i ctl y5 cs5

1. Curriculum Development Division Ministry Of Education Malaysia ICT Literacy for Primary Schools TEACHING GUIDE YEAR 5 ICTL PRIMARY SCHOOLS 2011

2. Cetakan Pertama 2011 Bahagian Pembangunan Kurikulum Kementerian Pelajaran Malaysia 2011 Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam apa-apa juga bentuk dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau lain-lain cara sebelum mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya. Perpustakaan Negara Malaysia Cataloguing-in-Publication Data ICT literacy for primary schools : teaching guide. Year 5 / Bahagian Pembangunan Kurikulum ISBN 978-967-5094-75-0 1. Information technology--Study and teaching (Primary)--Malaysia. I. Malaysia. Kementerian Pelajaran. Bahagian Pembangunan Kurikulum. 004.071 Dicetak oleh, Percetakan Zainon Kassim Sdn. Bhd. Kota Damansara

3. CONTENTS Contents Page Foreword v Rukun Negara vii National Philosophy of Education viii Introduction 1 Aims and Objectives 2 Implementation 3 Framework 5 Content Specifications 6 Preliminary 10 Word Processing Module 1 Indentation 11 Module 2 Spacing 15 Module 3 Column 25 Spreadsheet Module 4 Interface 31 Module 5 Key in data 39 Programming Module 6 Concept 47 Module 7 Algorithm: Sequential 53 Module 8 Algorithm: Selection (IF) 59 Module 9 Flowchart: Sequential 65 Module 10 Flowchart: Selection (IF) 73 Programming Software: Scratch Module 11 Getting Started With Scratch 85 Module 12 Develop a Program Using Scratch 101 Module 13 Mini Project 119 Internet Module 14 Search Engine 123 iii

4. FOREWORD 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. (DATO IBRAHIM BIN MOHAMAD) Director Curriculum Development Division Ministry of Education MALAYSIA v

5. RUKUNNEGARA 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 terhadaptradisikebudayaannyayangkayadanberbagai- 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 vii

6. NATIONAL PHILOSOPHYOFEDUCAITON 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. viii

7. 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. 1

8. AIMS ANDOBJECTIVES 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. 2

9. IMPLEMENTATION IMPLEMENTATION IN SCHOOL The ICTL for Primary Schools programme in national (SK) and national type schools (SJK) is introduced after the Transition Programme in Year 1. The programme is implemented from Year 1 to Year 6, for 720 minutes per year in a continuous three-month period. Two teaching periods or 60 minutes of the timetable are allocated for this programme. It is to be carried out during the English Language period for SK and the Chinese Language or Tamil Language periods for SJKC and SJKT. TEACHING AND LEARNING APPROACH The success of the programme depends highly on teacher readiness and the availability of ICT facilities. For Year 5 pupils, teachers need to supervise them during computer classes by using appropriate methods and approaches such as working in groups. Teachers are encouraged to get pupils to produce a folio. ASSESSMENT Teachers are expected to conduct their own school based assessment. Pupils competencies are graded according to the learning outcomes. Teachers may use the pupils folio as part of the school-based assessment. 3

10. 5 FRAMEWORK 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 Stage 2 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 COMPUTER SOFTWARE Operating System/ Application Software 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 Operating System Application Software INTERNET Netiquette Search Engine E-Mail MAINTENANCE Virus Scan Disk Defragmentation Drive Clean Scandisk WEBPAGE Creating Webpage

11. 6 CONTENT SPECIFICATIONS 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 two main domains. The domains are Computer Software and Internet. 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? What does it cover? How is it organized? What should be done?

12. 7 COMPUTERSOFTWAREYEAR5 LearningAreasLearningOutcomesSuggestedLearningActivities 1.ApplicationSoftware 1.1WordProcessing a)Paragraph -Indentation -Spacing b)Columns 1.1.1Usetabkeytocreatefirstlineindentation 1.1.2Changethespacingofparagraph -Double -Single 1.1.3Formatpageintotwocolumns Note:Pupilsworkindividually,inpairs,or insmallgroups. Createanessayoftwoormore paragraphs. Changethespacingofthetext fromsingletodoubleandviceversa (Module2). Createatwocolumnsarticle (Module3). (2Weeks) 1.2Spreadsheet a)Introduction b)Interface c)Data dFormatCell 1.2.1Knowtheusageofthespreadsheetapplication 1.2.2Openandclosetheprogram 1.2.3Identifythesheetapplicationinterface -Cell -Column -Row -Namebox 1.2.4Createborder 1.2.5Keyindata 1.2.6Saveafile 1.2.7Printafile Pupilssearchthebenefitofusingthe spreadsheetontheInternet. Createanaddressbook. CreateBorder(Module4and5). Createtimetable. (2Weeks)

