CONTENTS

Contents 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 Module 2 Module 3 Spreadsheet Module 4 Module 5 Programming Module 6 Module 7 Module 8 Module 9 Module 10 Indentation Spacing Column Interface Key in data Concept Algorithm: Sequential Algorithm: Selection (IF) Flowchart: Sequential Flowchart: Selection (IF)

Page

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

RUKUN NEGARA

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

NATIONAL

PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and nation at large.

INTRODUCTION

INTRODUCTION Malaysia has a vision to produce individuals that are balanced in all aspects as stated in the National Education Philosophy. In line with this, many ICT programmes have been introduced in schools. The Ministry of Education has made ICT facilities available for all pupils. These steps would narrow the digital divide between those who have and those who cannot afford to enjoy such technologies, thus preparing them for the challenges of the Information Age. The Ministrys computer laboratory project implemented in schools throughout Malaysia will enable all pupils in primary and secondary schools to acquire ICT skills. ICT Literacy (ICTL) for Primary Schools is a programme designed to lay the foundation for all pupils to develop their ICT capabilities in future. Through this programme, basic ICT literacy is packaged in teaching and learning modules appropriate for pupils according to their academic levels. The programme consists of ICT skills that are fundamental and necessary in the use of computer hardware and software applications. These basic ICT skills ensure that pupils acquire sufficient knowledge and understanding of ICT. Although the integrated approach can be adopted to infuse the learning of ICT in existing school subjects, the ICTL for Primary Schools programme is developed to enable pupils to master basic ICT skills first, before applying them in the respective subjects. In order to assist teachers implement the ICTL for Primary Schools programme, a teaching guide is provided for all schools. This Teaching Guide consists of content specifications and relevant teaching and learning modules which builds on and extends upon the skills introduced in Year 4. The Teaching Guide is designed to provide teachers with ideas on how to carry out the lessons. Teachers are also encouraged to use other resources or to create their own modules based on the content specifications provided and the level of their pupils computer skills.

MS AI AND OBJECTIVES

The primary school system comprises two stages. Stage 1 (Year 1, Year 2 and Year 3) and Stage 2 (Year 4, Year 5 and Year 6). Stage 1 AIM The aim of Stage 1 ICT Literacy for Primary Schools programme is to enable pupils to use basic computer applications and devices. OBJECTIVES By the end of the Stage 1 programme, pupils should be able to: identify the main parts of a computer system; explain the concept of operating system and computer application; use basic operating system and computer application; use function keys on a keyboard; use basic typing techniques; and do basic maintenance work. Stage 2 AIM The aim of Stage 2 ICT Literacy for Primary Schools programme is to enable pupils to master the use of basic computer applications, internet and creating webpage. OBJECTIVES By the end of the Stage 2 programme, pupils should be able to: perform steps in maintaining the computer system and in handling data; use the computer in a proper manner; develop a basic webpage; carry out internet activities; and abide by and practise netiquette and copyright policy.

IMPLEMENTATION

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
COMPUTER LAB MANAGEMENT Computer Lab Location Computer Lab Plan Computer Lab Organisation COMPUTER HARDWARE Computer Parts Alphabet and Numeric Keys Function Keys Input and Output Devices

Stage 2
COMPUTER LAB MANAGEMENT Advance Computer Lab Management COMPUTER HARDWARE Computer Parts and Components Alphabet and Numeric Keys Function Keys Input and Output Devices

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

CONTENTS

SPECIFICATION

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 ?

What does it cover?

How is it organized?

What should be done?

COMPUTER SOFTWARE
Learning Areas 1. Application Software 1.1 Word Processing a) Paragraph - Indentation - Spacing b) Columns 1.1.3 Format page into two columns Create a two column article (Module 3). 1.1.1 Use tab key to create first line indentation 1.1.2 Change the spacing of paragraph - Double - Single Learning Outcomes

YEAR 5
Suggested Learning Activities Note: Pupils work individually, in pairs, or in small groups. Create an essay of two or more paragraphs. Change the spacing of the text from single to double and vice versa (Module 2).

