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ICT Literacy for Primary Sch

TEACHING GUIDYEAR 5

ICTL PRIMARY SCHOOLS


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Cetakan Pertama 2011 Bahagian Pembangunan Kurikulum

Kementerian Pelajaran Malaysia 2011

Tidak dibenarkan mengeluar ulang mana-mana bahagian artik

isi kandungan buku ini dalam apa-apa juga bentuk dengan apa

ada secara elektronik, fotokopi, mekanik, rakaman, atau lain-la

mendapat kebenaran bertulis daripada Pengarah Bahagian

Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok

Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan, 62

Perpustakaan Negara Malaysia Data Pengkatalogan dalam Pen

Bahagian Pembangunan Kurikulum

ICT Literacy for Primary School,Teaching GuideBahagian Pembangunan Kurikulum, Kementerian Pelajaran Mal

ISBN 978-967-5094-75-0


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C

ON

TEN

TSContents

Foreword

Rukun Negara

National Philosophy of Education

Introduction

Aims and Objectives

Implementation

Framework

Content Specifications

Preliminary

Word Processing

Module 1 Indentation

Module 2 Spacing

Module 3 Column

Spreadsheet

Module 4 Interface

Module 5 Key in data

Programming

Module 6 Concept Module 7 Algorithm: Sequential

Module 8 Algorithm: Selection (IF)

Module 9 Flowchart: Sequential

Module 10 Flowchart: Selection (IF)


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FO

REWORD

Malaysia is now moving towards producin

generation in line with the vision of developas stated in the Education Development Mas

With regard to this, steps and approaches ha

equip pupils with the ability to use ICT skillfully a

would entail equipping pupils with the skills

act rationally and practise lifelong learning sk

The availability of the internet and hardware

in schools will provide opportunities for teacexpand their teaching and learning experien

In Malaysia today, many schools are equipp

laboratory and ICT based resources. Wi

teachers and pupils are encouraged to fully u

and software during the teaching and learni

In view of this, the Ministry of Education (MOInformation and Communication Technology

Primary Schools programme. This programme

stages beginning with Year 1 in 2005 and to

Year 6 in 2010. The programme consists of a

approach that will organise the pupils co

the way of reasoning in line with the use of

communication.

With the implementation of the ICTL fo

programme, the Curriculum Development

produced a guidebook for teachers. This gu

of content specifications and relevant teac

modules to assist teachers in implementing th

The programme, which has now reache

implementation, is build on and extends upon

in Stage 1. In Stage 2, pupils will master the use

applications, internet skills and webpage bui

The ICT Literacy for Primary Schools: Teach

was developed by a group of teachers a


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RU

KUN

NE

GARA

BAHAWASANYA negara kita Malaysia mcita untuk mencapai perpaduan yankalangan seluruh masyarakatnya; meme

hidup demokratik; mencipta masyarakakemakmuran negara yang akan dapat dsecara adil dan saksama; menjamin satu terhadap tradisi kebudayaannya yang kabagai corak; membina satu masyaraka

akan menggunakan sains dan teknologi

MAKA KAMI, rakyat Malaysia, berikrar akseluruh tenaga dan usaha kami untuk mtersebut berdasarkan prinsip-prinsip yang

KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEG

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG

KESOPANAN DAN KESUSILAAN


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NAT

ION

AL

PHIL

OSOPHY

OFEDUC

AITON

Education in Malaysia is an on-going effodeveloping the potential of individuals integrated manner, so as to produceare intellectually, spiritually, emotionally

balanced and harmonious, based on and devotion to God. Such an effortproduce Malaysian citizens who are knocompetent, who possess high moral stan

are responsible and capable of achievinpersonal well being as well as being ablethe harmony and betterment of the fa

nation at large.


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IN

TRO

DUCTIO

NMalaysia has a vision to produce ind

balanced in all aspects as stated in the NaPhilosophy. In line with this, many ICT prbeen introduced in schools. The Minishas made ICT facilities available for all pwould narrow the digital divide betweenand those who cannot afford to enjoy suthus preparing them for the challenges of

Age.