13. 8 COMPUTERSOFTWAREYEAR5 LearningAreasLearningOutcomesSuggestedLearningActivities 2.BasicProgramming 2.1ProgrammingConcept 2.2DevelopaProgram a)Algorithm b)Flowchart 2.1.1Knowtheconceptof a)Aprogram b)Programming 2.2.1Writeanalgorithm a)Sequential b)Selection(IF) 2.2.2Drawaflowchart a)Sequential b)Selection(IF) 2.2.3Understandtheprogrammingconcept bymanipulatingthevariables 2.2.4Createaprogramusingaprogramming software AProgram:Writesimpleinstructionondaily activitiessuchasbrushingteethormaking coffee(Module6). Programming:Demonstratetheuseof computercalculatorapplication.Example: 354+213=?isgeneratedorScreenSaver Application. Writeanalgorithmbasedondailylife activities(Module7). Drawaflowchartbasedonanalgorithm (Module8). ProgrammingsoftwareScratchcanbe downloadedathttp://www.scratch.mit. edu/.DemonstratehowtouseScratch (Module11). Openexistingproject(inScratch)andpupils manipulatethevariables(colour,sound andsteps).Pupilstelltheeffectofeach changedvariable.Example:Trampolineor Ping-ponggames. Developaprojectusingprogramming softwareScratch(Module12). (5Weeks)

14. 9 INTERNETYEAR5 LearningAreasLearningOutcomesSuggestedLearningActivities 1.Internet 1.1SearchEngine1.1.1Knowfeaturesofsearchengine -Searchbox -Searchbutton -Imagemenu 1.1.2Stateexamplesofsearchengines Pupilsaredividedintotwogroupsto comparethedifferentsearchengines basedontheirsearchbox,search buttonandimagemenu(Module14). (1Week) 1.2Usesearchengine 1.2.1Usesearchenginetofind information 1.2.2Usekeywordtogetspecific information 1.2.3Saveinformation Demonstratehowtousethesearch engine. Identifyandverifyappropriatesources forspecificinformation(Module14). Practisevariouswaystosave informationfromtheinternet -Savemenu -Rightclickmousebutton Findinformationusingtextsearch. PupilsProject:digitalfolio,digital scrapbook. (2Weeks)

15. 10 PRELIMINARY Preliminary This ICT Literacy for Primary Schools: Teaching Guide Year 5 comes with fourteen (14) teaching and learning modules. The modules cover certain topics in the Content Specifications. They are meant to serve as a guide for teachers. Teachers are encouraged to produce learning modules suited to pupils ability and devise innovative activities that develop pupils thinking skills. All the modules provided in this teaching guide are presented with graphic illustrations to help teachers carry out the activities effectively. The modules are developed based on the application software provided to the school computer laboratories by the Ministry of Education. The application software provided are MS Word, MS Excel, MS PowerPoint and Internet Explorer. The topics developed for word processing are Indentation, Spacing and create Border in Table. Search Engine modules are developed for the topic on Internet. Apart from continuing the skill from previous lesson they will also learn a new topic on Programming in Computer Software domain. The programming software used in this topic is Scratch. Scratch can be downloaded free at http://scratch.mit.edu. The pupils will develop their thinking skill as well as do hands-on activities. This topic prepares pupils with basic concept of programming where pupils will be given the skill to think logically. The topic of programming is introduced to Year 5 pupils provides a starting point in developing pupils interest toward programming. The logical thinking skill is introduced through activities found in Module 6 to 10. However, teachers are advised to apply suitable teaching approaches suited to pupils ability. Teachers are also advised to adopt suitable teaching methods and approaches when using these modules. They are also encouraged to create learning modules based on their pupils learning abilities.

16. Word Processing 1 Indentation

17. 12 1 ModuleIndentation Learning Area 1. Application Software 1.1 Word Processing - Indentation Learning Outcome 1.1.1 Use tab key to create first line indentation 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. Figure 1 1 2 3 4

18. 13 1 Step 2 : Ask pupils to type the passage below. Whales are mammals. They are warm-blooded 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

19. 14 1 Step 4: Press on the keyboard. You will get the display as shown in Figure 3. Figure 3 Figure 3 Step 5 : Repeat step 3 for the next paragraph. You will get the result as shown in Figure 4. Figure 4 Step 6 : Save your work. Name it as Whales.

