ict literacy for primary school year 5

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Page 1: ICT Literacy for Primary School Year 5
Page 2: ICT Literacy for Primary School Year 5

CONTENTS Contents Page

Foreword

Rukun Negara

National Philosophy of Education

Introduction

Aims and Objectives

Implementation in School

ICT Literacy for Primary Schools Framework

Content Specifications

Teaching and Learning Modules

Preliminary

Word Processing Module 1 Indentation

Module 2 Spacing

Module 3

Spreadsheet

Column

Module 4 Interface

Module 5

Programming

Key in data

Module 6 Concept

Module 7 Algorithm: Sequential

Module 8 Algorithm: Selection (IF)

Module 9 Flowchart: Sequential

Module 10 Flowchart: Selection (IF)

Programming Software: Scratch Module 11 Getting Started With Scratch

Module 12 Develop a Program Using Scratch

Module 13 Mini Project

Internet Module 14 Search Engine

Page 3: ICT Literacy for Primary School Year 5

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.

(HAJI ALI BIN AB. GHANI AMN) Director Curriculum Development Division Ministry of Education MALAYSIA

Page 4: ICT Literacy for Primary School Year 5

RUK

UN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita untuk mencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil bagi kemakmuran negara yang akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi kebudayaannya yang kaya dan berbagai-bagai corak; membina satu masyarakat progesif 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

RU

KU

N N

EG

AR

A

Page 5: ICT Literacy for Primary School Year 5

NA

TIO

NA

L

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.

PHIL

OSO

PHY

OF

EDUC

ATI

ON

Page 6: ICT Literacy for Primary School Year 5

INTRODUCTION

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 Ministry’s 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.

Page 7: ICT Literacy for Primary School Year 5

AIM

SThe 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.

AN

D O

BJE

CTI

VES

Page 8: ICT Literacy for Primary School Year 5

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.

Page 9: ICT Literacy for Primary School Year 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 2COMPUTER 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

Page 10: ICT Literacy for Primary School Year 5

CONTENTS

The Content Specifications for the Information and Communication Technology Literacy for Primary Schools: Teaching Guide Year 5 contains the basic requirements for primary school pupils to attain computer literacy. The level of ICT literacy differs from Stage 1. However, some domains and topics are repeated with different levels of complexity. For example, pupils will be introduced to a new topic which is Programming in Computer Software domain.

These content specifications cover five main domains. The domains are Computer Lab Management, Computer Hardware, Computer Software, Internet and Maintenance.

The domains are presented in three sections. The sections are Learning Areas, Learning Outcomes and Suggested Learning Activities. The activities suggested in the Suggested Learning Activities section are only recommendations proposed by the Curriculum Development Division. Teachers can devise their own activities but they have to adhere to the topics and contents prescribed in the specification.

Teachers need to identify the domain and topic to be taught. They will then plan their teaching activities based on the intended Learning Outcomes. Learning modules are provided for certain suggested activities. The learning modules are meant to serve as a guide for teachers.

What is it ?

How is it

organized?

What

should be

done?

What does

it cover?

SPECIFICATION

Page 11: ICT Literacy for Primary School Year 5

COMPUTER SOFTWARE YEAR 5

Learning Areas Learning Outcomes Suggested Learning Activities

1. Application Software

1.1 Word Processing a) Paragraph - Indentation - Spacing

b) Columns

1.1.1 Use tab key to create first line indentation 1.1.2 Change the spacing of paragraph

- Double - Single

1.1.3 Format page into two columns

Note: Pupils work individually, in pairs, or in small groups.

• Create an essay of two or more paragraphs.

• Change the spacing of the text from single to double and vice versa

(Module 2).

• Create a two column article (Module 3).

(2 Weeks)

1.2 Spreadsheet a) Introduction

b) Interface c) Data

d) Format Cell

1.2.1 Know the usage of the spreadsheet application 1.2.2 Open and close the program 1.2.3 Identify the sheet application interface

- Cell - Column - Row - Name box

1.2.4 Create border 1.2.5 Key in data 1.2.6 Save a file 1.2.7 Print a file

• Pupils search the benefit of using the spreadsheet on the Internet.

• Create an address book.

• Create Border (Module 4 and 5).

• Create timetable.