The Ministrys computer laboratory projecschools throughout Malaysia will enable a

and secondary schools to acquire ICT skil

ICT Literacy (ICTL) for Primary Schools

designed to lay the foundation for all pupiICT capabilities in future. Through this pICT literacy is packaged in teaching and appropriate for pupils according to their The programme consists of ICT skills that and necessary in the use of computesoftware applications. These basic ICT

pupils acquire sufficient knowledge and ICT. Although the integrated approach cainfuse the learning of ICT in existing schoolfor Primary Schools programme is devepupils to master basic ICT skills first, beforethe respective subjects.

In order to assist teachers implement the

Schools programme, a teaching guideall schools. This Teaching Guide con

specifications and relevant teaching andwhich builds on and extends upon the sYear 4. The Teaching Guide is designed to

ith id h t t th l


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AIMS

A

NDOBJE

CTIVES

The primary school system comprises two

(Year 1, Year 2 and Year 3) and Stage 2 (YYear 6).

Stage 1

AIM

The aim of Stage 1 ICT Literacy for programme is to enable pupils to use applications and devices.

OBJECTIVES

By the end of the Stage 1 programme, able to:

identifythemainpartsofacomputer explaintheconceptofoperatingsyste

application;

usebasicoperatingsystemandcomp usefunctionkeysonakeyboard; usebasictypingtechniques;and dobasicmaintenancework.

Stage 2

AIM

The aim of Stage 2 ICT Literacy for programme is to enable pupils to mastercomputer applications, internet and crea


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IM

PLEMEN

TATION

IMPLEMENTATION IN SCHOOL

The ICTL for Primary Schools programme innational type schools (SJK) is introduced aProgramme in Year 1. The programme is imYear 1 to Year 6, for 720 minutes per yeathree-month period. Two teaching periodthe timetable are allocated for this progr

carried out during the English Language the Chinese Language or Tamil Languageand SJKT.

TEACHING AND LEARNING APPROACH

The success of the programme depends readiness and the availability of ICT facpupils, teachers need to supervise them classes by using appropriate methods such as working in groups. Teachers are enpupils to produce a folio.

ASSESSMENT

Teachers are expected to conduct their oassessment. Pupils competencies are gto the learning outcomes. Teachers mafolio as part of the school-based assessm


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FRA

ME

WO

RK

THE ICT LITERACY FOR PRIMARY SCHOOLS

The content of the ICTL for Primary Schcovers six (6) main domains. The domains aManagement, Computer Hardware, CoComputer Maintenance, Internet, and Weacquire basic knowledge in Computer La

Computer Hardware and Computer Softw

Pupils in Stage 2 will continue with the saa higher level. They will also be exposedomains: the Internet, Computer MaWebpage. In addition, to equip pupils witin programming a topic on Programming

under Application Software in Computer S

Stage 1 S

COMPUTER LAB MANAGEMENT ComputerLabLocation ComputerLabPlan ComputerLabOrganisation

COMPUTER HARDWARE ComputerParts AlphabetandNumericKeys FunctionKeys InputandOutputDevices

COMPUTER SOFTWARE OperatingSystem/

Application Software

COMPUTER LA Advance

Managem

COMPUTER HA

ComputeCompone

Alphabet Function Inputand

COMPUTER SO Operating Applicatio

INTERNET Netiquett SearchEn E-Mail

S


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CO

NTE

NT

SPECIFIC

ATIONS

The Content Specifications for theInformation and CommunicatioTechnology Literacy for Primary SchoolsTeaching Guide Year 5 contains the basirequirements for primary school pupils tattain computer literacy. The level of ICliteracy differs from Stage 1. Howeve

some domains and topics are repeatedwith different levels of complexity. Foexample, pupils will be introduced to a newtopic which is Programming in ComputeSoftware domain.

These content specifications cove

five main domains. The domains arComputer Lab Management, ComputeHardware, Computer Software, Interneand Maintenance.

The domains are presented in threesections. The sections are Learning Areas

Learning Outcomes and SuggestedLearning Activities. The activities suggestein the Suggested Learning Activities sectioare only recommendations proposed bthe Curriculum Development DivisionTeachers can devise their own activitiebut they have to adhere to the topics and

contents prescribed in the specification.

Teachers need to identify the domain andtopic to be taught. They will then plan theteaching activities based on the intendeLearning Outcomes. Learning modules ar


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YEAR5

Lea

rningOutcomes

SuggestedLearningActivities

Usetabkeytocreatefirstlineindentation

Changethespacingofparagraph

-Double

-Single

Formatpagein

totwocolumns

Note:

Pupilsworkindividua

lly,inpairs,or

insmallgroups.