20. Word Processing 2 Spacing

21. 16 2 ModuleSpacing Learning Area 1. Application Software 1.1 Word Processing - spacing Learning Outcomes 1.1.2 Change the spacing of paragraphs - double - single Module Objective 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. 1. Steps to change the text from single spacing to double spacing. Step 1 : Click . Choose All Programs. Select Microsoft Office, and then click Microsoft Office Word as shown in Figure 1. Figure 1 1 2 3 4

22. 17 2 Open the Whale file as shown in Figure 2. Figure 2 Step 2 : Highlight the whole text as shown in Figure 3. Figure 3

23. 18 2 Step 3 : Click Format at the menu bar. The Format pull down menu will be displayed. Click Paragraph at the Format pull down menu as shown in Figure 4. Figure 4 Step 4 : The Paragraph pop up menu will appear as shown in Figure 5. Figure 5

24. 19 2 Step 5 : From the Paragraph pop up menu, go to Line spacing, click the arrow down, and choose double spacing as shown in Figure 6. Figure 6 Step 6 : Click Double and then click OK as shown in Figure 7. Figure 7

25. 20 2 Step 7 : You will get a display as shown in Figure 8. Save it. Figure 8 2. Steps to change the text from double spacing to single spacing. Step 1 : Open Whales file. Figure 1

26. 21 2 Step 2 : Highlight the whole text as shown in Figure 2. Figure 2 Step 3 : Click Format at the menu bar. The Format pull down menu will be displayed. Choose Paragraph as shown in Figure 3. Figure 3

27. 22 2 Step 4 : The Paragraph pop up menu will appear as shown in Figure 4. Figure 4 Step 5 : From the Paragraph pop up menu, click pull-down button at Line spacing as shown in Figure 5. Figure 5

28. 23 2 Step 6 : Click Single to apply single spacing for the whole text. Click OK as shown in Figure 6. Figure 6 Step 7 : You will get a display as shown in Figure 7. Save it. Figure 7

29. Word Processing 3 Column

30. 26 3 ModuleColumn Learning Area 1. Application Software 1.1 Word Processing - Columns Learning Outcome 1.1.3 Format page into two columns Module Objective By the end of the lesson, students should able to create two column articles. Step 1 : Click Start, choose All Programs, select Microsoft Office and open Microsoft Word Program. Step 2 : Go to Menu Bar. Choose Format and click on Columns as shown in Figure 1. Figure 1

31. 27 3 Step 3 : You will get a display as shown in Figure 2. Choose Two Columns and click OK. Figure 2 You will get a display as shown in Figure 3. Figure 3 Two Columns Two Columns 1 2

32. 28 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

33. 29 3 Step 5 : Now you can start typing the text. As you can see, your text will become large and fill the two columns as shown in Figure 5. Save it. Figure 5 Activity: Create a two column article or essay. As you type, the text will fo down until the second column.

34. Spreadsheet 4 Interface

35. 32 4 ModuleInterface Learning Area 1.2Spreadsheet Learning Outcomes 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

36. 33 4 1. To identify cell, name box, column and row. Step 2 : Each rectangular box is referred to as a cell as shown in Figure 2. Figure 2 Step 3 : The Name Box shows C2 which is at column C row 2, as shown in Figure 3. Figure 3 Cell Name box

37. 34 4 Step 4 : Introduce Column as shown in Figure 4. Figure 4 Step 5 : Introduce Row as shown in Figure 5. Figure 5 Column Row

38. 35 4 2. Create border Step 1 : Type numbers in column A and names in column B as shown in Figure 6. Use mouse or arrow key to move from one column to another. Figure 6 Step 2 : Click File at Menu Bar then select Print Preview. You will get a display as shown in Figure 7. The data will appear without border. Then click Close and save your file. Figure 7 Column

39. 36 4 Step 3 : To create border, highlight the cells and click Format at the Menu Bar. The pull down menu will be displayed. Click Cells as shown in Figure 8. Figure 8 Step 4 : You will get a display as shown in Figure 9. Choose Border then select Outline and Inside. Click OK. Figure 9 1 2