(2 Weeks)

Page 12: ICT Literacy for Primary School Year 5

COMPUTER SOFTWARE YEAR 5

Learning Areas Learning Outcomes Suggested Learning Activities

2. Basic Programming

2.1 Programming Concept

2.2 Develop a Program a) Algorithm

b) Flowchart

2.1.1 Know the concept of

a) A program b) Programming

2.2.1 Write an algorithm a) Sequential b) Selection (IF) 2.2.2 Draw a flowchart a) Sequential b) Selection (IF) 2.2.3 Understand the programming concept by

manipulating the variables 2.2.4 Create a program using a programming

software

• A Program: Write simple instruction on daily activities such as brushing teeth or making coffee (Module 6).

• Programming: Demonstrate the use of computer calculator application. Example: 354+213=? is generated or Screen Saver Application.

• Write an algorithm based on daily life activities (Module 7).

• Draw a flowchart based on an algorithm (Module 8).

• Programming software ‘Scratch’ can be downloaded at http://www.scratch.mit.edu/. Demonstrate how to use Scratch (Module 11).

• Open existing project (in Scratch) and pupils manipulate the variables (colour, sound and steps). Pupils tell the effect of each changed variable. Example: Trampoline or Ping-pong games.

• Develop a project using programming software Scratch (Module 12).

(5 Weeks)

Page 13: ICT Literacy for Primary School Year 5

INTERNET YEAR 5

Learning Areas Learning Outcomes Suggested Learning Activities

1.Internet

1.1 Search Engine

1.1.1 Know features of search engine

- Search box - Search button - Image menu

1.1.2 State examples of search engines

• Pupils are divided into two groups to compare the different search engines based on their search box, search button and image menu (Module 14).

(1 Week)

1.2 Use search engine

1.2.1 Use search engine to find

information 1.2.2 Use keyword to get specific

information 1.2.3 Save information

• Demonstrate how to use the search engine.

• Identify and verify appropriate sources for specific information (Module 14).

• Practise various ways to save information from the internet

- Save menu - Right click mouse button

• Find information using text search.

• Pupils Project: digital folio, digital scrapbook.

(2 Weeks)

Page 14: ICT Literacy for Primary School Year 5

TEA

CH

ING

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.

What’s

new?

& L

EARN

ING

MO

DU

LE

Page 15: ICT Literacy for Primary School Year 5

1

Word ProcessingIndentation

Mo

du

le

Page 16: ICT Literacy for Primary School Year 5

Figure 1

Module Indentation

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.

3

1

4

2

Page 17: ICT Literacy for Primary School Year 5

Step 2 : Ask pupils to type the passage below.

Step 3 : Place the cursor at the first letter of the paragraph as shown in

Figure 2.

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.

Figure 2

Page 18: ICT Literacy for Primary School Year 5

Step 4 : Press on the keyboard. You will get the display as

shown in Figure 3.

Step 5 : Repeat step 3 for the next paragraph. You will get the result

as shown in Figure 4.

Step 6 : Save your work. Name it as Whales.

Figure 3

Figure 4

Tab

Page 19: ICT Literacy for Primary School Year 5

2

Word ProcessingSpacing

Mo

du

le

Page 20: ICT Literacy for Primary School Year 5

Module Spacing

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.

1

4

2

3

Figure 1

Page 21: ICT Literacy for Primary School Year 5

Open the Whale file as shown in Figure 2.

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

Figure 2

Figure 3

Page 22: ICT Literacy for Primary School Year 5

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.

Step 4 : The Paragraph pop up menu will appear as shown in Figure 5.

Figure 4

Figure 5

Page 23: ICT Literacy for Primary School Year 5

Step 5 : From the Paragraph pop up menu, go to Line spacing, click the

arrow down, and choose double spacing as shown in Figure 6.

Step 6 : Click Double and then click OK as shown in Figure 7.

Figure 6

Figure 7

Page 24: ICT Literacy for Primary School Year 5

Step 7 : You will get a display as shown in Figure 8. Save it.

2. Steps to change the text from double spacing to single spacing.

Step 1 : Open Whales file.

Figure 8

Figure 1

Page 25: ICT Literacy for Primary School Year 5

Step 2 : Highlight the whole text as shown in 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 2

Figure 3

Page 26: ICT Literacy for Primary School Year 5

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

Step 5 : From the Paragraph pop up menu, click pull-down button at Line

spacing as shown in Figure 5.

