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Ictl Y5
Ictl Y5
Ictl Y5
for Primary Schools Framework Content Specifications Teaching and Learning Modules Preliminary Word Processing Module 1 Module 2 Module 3 Spreadsheet Module 4 Module 5 Programming Module 6 Module 7 Module 8 Module 9 Module 10
Page
Concept Algorithm: Sequential Algorithm: Selection (IF) Flowchart: Sequential Flowchart: Selection (IF)
Programming Software: Scratch Module 11 Getting Started With Scratch Module 12 Develop a Program Using Scratch Module 13 Mini Project Internet Module 14 Search Engine
Malaysia is now moving towards producing an ICT literate generation in line with the vision of developing human capital as stated in the Education Development Master Plan 2006-2010. With regard to this, steps and approaches have been taken to equip pupils with the ability to use ICT skillfully and effectively. This would entail equipping pupils with the skills to think creatively, act rationally and practise lifelong learning skills. The availability of the internet and hardware such as computers in schools will provide opportunities for teachers and pupils to expand their teaching and learning experiences in ICT. In Malaysia today, many schools are equipped with computer laboratory and ICT based resources. With these facilities, teachers and pupils are encouraged to fully utilise the hardware and software during the teaching and learning process. In view of this, the Ministry of Education (MOE) has introduced Information and Communication Technology Literacy (ICTL) for Primary Schools programme. This programme is implemented in stages beginning with Year 1 in 2005 and to be completed for Year 6 in 2010. The programme consists of a new educational approach that will organise the pupils concept, logic, and the way of reasoning in line with the use of technologies and communication. With the implementation of the ICTL for Primary Schools programme, the Curriculum Development Division (CDD) has produced a guidebook for teachers. This guidebook comprises of content specifications and relevant teaching and learning modules to assist teachers in implementing the programme. The programme, which has now reached Stage 2 of its implementation, is build on and extends upon the skills introduced in Stage 1. In Stage 2, pupils will master the use of basic computer applications, internet skills and webpage building. The ICT Literacy for Primary Schools: Teaching Guide Year 5 was developed by a group of teachers and MOE officers. Curriculum Development Division would like to extend its deepest appreciation to all individuals who have contributed towards this endeavour.
(HAJI ALI BIN AB. GHANI AMN) Director Curriculum Development Division Ministry of Education MALAYSIA
RUK
UN NEGARA BAHAWASANYA negara kita Malaysia mendukung cita-cita 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 berbagai-bagai 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:KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN
Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and nation at large.
INTRODUCTION Malaysia has a vision to produce individuals that are balanced in all aspects as stated in the National Education Philosophy. In line with this, many ICT programmes have been introduced in schools. The Ministry of Education has made ICT facilities available for all pupils. These steps would narrow the digital divide between those who have and those who cannot afford to enjoy such technologies, thus preparing them for the challenges of the Information Age. The Ministrys computer laboratory project implemented in schools throughout Malaysia will enable all pupils in primary and secondary schools to acquire ICT skills. ICT Literacy (ICTL) for Primary Schools is a programme designed to lay the foundation for all pupils to develop their ICT capabilities in future. Through this programme, basic ICT literacy is packaged in teaching and learning modules appropriate for pupils according to their academic levels. The programme consists of ICT skills that are fundamental and necessary in the use of computer hardware and software applications. These basic ICT skills ensure that pupils acquire sufficient knowledge and understanding of ICT. Although the integrated approach can be adopted to infuse the learning of ICT in existing school subjects, the ICTL for Primary Schools programme is developed to enable pupils to master basic ICT skills first, before applying them in the respective subjects. In order to assist teachers implement the ICTL for Primary Schools programme, a teaching guide is provided for all schools. This Teaching Guide consists of content specifications and relevant teaching and learning modules which builds on and extends upon the skills introduced in Year 4. The Teaching Guide is designed to provide teachers with ideas on how to carry out the lessons. Teachers are also encouraged to use other resources or to create their own modules based on the content specifications provided and the level of their pupils computer skills.