Createanessayoftwo

ormore

pa

ragraphs.

Changethespacingof

thetext

fro

msingletodoublean

dviceversa

(M

odule2).

Createatwocolumnsa

rticle

(M

odule3).

(2Weeks)

Knowtheusageofthespreadsheetapplication

Openandclosetheprogram

dentifytheshe

etapplicationinterface

-Cell

-Column

-Row

-Namebox

Createborder

Keyindata

Pu

pilssearchthebenefitofusingthe

sp

readsheetontheInte

rnet.

Createanaddressbook

.

CreateBorder(Module

4and5).

Createtimetable

.


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YEAR5

Lea

rningOutcomes

SuggestedLearningActivities

1

Knowtheconceptof

a)Aprogram

b)Program

ming

1

Writeanalgorithm

a)Sequen

tial

b)Selectio

n(IF)

2

Drawaflowchart

a)Sequen

tial

b)Selectio

n(IF)

3

Understandtheprogrammingconcept

bymanipu

latingthevariables

AProg

ram:Writesimpleinstructionondaily

activitiessuchasbrushingte

ethormaking

coffee

(Module6).

Progra

mming:Demonstrate

theuseof

computercalculatorapplic

ation.Example:

354+213=?isgeneratedorS

creenSaver

Applic

ation.

Writea

nalgorithm

basedon

dailylife

activities(Module7).

Drawaflowchartbasedon

analgorithm

(Modu

le8).

Progra

mmingsoftwareScra

tchcanbe

downloadedathttp://www

.scratch

.mit

.

edu/.Demonstratehowtou

seScratch

(Modu

le11).

Open

existingproject(inScratch)andpupils

manip

ulatethevariables(colour,sound

d t

) P

i l t l l t h

f f

t

f

h


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YEAR5

LearningOutcomes

SuggestedLearning

Activities

1.1.1

Knowfeaturesofsearc

hengine

-Searchbox

-Searchbutton

-Imagemenu

1.1.2

Stateexamplesofsea

rchengines

Pu

pilsaredividedintotwogroupsto

co

mparethedifferents

earchengines

ba

sedontheirsearchb

ox,search

bu

ttonandimagemenu(Module14).

(1Week)

1.2.1

Usesearchenginetofind

information

1.2.2

Usekeywordtogetsp

ecific

information

1.2.3

Saveinformation

De

monstratehowtousethesearch

en

gine.

Identifyandverifyappropriatesources

fo

rspecificinformation(Module14).

Practisevariouswaysto

save

informationfromtheinternet

-S

avemenu

-R

ightclickmousebutton

Fin

dinformationusingte

xtsearch

.

Pu

pilsProject:digitalfolio

,digital

sc

rapbook.

(2Weeks)

Y


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PRELIM

INA

RYPreliminary

This ICT Literacy for Primary Schools: Year 5 comes with fourteen (14) teachmodules. The modules cover certain topiSpecifications. They are meant to serveteachers. Teachers are encouraged to

modules suited to pupils ability and dactivities that develop pupils thinking skillprovided in this teaching guide are graphic illustrations to help teachers carryeffectively.

The modules are developed based on

software provided to the school compby the Ministry of Education. The appprovided are MS Word, MS Excel, MS

Internet Explorer.

The topics developed for word processingSpacing and create Borderin Table. Searcare developed for the topic on Internet.

Apart from continuing the skill from prewill also learn a new topic on ProgrammSoftware domain. The programming sthis topic is Scratch. Scratch can be dowhttp://scratch.mit.edu.Thepupilswilldeve

skill as well as do hands-on activities. Th

pupils with basic concept of programmingbe given the skill to think logically. The topicis introduced to Year 5 pupils provides adeveloping pupils interest toward progra


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WordProc

essing

Indentation


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1

Module Indentation

Learning Area 1. Application Software1.1 Word Processing

- Indentation

Learning Outcome 1.1.1 Use tab key to create first line

Module Objective By the end of the lesson, pupils shcreate indentation at the first line.

Step 1 : Click . Choose All Programs. Select Micclick at Microsoft Word as shown in Figure 1.

3


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Step 2 : Ask pupils to type the passage below.

Whales are mammals. They are warm

creatures. They live in the sea. They gi

their young.