Figure 4

Figure 5

Page 27: ICT Literacy for Primary School Year 5

Step 6 : Click Single to apply single spacing for the whole text. Click OK as

shown in Figure 6.

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

Figure 6

Figure 7

Page 28: ICT Literacy for Primary School Year 5

3

Word ProcessingColumn

Mo

du

le

Page 29: ICT Literacy for Primary School Year 5

Module Column

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

Page 30: ICT Literacy for Primary School Year 5

Two

Columns

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

Columns and click OK.

You will get a display as shown in Figure 3.

Figure 2

Figure 3

Two

Columns

1 2

Page 31: ICT Literacy for Primary School Year 5

Below is the text for the pupils to type. Choose Century Gothic font size 36.

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.

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.

Figure 4

Page 32: ICT Literacy for Primary School Year 5

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.

Activity: Create a two column article or essay.

Figure 5

As you type,

the text will

go down

until the

second

column.

Page 33: ICT Literacy for Primary School Year 5

4

Spreadsheet

InterfaceM

od

u

le

Page 34: ICT Literacy for Primary School Year 5

Module Interface

Learning Area 1.2 Spreadsheet

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.

Page 35: ICT Literacy for Primary School Year 5

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.

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

Cell

Figure 1

Page 36: ICT Literacy for Primary School Year 5

Step 3 : The Name Box shows C2 which is at column C row 2, as shown in

Figure 3.

Step 4 : Introduce Column as shown in Figure 4.

Figure 3

Figure 4

Column

Name box

Page 37: ICT Literacy for Primary School Year 5

Step 5 : Introduce Row as shown in Figure 5.

2. Create border.

Step 1 : Type numbers in column A and names in column B as shown in

Figure 6. Use mouse or arrow key to move from one column to

another.

Row

Figure 5

Figure 6 Column

Page 38: ICT Literacy for Primary School Year 5

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.

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

Figure 7

Page 39: ICT Literacy for Primary School Year 5

Step 4 : You will get a display as shown in Figure 9. Choose Border then

select Outline and Inside. Click OK.

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

Figure 9

Figure 10

1 2

Page 40: ICT Literacy for Primary School Year 5

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.

Step 6 : Type height of each student in column C. Then, repeat Step 3 and

4 as shown in Figure 12.

Figure 11

Figure 12

Page 41: ICT Literacy for Primary School Year 5

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

Figure 13

Page 42: ICT Literacy for Primary School Year 5

5

Spreadsheet

Key in dataM

od

u

le

Page 43: ICT Literacy for Primary School Year 5

Module Key in data

Learning Area 1.2 Spreadsheet

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

Page 44: ICT Literacy for Primary School Year 5

Step 3 : Click Format at the Menu Bar. The Format pull down

menu will appear as shown in Figure 2. Select Cells.

You will get a display as shown in Figure 3. Click Border.

Figure 2

Figure 3

Page 45: ICT Literacy for Primary School Year 5

Step 4 : To create border, click Outline and Inside as shown in Figure

4.

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

Figure 4

Figure 5

Page 46: ICT Literacy for Primary School Year 5

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

Step 6 : To preview Border, click Print Preview icon at the Menu Bar as

shown in Figure 7.

Figure 6

Figure 7

Page 47: ICT Literacy for Primary School Year 5

You will get a display as shown in Figure 8.

Step 7 : To close the Print Preview, click Close at the Menu Bar as shown in

Figure 9.

Step 8 : Save your file.

Figure 8

Click Close Figure 9

Page 48: ICT Literacy for Primary School Year 5

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

You will get a display as shown in Figure 10.

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

Table 1

Figure 10 Some of the letters seem to be

hidden. This is because of the

column width is small.

Page 49: ICT Literacy for Primary School Year 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.

You will get a display as shown in Figure 12.

Figure 11

Figure 12

Page 50: ICT Literacy for Primary School Year 5

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

Figure 13

Page 51: ICT Literacy for Primary School Year 5

6

Programming

Programming

Concept

Mo

du

le

Page 52: ICT Literacy for Primary School Year 5

Module Concept

Learning Area 2. Basic Programming

2.1 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.

Batrisyia wakes up at 6.00 a.m everyday.