The primary school system comprises two stages. Stage 1 (Year 1, Year 2 and Year 3) and Stage 2 (Year 4, Year 5 and Year 6). 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.
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.
THE ICT LITERACY FOR PRIMARY SCHOOLS FRAMEWORK The content of the ICTL for Primary Schools programme covers six (6) main domains. The domains are Computer Lab Management, Computer Hardware, Computer Software, Computer Maintenance, Internet, and Webpage. Pupils will acquire basic knowledge in Computer Lab Management, Computer Hardware and Computer Software in Stage 1. Pupils in Stage 2 will continue with the same topics but at a higher level. They will also be exposed to three more domains: the Internet, Computer Maintenance and Webpage. In addition, to equip pupils with the knowledge in programming a topic on Programming is also introduced under Application Software in Computer Software domain. Stage 1
COMPUTER LAB MANAGEMENT Computer Lab Location Computer Lab Plan Computer Lab Organisation COMPUTER HARDWARE Computer Parts Alphabet and Numeric Keys Function Keys Input and Output Devices
Stage 2
COMPUTER LAB MANAGEMENT Advance Computer Lab Management
COMPUTER HARDWARE Computer Parts and Components Alphabet and Numeric Keys Function Keys Input and Output Devices
COMPUTER SOFTWARE COMPUTER SOFTWARE Operating System Operating System/ Application Application Software Software INTERNET Netiquette Search Engine E-Mail MAINTENANCE Virus Scan Disk Defragmentation Drive Clean Scandisk WEBPAGE Creating Webpage
The Content Specifications for the Information and Communication Technology Literacy for Primary Schools: Teaching Guide Year 5 contains the basic requirements for primary school pupils to attain computer literacy. The level of ICT literacy differs from Stage 1. However, some domains and topics are repeated with different levels of complexity. For example, pupils will be introduced to a new topic which is Programming in Computer Software domain. These content specifications cover five main domains. The domains are Computer Lab Management, Computer Hardware, Computer Software, Internet and Maintenance. The domains are presented in three sections. The sections are Learning Areas, Learning Outcomes and Suggested Learning Activities. The activities suggested in the Suggested Learning Activities section are only recommendations proposed by the Curriculum Development Division. Teachers can devise their own activities but they have to adhere to the topics and contents prescribed in the specification. Teachers need to identify the domain and topic to be taught. They will then plan their teaching activities based on the intended Learning Outcomes. Learning modules are provided for certain suggested activities. The learning modules are meant to serve as a guide for teachers.
What is it ?
How is it organized?
COMPUTER SOFTWARE
Learning Areas 1. Application Software 1.1 Word Processing a) Paragraph - Indentation - Spacing b) Columns 1.1.3 Format page into two columns Create a two column article (Module 3). 1.1.1 Use tab key to create first line indentation 1.1.2 Change the spacing of paragraph - Double - Single Learning Outcomes
YEAR 5
Suggested Learning Activities Note: Pupils work individually, in pairs, or in small groups. Create an essay of two or more paragraphs. Change the spacing of the text from single to double and vice versa (Module 2).
(2 Weeks) 1.2 Spreadsheet a) Introduction b) Interface c) Data d) Format Cell 1.2.1 Know the usage of the spreadsheet application 1.2.2 Open and close the program 1.2.3 Identify the sheet application interface - Cell - Column - Row - Name box 1.2.4 Create border 1.2.5 Key in data 1.2.6 Save a file 1.2.7 Print a file (2 Weeks) Create an address book. Create Border (Module 4 and 5). Create timetable. Pupils search the benefit of using the spreadsheet on the Internet.
