9: Setting the Look of Your Cells
I. Objectives
 Recognize the uses of the Formatting toolbar
 Know how to format data and cells
 Know how to set the Format
II. Subject Matter

A. Topic: Formatting Cells
B. Materials and Equipment
1. textbook
2. computer
3. pictures/illustrations (e.g., MS Excel formatting toolbar) found in the textbook
C. Reference: Setting the Look of Your Cells, DigiTitans 4, Section 4, Lesson 9, pages 55 – 60
III. Procedure
A. Preparation
1. Checking of Assignment
Check the complete list of family members prepared by the children. The list should
include name, age, occupation, and hobbies. Check whether they were able to resize rows
and columns.
2. Review
Let the children demonstrate how to:
• add worksheets
• resize columns and rows
• how to use the panel freezer
Unlock the meaning of the following words using their definitions:
Currency officially used or accepted money in circulation in a country

Decimal a fraction with an unwritten denominator of 10 or some power
of 10 shown by a point
Percentage a given part in every hundred
Font tools give choices for font face, size, and style
Alignment tools let you align the format of data
Number tools set the appearance of numbers
Border and Pattern tools allow you to color your data and border and shade cells
Format Painter used to apply the same formatting to many different cells
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B. Lesson Proper
1. Motivation
Begin the discussion by reminding the class about the field trip list as an example from
the previous lesson. Using the complete list of the children, show to the class that a
spreadsheet application does not only allow data entry but allows formatting of the cells
as well.
2. Motive Questions
a. What do you think are the advantages of using a spreadsheet program to make a list?
b. Is a spreadsheet program easy to use for organizing data? Why or why not?
3. Reading
Have the children read pages 55 – 58 of their textbook.
Ask the following questions:
a. What are the contents of a formatting toolbar?
b. How do you set the format for dates? How about for time?
5. Generalization
A spreadsheet program like MS Excel has a formatting toolbar that:
• allows you to change the way your data cells look.
• allows you to format numbers as dates, time, currency, decimals, percentage, or
separated by commas.
C. Application
Turn on the computer and open the spreadsheet program. Introduce first the parts of the
Formatting toolbar. Demonstrate how each part is used. Using the field trip sample list, apply
formatting to the list:
Student name Home address Telephone no.

1. Michelle dela Mandaluyong City
Cruz
2. Dinah Catalan Guadalupe
3. Jane Gutierrez Pasig City
4. Carl Santos Pasig City
5. Jonathan Perez Guadalupe
6. Joshua Alarcon Mandaluyong
Afterward, ask the children to open their assignments in the spreadsheet application. Instruct
them to format their lists.
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Word Match:
Match the words in Column A with those in Column B. (Note: Answers can be discussed in
the next session).
Column A Column B
Date, time set the appearance of the numbers
Font tab lets you align the data in the cell
Alignment tab allows you to color your data and border, and shade your cells
Border and Pattern allow you to apply the same formatting to many different cells
tabs
Format Painter gives you choices for your font face, size, and style
Number tab field where the appearance of numbers are set
V. Evaluation
Let the children do the Play Up section on pages 59 – 60 of their textbook.
VI. Assignment
Give the following instructions:
1. Create a table titled “My Expenses.” It should contain your expenses for an entire week. Use
the following as your column headings:
 Day
 Date
 Time
 Place
 Item Purchased
 Amount
2. Enter data for seven days, Monday to Sunday.

3. Format your entries according to their data type. For example, use the Time format for time,
the Date format for dates, and so on.

A. 1. Alignment tool
2. Number tool
3. Alignment tool
4. Border and Pattern tool
5. Number tool
6. Font tool
8. Font tool
9. Number tool
10 Font tool
12. Number tool
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B.
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Lesson 10: Sorting of Many Sorts
I. Objectives
 Know how cells are sorted
 Know how to fill cells quickly with repeating data
II. Subject Matter

A. Topic: Sorting and Filling
1. textbook
2. computer
3. pictures/illustrations found in the textbook
C. Reference: Sorting of Many Sorts, DigiTitans 4, Section 4, Lesson 10, pages 61 – 66
III. Procedure
A. Preparation
2. Review
As a review, discuss in class the correct answers for the Word Match exercise given
during the previous session.
Answers:
Font tab lets users select font face, size, and style
Alignment tab aligns the entered data in a cell
Number tab sets the appearance of the numbers
Border and Pattern allow you to color your data and border, and shade your cells
tabs
Date, time fields that can be set
Format Painter allows you to apply the same formatting to many different cells
sorting Arranging items in some order

Sort Ascending arranging cells numerically from lowest to highest values or alphabetically
from A to Z
Sort arranging cells numerically from highest to lowest values or in reverse
Descending alphabetical order, from Z to A
Header row row heading
special sort used for arranging the months of the year or days of the week
AutoFill used for quick entry of repeating data
sequence allows the instant auto-filling of data in cells
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B. Lesson Proper
1. Motivation
Start the discussion by asking the children whether they have an aquarium in their homes.
Ask whether they keep some fish and corals in it. Explain how marine scientists sort
diverse sea life. Expound on the importance of sorting. Inform the class that MS Excel,
too, allows sorting of cells.
2. Motive Questions
a. What does it mean to sort things?
b. What is the importance of sorting data?
3. Reading
a. How do you sort based on one column?
b. How do you sort based on multiple columns?
5. Generalization
Cells in a spreadsheet like MS Excel can be:
• sorted to make them easier to read and understand.
• sorted in ascending and descending order, based on one column or on multiple
columns.
• filled instantly with repeating data through the AutoFill feature.
C. Application
Turn on the computer and open the spreadsheet application. Define the concepts to the
children while demonstrating how these concepts are applied. After the discussion, allow the
class enough time to explore the use of sorting and auto-filling features.