40. 37 4 You will get a display as shown in Figure 10. Save your file. Figure 10 Step 5 : Click File at menu bar then select Print Preview. You will get a display as shown in Figure 11. You can see the difference between Figure 7 and Figure 11. Click Close. Figure 11

41. 38 4 Step 6 : Type height of each student in column C. Then, repeat Step 3 and 4 as shown in Figure 12. Figure 12 You will get a display as shown in Figure 13. Save your work. Figure 13

42. Spreadsheet 5 Key in data

43. 40 5 Module Key in data Learning Area 1.2Spreadsheet Learning Outcome 1.2.5 Key in data Module Objectives By the end of the lesson, pupils should be able to: Key in text and numerical data. Insert data in table. Step 1 : Click Start Select All Programs Click Microsoft Excel. Step 2 : Create Border for 2 rows and 6 columns. Highlight row 1 and 2 from column A to F as shown in Figure 1. Figure 1

44. 41 5 Step 3 : Click Format at the Menu Bar. The Format pull down menu will appear as shown in Figure 2. Select Cells. Figure 2 You will get a display as shown in Figure 3. Click Border. Figure 3

45. 42 5 Step 4 : To create border, click Outline and Inside as shown in Figure 4. Figure 4 You will get a display as shown in Figure 5. Click OK. Figure 5

46. 43 5 Step 5 : The Border will appear as shown in Figure 6. Figure 6 Step 6 : To preview Border, click Print Preview icon at the Menu Bar as shown in Figure 7. Figure 7 You will get a display as shown in Figure 8. Figure 8

47. 44 5 Step 7 : To close the Print Preview, click Close at the Menu Bar as shown in Figure 9. Figure 9 Step 8 : Save your file. Step 9 : Type the data as shown in Table 1. Day / Time 8.00 a.m 8.30 a.m 8.30 a.m 9.00 a.m 9.00 a.m 9.30 a.m 9.30 a.m 10.00 a.m 10.00 a.m 10.30 a.m Monday Bahasa Malaysia Mathematics Science Science Music Tuesday Bahasa Malaysia Bahasa Malaysia Mathematics Science Science You will get a display as shown in Figure 10. Figure 10 Some of the letters seem to be hidden. This is because of the column width is small.

48. 45 5 Step 10 :To adjust the column width, place the cursor on the line between columns. This symbol will appear as shown in Figure 11. Click and drag the cursor to the right to enlarge the column width. To reduce the size of the column width, drag it to the left. Figure 11 You will get a display as shown in Figure 12. Figure 12 Step 11 :Type in the data as in Figure 13. Figure 13

49. Programming 6 Concept

50. 48 6 ModuleConcept Learning Area 2. Basic Programming Programming Concept Learning Outcomes 2.1.1 Know the concept of - A program - Programming Module Objectives By the end of the lesson, pupils should be able to: Write simple instruction. Differentiate between program and instruction. Step 1 : Introduce the concept of program and programming. Program (general) - a set or list of instructions to follow. Program (computer) - a set or list of instructions to direct the computer to do a task. Programming - creating a sequence of instructions to enable the computer to do something (act or activity). Step 2 : Example of daily life. Adam wakes up at 6.00 a.m everyday. Then, she will brush his teeth cleanly. Next, he will take a bath. Once done, Adam will put on his school uniform. He will have her breakfast right after that. After a nice and fulfilling breakfast, he will make his way to school. Figure 1

51. 49 6 Step 3 : Example of daily life. GET READY FOR SCHOOL 6.00 a.m - Wake up 6.15 a.m - Brush teeth 6.20 a.m - Take a bath 6.30 a.m - Wear school uniform 6.45 a.m - Have a breakfast 7.00 a.m - Go to school Figure 2 Step 4 : List some example of programs: a. Making coffee. b. _________________________. c. _________________________. d. _________________________. Step 5 : Write list of instructions of one of the programs. _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Program set of instructions

52. 50 6 Activity 1. Look at the instruction below: 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. ______________________________________

53. 51 6 Activity 2 Look at the program. a. Tell destination. b. Pay money. c.____________. d. Board on the bus. 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. _____________________________________

54. 52 6 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._____________________________________________________________

55. Programming 7 Algorithm Sequential

56. 54 7 Module Algorithm: Sequential Learning Area 2.2 Develop a program - algorithm Learning Outcome 2.2.1 Write a simple algorithm - sequential Module Objective By the end of the lesson, pupils should be able to write a sequence structure algorithm. Step 1 : Explain the definition of algorithm. 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.

