ict literacy for primary school year 5
DESCRIPTION
Teaching GuideTRANSCRIPT
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
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
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
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
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.
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
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.
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
MAINTENANCE
• Virus Scan
• Disk Defragmentation
• Drive Clean
• Scandisk
WEBPAGE
• Creating Webpage
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
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)
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)
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)
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
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1
Word ProcessingIndentation
Mo
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le
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
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
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
2
Word ProcessingSpacing
Mo
du
le
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
Open the Whale file as shown in Figure 2.
Step 2 : Highlight the whole text as shown in Figure 3.
Figure 2
Figure 3
Step 3 : Click Format at the menu bar. The Format pull down menu will be
displayed. Click Paragraph at the Format pull down menu as
shown in Figure 4.
Step 4 : The Paragraph pop up menu will appear as shown in Figure 5.
Figure 4
Figure 5
Step 5 : From the Paragraph pop up menu, go to Line spacing, click the
arrow down, and choose double spacing as shown in Figure 6.
Step 6 : Click Double and then click OK as shown in Figure 7.
Figure 6
Figure 7
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
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
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
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
3
Word ProcessingColumn
Mo
du
le
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
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
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
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.
4
Spreadsheet
InterfaceM
od
u
le
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.
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
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
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
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
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
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
You will get a display as shown in Figure 13. Save your work.
Figure 13
5
Spreadsheet
Key in dataM
od
u
le
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
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
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
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
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
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.
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
Step 11 : Type in the data as in Figure 13.
Figure 13
6
Programming
Programming
Concept
Mo
du
le
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
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.
__________________________
__________________________
__________________________
__________________________
__________________________
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.
______________________________________
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.
_____________________________________
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. _____________________________________________________________
7
Programming
Algorithm:
Sequential
Mo
du
le
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.
Suggested activities:
(Individual/Pair work)
Students identify at least five daily activities that involve sequence or procedure.
Then, students list down the procedures or steps accordingly to its order.
For weaker students, teacher provides a random list of procedures. Then,
students rearrange the procedures accordingly in order.
*Example of daily activities: (1) kite-making, (2) baking a cake, (3) converting a
mixed number to improper fraction, (4) tying a shoes lace and (5) buying food
at the canteen.
Step 2 : 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
Step 3 : Write a sequence of a program using Microsoft Word
application by referring to the program in Step 2.
Example of sequence:
1. Start
2. The guests are expected to arrive at 4.00 p.m.
3. The host will deliver her speech at 4.30 p.m.
4. The party starts at 4.45 p.m.
5. The birthday cake will be cut at 5.00 p.m.
6. The lucky draw and games session start at 5.30 p.m.
7. The party will end at 7.00 p.m.
8. End
Step 4 : 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
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
8
Programming
Algorithm:
Selection (IF)
Mo
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le
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.
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
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.
Worksheet (Activity B) Put (IF) where necessary.
Start
End
9
Programming
Flowchart:
Sequential
Mo
du
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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.
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
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
Activity 3 : Ask pupils to complete the flowchart.
Have a bath
Wash your hair
Start
End
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
Activity 5 : Think of an activity and write your own flowchart.
Activity: _______________________
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
10
Programming
Flowchart:
Selection (IF)
Mo
du
le
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.
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.
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
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
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
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.
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
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 ___________________________________ .
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
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)
11
Programming SoftwareGetting Started
With Scratch
Mo
du
le
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
You will get results as shown in Figure 2.
Menu Bar Tool Bar
Script Area Blocks
Palette Sprite List Stage
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
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
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.
http://scratch.mit.edu
Start MovingStart Moving11
Drag a MOVE block into the Scripts area.
Double-click the block to make the cat move.
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.
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.
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.
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.
http://scratch.mit.edu
Change ColorChange Color66
Double-click to see what it does.
Drag out a CHANGE EFFECT block.
Now try something different...
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.
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”.
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.
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.
12
Programming SoftwareDevelop a Program
Using Scratch
Mo
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le
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
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
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
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
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
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
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
A new display with your new Sprite (food) will appear as shown in Figure 13.
Figure 13
New sprite
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
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
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
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
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
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
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
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
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.
13
Programming SoftwareMini Project
Mo
du
le
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.
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
Step 3 : Fill in the flowchart given.
End
Start
It flies from one flower to
another flower
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.
14
Internet
Search EngineM
od
u
le
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
Figure 2
Figure 3
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
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
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
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
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
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.