Let the children fill in the blanks:
1. ____________ is sorting done by selecting the cells to be sorted and clicking the Sort
Ascending or Sort Descending icon on the Standard toolbar.
2. AutoFill allows a quick entry of ____________.
3. ____________ can be sorted to make them easier to read and understand.
4. ____________ is done by selecting the cells, rows, or columns to be sorted and clicking
Sort from the Data drop down menu in the menu bar.
5. Sort Ascending is arranging cells alphabetically, from ____________ to ____________.
6. In its numerical function, Sort Ascending is arranging cells from the ____________ value
to the ____________ value.
Answers:
1. Sorting based on one column
2. repeating data
3. Cells
4. Sorting based on multiple columns
5. A, Z
6. lowest, highest
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V. Evaluation

1. First Name, ascending
2. Age, descending
3. Last Name, ascending
4. Gender, descending
5. Birthday, descending
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Lesson 11: Formulas for Figures
I. Objectives
 Describe formulas used in Excel
 Differentiate the three ways of cell referencing
 Explain how formulas are entered, edited and copied
 Create tables using formulas
II. Subject Matter

A. Topic: Using Formulas in MS Excel
B. Materials
1. pictures
2. computer
3. illustration
C. Reference: Formulas for Figures, DigiTitans 4, Section 4, Lesson 11, pages 67 – 72
III. Procedure
A. Preparation
1. Review
Ask the children one by one to give the definitions of the following:
1. Sorting
2. Sort Ascending
3. Sort Descending
4. Header row
5. Special sorts
6. AutoFill
7. Sequence
Unlock the following by illustrating with the use of the computer:
cell reference, constant, cell referencing, Formula Bar, relative referencing, absolute
referencing, mixed referencing
B. Lesson Proper
1. Motivation
Ask the children what they would do to make things easier when solving math problems.
2. Motive Questions
a. What is the advantage of using a calculator?
b. Do you think the spreadsheet also works like a calculator?
3. Reading
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a. What is the difference between computing using a calculator and computing using a
spreadsheet application like MS Excel?
b. How are relative, absolute, and mixed referencing different?
c. How do you enter a formula?
d. How do you edit a formula?
e. How do you copy a formula?
4. Generalization
C. Application
Let the children do Play Up exercise A on pages 71-72.

Compute your quizzes in Math, Science and English using the formulas in MS Excel.
V. Evaluation
Let the children do Play Up exercise B on page 72.
VI. Assignment
Practice computing your quizzes in Hekasi, Filipino and EPP using MS Excel.

A. 1. c
2. d
3. a
4. b
5. d
B. 1. =SUM(A1:D1)
2. =PRODUCT(B1:B4)
3. =D2-A1
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Lesson 12: Worksheet In-Between Texts
I. Objectives
 Recall the basic features of a word processor
 Insert a spreadsheet file in between text
II. Subject Matter

A. Topic: Inserting a Spreadsheet File in a Word Processor
B. Materials
1. pictures
2. textbook
3. computer
4. drawing
C. Reference: Worksheet In-Between Texts, DigiTitans 4, Section 4, Lesson 12, pages 73 – 78
III. Procedure
A. Preparation
2. Review
Ask: What are the three ways of cell referencing?
Unlock the following by demonstration using the computer and MS Word:
MS Word, insert object, alignment tab, clip art, borders, wrap text
B. Lesson Proper
1. Motivation
Ask the class what they use to write articles or reports.
2. Motive Question
What is a word processor?
3. Reading
a. Answer the motive question.
b. What does the Insert option on the menu bar do?
c. How do you insert a spreadsheet file?
d. How do you input text in the worksheet?
5. Generalization
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C. Application
Let the children do Play Up exercises A and B on page 77.
IV. Engagement Activities

Let the children do Play Up exercise C on page 78.
V. Evaluation
Ask the children what kinds of files they can insert in a word processor like MS Word.
VI. Assignment
Using a word processor like MS Word, let the children type what they wrote in Play Up exercise
C. Tell them to insert a spreadsheet file to include the table of their expenses for the week which
they made in the same exercise.

A. 1. MS Word
2. text
3. Insert
4. Object
5. Create New
6. MS Excel Worksheet
7. worksheet
B. Using the MS Excel worksheet instead of the Table option in MS Word allows you to do
computations on the data that you enter on the worksheet.
C. Answers depend on the child.
27
Lesson 13: Organizing Data and Tables
I. Objectives
 Know what a database is
 Know what a database is for
 Know some new terms commonly used in a database application like MS Access
II. Subject Matter

A. Topic: Microsoft Access: Databases
1. textbook
2. computer
C. Reference: Organizing Data and Tables, DigiTitans 4, Section 4, Lesson 13, pages 79 – 84
III. Procedure
A. Preparation
2. Review
Ask:
a. What are the things that we can do with a word processor?
b. How do you insert a spreadsheet file into a word processor?
Database a collection of grouped information

relational database Stored information linked with several other tables or
databases
relational database Computer program used to handle relational databases
program
Table contains records and fields
Record contained in the rows of the table
Field makes up the column headings; also called attribute
key field determines how information is sorted and retrieved in a
database
primary key makes each record in a table unique
Query asks the database to find information in one or more
tables
28
B. Lesson Proper
1. Motivation
Open the discussion by asking who among the children have parents who work with
records of information. Ask how their parents work and maintain this collection of
information. The follow-up question should lead them to mention the use of applications
such as spreadsheets, database applicaitons, or even word processors. Explain to the class
the advantages of using a database application like MS Access in working with numerous
records of information. Let them know the appropriate situations to use database
applications. Tell them that MS Access is among the many computer programs used in
managing databases.
2. Motive Questions
a. What is a database?
b. What is a database for?
3. Reading
Let the children read pages 79 – 81 of their textbook.
a. What is the difference between a database and a spreadsheet?
b. What is the field that makes each record in a table unique?
c. What do you call a database that has two or more tables that are related to each
other?
5. Generalization
A database is:
• a collection of organized data.
• used to sort and retrieve information from one or more tables.
MS Access is an example of a computer program used to manage databases.
C. Application
Turn the computer on and open the database application like MS Access. Define the concepts
to the class while demonstrating how they can be applied. Discuss with the class the
importance of knowing how to create databases as well as knowing how to update and
maintain it. Give enough time for the children to explore the database application by
themselves.