57. 55 7 Suggested activities: (Individual/Pair work) Students identify at least five daily activities that involve sequence or procedure. Then, students list down the procedures or steps accordingly to its order. For weaker students, teacher provides a random list of procedures. Then, students rearrange the procedures accordingly in order. *Example of daily activities: (1) kite-making, (2) baking a cake, (3) converting a mixed number to improper fraction, (4) tying a shoes lace and (5) buying food at the canteen.

58. 56 7 Step 2 : Read and understand the program and the situation below. Situation: A birthday party at Lelas house. The guests need to follow the activities during the party from the beginning to the end. Tentative program: 4.00 p.m Arrival of guests and friends 4.30 p.m Welcome speech 4.45 p.m Party starts 5.00 p.m Cutting of the birthday cake 5.30 p.m Lucky draw and games 7.00 p.m 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

59. 57 7 Step 4 : To find the answer of 2 km + 465 m. 2 km + 465 m = m Algorithm 1.Start 2. Multiply 2 km with 1000 3. Add the answer with 465 m 4. The answer is 2465 m 5.End Step 5 : To find the answer for 12.5 km 625 m. 12.5 km - 625 m = m Algorithm 1.Start 2. .....12.5 km with 1000 3. ..... the answer with 625 m 4. The answer is ...... m 5.End Step 6 : Write algorithm for other unit of measurement such as weight or area.

60. 58 7 Suggested activities: Activity A 1. Teacher provides students with a set of procedures. 2.Students convert the set of procedures to algorithm in the worksheet provided. Example: Procedures: 1. go to school 2.breakfast 3.wake-up 4. take a bath 5. put on uniform 6. brush the teeth Activity B Teacher asks students to read a short paragraph. Based on the paragraph, students identify the sequences. Students create an algorithm based on the sequences. Worksheet A Instruction: Create an algorithm based on the procedures provided. 1.Start 2._____________________________________ 3._____________________________________ 4._____________________________________ 5._____________________________________ 6._____________________________________ 7._____________________________________ 8.End 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

61. Programming 8 Algorithm: Selection (IF)

62. 60 8 Module Algorithm: Selection (IF) Learning Area 2. Basic Programming 2.2 Develop a Program - Algorithm Learning Outcome 2.2.1 Write an algorithm - Selection (IF) Module Objective By the end of the lesson, pupils should able to write simple algorithm. Step 1 : Definition of Selection (IF). Definition: Selection (IF) - used for decision or branching. Step 2 : Teacher provides a sample of Selection (IF) based on daily life situations. For example: My Daily Activities 6:00 a.m Wake-up. 6:10 a.m Brush my teeth. 6:15 a.m Take a bath. 6:30 a.m Put on my school uniform. 6:45 a.m Having my breakfast. 7:00 a.m Go to school. If it rains heavily, bring umbrella.

63. 61 8 Step 3 : Based on the given example, pupils construct an algorithm. Pupils write their answers on worksheet provided. Example: Activity A 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 __________________ End

64. 62 8 Activity B Teachers note: Pupils must read the whole text for this activity. Teacher assists pupils to help them understand the situational question and instruction. A birthday party will be held at Lelas house. The guests need to follow the activities during the party from the beginning to the end. The program: 4.00 p.m. Party starts 4.30 p.m. Arrival of guests and friends 4.45 p.m. Welcome speech 5.00 p.m. Cutting the birthday cake 5.30 p.m. Lucky draw and games 7.00 p.m. Party ends Situation: The party will be held outside Lelas house on that day. However, Lela needs to make a backup plan if the weather is bad on that particular day e.g. raining. Instruction: Based on the situation above, create an algorithm of Selection (IF) to represent Lelas birthday program and her backup plan. Use the worksheet provided.

65. 63 8 Worksheet (Activity B) Put (IF) where necessary. Start __________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ End __________

66. Programming 9 Flowchart: Sequential

67. 66 9 Module Flowchart: Sequential Learning Area 2. Basic Programming 2.2 Develop a program - Flowchart Learning Outcome 2.2.1 Draw a flowchart - Sequential Module Objective By the end of the lesson, pupils should be able to create story with flowchart. Definition a.Flowchart b.Sequential a.Flowchart Is a diagram of geometrical shapes with connected line. b.Sequential A set of directions in order from beginning to end. Types of shapes START/STOP Oval shape indicates a start or stop part of the flowchart. PROCESS Rectangular shape indicates an activity or task.