(2 Weeks) 1.2 Spreadsheet a) Introduction b) Interface c) Data d) Format Cell 1.2.1 Know the usage of the spreadsheet application 1.2.2 Open and close the program 1.2.3 Identify the sheet application interface - Cell - Column - Row - Name box 1.2.4 Create border 1.2.5 Key in data 1.2.6 Save a file 1.2.7 Print a file (2 Weeks) Create an address book. Create Border (Module 4 and 5). Create timetable. Pupils search the benefit of using the spreadsheet on the Internet.

COMPUTER SOFTWARE
Learning Areas 2. Basic Programming 2.1 Programming Concept Learning Outcomes 2.1.1 Know the concept of a) A program b) Programming

YEAR 5
Suggested Learning Activities A Program: Write simple instruction on daily activities such as brushing teeth or making coffee (Module 6). Programming: Demonstrate the use of computer calculator application. Example: 354+213=? is generated or Screen Saver Application. Write an algorithm based on daily life activities (Module 7). Draw a flowchart based on an algorithm (Module 8).

2.2 Develop a Program a) Algorithm b) Flowchart

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

Programming software Scratch can be downloaded at http://www.scratch.mit.edu/. Demonstrate how to use Scratch (Module 11). Open existing project (in Scratch) and pupils manipulate the variables (colour, sound and steps). Pupils tell the effect of each changed variable. Example: Trampoline or Ping-pong games. Develop a project using programming software Scratch (Module 12). (5 Weeks)

INTERNET
Learning Areas 1.Internet 1.1 Search Engine 1.1.1 Know features of search engine - Search box - Search button - Image menu 1.1.2 State examples of search engines Learning Outcomes

YEAR 5
Suggested Learning Activities

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

(1 Week) 1.2 Use search engine 1.2.1 Use search engine to find information 1.2.2 Use keyword to get specific information 1.2.3 Save information Demonstrate how to use the search engine. Identify and verify appropriate sources for specific information (Module 14). Practise various ways to save information from the internet - Save menu - Right click mouse button Find information using text search. Pupils Project: digital folio, digital scrapbook. (2 Weeks)

TEACHING LE

& LEARNING MODU

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

Word Pr

oc es sin g Indentation
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Module Learning Area

Indentation 1. 1.1 Application Software 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

Figure 1

Step 2

: Ask pupils to type the passage below.

Whales are mammals. They are warmblooded creatures. They live in the sea. They give birth to their young. Whales can be found around the world. Some whales live near the Artic and some near the Antarctic. Whales have a nose on top of their head. It is called a blowhole. They breathe through the blowhole. Some whales have more than one blowhole. Baleen whales have two blowholes.
Step 3 : Place the cursor at the first letter of the paragraph as shown in Figure 2.

Figure 2

Step 4

: Press on the keyboard. You will get the display as shown in Figure 3.

Tab

Figure 3 Step 5 : Repeat step 3 for the next paragraph. You will get the result as shown in Figure 4.

Figure 4 Step 6 : Save your work. Name it as Whales.

Word Pr
Spacing

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Module Learning Area

Spacing 1. Application Software 1.1 Word Processing - spacing 1.1.2 Change the spacing of paragraphs - double - single

Learning Outcomes

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. Step 1

Steps to change the text from single spacing to double spacing. : Click . Choose All Programs. Select Microsoft Office, and then click Microsoft Office Word as shown in Figure 1. 3

2 1 Figure 1

Open the Whale file as shown in Figure 2.

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

Figure 3

Step 3

: Click Format at the menu bar. The Format pull down menu will be displayed. Click Paragraph at the Format pull down menu as shown in Figure 4.

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

Figure 5

Step 5

: From the Paragraph pop up menu, go to Line spacing, click the arrow down, and choose double spacing as shown in Figure 6.