Then, she will brush her teeth cleanly. Next, she will

take a bath. Once done, Batrisyia will put on her

school uniform. She will have her breakfast right

after that. After a nice and fulfilling breakfast, she

will make her way to school.

Figure 1

Page 53: ICT Literacy for Primary School Year 5

Step 3 : Example of daily life.

GET READY FOR SCHOOL Program

6.00 a.m - Wake up

6.15 a.m - Brush teeth set of

6.20 a.m - Take a bath instructions

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.

__________________________

__________________________

__________________________

__________________________

__________________________

Page 54: ICT Literacy for Primary School Year 5

Get a sweets.

Unwrap the sweets.

Put the sweets into your mouth.

Activity 1.

Look at the instruction below:

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.

______________________________________

Page 55: ICT Literacy for Primary School Year 5

a. Tell destination.

b. Pay money.

c. ____________.

d. Board on the bus.

Activity 2.

Look at the program.

Answer the questions based on the above program.

4. What does this program tell you to do?

______________________________________

5. How many instructions are there in this program?

______________________________________

6. What is instruction ‘C’?

____________________________________

7. Name the program.

_____________________________________

Page 56: ICT Literacy for Primary School Year 5

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. _____________________________________________________________

Page 57: ICT Literacy for Primary School Year 5

7

Programming

Algorithm:

Sequential

Mo

du

le

Page 58: ICT Literacy for Primary School Year 5

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.

Teacher’s 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.

Page 59: ICT Literacy for Primary School Year 5

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.

Page 60: ICT Literacy for Primary School Year 5

Step 2 : Read and understand the program and the situation below.

Situation:

A birthday party at Lela’s 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

Page 61: ICT Literacy for Primary School Year 5

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

Page 62: ICT Literacy for Primary School Year 5

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

Algorithm

Step 5 : To find the answer for 12.5 km – 625 m.

Algorithm

Step 6 : Write algorithm for other unit of measurement such as weight or

area.

2 km + 465 m = ………… m

1. Start

2. Multiply 2 km with 1000

3. Add the answer with 465 m

4. The answer is 2465 m

5. End

12.5 km - 625 m = ………… m

1. Start

2. …………….12.5 km with 1000

3. ……………. the answer with 625 m

4. The answer is …………….. m

5. End

Page 63: ICT Literacy for Primary School Year 5

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.

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

Worksheet A

Activity B

1. Teacher asks students to read a short

paragraph.

2. Based on the paragraph, students

identify the sequences.

3. Students create an algorithm based on

the sequences.

Instruction: Create an algorithm based on the

procedures provided. 1. Start

2. _____________________________________

3. _____________________________________

4. _____________________________________

5. _____________________________________

6. _____________________________________

7. _____________________________________

8. End

Worksheet B

Page 64: ICT Literacy for Primary School Year 5

8

Programming

Algorithm:

Selection (IF)

Mo

du

le

Page 65: ICT Literacy for Primary School Year 5

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.

Page 66: ICT Literacy for Primary School Year 5

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 ________________________

__________________

End

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

algorithm. Pupils write their answers on worksheet provided.

Example:

Activity A

-bring umbrella

Page 67: ICT Literacy for Primary School Year 5

A birthday party will be held at Lela’s 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 Lela’s 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 Lela’s birthday program and her backup plan. Use the worksheet

provided.

Activity B

Teacher’s note:

Pupils must read the whole text for this activity. Teacher assists pupils to help

them understand the situational question and instruction.

Page 68: ICT Literacy for Primary School Year 5

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

Start

End

Page 69: ICT Literacy for Primary School Year 5
Page 70: ICT Literacy for Primary School Year 5

9

Programming

Flowchart:

Sequential

Mo

du

le

Page 71: ICT Literacy for Primary School Year 5

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

Types of shapes

START/STOP

Oval shape indicates a start or stop part of the flowchart.

PROCESS

Rectangular shape indicates an activity or task.

a. Flowchart

• Is a diagram of geometrical shapes with

connected line.

b. Sequential

• A set of directions in order from beginning to end.