Allow the children to answer the following:
1. Define database.
2. Enumerate the uses of a database.
3. Give three MS Access vocabulary terms.
V. Evaluation
Let the children do the Play Up section on pages 83 – 84.
29
VI. Assignment
1. Let the children do the Try This! section on page 82 of their textbook.
2. Ask the children to prepare a list of their family members, which should include names, ages,
and hobbies.

A. 1. table
2. collection
3. read
4. database
5. column
6. Records
7. key field
8. one
9. information
10. relational
B. Answers will vary according to the child. Some examples might be: telephone directory, class
schedule, class directory, the multiplication table, etc. All answers must satisfy the criteria of
information organized according to records and fields.
C.
S P R E A D S H E E T
E
L
A K
T A B L E
I Y P
R E C O R D R
N I
A P R O G R A M
F I E L D A
D R
A Y
T K
A T T R I B U T E S
B Y
A
S
Q U E R Y
30
Lesson 14: An Electronic Data Keeper
I. Objectives
 Know how to create a database using a database application like MS Access
 Know how to define the fields of a table
II. Subject Matter

A. Topic: Database Tables
1. textbook
2. computer
C. Reference: An Electronic Data Keeper, DigiTitans 4, Section 4, Lesson 14, pages 85 – 90
III. Procedure
A. Preparation
Check the children’s output on the table of members for the Computer Club. Check also
if each child was able to prepare the required list of family members to be used for this
session.
2. Review
Ask the children to define the following:
1. database
2. table
3. key field
4. primary key
5. query
data indicates what type of information is accepted in a particular field

type
field limits the number of characters that can be entered in a field
size
B. Lesson Proper
1. Motivation
Start the discussion by asking the children to define the word design. This is generally
defined as a working plan, a scheme, or a pattern. Try to apply this concept with office
suite applications like word processors, presentation, spreadsheet, and database
applications. These provide users with template designs to choose from. Expound to the
class that a design can enhance any presentation.
31
2. Motive Question
Why do we need to design a database first before actually working on it?
3. Reading
Have the children read the text on pages 85 – 88 of their textbook.
a. How do you start a database application like MS Access?
b. What tells us what type of information is accepted in a particular field?
5. Generalization
In MS Access, you can:
• create and design databases.
• define the fields in a table, the data types of information, and the number of
characters that can be entered.
C. Application
Turn the computer on and open the database application. Define the main concepts to the
class while demonstrating how they apply to a database application like MS Access. Discuss
the importance of available template designs in office suite applications. Ask the children to
design their list of family members both manually and using a design template. Give them
enough time to explore and complete the two databases.

Ask the children to reveal some insights gained on the advantages and disadvantages of applying
designs to their database manually and using available design templates.
Possible answers would be:
Advantages Disadvantages
Applying designs allows you to use your may require longer time to finish.
manually creativity.
Using design templates saves time. may have limited choices.
The children may provide other answers. Whichever they prefer most, both methods (applying
designs manually and using design templates) are fun and exciting to do.
V. Evaluation
VI. Assignment
Ask the children to choose one from two of their produced designs, print it, and bring it to class
for the next session.
32
A.
__ 1.
√ 2.
√ 3.
√ 4.
__ 5.
√ 6.
__ 7.
√ 8.
__ 9.
√ 10.
√ 11.
__ 12.
√ 13.
__ 14.
__ 15.
B.
1. in Design view
2. by using the wizard
3. by entering data
C. 1. F
2. T
3. T
4. F
5. F
6. F
7. T
33
Lesson 15: Presenting in Style
I. Objectives
 Know how to create a presentation using presentation software
 Use creativity in designing presentations
II. Subject Matter

A. Topic: Creating Presentations
1. textbook
2. computer
C. Reference: Presenting in Style, DigiTitans 4, Section 4, Lesson 15, pages 91 – 96
III. Procedure
A. Preparation
Check if each child brought his/her database for presentation to the class.
2. Review
Ask the children the following questions:
a. What is design?
b. What can design do to your database or presentation?
MS PowerPoint an application used for making presentations

AutoContent lets the user create a presentation automatically
Wizard
design templates available templates with different designs in MS PowerPoint
Normal View one way of viewing a presentation and has three sections: the presentation
outline, the slide, and the notes
Notes Page View shows a small view of the slide; provides space for writing notes
Outline View similar to Normal View except that the presentation occupies more space
Slide Sorter View the thumbnails of slides are displayed side by side at the same time
Slide Show View the command that launches the presentation
B. Lesson Proper
1. Motivation
Start the discussion by asking the children what materials they often use when preparing
for a presentation in class.
2. Motive Questions
34
a. What features would you look for in a good presentation?
b. What are creative ways in designing a presentation?
3. Reading
a. What are the ways a presentation can be created in a presentation program like
MS PowerPoint?
b. What are the ways to view a presentation in MS PowerPoint?
5. Generalization
You can create a presentation in MS PowerPoint:
• from scratch or from a blank presentation.
• by using the AutoContent Wizard.
• by choosing a design template.
C. Application
Turn the computer on and open the presentation program. Define the main concepts first
while demonstrating how these concepts apply to the application. Provide examples of design
done both manually and using design templates. Give the class enough time to explore and
use various features of the application.

Fill in the blanks:
1. __________ is an MS application commonly used in presentations.
2. A single frame in a presentation is called a __________.
3. __________ allows you to show a small view of the slide; provides space for writing
notes.
4. Slide Sorter View uses __________ of slides displayed side by side at the same time.
5. Outline View is similar to the __________ View except that the presentation occupies
more space.
Answers:
1. MS PowerPoint
2. slide
3. Notes Page View
4. thumbnails
5. Normal
V. Evaluation
VI. Assignment
35
Divide the class into groups (depending on the size of the class). Let each group create a
presentation that contains three inspiring quotes from famous Filipinos. There should be one
quote for every slide. Tell them to be creative in designing your presentation.