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

Figure 7

Step 7

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

Figure 8 2. Step 1 Steps to change the text from double spacing to single spacing. : Open Whales file.

Figure 1

Step 2

: Highlight the whole text as shown in Figure 2.

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

Figure 3

Step 4

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

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

Figure 5

Step 6

: Click Single to apply single spacing for the whole text. Click OK as shown in Figure 6.

Figure 6 Step 7 : You will get a display as shown in Figure 7. Save it.

Figure 7

Word Pr
Column

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Module Learning Area

Column 1. Application Software 1.1 Word Processing - Columns 1.1.3 Format page into two columns By the end of the lesson, students should able to create two column articles.

Learning Outcome Module Objective

Step 1

: Click Start, choose All Programs, select Microsoft Office and open Microsoft Word Program. : Go to Menu Bar. Choose Format and click on Columns as shown in Figure 1.

Step 2

Figure 1

Step 3

: You will get a display as shown in Figure 2. Choose Two Columns and click OK.

Two Columns

Figure 2 You will get a display as shown in Figure 3.

Two Columns

Figure 3

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

My name is Sakinah. I am eleven years old. I have a brother and a sister. My brother is twenty years old and my sister is twelve years old. My father works as an engineer. My mother is a housewife. I love my family very much.

Step 4

: To change font, at the menu bar click Format and choose Font. You will get a display as shown in Figure 4. Change the font size to 36. Click OK.

Figure 4

Step 5

: Now you can start typing the text. As you can see, your text will become large and fill the two columns as shown in Figure 5. Save it.

As you type, the text will go down until the second column.

Figure 5

Activity: Create a two column article or essay.

Spreadsh ee t
Interface
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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.

Figure 1 1. To identify cell, name box, column and row. Step 2 : Each rectangular box is referred to as a cell as shown in Figure 2.

Cell

Figure 2

Step 3

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

Name box

Figure 3

Step 4

: Introduce Column as shown in Figure 4.

Figure 4 Column

Step 5

: Introduce Row as shown in Figure 5.

Row

Figure 5 2. Create border.

Step 1

: Type numbers in column A and names in column B as shown in Figure 6. Use mouse or arrow key to move from one column to another.

Column

Figure 6

Step 2

: Click File at Menu Bar then select Print Preview. You will get a display as shown in Figure 7. The data will appear without border. Then click Close and save your file.

Figure 7

Step 3

: To create border, highlight the cells and click Format at the Menu Bar. The pull down menu will be displayed. Click Cells as shown in Figure 8.

Figure 8

Step 4

: You will get a display as shown in Figure 9. Choose Border then select Outline and Inside. Click OK.

Figure 9 You will get a display as shown in Figure 10. Save your file.

Figure 10

Step 5

: Click File at menu bar then select Print Preview. You will get a display as shown in Figure 11. You can see the difference between Figure 7 and Figure 11. Click Close.

Figure 11 Step 6 : Type height of each student in column C. Then, repeat Step 3 and 4 as shown in Figure 12.

Figure 12

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

Figure 13

Spreadsh ee t
Key in data
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Module Learning Area

Key in data 1.2 Spreadsheet

Learning Outcome Module Objectives

1.2.5 Key in data By the end of the lesson, pupils should be able to: Key in text and numerical data. Insert data in table. Click Microsoft Excel.

Step 1 Step 2

: Click Start

Select All Programs

: Create Border for 2 rows and 6 columns. Highlight row 1 and 2 from column A to F as shown in Figure 1.

Figure 1

Step 3

: Click Format at the Menu Bar. The Format pull down menu will appear as shown in Figure 2. Select Cells.

Figure 2 You will get a display as shown in Figure 3. Click Border.

Figure 3

Step 4

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

Figure 4 You will get a display as shown in Figure 5. Click OK.

Figure 5

Step 5

: The Border will appear as shown in Figure 6.

Figure 6

Step 6

: To preview Border, click Print Preview icon at the Menu Bar as shown in Figure 7.