Whales can be found around the wowhales live near the Artic and some

Antarctic.Whales have a nose on thead.

It is called a blowhole. They breathe th

blowhole. Some whales have more blowhole. Baleen whales have two blow

Step 3 : Place the cursor at the first letter of the paragraph a2.


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1

Step 4: Press on the keyboard. You will get the dFigure 3.

Figure 3

Step 5 : Repeat step 3 for the next paragraph. You will get thin Figure 4.


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WordProc

essing

Spacing


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2

Module Spacing


- spacing

Learning Outcomes 1.1.2 Change the spacing of parag

- double- single

Module Objective By the end of the lesson, pupils shchange the spacing of the text fromand vice versa in Microsoft Word.

1. Steps to change the text from single spacing to double sp

Step 1 : Click . Choose All Programs. Select Micthen clickMicrosoft Office Word as shown in Figure

3


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Open the Whale file as shown in Figure 2.

Figure 2

Step 2 : Highlight the whole text as shown in Figure 3.


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2

Step 3 : ClickFormat at the menu bar. The Format pull dodisplayed. ClickParagraph at the Format pull downin Figure 4.

Figure 4

Step 4 : The Paragraph pop up menu will appear as shown


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Step 5 : From the Paragraph pop up menu, go to Line spacindown, and choose double spacing as shown in Figu

Figure 6

Step 6 : ClickDouble and then clickOK as shown in Figure 7

2


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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 sp

Step 1 : Open Whales file.


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Step 2 : Highlight the whole text as shown in Figure 2.

Figure 2

Step 3 : ClickFormat at the menu bar. The Format pull dodisplayed. Choose Paragraph as shown in Figure 3.

2


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2

Step 4 : The Paragraph pop up menu will appear as shown

Figure 4

Step 5 : From the Paragraph pop up menu, click pull-dowspacing as shown in Figure 5.


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Step 6 : ClickSingle to apply single spacing for the whole shown in Figure 6.

Figure 6

Step 7 : You will get a display as shown in Figure 7. Save it.


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WordProc

essing

Column

3


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3

Module Column


- Columns

Learning Outcome 1.1.3 Format page into two column

Module Objective By the end of the lesson, studentcreate two column articles.

Step 1 : Click Start, choose All Programs, select Microsoft Microsoft Word Program.

Step 2 : Go to Menu Bar. Choose Format and click on ColuFigure 1.


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Step 3 : You will get a display as shown in Figure 2. Choose TclickOK.

Figure 2

You will get a display as shown in Figure 3.

TwoColumns

TwoColumns

1 2

3


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3

Below is the text for the pupils to type. Choose Century Goth

My name is Sakinah. I am eleven years o

brother and a sister. My brother is twent

and my sister is twelve years old. My fathan engineer. My mother is a housewife

family very much.

Step 4 : To change font, at the menu bar clickFormat and will get a display as shown in Figure 4. Change thClickOK.


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Step 5 : Now you can start typing the text. As you can sbecome large and fill the two columns as shown in

Figure 5

Activity: Create a two column article or essay.

As you type,the text will

fo down untilthe second

column.


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Spreadsheet

Interface

4


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4

Module Interface

Learning Area 1.2 Spreadsheet

Learning Outcomes 1.2.3 Identify the spreadsheet appl- Interface- Cell

- Column- Row- Name Box

1.2.4 Create border

Module Objectives By the end of the lesson, pupils shou

Identify cell, column, rowandspreadsheet.

Createborder.

Step 1 : Click Start, choose All Programs, select Microsoft Microsoft Office Excel. You should get a display

workspace as shown in Figure 1.


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1. To identify cell, name box, column and row.

Step 2 : Each rectangular box is referred to as a cell as show

Figure 2

Step 3 : The Name Box shows C2 which is at column C roFigure 3.

Cell

4


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4

Step 4 : Introduce Column as shown in Figure 4.

Figure 4

Step 5 : Introduce Row as shown in Figure 5.

Column


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2. Create border

Step 1 : Type numbers in column A and names in column B a6. Use mouse or arrow key to move from one colum

Figure 6

Step 2 : ClickFile at Menu Bar then select Print Preview. Youas shown in Figure 7. The data will appear without b

Close and save your file.

Column

4


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4

Step 3 : To create border, highlight the cells and clickFormaThe pull down menu will be displayed. ClickCells a8.