A.
Three Ways to Create a Presentation
1. Using the AutoContent Wizard – offers suggestions on how your presentation should look,
through a series of dialog boxes
2. Using a Blank Presentation – lets you create a presentation from scratch
3. Using a Design Template – you may choose from templates with different designs
Five Ways to View a Presentation

1. Notes Page View – provides space for writing notes
2. Normal View – shows the presentation outline, the slide, and the space for notes
3. Slide Sorter View – displays thumbnails of slides
4. Slide Show View – runs the presentation
5. Outline View – similar to Normal View except that the presentation outline occupies more
space
B. 1. F
2. T
3. T
4. F
C.
N E R B A R R E S T A P M
A R T H E R T S E W O T W
E L F I C A S O T N O N I
L A N D N I P R H O S T S
L O W W O H S T A T O O L
E P E E R A G E L E U K Y
E S S E M R N R O S H U N
O H A C A I E T U P I L T
R E U S L I D E T A G H E
U E R T O K E J A G O N B
R A U T O C O N T E N T D
L O P U Q U N C H K I N L
F A R D L T O C K I L N Z
36
Lesson 16: A Show of Slides
I. Objectives
 Know how to create custom slide shows
 Know how color schemes work
 Know how to display creativity in forming color schemes for slides
II. Subject Matter

A. Topic: Custom Slide Show
1. textbook
2. computer
C. Reference: A Show of Slides, DigiTitans 4, Section 4, Lesson 16, pages 97 – 102
III. Procedure
A. Preparation
Check if each group is ready to give a presentation to the class.
2. Review
Ask the children to identify the three ways to create a presentation using presentation
software like MS PowerPoint.
Answers:
• From scratch or blank presentation
• By using the AutoContent Wizard
• By choosing a design template
Unlock the meaning of the following words using their definitions.
Slide show A series of slides displayed one after the other

custom slide slides included in the presentation that are selected or
show chosen
color scheme combination of colors used in design and layout
B. Lesson Proper
1. Motivation
Start the discussion by asking the groups to give their presentations to the. After each
group has presented, ask the members the reason(s) why they selected their method of
presentation. The discussion could provide insights on presentation method preferences.
2. Motive Questions
a. Was it easy to use a presentation software like MS PowerPoint in preparing your
presentation? Why or why not?
37
b. What features of the presentation software were most helpful in your preparation?
3. Reading
a. How do you create a custom slide show?
b. Other than deleting a custom slide show, what else can you do with it?
5. Generalization
The MS PowerPoint Custom Slide Show feature allows you to choose which slides you
want to include in your presentation, taking only the slides you want and removing other
slides. Likewise, slides can be edited, deleted, or copied. In addition, using or creating
new/customized color schemes can modify the appearance of the slides.
C. Application
Turn the computer on and open the presentation program. Define the main concepts while
demonstrating how these concepts apply to the application. Specifically, demonstrate to class
how to make a custom slide show. Demonstrate how color schemes are used. Give the class
enough time to explore and use the various features of the presentation software.

Ask the group to choose and apply any available color schemes in the presentation software to
their four-page slide presentations. Group outputs should be submitted before the class ends.
V. Evaluation
VI. Assignment
Divide the class again into groups and let each group prepare a presentation for the following
outline:
Title: The Muscular System
Author: (your name)
I. Neck Muscles
1. Neck
II. Trunk and Shoulder Muscles

1. Thoracic
2. Shoulder and Upper Back
III. Upper Extremity Muscles

1. Upper Arm (Lateral)
2. Upper Arm (Medial)
3. Forearm (Lateral)
4. Forearm (Medial)
IV. Abdominal and Lower Back Muscles
38
1. Abdominal
2. Lower Back
V. Lower Extremity Muscles

1. Upper Leg and Hip
2. Lower Leg
Use these guidelines for creating the presentation:

1. Create your own background.
2. Create a custom slide show with any of the following slides:
Slide 1: Neck Muscles
Slide 2: Upper Extremity Muscles
Slide 3: Lower Extremity Muscles

A.
√ 1.
√ 2.
__ 3.
__ 4.
√ 5.
__ 6.
__ 7.
√ 8.
__ 9.
__ 10.
√ 11.
__ 12.
√ 13.
__ 14.
__ 15.
B.
C. Letters corresponding to the mystery word are capitalized and boldfaced.

FeLix -L
Carmel -C
BRian -R
Slide ShOw -O
CustOm -O
Mystery Word: Color
39
Lesson 17: Perking Up Your Slides
I. Objectives
 Know how to use the different background fill effects
 Know how to display creativity in adding background colors and patterns
II. Subject Matter

A. Topic: Background Colors and Patterns
1. textbook
2. computer
C. Reference: Perking Up Your Slides, DigiTitans 4, Section 4, Lesson 17, pages 103 – 108
III. Procedure
A. Preparation
Check whether the groups are ready with their presentations.
2. Review
Ask the children what specific colors they used in their presentation. Ask if they have
tried using other color effects.
background fill effects used to change the background color or effects of slides or
presentations
Gradient A gradual change from one color to another
Texture Surface look of a material
B. Lesson Proper
1. Motivation
Start the discussion by asking the groups to give their presentations to the class. After
each group has presented, ask the members how they were able to choose the color(s)
used in their slides. After the groups have all presented, ask the class if they are familiar
with applying background colors and patterns in slides.
2. Motive Questions
a. How do colors and patterns help in making your presentation interesting?
b. What things would you normally consider in choosing the colors and patterns for your
presentation?
3. Reading
40
Ask the question: How do you use different background fill effects?
5. Generalization
The Background Colors and Patterns feature of MS PowerPOint helps you to create a
unique look to your slides presentation.
C. Application
Turn the computer on and open the presentation software. Define the main concepts while
demonstrating how these concepts apply to the application. Specifically, demonstrate to the
class how to apply background colors and patterns in a slide such as gradient, texture, pattern,
and pictures. Give the class enough time to explore and use this particular feature in the
presentation program.