68. 67 9 Activity 1 : Record the sequent on How to bake a cake. Algorithm 1.0Start 2.0 Prepare the ingredients 3.0 Add flour 4.0 Stir milk and baking powder 5.0 Mix butter, sugar, vanilla and egg 6.0 Bake the mixture 7.0End Flowchart Start Prepare the ingredients Add flour Stir milk and baking powder Mix butter, sugar, vanilla and egg Bake the mixture End

69. 68 9 Activity 2 : Complete the flowchart. Activity on Sunday Algorithm 1.0Start 2.0 Wake up 3.0 Take a bath 4.0 Gardening with parent 5.0 Wash hand 6.0 Take a lunch 7.0End Flowchart Start Wake Up Take a lunch End

70. 69 9 Activity 3 : Ask pupils to complete the flowchart. Have a bath Start Wash your hair End

71. 70 9 Activity 3 : How to fix a bicycle puncture. Draw the missing geometrical shape and complete the flowchart. Activity:____________________ Remove the tube from the tyre Put the tube into a pail of water to check for holes Pump air into the tube

72. 71 9 Activity 5 : Think of an activity and write your own flowchart. Activity: _______________________

73. 72 9 Activity 6 Step 1 : Open Microsoft Word application. Open a new file. Step 2 : List down the activities. Step 3 : By using the geometrical shape, draw a flowchart. Make sure the activities are in the correct order. Get ready for school Wake up Wear school uniform Brush teeth Take a bath End Have a breakfast Start Go to school

74. Programming 10 Flowchart: Selection (IF)

75. 74 10 Module Flowchart: Selection (IF) Learning Area 2.2 Develop a Program - Flowchart Learning Outcome 2.2.2 Draw a flowchart: - Selection (IF) 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 a.Flowchart Is a diagram of geometrical shapes with connected line.

76. 75 10 Types of shapes PROCESS Rectangular shape shows interactions or actions. DECISION Diamond shape shows decision that must be made. START/STOP Oval shape shows the start or end of a program. b. Selection (IF) Used for decisions or choosing between two or more choices.

77. 76 10 Step 2 : Transformation from algorithm to a Selection (IF) flowchart shown in Figure 1. Go to school Go to school Algorithm Flowchart using Selection Control Structure (IF) 1.0 Start Start 2.0 Wake up Wake up 3.0 Take a bath Take a bath 4.0 Wear school uniform Wear school uniform 5.0 Have breakfast Have breakfast 6.0 If raining heavily Yes Raining heavily? Bring umbrella 6.1 Bring umbrella No 7.0 Go to school Go to school 8.0End End Figure 1

78. 77 10 Condition in Figure 2: There are two choices for you to go to school. You can walk to school or go to school by car. Question : 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 : A Selection (IF) flowchart shown in Figure 2. Task : Go to School. Question : IF you are tired? Yes (True) 1. IF you are tired, go to school by car. No (False) 2. IF you are not tired, walk to school. Yes No Figure 2

79. 78 10 Sample of Go to school flowchart using Selection (IF) as shown in Figure 3. Start Wake up Take a bath Wear school uniform Breakfast Yes (True) Tired to walk By car No (False) Reach school End Figure 3

80. 79 10 Step 4 : Activity 1. Task : Go to school. Question : IF it is raining? a. Make a decision on how you go to school. Fill in the blanks below. Yes (True) 1. IF it is raining, you go to school_________________________ .

81. 80 10 b. Complete the flowchart in Figure 4 based on answer in Activity 1a. Start Wake up Take a bath Wear school uniform Breakfast Go to school Yes (True) Raining? No (False) End Figure 4

82. 81 10 Step 5 : Activity 2. Task : Activity on Sunday. Question : IF there is no electricity? a. Write two choices on how you can enjoy yourself on Sunday. Yes(True) 1. IF there is no electricity, I ________________________________ . No (False) 2. IF there is electricity, I ___________________________________ .