COMPUTER SOFTWARE
Learning Areas 2. Basic Programming 2.1 Programming Concept Learning Outcomes 2.1.1 Know the concept of a) A program b) Programming
YEAR 5
Suggested Learning Activities A Program: Write simple instruction on daily activities such as brushing teeth or making coffee (Module 6). Programming: Demonstrate the use of computer calculator application. Example: 354+213=? is generated or Screen Saver Application. Write an algorithm based on daily life activities (Module 7). Draw a flowchart based on an algorithm (Module 8).
2.2.1 Write an algorithm a) Sequential b) Selection (IF) 2.2.2 Draw a flowchart a) Sequential b) Selection (IF) 2.2.3 Understand the programming concept by manipulating the variables
Programming software Scratch can be downloaded at http://www.scratch.mit.edu/. Demonstrate how to use Scratch (Module 11). Open existing project (in Scratch) and pupils manipulate the variables (colour, sound and steps). Pupils tell the effect of each changed variable. Example: Trampoline or Ping-pong games. Develop a project using programming software Scratch (Module 12). (5 Weeks)
INTERNET
Learning Areas 1.Internet 1.1 Search Engine 1.1.1 Know features of search engine - Search box - Search button - Image menu 1.1.2 State examples of search engines Learning Outcomes
YEAR 5
Suggested Learning Activities
Pupils are divided into two groups to compare the different search engines based on their search box, search button and image menu (Module 14).
(1 Week) 1.2 Use search engine 1.2.1 Use search engine to find information 1.2.2 Use keyword to get specific information 1.2.3 Save information Demonstrate how to use the search engine. Identify and verify appropriate sources for specific information (Module 14). Practise various ways to save information from the internet - Save menu - Right click mouse button Find information using text search. Pupils Project: digital folio, digital scrapbook. (2 Weeks)
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.
Whats new?
ComputerSoftware
Module1
WordProcessingIndentation
Learning Outcome
Module Objective
By the end of the lesson, pupils should be able to create indentation at the first line.
Step 1
: Click . Choose All Programs. Select Microsoft Office then click at Microsoft Word as shown in Figure 1.
3
Figure 1
Step 2
Whales are mammals. They are warmblooded creatures. They live in the sea. They give birth to their young. Whales can be found around the world. Some whales live near the Artic and some near the Antarctic. Whales have a nose on top of their head. It is called a blowhole. They breathe through the blowhole. Some whales have more than one blowhole. Baleen whales have two blowholes.
Step 3 : Place the cursor at the first letter of the paragraph as shown in Figure 2.
Figure 2
Step 4
: Press on the keyboard. You will get the display as shown in Figure 3.
Tab
Figure 3 Step 5 : Repeat step 3 for the next paragraph. You will get the result as shown in Figure 4.
Module: 2
2009
ComputerSoftwareSpacing
Spacing 1. Application Software 1.1 Word Processing - spacing 1.1.2 Change the spacing of paragraphs - double - single By the end of the lesson, pupils should be able to change the spacing of the text from single to double and vice versa in Microsoft Word.
Learning Outcomes
Module Objective
1. Step 1
Steps to change the text from single spacing to double spacing. : Click . Choose All Programs. Select Microsoft Office, and then click Microsoft Office Word as shown in Figure 1. 3
2 1 Figure 1
Figure 3
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
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 7
Step 7
Figure 8 2. Step 1 Steps to change the text from double spacing to single spacing. : Open Whales file.
Figure 1
Step 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
Step 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
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
Module3
2009
ComputerSoftwareColumn
Column 1. Application Software 1.1 Word Processing - Columns 1.1.3 Format page into two columns By the end of the lesson, students should able to create two column articles.
: Click Start, choose All Programs, select Microsoft Office and open Microsoft Word Program. : Go to Menu bar. Choose Format and click on Columns as shown in Figure 1.
Figure 1
Step 3
: You will get a display as shown in Figure 2. Choose Two Columns and click OK.
Two Columns
2 Two Columns
Figure 3
Below is the text for the pupils to type. Choose Century Gothic font size 36.