A. Ask the children what each button or tab allows them to do:
1. Gradient
2. Texture
3. Pattern
4. Picture
B. You could allow the children to demonstrate to class how these tabs are used (optional). This
activity can be used as reinforcement to the topic discussed.
V. Evaluation
Have the children do the Play Up section on pages 107 - 108.
VI. Assignment
Let the groups add background colors to the presentation they just made.

A. 1. F
2. T
3. F
4. F
5. T
B.
√ 1.
__ 2.
__ 3.
√ 4.
__ 5.
√ 6.
√ 7.
__ 8.
√ 9.
41
C.
42
Lesson 18: Mixing Text, Graphics, Sound
and Video
I. Objectives
 Define multimedia
 Discover the different types of media
 Become familiar with the different multimedia file formats
II. Subject Matter

A. Topic: Multimedia
1. Textbook
2. Computer
C. Reference: Mixing Text, Graphics, Sound and Video, DigiTitans 4, Section 4, Lesson 18,
pages 109-114
III. Procedure
A. Preparation
2. Review
Ask the children these two questions:
a. What is Background Fill Effects?
b. What are the ways of adding colors and patterns to slides?
Here are some words that you should remember:
Multimedia – combines two or more media to convey information more effectively
Text – consists of alphanumeric characters on the keyboard
Graphics – visual representations or images
Sounds – speech or non-speech sounds
Video – consists of frames containing images and graphics that are arranged in a
sequence to simulate movement
B. Lesson Proper
1. Motivation
Let the children watch a movie on a computer. From there, tell them that multimedia
combines two or more media to convey information more effectively, like text, graphics,
sounds and video.
2. Motive Question
43
What can you see and hear from a movie?
3. Reading
Have the children read the lesson.
a. What is multimedia?
b. What are text, graphics, sounds, and video?
c. What is interactive multimedia?
d. What is virtual reality?
5. Generalization
Multimedia combines text, graphics, sounds, and video to convey information more
effectively. When stored in digital format, they can be used interactively and are easily
reproduced. Multimedia applications are used in almost all industries and fields of study.
C. Application
Go to the computer and explore the Children’s Encarta Encyclopedia.

Ask the children to do the Play Up section on pages 113-114.
V. Evaluation
Match column A and column B.
Column A Column B
B 1. only one font size and type a. graphics files
A 2. .bmp b. unformatted text
D 3. mp3 c. pixel
E 4. set of frames that contains graphics d. sound files
C 5. information mapped on a grid of rows and columns e. computer animation
VI. Assignment
Have the children read the next lesson. Have them answer the question: What is e-commerce?
44
A. Match the items in column A with those in column B. Write only the letters of your answers.
1. j
2. f
3. g
4. b
5. i
6. d
7. e
8. c
9. h
10. a
B. Write down the type of medium (text, graphics, sound or video) that uses the following file
extensions.
1. video
2. video
3. graphics
4. sound
5. graphics
6. sound
7. video
8. graphics
9. sound
10. video
Lesson 19: Doing Business Online
I. Objectives
 Know how e-commerce works
 Identify the similarities and differences between traditional and electronic commerce
 Determine the advantages and disadvantages in buying and selling online
II. Subject Matter

A. Topic: Internet: E-commerce
1. textbook
2. computer
C. Reference: Internet: E-commerce, DigiTitans 4, Section 5, Lesson 19, pages 116 – 121
III. Procedure
A. Preparation
Find out what the children have learned about e-commerce.
2. Review
Ask the children what multimedia is, and the components that make up multimedia.
commerce exchange of goods and services, usually for money

e-commerce exchange of goods and services done over electronic systems
marketing process of letting buyers know about a product or service
returns purchased products returned by a buyer to a seller for some reason
warranty guarantee that purchased defective products can be returned and will be
repaired or replaced
B. Lesson Proper
1. Motivation
Start the discussion by asking the children where they usually buy their school supplies. Ask
them how they buy the supplies. Answers could either be made by themselves, with
parents, or through somebody else. Ask the children if they are familiar with e-commerce
and if they or their parents have been involved in it already.
2. Motive Questions
a. How do you or your parents usually buy the things you need for your school or for the
home?
b. Is it convenient for you or your parents?
c. Do you think it’s a good idea to be able to buy and sell things through the Internet?
3. Reading
Have the children read the text on pages 116 – 118 and 121 of their textbook.
a. What are the similarities and differences between traditional and electronic
commerce?
b. What are the advantages and disadvantages of buying and selling online?
5. Generalization
E-commerce is the exchange of goods and services over computer networks. It is very
popular among buyers and sellers alike because its costs are lower and transactions are
faster and more convenient.
C. Application
Define and discuss to the class the concept of commerce and e-commerce. Try to point out the
similarities and differences between elements of the two concepts. Ask the class to give
examples that fall under traditional or electronic commerce. Also, ask what the class thinks
are the advantages and disadvantages of online buying and selling.

Let the children search over the Internet for more examples of e-commerce. You could ask them to
make a list of the e-commerce sites they visited.
V. Evaluation
A. Comparison among elements of commerce and e-commerce
Product or Market Place Marketing Ordering Facility

Service
Commerce exchange for can be a shop in a a way of letting facility used to let sellers know
payment of mall or may mean a buyers know about a about a buyer’s intention to
any product mail order catalog or product or service buy, usually by sending a mail
or service a phone number on order form
the phone directory
E-commerce exchange for also called market a way of getting an online facility that lets a
payment of space since buyers interested in a seller know about a buyer’s
any product companies exist seller’s website intention to buy using an online
or service virtually in the Web form
Payment Facility Delivery Facility Returns Warranty Technical Support

Commerce facility used to facility used to send returned guarantee provide assistance to
process payment products to buyers purchased that buyers needing
for a product or products because purchased information about
service, usually of a defect or defective products
through cash, unfulfilled products can
credit cards, and requirements be returned
may be done in for repair or
installments re-placement
E-commerce payments are purchased products buyers are buyers are provide information
made with credit (e.g, software, required to be advised to about products by
cards videos, e- more cautious buy only making them
books) can be sent since physical from sellers available in websites
to buyers online inspection is not with or by accepting
possible until verifiable complaints via e-mail
ordered product warranties
has been paid for
B. After comparing the elements of commerce and e-commerce, let the children do the Play Up
section on pages 119 - 120.
VI. Assignment
Let the children read pages 122 – 124 of their textbook.
Ask: What things must one consider when creating an e-commerce site?