83. 82 10 b. Complete the flowchart in Figure 5 based on your answer in Activity 2a. Start Wake up Take a bath Breakfast Yes (True) Raining? No (False) Enjoyable day End Figure 5

84. 83 10 Step 6 : Draw your own flowchart based on the task given. Task : 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 Watch television Tea Yes (True) No (False)

85. Programming Software 11 Getting Started With Scratch

86. 86 11 Module Getting Started With Scratch Learning Area 2. Basic Programming Learning Outcome Demonstrate how to use Scratch Module Objective By the end of the lesson, pupils should be able to use Scratch programming language. Teachers Note : Install the Scratch software before lesson begin. a) Scratch can be downloaded after filling a 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. Figure 1 1 2 3

87. 87 11 You will get results as shown in Figure 2. Figure 2 Blocks Palette Script Area Sprite List Menu Bar Tool Bar Stage

88. 88 11 Introduction to Scratch Interface a. Menu Bar : A region where Scratch menus are located. b. Blocks Palette : Consist of graphic blocks. There are 8 colour coded blocks according to the following categories: motion , looks , sound , pen , control , sensing , numbers and variables . When the blocks are applied together they are called scripts. c. Scripts Area : An area where sprite (programmable character) is programmed by dragging out blocks from the blocks palette. d. Stage : An area where the sprite is displayed and see the scripts being presented. e. Sprite List : Displays all the sprites involved in a project. f. Toolbar : Provides access to commands that can be used to interact and control. Select these commands and click on objects to perform an action. To select and move sprite and blocks To duplicate sprite, blocks and costumes To delete sprite, blocks and costumes To enlarge Sprite To shrink Sprite Step 2 : From the menu bar, choose Want Help? button to learn more about the Scratch software as shown in Figure 3. Figure 3 Step 3 : The step-by-step Getting Started guide in the next page is to get you started with Scratch.

89. Programming Software 12 Develop a Program Using Scratch

90. 102 12 Module Develop a Program Using Scratch Learning Area 2. Basic Programming 2.2 Develop a program Learning Outcome 2.2.4 Create a program using a programming tool. Learning Objective By the end of the lesson, pupils should be able to create a program to show a cat moves towards food complete with a background. Inserting Background: Step 1 : Click Start to open Scratch. Display shown in Figure 1 will appear. Figure 1

91. 103 12 Step 2 : Place pointer on Stage situated in sprite list area as shown in Figure 2 and click. Figure 2 Step 3 : Place pointer on Background tab as shown in Figure 3 and click. Figure 3 Click Click

92. 104 12 Step 4 : A new display will appear as shown in Figure 4. Click Import. Figure 4 A new pop-up window will appear as shown in Figure 5. Double click Indoors. Figure 5 Click

93. 105 12 Step 5 : Choose room3 as shown in Figure 6 and double click to select it. Figure 6 Once done, your selected background will appear as shown in Figure 7. Figure 7 Your new background

94. 106 12 Positioning Sprite: The Sprite in Figure 8 is a cat and the default location is in the middle of the stage. Step 1 : Click and hold the Sprite. Then, drag to the new position as shown in Figure 8. This position is defined as Start position. Figure 8 You will get a display as shown in Figure 9. Figure 9 Click and drag to the new position

95. 107 12 Inserting new Sprite: Food Step 1 : Choose New Sprite button as shown in Figure 10. Figure 10 A new pop-up window will appear as shown in Figure 11. Double click Things. Figure 11 Click

96. 108 12 Step 2 : A display as shown in Figure 12 will appear. Figure 12 Step 3 : Choose cheesy-puffs and double click to select it. Double Click

97. 109 12 A new display with your new Sprite (food) will appear as shown in Figure 13. Figure 13 Resizing Sprite: Reducing the size of food. Step 1 : Click on Shrink sprite button as shown in Figure 14. Figure 14 New sprite Click

98. 110 12 Step 2 : A new pointer will appear . Place the pointer on the food as shown in Figure 15 and click on it to meet the desired size. Figure15 The food now becomes smaller. Figure 16 Place pointer here and click to make it smaller

99. 111 12 Positioning the food: Step 1 : Click on Move button as shown in Figure 17 to exit the shrink mode. Figure 17 Step 2 : Now, move the food to the new position as shown in Figure 18. Figure 18 Place pointer here and click.