Figure 7

You will get a display as shown in Figure 8.

Figure 8

Step 7

: To close the Print Preview, click Close at the Menu Bar as shown in Figure 9.

Figure 9

Click Close

Step 8

: Save your file.

Step 9

: Type the data as shown in Table 1.

Day / 8.00 a.m Time 8.30 a.m Monday Bahasa Malaysia Tuesday Bahasa Malaysia

8.30 a.m 9.00 a.m Mathematics Bahasa Malaysia

9.00 a.m 9.30 a.m Science Mathematics

9.30 a.m 10.00 a.m Science Science

10.00 a.m 10.30 a.m Music Science

Table 1 You will get a display as shown in Figure 10.

Figure 10

Some of the letters seem to be hidden. This is because of the column width is small.

Step 10

: To adjust the column width, place the cursor on the line between columns. This symbol will appear as shown in Figure 11. Click and drag the cursor to the right to enlarge the column width. To reduce the size of the column width, drag it to the left.

Figure 11 You will get a display as shown in Figure 12.

Figure 12

Step 11

: Type in the data as in Figure 13.

Figure 13

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Programming Concept

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Module Learning Area

Concept 2. 2.1 Basic Programming Programming Concept

Learning Outcomes

2.1.1 Know the concept of - A program - Programming By the end of the lesson, pupils should be able to: Write simple instruction. Differentiate between program and instruction.

Module Objectives

Step 1

: Introduce the concept of program and programming. a set or list of instructions to follow. a set or list of instructions to direct the computer to do a task. creating a sequence of instructions to enable the computer to do something (act or activity).

Program (general) Program (computer) Programming -

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 6.00 a.m 6.15 a.m 6.20 a.m 6.30 a.m 6.45 a.m 7.00 a.m Wake up Brush teeth Take a bath Wear school uniform Have a breakfast Go to school

Program

set of instructions

Figure 2 Step 4 : List some example of programs: a. b. c. d. Making coffee. _______________. _______________. _______________.

Step 5

: Write list of instructions of one of the programs. __________________________ __________________________ __________________________ __________________________ __________________________

Activity 1. Look at the instruction below:

Get a sweets. Unwrap the sweets. Put the sweets into your mouth.

Answer the questions below.

1. What are the instructions tell you to do? ______________________________________

2. How many instructions are there in this program? ______________________________________

3. Name the program. ______________________________________

Activity 2. Look at the program.

a. Tell destination. b. Pay money. c. ____________. d. Board on the bus.

Answer the questions based on the above program.

4. What does this program tell you to do? ______________________________________ 5. How many instructions are there in this program? ______________________________________ 6. What is instruction C? ____________________________________

7. Name the program. _____________________________________

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. _____________________________________________________________

P ro gr a m

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Algorithm: Sequential

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Module Learning Area

Algorithm: Sequential 2.2 Develop a program - algorithm 2.2.1 Write a simple algorithm - sequential By the end of the lesson, pupils should be able to write a sequence structure algorithm.

Learning Outcome

Module Objective

Step 1

: Explain the definition of algorithm.

Teachers note: Teacher explains the technical definition of algorithm before proceeding with definition of sequence. Teacher may use the definition and suggested activities below. Definition: Algorithm - is a method or procedure or even a recipe for carrying out particular task. Situational example: (1) Sequences or steps in cooking rice. (2) Sequences or steps to bake a cake. *In both situations, procedures must be followed in order to achieve the desired goal. (3) A birthday party one needs to follow each activity in order, beginning with the first activity and ending with the last. (4) Conducting science experiment one needs to follow each step in sequence to achieve the desired outcome.

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 Lelas house. The guests need to follow the activities during the party from the beginning to the end. Tentative program: 4.00 p.m 4.30 p.m 4.45 p.m 5.00 p.m 5.30 p.m 7.00 p.m Arrival of guests and friends Welcome speech Party starts Cutting of the birthday cake Lucky draw and games Party ends

Step 3

: Write a sequence of a program using Microsoft Word application by referring to the program in Step 2.