Figure 8

Step 4 : You will get a display as shown in Figure 9. Choose BOutline and Inside. ClickOK.


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You will get a display as shown in Figure 10. Save your file.

Figure 10

Step 5 : ClickFile at menu bar then select Print Preview. Youas shown in Figure 11. You can see the difference and Figure 11. ClickClose.

4


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4

Step 6 : Type height of each student in column C. Then, repas shown in Figure 12.

Figure 12

You will get a display as shown in Figure 13. Save your work.


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Spreadsheet

Key in data

5


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5

Module Key in data

Learning Area 1.2 Spreadsheet

Learning Outcome 1.2.5 Key in data


Keyintextandnumericaldata. Insertdataintable.

Step 1 : ClickStart Select All Programs ClickMicrosof

Step 2 : Create Border for2 rows and 6 columns. Highlight column A to F as shown in Figure 1.


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Step 3 : ClickFormat at the Menu Bar. The Format pull down as shown in Figure 2. Select Cells.

Figure 2

You will get a display as shown in Figure 3. ClickBorder.

5


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Step 4 : To create border, clickOutline and Inside as shown

Figure 4

You will get a display as shown in Figure 5. Click OK.


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Step 5 : The Border will appear as shown in Figure 6.

Figure 6

Step 6 : To preview Border, clickPrint Preview icon at the Min Figure 7.

Figure 7

You will get a display as shown in Figure 8

5


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Step 7 : To close the Print Preview, clickClose at the MenuFigure 9.

Figure 9

Step 8 : Save your file.

Step 9 : Type the data as shown in Table 1.

Day/Time

8.00 a.m8.30 a.m

8.30 a.m9.00 a.m

9.00 a.m9.30 a.m

9.30 a.m 10a.m

Monday BahasaMalaysia

Mathematics Science Science

Tuesday BahasaMalaysia

BahasaMalaysia

Mathematics Science



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Step 10 : To adjust the column width, place the cursor on columns. This symbol will appear as shown in Figdrag the cursor to the right to enlarge the column the size of the column width, drag it to the left.

Figure 11


Figure 12

Step 11 : Type in the data as in Figure 13.


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Programming

Concept

6


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Module Concept

Learning Area 2. Basic ProgrammingProgramming Concept

Learning Outcomes 2.1.1 Know the concept of- A program- Programming


Writesimpleinstruction. Differentiatebetweenprograman

Step 1 : Introduce the concept of program and programmi

Program (general) - a set or list of instructions to follow.Program (computer) - a set or list of instructions to direct

do a task.Programming - creating a sequence of instruction

computer to do something (act or

Step 2 : Example of daily life.

Adam wakes up at 6.00 a.m everyday. Theshe will brush his teeth cleanly. Next, he will taa bath. Once done, Adam will put on his scho

uniform. He will have her breakfast right aftthat. After a nice and fulfilling breakfast, he wmake his way to school.


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Step 3 : Example of daily life.

GET READY FOR SCHOOL

6.00 a.m - Wake up6.15 a.m - Brush teeth

6.20 a.m - Take a bath6.30 a.m - Wear school uniform6.45 a.m - Have a breakfast7.00 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 ofinstruction

6


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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.

______________________________________


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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. WhatisinstructionC?

6


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Activity 3

A. Number the pictures below in the correct order.

Get ready for school.


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Programming

Algorithm

Sequential

7


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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 shoula sequence structure algorithm.

Step 1 : Explain the definition of algorithm.

Teachers note : Teacher explains the technical definition of a

proceeding with definition of sequence. Teacher may use thsuggested activities below.

Definition : Algorithm - is a method or procedure or evecarrying 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 orde

desired goal.

(3) A birthday party one needs to follow each activity in owith the first activity and ending with the last.


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Suggested activities:

(Individual/Pairwork)

Students identify at least five daily activities that involvprocedure. Then, students list down the procedures or step

its order.

For weaker students, teacher provides a random list of prstudents rearrange the procedures accordingly in order.

*Example of daily activities: (1) kite-making, (2) baking a caka mixed number to improper fraction, (4) tying a shoes lacefood at the canteen.

7


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Step 2 : Read and understand the program and the situatio

Situation:

A birthday party at Lelas house. The guests need to follow tduring 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 Woreferring to the program in Step 2.