My name is Sakinah. I am eleven years old. I have a brother and a sister. My brother is twenty years old and my sister is twelve years old. My father works as an engineer. My mother is a housewife. I love my family very much.
Step 4
: To change font, at the menu bar click Format and choose Font. You will get a display as shown in Figure 4. Change the font size to 36. Click OK.
Figure 4
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 go down until the second column.
Figure 5
Module4
2009
SpreadsheetInterface
Interface 1.2 Spreadsheet 1.2.3 Identify the spreadsheet application Interface - Cell - Column - Row - Name Box 1.2.4 Create border
Module Objectives
By the end of the lesson, pupils should be able to: Identify cell, column, row and name box in the spreadsheet. Create border.
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 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
Name box
Figure 3
Step 4
Figure 4 Column
Step 5
Row
Figure 5 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. Than click Close and save your file.
Figure 7 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 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 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
MODULE 5
2009
SpreadsheetKeyindata
1.2.5 Key in data By the end of the lesson, pupils should be able to: Key in text and numerical data. Insert data in table. Click Microsoft Excel.
Step 1 Step 2
: Click Start
: 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
Step 3
: Click Format at the Menu Bar. The Format pull down menu will appear as shown in Figure 2. Select Cells.
Figure 3
Step 4
Figure 5
Step 5
Figure 6
Step 6
: To preview Border, click Print Preview icon at the Menu Bar as shown in Figure 7.
Figure 7
Figure 8
Step 7
: To close the Print Preview, click Close at the Menu Bar as shown in Figure 9.
Figure 9
Click Close
Step 8
Step 9
Day / 8.00 a.m Time 8.30 a.m Monday Bahasa Malaysia Tuesday Bahasa Malaysia
Figure 10
Some of the letters seem to be hidden. This is because of the column width is small.
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 12
Step 11
Figure 13
Module6
2009
ComputerSoftwareProgramming Concept
2.1.1 Know the concept of - A program - Programming By the end of the lesson, pupils should be able to: Write simple instruction. Differentiate between program and instruction.
Module Objectives
Step 1
: Introduce the concept of program and programming a set or list of instructions to follow. a set or list of instructions to direct the computer to do a task. creating a sequence of instructions to enable the computer to do something (act or activity).
Step 2
Batrisyia wakes up at 6.00 a.m everyday. Then, she will brush her teeth cleanly. Next, she will take a bath. Once done, Batrisyia will put on her school uniform. She will have her breakfast right after that. After a nice and fulfilling breakfast, she will make her way to school.
Figure 1
Step 3
: Example of daily life. GET READY FOR SCHOOL Program set of instructions
6.00 a.m 6.15 a.m 6.20 a.m 6.30 a.m 6.45 a.m 7.00 a.m
Wake up Brush teeth Take a bath Wear school uniform Have a breakfast Go to school Figure 2
Step 4
Step 5
: Write list of instructions of one of the programs. __________________________ __________________________ __________________________ __________________________ __________________________
Get a sweets. Unwrap the sweets. Put the sweets into your mouth.
Answer the questions below. 1. What are the instructions tell you to do? ______________________________________ 2. How many instructions are there in this program? ______________________________________ 3. Name the program. ______________________________________
Answer the questions based on the above program. 4. What does this program tell you to do? ______________________________________ 5. How many instructions are there in this program? ______________________________________ 6. What is instruction C? ____________________________________ 7. Name the program. _____________________________________
Activity 3. A. Number the pictures below in the correct order. Get ready for school.
B. Describe the pictures in the correct order. 1. _____________________________________________________________ 2. _____________________________________________________________ 3. _____________________________________________________________ 4. _____________________________________________________________
Module 7
2009
ComputerSoftwareProgramming (Algorithm:sequential)
Algorithm: Sequential 2.2 Develop a program - algorithm 2.2.1 Write a simple algorithm - sequential By the end of the lesson, pupils should be able to write a sequence structure algorithm.