Page 72: ICT Literacy for Primary School Year 5

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, vanilla

and egg

6.0 Bake the mixture

7.0 End

Prepare the ingredients

Add flour

Stir milk and baking

powder

Mix butter, sugar, vanilla

and egg

Bake the mixture

Start

End

Flowchart

Page 73: ICT Literacy for Primary School Year 5

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

7.0 End

Start

Wake up

Take a lunch

End

Flowchart

Page 74: ICT Literacy for Primary School Year 5

Activity 3 : Ask pupils to complete the flowchart.

Have a bath

Wash your hair

Start

End

Page 75: ICT Literacy for Primary School Year 5

Activity 4 : 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

Page 76: ICT Literacy for Primary School Year 5

Activity 5 : Think of an activity and write your own flowchart.

Activity: _______________________

Page 77: ICT Literacy for Primary School Year 5

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

Have a breakfast

Wear school

uniform

Take a bath

Brush teeth

Wake up

Start

End

Go to school

Page 78: ICT Literacy for Primary School Year 5

10

Programming

Flowchart:

Selection (IF)

Mo

du

le

Page 79: ICT Literacy for Primary School Year 5

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.

Page 80: ICT Literacy for Primary School Year 5

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.

Page 81: ICT Literacy for Primary School Year 5

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)

6.0 IF raining

heavily

6.1 Bring umbrella

Wear school

uniform

Raining

Heavily?

Figure 1

Wake up

Take a bath

Have

breakfast

Go to school

2.0 Wake up

1.0 Start

3.0 Take a bath

4.0 Wear school

uniform

5.0 Have

breakfast

7.0 Go to school

8.0 End

Start

No

Yes

End

Bring umbrella

Page 82: ICT Literacy for Primary School Year 5

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.

No

Yes

Figure 2

Page 83: ICT Literacy for Primary School Year 5

Sample of ‘Go to school’ flowchart using Selection (IF) as shown in Figure 3.

Figure 3

Start

Take a bath

Wake up

Tired?

No (False)

Yes (True)

Wear school

uniform

By Car

Reach the

school

Walk

End

Breakfast

Go to school

Page 84: ICT Literacy for Primary School Year 5

Step 4 : Activity 1.

Task : Go to school.

Question : IF it is raining?

a. Make two decisions on how you go to school. Fill in the blanks below.

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

No (False) 2. IF it is not raining, you __________ to school.

Page 85: ICT Literacy for Primary School Year 5

b. Complete the flowchart in Figure 4 based on answer in Activity 1a.

Figure 4

Start

Take a bath

Wake up

Raining?

No (False)

Yes (True)

Wear school

uniform

Reach the

school

End

Breakfast

Go to school

Page 86: ICT Literacy for Primary School Year 5

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 ___________________________________ .

Page 87: ICT Literacy for Primary School Year 5

b. Complete the flowchart in Figure 5 based on your answer in Activity 2a.

Figure 5

Start

Take a bath

Wake up

No

electricity?

False (No)

True (Yes)

Breakfast

Enjoyable

day

End

Page 88: ICT Literacy for Primary School Year 5

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

Tea

Watch

television

False (No)

True (Yes)

Page 89: ICT Literacy for Primary School Year 5

11

Programming SoftwareGetting Started

With Scratch

Mo

du

le

Page 90: ICT Literacy for Primary School Year 5

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.

Teacher’s 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

Page 91: ICT Literacy for Primary School Year 5

You will get results as shown in Figure 2.

Menu Bar Tool Bar

Script Area Blocks

Palette Sprite List Stage

Page 92: ICT Literacy for Primary School Year 5

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 enlarge Sprite

To shrink Sprite

To delete sprite, blocks and costumes

Page 93: ICT Literacy for Primary School Year 5

Step 2 : From the menu bar, choose ‘Want Help?’ button to learn

more about the Scratch software as shown in Figure 3.

Step 3 : The step-by-step ‘Getting Started’ guide in the next page is to

get you started with Scratch.

Figure 3

Page 94: ICT Literacy for Primary School Year 5

http://scratch.mit.edu

Getting StartedGetting Started

SCRATCH is a new programming language that lets you create your own interactive stories, animations, games, music, and art.

Page 95: ICT Literacy for Primary School Year 5

http://scratch.mit.edu

Start MovingStart Moving11

Drag a MOVE block into the Scripts area.

Double-click the block to make the cat move.

Page 96: ICT Literacy for Primary School Year 5

http://scratch.mit.edu

Add a SoundAdd a Sound22

Drag out a PLAY DRUM and snap it onto the MOVE block.