100. 112 12 You will get a display as shown in Figure 19. Figure 19 Inserting movement: Cat moves towards food Step 1 : Place pointer on Sprite1 as shown in Figure 20 and click. Figure 20

101. 113 12 The Sprite script area and Blocks palette will appear as shown in Figure 21. Step 2 : Place pointer on Control button and click as shown in Figure 22. Figure 22 The Blocks Palette for Control will appear as shown in Figure 23. Figure 23 Place pointer here and click

102. 114 12 Step 3 : Start with clicking on whenever creating script and drag the block to the Script area as shown in Figure 24. Figure 24 Note:Block is not applicable if block or is used. Step 4 : Click the Motion button as shown in Figure 25. Figure 25 Place pointer here and click

103. 115 12 The Blocks Palette for Motion will appear as shown in Figure 26. Figure 26 Step 5 : Click and drag the to the Script area as shown in Figure 27. Figure 27 Note:When you place the new block, please make sure the block is attached together as shown in Figure 27 so that the script can function. Test the script by clicking

104. 116 12 Step 6: Double click to change the default value from 10 to 50 as shown in Figure 28. Your cat will move 50 steps. Figure 28 Note:Before you test your script. Make sure the cat is in start position. Step 7: Then, click on the Control button (which is located at the Blocks Palette)as shown in Figure 29. Figure 29 Step 8 : This time, choose . Click and drag the block to the Script area as shown in Figure 30. The cat will wait one second after movement. Figure 30 Double click here and key-in the new value Place pointer here and click

105. 117 12 Step 9: Repeat step 5 to 8 until the cat reaches the food. Note:Before you test your script. Make sure the cat is in start position. Step 10: When the cat reaches the food, can you make the cat moves back to the start position by adding one block? What would the value of the new block? Figure 31 When you have the answer, test it. Exercise: Simplify the script in Figure 31, discuss and demonstrate the fastest way to get the same result. Explore the use of blocks palette for control and motion on the script and see the effects of cat movements. How many steps? Tips: You have to count the total of the steps that the cat took and put as negative value.

106. Programming Software 13 Mini Project

107. 120 13 Module Mini Project Learning Area 2. Basic Programming Learning Outcome 2.2 Develop a Program - create a mini project using Scratch application Module Objective By the end of the lesson, pupils should be able to create a mini project using Scratch software. Reference site: Scratch software can be downloaded at http://scratch.mit.edu/. In this site, they are many projects to give you some ideas on how to do your project. You can also share your Scratch project or explore educational resources and strategies in this site. Step 1 : Read the situation given. Situation In a garden there are a lot of beautiful flowers. A butterfly is flying in the garden. It flies from one flower to another flower. It loves to get nectar from the flowers. After a while, the butterfly flies home. Step 2 : Write an algorithm based on the situation given. 1.Start 2. A butterfly is flying 3. 4. 5. 6.End

108. 121 13 Step 3 : Fill in the flowchart given. Start It flies from one flower to another flower End

109. 122 13 Step 4 : Start Scratch Software. Create a project based on the situation given (Step 1). Figure 1 is an example of a project. Figure 1 Step 5 : Pupils folio must include algorithm, flowchart and printed copy of the project.

110. Internet 14 Search Engine

111. 124 14 Module Search Engine Learning Area 1.Internet 1.1 Search Engine Learning Outcomes 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

112. 125 14 Figure 2 Figure 3

113. 126 14 Step 1 : Go to Start All Program Internet Explorer. By default the MSN will display as shown in Figure 4. Figure 4 In this module, we will use Google search engine. Type http://www.google.com in the address box and press Enter. You will see a display as shown in Figure 5. Figure 5 Menu Search Box

114. 127 14 Step 2 : Type a keyword in the Search Box. Example flower. Click Google Search (search button) as shown in Figure 6. Figure 6 Step 3 : You will get results as shown in Figure 7. There are so many information on flower. Figure 7 Results

115. 128 14 Step 4 : Next, click on Images menu as shown in Figure 8. Figure 8 Step 5 : You will get a display as shown in Figure 9. Figure 9

116. 129 14 Step 6 : To find specific type of flowers, type keywords in search box. Example hibiscus flower. Next, click on Search Images button. You will get a display as shown in Figure 10. Figure 10 Step 7 : Click on one of the image if you want to get more information about it as shown in Figure 11. Figure 11 Specific keywords Image Button

117. 130 14 You will get a display as shown in Figure 12. Scroll the page to see more. Figure 12 Step 8 : To save image, place cursor on image, right-hand click on the mouse button and choose Save image as.. as shown in Figure 13. Figure 13 Note: The images shown might not be the same as in this module. This is because the images are being updated from time to time. Exercise: Find other information about animals in Malaysia. Scroll down