Step 1
Teachers note: Teacher explains the technical definition of algorithm before proceeding with definition of sequence. Teacher may use the definition and suggested activities below. Definition: Algorithm - is a method or procedure or even a recipe for carrying out particular task. Situational example: (1) Sequences or steps in cooking rice. (2) Sequences or steps to bake a cake. *In both situations, procedures must be followed in order to achieve the desired goal. (3) A birthday party one needs to follow each activity in order, beginning with the first activity and ending with the last. (4) Conducting science experiment one needs to follow each step in sequence to achieve the desired outcome.
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.
Step 2
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 4.45 p.m 5.00 p.m 5.30 p.m 7.00 p.m Arrival of guests and friends Welcome speech Party starts Cutting of the birthday cake Lucky draw and games Party ends
Step 3
: Write a sequence of a program using Microsoft Word application by referring to the program in Step 2.
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
Step 4
Algorithm 1. 2. 3. 4. 5. Step 5 Start Multiply 2 km with 1000 Add the answer with 465 m The answer is 2465 m End : To find the answer for 12.5 km 625 m. 12.5 km - 625 m = m
Algorithm 1. 2. 3. 4. 5. Step 6 Start .12.5 km with 1000 . the answer with 625 m The answer is .. m End : Write algorithm for other unit of measurement such as weight or area.
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
1. Teacher asks students to read a short paragraph. 2. Based on the paragraph, students identify the sequences. 3. Students create an algorithm based on the sequences.
Worksheet A
Batrisyia wakes up at 6.30 a.m. everyday. She brushes her teeth cleanly before taking a refreshing bath. After that, Batrisyia puts on her school uniform. She makes her way to school after a nice and fulfilling breakfast.
Worksheet B
Module 8
2009
ComputerSoftwareProgramming (Algorithm:SelectionIF)
Algorithm: Selection (IF) 2. Basic Programming 2.2 Develop a Program - Algorithm 2.2.1 Write an algorithm - Selection (IF) By the end of the lesson, pupils should able to write simple algorithm.
Step 2
: Teacher provides a sample of Selection (IF) based on daily life situations. For example: 6:00 a.m 6:10 a.m 6:15 a.m 6:30 a.m 6:45 a.m 7:00 a.m 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.
: Based on the given example, pupils construct an algorithm. Pupils write their answers on worksheet provided.
Instructions: Rearrange the sequence accordingly. Write a simple algorithm in the space provided. Start Put on school uniform
____________________________________
Take a bath Go to school Having breakfast Walk to school Wake-up Brush teeth IF rains heavily -bring umbrella
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. 4.30 p.m. 4.45 p.m. 5.00 p.m. 5.30 p.m. 7.00 p.m. Party starts Arrival of guests and friends Welcome speech Cutting the birthday cake Lucky draw and games 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.
End
Module: 9
2009
ComputerSoftwareProgramming (Flowchart)Sequential
Flowchart: Sequential 2. Basic Programming 2.2 Develop a program - Flowchart 2.2.1 Draw a flowchart - Sequential By the end of the lesson, pupils should be able to create story with flowchart.
b. Sequential
Types of shapes START/STOP Oval shape indicates a start or stop part of the flowchart. PROCESS Rectangular shape indicates an activity or task.
Activity 1
Flowchart
Start
Add flour
Activity 2
Algorithm
Flowchart
Start
Wake up
Take a lunch
7.0 End
End
Activity 3
End
Activity 4
: How to fix a bicycle puncture. Draw the missing geometrical shape and complete the flowchart. Activity:____________________
Activity 5
Activity 6 Step 1 Step 2 Step 3 : Open Microsoft Word application. Open a new file. : List down the activities. : By using the geometrical shape, draw a flowchart. Make sure the activities are in the correct order. Get ready for school
Go to school
Module 10
2009
ComputerSoftwareProgramming (Flowchart:SelectionIF)
Learning Outcome
Module Objective
By the end of the lesson, pupils should be able to make a decision using Selection (IF).