A. 1. F (“storage” should be “exchange”)
2. F (“sellers” should be “buyers”)
3. F (“does not” should be “do”)
4. F (“Warranty” should be “Marketing”)
5. T
6. F (“Commerce” should be “E-commerce”)
B.
__ 1.
√ 2.
√ 3.
__ 4.
√ 5.
C.
1. B 8. B
2. B 9. T
3. B 10. B
4. T 11. B
5. E 12. B
6. E 13. T
7. E 14. T
Lesson 20: Putting Up an Online Business
I. Objectives
 Know the business considerations in creating an e-commerce site
 Find out about e-commerce marketing strategies
 Learn about the ways e-commerce sites are implemented
II. Subject Matter

A. Topic: Internet: Creating an E-commerce Site
1. textbook
2. computer with Internet
C. Reference: Putting Up an Online Business, DigiTitans 4, Section 5, Lesson 20, pages 122 –
126
III. Procedure
A. Preparation
The things to consider in creating an e-commerce site are: getting reliable suppliers, having
competitive prices, building good customer relations, and encouraging repeat orders.
2. Review
Review the class by asking the following questions:
a. What are the similarities and differences between commerce and e-commerce?
b. What are the advantages and disadvantages of buying and selling online?
Affiliate programs also known as associate programs in which a company sells products in behalf
of other companies
cost-per-click link also known as affiliate links or click-thru links
enterprise computing having other people develop a website for you
virtual hosting services the vendor not only sells hardware and software but also maintains it for you
simplified e-commerce used by most small businesses. It is easy and the least costly.
B. Lesson Proper
1. Motivation
Ask the children what things they see in a market or in a department store and why they go
to these places. Tell them that in a market or in a department store, there are plenty of
things to buy but sometimes going there is a hassle as you have to commute or carry
heavy things. Tell them that they can buy goods available in these places by just logging
on to a computer and going online.
2. Motive Questions
a. What are the things you see in a marketplace, or in a department store?
b. Why do you go to these places?
3. Reading
a. What are the things to consider when creating an e-commerce site?
b. What are the marketing strategies?
c. What are some useful e-commerce links?
5. Generalization
Creating an e-commerce site requires sound business planning. You have to know what
marketing strategies to use and the most efficient way of implementing your site.
C. Application
Go to the computer and connect to the Internet. Click on the following websites and find out
what items can be bought from these e-commerce links:
www.amazon.com
www.dell.com
www.etoys.com
www.ebay.com

Ask the children to do Exercise A of the Play Up section on page 125.
V. Evaluation
Crossword Puzzle
Across:
1. also known as associate programs
4. other people develop a website for you
Down:
2. offers incentives for large purchases or for purchases of special items
3. provides a means to send gifts through the website
5. used by most small businesses; it is easy and least costly
Answers:
1. affiliate program
2. special discounts
3. gift sending
4. enterprise computing
5. simplified e-commerce
VI. Assignment
Have the children do exercise B of the Play Up section on page 126.

A. 1. affiliate program
2. enterprise computing
3. repeat orders
4. customers and products
5. simplified e-commerce
6. virtual hosting services
7. cost-per-click-link
8. special discounts
9. repeat buyer program
10. gift sending
B. 1. affiliate program
2. repeat buyer program
3. special discount
4. seasonal / periodic sale
5. gift sending
Lesson 21: On Guard Online
I. Objectives
 Understand privacy issues on the Internet
 Know how a person’s privacy can be violated on the Internet
 Learn how to defend against computer attacks
II. Subject Matter

A. Topic: Internet Issues: Privacy and Security
B. Material: Textbook
C. Reference: On Guard Online, DigiTitans 4, Section 5, Lesson 21, pages 127 -131
III. Procedure
A. Preparation
2. Review
Ask the children about the things that they have to consider when they want to create an
e-commerce site. Ask them about the different marketing strategies.
Cookies – files embedded in websites that collect information about browsing preferences,
websites visited, and the time websites are visited
Search Engine – a service on the Internet that allows users to find information about virtually
anything
Computer Security – the process of preventing and detecting unauthorized use of a computer
Denial of Service Attack – an attack that prevents users from using their own computing
facilities, which aims not to steal data but to disrupt a system or service
Firewall – a barrier that denies any undesirable network traffic, or connection, among
computer systems
Anti-virus Program – a program that blocks and detects computer viruses
Encryption – a process that ensures the secrecy of documents and e-mail messages sent over
a network by making them unreadable to anybody who would intercept them
Digital Certificates – special files used to authenticate a user through encryption keys and
digital signatures
Physical Security – measures that include putting up restricted access areas, video cameras,
and alarms to prevent the theft of vital information stored in an organization’s computer
system
B. Lesson Proper
1. Motivation
Start the discussion by reviewing to the class what the Internet is. Then tell them that the
Internet is like a big city where a lot of computers are connected, and privacy and
security of information are utmost concerns. Many people can access the information
found on the Internet and can use it for good or bad.
2. Motive Question
Can you keep a secret on the Internet?
3. Reading
a. What is the process of preventing and detecting unauthorized use of a computer?
b. What are the ways in which computer systems can be attacked?
c. What are the means to defend against computer attacks?
5. Generalization
Privacy and security are primary Internet issues. Information can be used for the good of
society, but can also be abused for evil ends. Even the computers themselves are not safe
from attacks. It is wise to know how to protect your rights and ensure your safety.
C. Application
Open an e-group account. Let the children join and start posting messages.