Double-click and listen.

If you can’t hear it, check that the sound on your computer is on.

You can choose different drums from the pull-down menu.

Page 97: ICT Literacy for Primary School Year 5

http://scratch.mit.edu

Start a DanceStart a Dance33

Add another MOVE block, then type in a minus sign.

Add another PLAY DRUM block, then choose a drum from the menu. Double-click again.

Double-click anywhere on the stack.

Page 98: ICT Literacy for Primary School Year 5

http://scratch.mit.edu

Again and AgainAgain and Again44

Drag out a FOREVER block and drop it on top of the stack. You want the mouth of the FOREVER to wrap around the other blocks.

To drag a stack, pick it up from the top block.

To stop, click the stop button at the top of the screen.

Double-click to start.

Page 99: ICT Literacy for Primary School Year 5

http://scratch.mit.edu

Green FlagGreen Flag55

Whenever you click the green flag, your script will start. To stop, click the stop button.

Drag out a block and snap it on top.

Page 100: ICT Literacy for Primary School Year 5

http://scratch.mit.edu

Change ColorChange Color66

Double-click to see what it does.

Drag out a CHANGE EFFECT block.

Now try something different...

Page 101: ICT Literacy for Primary School Year 5

http://scratch.mit.edu

Key PressKey Press77

Now press the space bar on your keyboard.

Snap on a

You can choose a different key from the pull-down menu.

Page 102: ICT Literacy for Primary School Year 5

http://scratch.mit.edu

Add a SpriteAdd a Sprite88

Paint your own sprite

Choose a new sprite from a file

Get a surprise sprite

NEW SPRITE BUTTONS:

Each object in Scratch is called a sprite.

To add a new sprite, click one of these buttons.

To add this sprite, click then go to the People folder and select “jodi1”.

Page 103: ICT Literacy for Primary School Year 5

http://scratch.mit.edu

Explore!Explore!99

SAY SOMETHINGClick inside the SAY block and type to change the words.

Try the THINK block, too...

IMAGE EFFECTSUse the pull-down menu to choose different effects.

Then double-click the block.

To clear the effects, click the Stop button.

Now you can tell the sprite what to do. Try the following, or explore on your own.

Page 104: ICT Literacy for Primary School Year 5

http://scratch.mit.edu

Explore More!Explore More!1010ADD SOUNDClick the SOUNDS tab.

Record your own sound.

Or IMPORT a sound file (MP3, AIF, or WAV format).

ANIMATEBy switching between costumes, you can animate your own sprite.

To add a costume, click the COSTUMES tab.

Then, click IMPORT to choose a second costume. (For example, try the image “jodi2” from the People folder.)

Now, click the SCRIPTS tab. Create a script that switches between costumes.

Then, click the SCRIPTS tab, and use a PLAY SOUND block.

Choose your sound from the pull-down menu.

Page 105: ICT Literacy for Primary School Year 5

12

Programming SoftwareDevelop a Program

Using Scratch

Mo

du

le

Page 106: ICT Literacy for Primary School Year 5

Module Develop a Program Using Scratch

Learning Area 2. Basic Programming

2.2 Develop a program

Learning Outcome 2.2.3 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

Page 107: ICT Literacy for Primary School Year 5

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

Figure 2 and click.

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

Click

Figure 2

Figure 3

Click

Page 108: ICT Literacy for Primary School Year 5

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

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

Indoors.

Click

Figure 4

Figure 5

Page 109: ICT Literacy for Primary School Year 5

Step 5 : Choose room3 as shown in Figure 6 and double click to select it.

Once done, your selected background will appear as shown in Figure 7.

Your new

background

Figure 6

Figure 7

Page 110: ICT Literacy for Primary School Year 5

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.

You will get a display as shown in Figure 9.

Click and

drag to the

new position

Figure 8

Figure 9

Page 111: ICT Literacy for Primary School Year 5

Inserting new Sprite: Food

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

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

Things.

Figure 10

Figure 11

Click

Page 112: ICT Literacy for Primary School Year 5

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

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

Figure 12

Double

click

Page 113: ICT Literacy for Primary School Year 5

A new display with your new Sprite (food) will appear as shown in Figure 13.