Example of sequence:

1. Start

2 Th t t d t i t 4 00


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Step 4 : To find the answer of 2 km + 465 m.

2 km + 465 m = m

Algorithm

1. Start2. Multiply 2 km with 1000

3. Add the answer with 465 m4. The answer is 2465 m5. 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 10003. ..... the answer with 625 m4. The answer is ...... m5. End

7


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Suggested activities:

Activity A

1. Teacher provides students with a set of procedures.2. Students convert the set of procedures to algorithm i

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

Worksheet A

Instruction: Create an algorithprocedures provided.

1. Start

2. __________________________

3. __________________________

4. __________________________

5. __________________________

6. __________________________

7. __________________________

8. End

Batrisyia wakes


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Programming

Algorithm:

Selection (IF)

8


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Module Algorithm: Selection (IF)

Learning Area 2. Basic Programming2.2 Develop a Program

- Algorithm

Learning Outcome 2.2.1 Write an algorithm- Selection (IF)

Module Objective By the end of the lesson, pupils shosimple algorithm.

Step 1 : Definition of Selection (IF).

Definition:Selection (IF) - used for decision or branching.

Step 2 : Teacher provides a sample of Selection (IF) basituations. For example:

My Daily Activities6:00 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.


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Step 3 : Based on the given example, pupils construct an

write their answers on worksheet provided.

Example:

Activity A

Instructions: Rearrange the sequence accordingly. Write a 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

8


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Activity B

Teachers note:Pupils must read the whole text for this activity. Teacher assi

them understand the situational question and instruction.

A birthday party will be held at Lelas house. The guests neactivities 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. Howto make a backup plan if the weather is bad on that paraining.

Instruction: Based on the situation above, create an algori(IF) to represent Lelas birthday program and her backuworksheet provided.


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Worksheet (Activity B)Put (IF) where necessary.

Start__________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


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Programming

Flowchart:

Sequential

9

Module Flowchart: Sequential


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Module Flowchart: Sequential

Learning Area 2. Basic Programming2.2 Develop a program

- Flowchart

Learning Outcome 2.2.1 Draw a flowchart- Sequential

Module Objective By the end of the lesson, pupils sh

create story with flowchart.

Definition

a. Flowchart

b. Sequential

a. Flowchart Isadiagramofgeometricalshapeswithconnected

b. Sequential Asetofdirectionsinorderfrombeginningtoend.

Types of shapes

START/STOP

Activity 1 : Record the sequent on How to bake a cake


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Activity 1 : Record the sequent on How to bake a cake.

Algorithm

1.0 Start

2.0 Prepare the ingredients

3.0 Add flour

4.0 Stir milk and baking powder

5.0 Mix butter, sugar, vanillaand egg

6.0 Bake the mixture

Flow

St

Prepare the

Add

Stir milk and b

Mix butter, sugar

Bake the

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Activity 2 : Complete the flowchart


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Activity 2 : Complete the flowchart.

Activity on Sunday

Algorithm

1.0 Start

2.0 Wake up

3.0 Take a bath

4.0 Gardening with parent

5.0 Wash hand

6.0 Take a lunch

Flow

St

Wak

Take a

Activity 3 : Ask pupils to complete the flowchart.


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Activity 3 : Ask pupils to complete the flowchart.

Have a bath

Start

Wash your hair

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Activity 3 : How to fix a bicycle puncture. Draw the missing g


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y y p g g

and complete the flowchart.

Activity:____________________

Remove the tube from the tyre

Put the tube into a pail of waterto check for holes

Activity 5 : Think of an activity and write your own flowchar


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y y y

Activity: _______________________

9

Activity 6


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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


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Programming

Flowchart:

Selection (IF)

10

Module Flowchart: Selection (IF)


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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 shmake a decision using Selection (IF)

Step 1 : Definition of a flowchart.

a. Flowchart

b. Selection

a. Flowchart

Isadiagramofgeometricalshapeswithconne

Types of shapes


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PROCESSRectangular shape shows interactio

DECISIONDiamond shape shows decision tha

START/STOPOval shape shows the start or end o

b. Selection (IF)

Used for decisions or choosing between two

choices.

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Step 2 : Transformation from algorithm to a Selection (IF) flo


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Figure 1.