Highlight the basic concepts related with issues on the Internet (with answers below).
C G P R R F D K H G S
O A Y U P U Y C Z M E
O A N Y J R N M N H C
K D T D I G I T A L U
I R T A Y W Q V S S R
E T Y A J J J V A G I
S Y N D W I C H U C T
Y W G A O V M P I O Y
T S V T R O J A N S W
Y G V M U H N S D H
A N T I - V I R U S W
V. Evaluation
Let the children answer the Play Up section on pages 129 -130.
VI. Assignment
Let the children do research on other issues related with the use of the Internet.

A. Guess the term referred to by using the picture for each number as a clue.
1. cookies
2. search engine
3. Trojans
4. worms
5. firewall
B. Answers depend on the child.

Lesson 22: Don’t Spread the Virus!
I. Objectives
 Determine how computer viruses attack computer systems
 Learn how to guard against computer viruses
 Learn where viruses come from
II. Subject Matter

A. Topic: Computer Viruses
B. Material: Textbook
C. Reference: Don’t Spread the Virus!, DigiTitans 4, Section 5, Lesson 22, pages 132 - 136
III. Procedure
A. Preparation
Ask the children about other Internet issues they know.
2. Review
Ask each child to give a major issue about the Internet and explain it.
Virus – a harmful computer program that destroys files and even the entire computer system
Worm – a program that copies itself across a computer network and slows down the
network, making it too busy to do other things
Trojan Horse – a program that disguises itself as something else, then disrupts the operation
of the computer
B. Lesson Proper
1. Motivation
Start the discussion by telling the children that, like human beings, computers get “sick” as
they may acquire viruses that could affect their performance and even destroy their entire
system.
2. Motive Question
How can we prevent or cure computer virus infection?
3. Reading
a. What is a computer virus?
b. How does a computer virus work?
c. What can we do to protect our computer from viruses?
d. Where do viruses come from?
5. Generalization
Computer viruses are harmful and can spread easily across networks. To protect your
computer, use a secure operating system and an anti-virus software.
C. Application
While browsing and downloading files from the Internet, watch out for some files that
may contain viruses which can harm your computer.

Role playing activity: “Doctor, I am sick!”
Group the class into three. Each group will show to the class a scenario on how a doctor would
cure a sick patient. Let each member in the group pretend to be a doctor, a parent, a friend, or a
sick person. In the presentation, show to the class how a doctor would help to cure the sick
person. Tell the class how the activity is related to the way people should deal with computer
viruses.
V. Evaluation
Let the children fill in the blanks, and be informed on how to safeguard their computers:
1. Use a secure operating system. Its security features can help protect your computer from
viruses.
2. Install an anti-virus software such as one of the following: McAfee, Norton and PC-cillin.
3. When you download anything from the Internet, make sure the source is trustworthy.
4. Don’t open an e-mail attachment that has a file extension like .exe, .com, or .vbs, unless
you are expecting that attachment from someone you know.
5. A computer virus is as harmful to a computer as a biological virus is to a human being.
VI. Assignment
Ask: What is a computer program?
A. Write T if the statement is true and F if the statement is false.

1. F
2. F
3. T
4. F
5. T
6. T
7. F
8. F
9. T
10. T
B. Write an “x” on the underlined word that does not belong in the sentence.
1. Interplay
2. smileys
3. nondestructive
4. Allergies
5. processors
Lesson 23: The Language of Machines
I. Objectives
 Define what a computer program is
 Discover how a computer understands instructions
 Know the different levels of computer languages
 Learn how to draw a flowchart
II. Subject Matter

A. Topic: Programming: Language of the Computer
1. textbook
2. small bell or baby’s rattle
3. string
C. Reference: The Language of Machines, DigiTitans 4, Section 6, Lesson 23, pages 138 – 144
III. Procedure
A. Preparation
A computer program is a set of instructions written in a language that computers can read
and understand.
2. Review
Ask the children what safeguards are needed to secure their computers from viruses.
computer a set of instructions written in a language that computers can read and
program understand
machine code code used to write the set of instructions given by a user to the computer
assembler a program that converts assembly language into machine language
source code a computer program that was written using high level language
compiler a program that converts high-level language into machine language
Bits The basic unit of representation used in a computer system
Byte a series of 8 bits
string bytes combined together to represent a word or a sentence
mnemonics Abbreviations
algorithm The step-by-step procedure for solving a programming problem
flowchart a graphical representation that helps programmers visualize how the
computer program will work
B. Lesson Proper
1. Motivation
Group the children into two then give them instructions on what they are going to do. Tie a
baby rattle or small bells on the ankles of the first player. The player’s task is to move
from the starting position to a finish line without making a noise. Upon reaching the
finish line, he can now run back to the start (he can make noise here) and transfer the bell
to the next player. If the bell makes a noise while the player is walking, then he has to
start again. The first to finish will be the winner.
2. Motive Question
What are the instructions that you have to follow in order to win?
3. Reading
a. What is a computer program?
b. What is a flowchart?
5. Generalization
Computers can perform tasks because of programs that instruct them what to do. These
instructions are translated to a language made up of binary digits so that computers can
understand them.
C. Application
Make a flowchart on how to print a set of stars five times.
Answer:

Ask the children to do the Play Up section on pages 143 - 144.
V. Evaluation
Rearrange the letters to form the correct answer:
1. They can translate human language into a string of 1s and 0s. ibanyr seymts
2. This is a series of 8 bits. tbey
3. This converts assembly language into machine language. easbslemr
4. This is a computer program that is written using high-level language. osruec oced
5. This is a step-by-step procedure for solving a programming problem. loramtghi
Answers:
1. binary system
2. byte
3. assembler
4. source code
5. algorithm
VI. Assignment
Have the children read pages 145 – 148 of their textbook and define the following:
1. variable
2. function
3. flow control