Figure 13

New sprite

Page 114: ICT Literacy for Primary School Year 5

Resizing Sprite: Reducing the size of food.

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

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

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

Place pointer here

and click to make it

smaller.

Figure 15

Figure 14

Click

Page 115: ICT Literacy for Primary School Year 5

The food now becomes smaller.

Positioning the food:

Step 1: Click on Move button as shown in Figure 17 to exit the shrink mode.

Place pointer here and

click.

Figure 16

Figure 17

Page 116: ICT Literacy for Primary School Year 5

Step 2: Now, move the food to the new position as shown in Figure 18.

You will get a display as shown in Figure 19.

Figure 18

Figure 19

Page 117: ICT Literacy for Primary School Year 5

Inserting movement: Cat moves towards food

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

The Sprite script area and Blocks palette will appear as shown in Figure 21.

Figure 21

Figure 20

Page 118: ICT Literacy for Primary School Year 5

Step 2: Place pointer on Control button and click as shown in Figure 22.

The Blocks Palette for Control will appear as shown in Figure 23.

Place pointer

here and click.

Figure 22

Figure 23

Page 119: ICT Literacy for Primary School Year 5

Step 3: Start with clicking on whenever creating script

and drag the block to the Script area as shown in Figure 24.

Note: Block is not applicable if block

or is used.

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

Place pointer

here and click

Figure 24

Figure 25

Page 120: ICT Literacy for Primary School Year 5

The Blocks Palette for Motion will appear as shown in Figure 26.

Step 5: Click and drag the to the Script area as shown in

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

Figure 26

Figure 27

attached

Page 121: ICT Literacy for Primary School Year 5

Step 6: Double click to change the default value from 10 to 50 as shown in

Figure 28. Your cat will move 50 steps.

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.

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.

Place pointer

here and click

Double click here and

key-in the new value

Figure 28

Figure 29

Figure 30

Page 122: ICT Literacy for Primary School Year 5

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?

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.

Figure 31

How many steps?

Tips: You have to count the

total of the steps that the cat

took and put as negative

value.

Page 123: ICT Literacy for Primary School Year 5

13

Programming SoftwareMini Project

Mo

du

le

Page 124: ICT Literacy for Primary School Year 5

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.

Page 125: ICT Literacy for Primary School Year 5

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 1 : Read the situation given.

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

1. Start

2. A butterfly is flying

3.

4.

5.

6. End

Page 126: ICT Literacy for Primary School Year 5

Step 3 : Fill in the flowchart given.

End

Start

It flies from one flower to

another flower

Page 127: ICT Literacy for Primary School Year 5

Figure 1

Step 4 : Start Scratch Software. Create a project based on the situation

given (Step 1). Figure 1 is an example of a project.

Step 5 : Pupils folio must include algorithm, flowchart and printed copy of

the project.

Page 128: ICT Literacy for Primary School Year 5

14

Internet

Search EngineM

od

u

le

Page 129: ICT Literacy for Primary School Year 5

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

Page 130: ICT Literacy for Primary School Year 5

Figure 2

Figure 3

Page 131: ICT Literacy for Primary School Year 5

Step 1 : Go to Start →→→→All Program →→→→ Internet Explorer. By default the MSN

will display as shown in 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 4

Figure 5

Search

Box

Menu

Page 132: ICT Literacy for Primary School Year 5

Step 2 : Type a keyword in the Search Box. Example “flower”.

Click Google Search (search button) as shown in Figure 6.

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

information on ‘flower’.

Figure 7

Figure 6

Results

Page 133: ICT Literacy for Primary School Year 5

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

Step 6 : You will get a display as shown in Figure 9.

Figure 9

Figure 8

Page 134: ICT Literacy for Primary School Year 5

Step 7 : To find specific type of flowers, type keywords in search

box. Example “hibiscus flower”. Next, click on Search Images

button. You will get a display as shown in Figure 10.

Step 8 : Click on one of the image if you want to get more information

about it as shown in Figure 11.

Specific

Keywords

Image

Button

Figure 10

Figure 11

Page 135: ICT Literacy for Primary School Year 5

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

more.

Step 9 : To save image, place cursor on image, right-hand click on the

mouse button and choose “Save image as..” as shown in Figure

13.

Figure 13

Figure 12

Scroll

down

Page 136: ICT Literacy for Primary School Year 5

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.