Step 1
: Definition of a flowchart.
a. Flowchart b. Selection
b. Selection (IF) Used for decisions or choosing between two or more choices.
Step 2
: Transformation from algorithm to a Selection (IF) flowchart shown in Figure 1. Go to school Flowchart using Selection Control Structure (IF) Start
2.0 Wake up
Wake up
Take a bath
4.0 Wear school uniform 5.0 Have breakfast 6.0 IF raining heavily
Have breakfast
Yes
Bring umbrella
7.0 Go to school
8.0 End
End
Figure 1
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 : IF you are tired?
IF you are tired, you go to school by car. IF you are not tired, you walk to school.
Step 3
: Task
1. IF you are tired, go to school by car. 2. IF you are not tired, walk to school.
Yes
No
Figure 2
Start
Wake up
Take a bath
Go to school
Tired?
Yes (True)
By Car
No (False) Walk
Step 4
Question
: IF it is raining?
a. Make two decisions on how you go to school. Fill in the blanks below. Yes(True) No (False) 1. IF it is raining, you go to school_________________________ . 2. IF it is not raining, you __________ to school.
Start
Wake up
Take a bath
Go to school
Raining?
Yes (True)
No (False)
Figure 4
a. Write two choices on how you can enjoy yourself on Sunday. Yes(True) No (False) 1. IF there is no electricity, I ________________________________ . 2. IF there is electricity, I ___________________________________ .
Start
Wake up
Take a bath
Breakfast
True (Yes)
Figure 5
Step 6 Task
: Draw your own flowchart based on the task given. : Activity in the evening.
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
True (Yes)
False (No)
Freeware
Module 11:
2009
ScratchGettingStartedWithScratch
Getting Started With Scratch 2. Basic Programming Demonstrate how to use Scratch By the end of the lesson, pupils should be able to use a Scratch application program. Install the Scratch application before lesson begin. a) Scratch can be downloaded after filling a simple form at http:// www.scratch.mit.edu/ b) The software can also be installed from the CD-ROM given with this Teaching Guide.
Step 1
Click , choose All Programs, select Scratch and click Scratch application as shown in Figure 1.
3 2
Figure 1
Figure 2
Introduction of Scratch Interface a. Menu Bar : Open, save, shared, languages, extra and help for the program.
b.
Blocks Palette
: : :
Motion - Instructions to move Sprite. Control - To runs the Sprite Program according to the needs. Sound - To start playing a sound.
c.
Scripts Area
The blocks are drag out from the Blocks Palette to the Scripts Area. Double-clicks on it to run a Blocks.
d.
Presentation Mode :
e.
Sprite List
f.
Toolbar
Step 2
From the menu bar, choose Want Help? button to learn the Scratch application as shown in Figure 3.
Figure 3 Step 3 : Choose Getting Started link as shown in Figure 4. Follow the step-by-step guide to get you started with Scratch.
Figure 4
Module12: Freeware
2009
2.2.3 Create a program using a programming tool. By the end of the lesson, pupils should be able to complete a program with a background.
Step 1
: Click Start, go to All Programs and select Scratch to open Scratch application. Display shown in Figure 1 will appear.
Figure 1
Step 2
Click
Figure 2 Step 3 : Place pointer on Background tab as shown in Figure 3 and click.
Figure 3
Step 4
Click
Figure 4 A new window will appear as shown in Figure 5. Double click Indoors.
Figure 5
Step 5
Figure 6
Once done, your selection will appear as background as shown in Figure 7.
Figure 7
Positioning Sprite: Step 1 : Click and hold Sprite. Then, drag to new position as shown in Figure 8.
Figure 9
Inserting new Sprite: Step 1: Choose New Sprite button as shown in Figure 10.
Figure 10 Step 2: A new display as shown in Figure 11 will appear. Scroll down to look for new Sprite.
Figure 11
Step 3:
Choose mouse1 or other sprite and double click to select it as shown in Figure 12.