A. 1. a
2. a
3. a
4. b
5. a
6. b
7. a
8. b
9. a
10. b
B.
Pick up plate
Get wet sponge and soap
Rub wet sponge on soap
Apply sponge to plate
More plates? Yes
No
Rinse plate/s
Lesson 24: Understanding the Language
I. Objectives
 Learn basic concepts in programming
 Understand how variables and functions are used
 Form statements using flow controls
II. Subject Matter

A. Topic: Programming: Basic Concepts
- textbook
C. Reference: Understanding the Language, DigiTitans 4, Section 6, Lesson 24, pages 145 – 150
III. Procedure
A. Preparation
2. Review
Ask the children about the different computer languages. Let them differentiate the
languages from each other.
variable a symbol that represents a changing value

constant a number with a known and unchanging value
function determines the action to be taken with a cell or range of cells
flow control a clear sequence in which the tasks in a program should get
done
B. Lesson Proper
1. Motivation
Group the children into two. Let them play a “pass-the-message game.” The teacher
whispers a sentence to the first player of both teams and each player should remember the
sentence and pass it on to the next until it reaches the last member of the team. The last
member should tell the sentence to the teacher to find out if the sentence had been
remembered and correctly passed on. The group who gave the correct sentence will be
the winner.
Relate the game into the basic concepts of a computer. Tell the children that the computer
has variables that are used to store data in a computer’s memory.
2. Motive Question
What sentence was passed on during the game?
3. Reading
a. What are the basic concepts in programming?
b. How does a computer execute instructions?
5. Generalization
Variables are used to store data in a computer’s memory. Functions tell the computer what it
should do with those data. Flow controls provide a sequence for executing instructions.
The If-Then statement and If-Else statement are examples of flow control.
C. Application
Fill in the blanks. Choose from the box below.
1. ____________ is a symbol that represents a changing value.
2. Every variable has a ____________ and a ____________ type.
3. A ____________ determines the action to be taken with a cell or range of cells.
4. So the computer will not get confused, there has to be a ____________.
5. The ____________ requires that a condition is met before a statement or task is
performed.
data If-Else statement name
flow control function If-Then statement
variable
Answers:
1. variable
2. name, data
3. function
4. flow control
5. If-Then statement

Ask the children to do the Play Up section on pages 149 - 150.
V. Evaluation
Highlight the basic concepts in programming.
I F - E L S E C B U
A S D V G H U U I O
N O I T C N U F B G
T H A S W E E Y Y I
N V V A R I A B L E
A U A E T N U W Y E
T N I F - T H E N S
S I A G H E R R R T
N O W B N G E Y R U
O K R H K E T U U O
C M E U L R R I H M
Answers:
I F - E L S E C B U
A S D V G H U U I O
N O I T C N U F B G
T H A S W E E Y Y I
N V V A R I A B L E
A U A E T N U W Y E
T N I F - T H E N S
S I A G H E R R R T
N O W B N G E Y R U
O K R H K E T U U O
C M E U L R R I H M

A. 1. We will keep the dog in the house
2. I will send my reply through e-mail
3. We will play badminton in the gym
B. Algorithm for making a bacon, lettuce, and tomato sandwich:
1. Get 2 pieces of loaf bread.

2. Put sandwich spread on each loaf.
3. Place the lettuce on one loaf.
4. Add two pieces of sliced tomato on the lettuce.
5. Add the bacon on top of the tomato.
6. Place the other loaf on top of the bacon.
7. Wrap the sandwich with a table napkin or put it in a sandwich bag.
Flowchart:

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Lipa Montessori School of Learning Inc.

II. Topic: The Motherboard

____________d. This beeps when an error occurs during computer use

____________e. This is where the drives are placed.

C. What’s inside the human body?

B. Describe the steps a computer performs when following instructions.

a. the first part of a filename (filename proper , extension)

c. saving a new file (creating , extracting)

d. has folders that hold the contents of a device (filename, directory)

f. all folders within a device (subdirectories , pathnames)

g. the main, or primary directory (root directory , subdirectory)

h. done to work again on a file that was compressed (extract , create)

l. opening an existing file (retrieving , compressing)

VI. Answers to the Play Up

Match column A with column B.

VI. Answers to the Play Up

B. Identify the type of file associated with each format.

VI. Answers to the Play Up

_____1.has programs to control computer resources a. kernel

IV. Engagement Activity

VII. Answers to the Play Up

____1. Word processing programs are system software.

(label, cell, worksheet, formula, constant)

VII. Answers to the Play Up

A. Identify the parts of the MS Excel screen.

worksheet tabs serve as tags or labels for worksheets

VIII. Answers to the Play Up

II. Subject Matter

Currency officially used or accepted money in circulation in a country

Student name Home address Telephone no.

2. Enter data for seven days, Monday to Sunday.

VII. Answers to the Play Up

II. Subject Matter

sorting Arranging items in some order

IV. Engagement Activity

VI. Answers to the Play Up

II. Subject Matter

C. Reference: Formulas for Figures, DigiTitans 4, Section 4, Lesson 11, pages 67 – 72

Let the children do Play Up exercise A on pages 71-72.

IV. Engagement Activity

VII. Answers to the Play Up

II. Subject Matter

C. Reference: Worksheet In-Between Texts, DigiTitans 4, Section 4, Lesson 12, pages 73 – 78

Let the children do Play Up exercises A and B on page 77.

IV. Engagement Activities

VII. Answers to the Play Up

C. Answers depend on the child.

II. Subject Matter

Database a collection of grouped information

IV. Engagement Activity

VII. Answers to the Play Up

II. Subject Matter

data indicates what type of information is accepted in a particular field

IV. Engagement Activity

VII. Answers to the Play Up

II. Subject Matter

MS PowerPoint an application used for making presentations