Go to school Go to schoolAlgorithm Flowchart using Selection Con

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 heavilyYes

Raining heavily? B

6.1 Bring umbrellaNo

Condition in Figure 2:


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There are two choices for you to go to school. You can walk tschool by car.

Question : IF you are tired?

IF you are tired, you go to school by car.

IF you are not tired, you walkto 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

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Sample of Go to school flowchart using Selection (IF) as sho


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Start

Wake up

Take a bath

Wear school uniform

Breakfast

Yes (True)Tired to walk By car

No (False)

Step 4 : Activity 1.


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Task : Go to school.

Question : IF it is raining?

a. Make a decision on how you go to school. Fill in the blank

Yes (True) 1. IF it is raining, you go to school_______________

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b. Complete the flowchart in Figure 4 based on answer in Ac


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Start

Wake up

Take a bath

Wear school uniform

Breakfast

Go to school

Yes (True)

Step 5 : Activity 2.


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Task : Activity on Sunday.

Question : IF there is no electricity?

a. Write two choices on how you can enjoy yourself on Sund

Yes(True) 1. IF there is no electricity, I _____________________

No (False) 2. IF there is electricity, I ________________________

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b. Complete the flowchart in Figure 5 based on your answer


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Start

Wake up

Take a bath

Breakfast

Yes (True)

Raining?

No (False)

Step 6 : Draw your own flowchart based on the task given.

k i i i h i


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Task : Activity in the evening.

After having tea, change into a tracksuit and go tofootball with your friends. If your friends are not arouthe park.

Start

Watch television

Tea

Yes (True)


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ProgrammingSoft

Getting Started

With Scratch

11

Module Getting Started With Scratch

Learning Area 2 Basic Programming


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Learning Area 2. Basic Programming

Learning Outcome Demonstrate how to use Scratch

Module Objective By the end of the lesson, pupils shouScratch programming language.

Teachers Note : Install the Scratch software before le

a) Scratch can be downloaded afthttp://www.scratch.mit.edu/

b) The software can also be inCD-ROM given with this Teaching

Step 1 : Click , choose All Programs, select SScratch application as shown in Figure 1.

You will get results as shown in Figure 2.


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Figure 2

Blocks Palette Script Area Sprite

11

Introduction to Scratch Interface

a Menu Bar : A region where Scratch menus are loca


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a. Menu Bar : A region where Scratch menus are loca

b. Blocks Palette : Consist of graphic blocks. There are blocks according to the following catelooks , sound , pen , control , sensand variables . When the blocks are

they are called scripts.

c. Scripts Area : An area where sprite (programmabprogrammed by dragging out blockspalette.

d. Stage : An area where the sprite is displayed abeing presented.

e. Sprite List : Displays all the sprites involved in a proj

f. Toolbar : Provides access to commands that interact and control. Select these comon objects to perform an action.

To select and move sprite and bloc

To duplicate sprite, blocks and cost

To delete sprite, blocks and costum

To enlarge Sprite


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ProgrammingSoft

Develop a Progra

Using Scratch

12

Module Develop a Program Using Scratch



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2.2 Develop a program

Learning Outcome 2.2.4 Create a program using a pro

Learning Objective By the end of the lesson, pupils sh

create a program to show a cat mocomplete with a background.

Inserting Background:

Step 1 : ClickStart to open Scratch. Display shown in Figure

Step 2 : Place pointer on Stage situated in sprite list area as

and click.


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Figure 2

Step 3 : Place pointer on Background tab as shown in Figure

12

Step 4 : A new display will appear as shown in Figure 4. Clic


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Figure 4

A new pop-up window will appear as shown in Figure 5. Dou

Step 5 : Choose room3 as shown in Figure 6 and double clic


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Figure 6

Once done, your selected background will appear as show

12

Positioning Sprite: The Sprite in Figure 8 is a cat and the dethe middle of the stage.

Step 1 : Click and hold the Sprite. Then, drag to the new poFigure 8 This position is defined as Start position


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Figure 8. This position is defined as Start position.

Figure 8


Cdn

Inserting new Sprite: Food

Step 1 : Choose New Sprite button as shown in Figure 10.


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Figure 10

A new pop-up window will appear as shown in Figure 11. Do

12

Step 2 : A display as shown in Figure 12 will appear.


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Figure 12

Step 3 : Choose cheesy-puffs and double click to select it.

A new display with your new Sprite (food) will appear as show


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Figure 13

Resizing Sprite: Reducing the size of food.