Figure 12 A new display with your new Sprite will appear as shown in Figure 13.
New sprite
Figure 13
Resizing Sprite: Step 1: Click on Shrink sprite button as shown in Figure 14.
Figure 14 Step 2: A new pointer will appear .Place the new pointer on your Sprite as shown in Figure 15 and click on it 15 times.
Figure 15
Figure 16
Step 1:
Click on Move button to exit the shrink mode as shown in Figure 15.
Place pointer here and click.
Figure 17
Step 2:
Now, move your Sprite2 (mouse) to a new position as shown in Figure 18.
1 2
Drag to here
Figure 18
Figure 20
Step 4:
Figure 21
Inserting movement: Step 1: Place pointer on Sprite1 icon as shown in Figure 22 and click.
Figure 22 The Sprite script area and Blocks palette will appear as shown in Figure 23.
Figure 23
Step 2:
Then, place pointer on Control button and click as shown in Figure 24.
Figure 24
The Blocks Palette for Control will appear as shown in Figure 25.
Figure 25
Step 3:
Drag to here
Figure 26 Step 4: Then, click the Motion button as shown in Figure 27.
Figure 27
The Blocks Palette for Motion will appear as shown in Figure 28.
Figure 29 Note: When you place the new block, please make sure you attach it with the control block as shown in Figure 30.
attach
Figure 30
Step 6:
Double click to change the default value from 15 to 45 as shown in Figure 31. Your sprite will down turn 45.
Figure 31 Step 7: Then, click on Control button (which is located at the Blocks Palette)as shown in Figure 32.
Place pointer here and click
Figure 32 Step 8: This time, choose . Click and drag the block to the Script area as shown in Figure 33. Sprite 1 will wait one second after downturn.
Drag to here
Figure 33
Step 9:
Figure 34
Place pointer on
Once done, you should see a display shown in Figure 35. Than drag Sprite1 (cat) to the original position.
Figure 35
Step 12:
Place pointer on Current Sprite Info and double click on the Sprite icon to rotate Sprite to its original position as shown in Figure 36.
Figure 36
Step 13:
Figure 37
MODULE 13:
2009
Freeware
ScratchMiniProject
2.2 Develop a Program - create a mini project using Scratch application By the end of the lesson, pupils should be able to create a mini project using Scratch application.
Module Objective
Reference site: Scratch application 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
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.
Step 2
: Write an algorithm based on the situation given. 1. Start 2. A butterfly is flying 3. 4. 5. 6. End
Step 3
Start
End
Step 4
: Start Scratch Application. 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.
Module 14
2009
InternetSearchEngine
Search Engine 1. Internet 1.1 Search Engine 1.1.1 Know features of search engine Search Box Search Button Image Menu 1.1.2 State examples of search engines
Module Objectives
By the end of the lesson, students should be able to: Identify the search box, search button and image menu. List different search engines.
Introduction
There are many types of Search Engines. Examples:Google (Figure 1), MSN (Figure 2) and Yahoo (Figure 3).
Figure 1
Figure 2
Figure 3
Step 1
: Now, go to Start, All Program. Then, click on 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.
Address box
Figure 5
Menu
Search Box
Figure 6 Step 2 : Type a keyword in the Search Box. Example flower. Click Google Search (search button) as shown in Figure 7.
Figure 7
Step 3
: You will get results as shown in Figure 8. There are so many information on flower.
Results
Figure 9
Step 6
Figure 10 Step 7 : 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 11.
Specific Keywords
Image Button
Figure 11
Step 8
: Click on one of the image if you want to get more information about it as shown in Figure 12.
Figure 12 You will get a display as shown in Figure 13. Scroll the page to see more.
Figure 13
Step 9
: To save image, place cursor on image, right-hand click on the mouse button and choose Save image as.. as shown in Figure 14.
Figure 14
Note: The image shown might not be the same as in this module. This is because the image are being updated from time to time.