Step 1 : Click on Shrink sprite button as shown in Figure 14.

12

Step 2 : A new pointer will appear . Place the pointer on t

in Figure 15 and click on it to meet the desired size.


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Figure15

The food now becomes smaller.

Positioning the food:

Step 1 : Click on Move button as shown in Figure 17 to exit t

Place pointer


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Figure 17

Step 2 : Now, move the food to the new position as shown i

Figure 18

Place pointer

click.

12



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Figure 19

Inserting movement: Cat moves towards food

Step 1 : Place pointer on Sprite1 as shown in Figure 20 and c

The Sprite script area and Blocks palette will appear as show


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Step 2 : Place pointer on Control button and click as shown

Figure 22

The Blocks Palette forControl will appear as shown in Figure 2

12

Step 3 : Start with clicking on whenever cdrag the block to the Script area as shown in Figure


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Figure 24

Note: Block is not applicable if block

or is used.

Step 4 : Click the Motion button as shown in Figure 25.

The Blocks Palette forMotion will appear as shown in Figure 2


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Figure 26

Step 5 : Click and drag the to the Script area a27.

Figure 27

Note: When you place the new block, please make sure the together as shown in Figure 27 so that the script can fu

Test the script by clicking

12

Step 6: Double click to change the default value from 10 Figure 28. Your cat will move 50 steps.

Double click here


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Figure 28

Note: Before you test your script. Make sure the cat is in start

Step 7: Then, click on the Control button (which is locatPalette)as shown in Figure 29.

Figure 29

Step 8 : This time, choose . Click and drag Script area as shown in Figure 30. The cat will wait omovement.

key-in the new va

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


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Step 10: When the cat reaches the food, can you make theto the start position by adding one block? What w

the new block?

Figure 31

When you have the answer, test it.

How many steps

Tips: You have tototal of the stepstook and put as value.


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ProgrammingSoft

Mini Project

13

Module Mini Project


Learning Outcome 2.2 Develop a Program- create a mini project using S


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application

Module Objective By the end of the lesson, pupils sh

create a mini project using Scratch

Reference site: Scratch software can be dhttp://scratch.mit.edu/.Inthissite,theyaremanyprojectsideas on how to do your project. You can also share your Sexplore 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 butterfgarden. It flies from one flower to another flower. It loves to

the flowers. After a while, the butterfly flies home.

Step 2 : Write an algorithm based on the situation given.

1. Start

Step 3 : Fill in the flowchart given.

Start


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Start

It flies from one flower to

another flower

13

Step 4 : Start Scratch Software. Create a project based on t(Step 1). Figure 1 is an example of a project.


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Figure 1

Step 5 : Pupils folio must include algorithm, flowchart and prproject.


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Internet

Search Engine

14

Module Search Engine

Learning Area 1. Internet1.1 Search Engine

Learning Outcomes 1.1.1 Know features of search engiSearch Box


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- Search Box- Search Button

- Image Menu

1.1.2 State examples of search eng

Module Objectives By the end of the lesson, students sh

Identifythesearchbox,searchbmenu.

Listdifferentsearchengines.

Introduction : There are many types of Search EngExamples:-Google (Figure 1), MSN (Figure (Figure 3).


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Figure 2

Figure 3

14

Step 1 : Go to Start All Program Internet ExplorMSN will display as shown in Figure 4.


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Figure 4

In this module, we will use Google search engine.Typehttp://www.google.comintheaddressboxandpressa display as shown in Figure 5.

Step 2 : Type a keyword in the Search Box. Example flowerClickGoogle Search (search button) as shown in Fig


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Figure 6

Step 3 : You will get results as shown in Figure 7. There are so

onflower.

14

Step 4 : Next, click on Images menu as shown in Figure 8.


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Figure 8

Step 5 : You will get a display as shown in Figure 9.

Step 6 : To find specific type of flowers, type keywords in seahibiscus flower. Next, click on Search Images butt

display as shown in Figure 10.


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Figure 10

Step 7 : Click on one of the image if you want to get more i

it as shown in Figure 11.

Specifickeywords

Image

Button

14

You will get a display as shown in Figure 12. Scroll the page to


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Figure 12

Step 8 : To save image, place cursor on image, right-hand cbutton and choose Save image as.. as shown in F


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ictlmoduleyear5

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