Example of sequence: 1. Start 2. The guests are expected to arrive at 4.00 p.m. 3. The host will deliver her speech at 4.30 p.m. 4. The party starts at 4.45 p.m. 5. The birthday cake will be cut at 5.00 p.m. 6. The lucky draw and games session start at 5.30 p.m. 7. The party will end at 7.00 p.m. 8. End

Step 4

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

Algorithm 1. 2. 3. 4. 5. Start Multiply 2 km with 1000 Add the answer with 465 m The answer is 2465 m End

Step 5

: To find the answer for 12.5 km 625 m. 12.5 km - 625 m = m

Algorithm 1. 2. 3. 4. 5. Start .12.5 km with 1000 . the answer with 625 m The answer is .. m End

Step 6

: Write algorithm for other unit of measurement such as weight or area.

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

Instruction: Create an algorithm based on the procedures provided.

1. Start 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________ 6. _____________________________________ 7. _____________________________________ 8. End

Worksheet A Activity B 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.

1. Teacher asks students to read a short paragraph. 2. Based on the paragraph, students identify the sequences. 3. Students create an algorithm based on the sequences.

Worksheet B

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Algorithm: Selection (IF)

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Module Learning Area

Algorithm: Selection (IF) 2. Basic Programming 2.2 Develop a Program - Algorithm 2.2.1 Write an algorithm - Selection (IF) By the end of the lesson, pupils should able to write simple algorithm.

Learning Outcome

Module Objective

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 Wake-up. Brush my teeth. Take a bath. Put on my school uniform. Having my breakfast. Go to school. If it rains heavily, bring umbrella.

6:00 a.m 6:10 a.m 6:15 a.m 6:30 a.m 6:45 a.m 7:00 a.m

Step 3

: Based on the given example, pupils construct an algorithm. Pupils write their answers on worksheet provided.

Example: Activity A

Instructions: Rearrange the sequence accordingly. Write a simple algorithm in the space provided.

Start Put on school uniform

____________________________________

Take a bath Go to school Having breakfast Walk to school Wake-up Brush teeth IF rains heavily -bring umbrella

____________________________________ ____________________________________ ____________________________________

_________________________ ________________________ ________________________ ________________________ __________________ End

Activity B Teachers note: Pupils must read the whole text for this activity. Teacher assists pupils to help them understand the situational question and instruction.

A birthday party will be held at Lelas house. The guests need to follow the activities during the party from the beginning to the end. The program: 4.00 p.m. 4.30 p.m. 4.45 p.m. 5.00 p.m. 5.30 p.m. 7.00 p.m. Party starts Arrival of guests and friends Welcome speech Cutting the birthday cake Lucky draw and games Party ends

Situation: The party will be held outside Lelas house on that day. However, Lela needs to make a backup plan if the weather is bad on that particular day e.g. raining. Instruction: Based on the situation above, create an algorithm of Selection (IF) to represent Lelas birthday program and her backup plan. Use the worksheet provided.

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

End

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Flowchart: Sequential

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Module Learning Area

Flowchart: Sequential 2. Basic Programming 2.2 Develop a program - Flowchart 2.2.1 Draw a flowchart - Sequential By the end of the lesson, pupils should be able to create story with flowchart.

Learning Outcome

Module Objective

Definition
a. Flowchart b. Sequential

a. Flowchart Is a diagram of geometrical shapes with connected line.

b. Sequential A set of directions in order from beginning to end.

Types of shapes START/STOP Oval shape indicates a start or stop part of the flowchart.

PROCESS Rectangular shape indicates an activity or task.

Activity 1

: Record the sequent on How to bake a cake.

Algorithm

Flowchart

1.0 Start

Start

2.0 Prepare the ingredients

Prepare the ingredients

3.0 Add flour

Add flour

4.0 Stir milk and baking powder

Stir milk and baking powder

5.0 Mix butter, sugar, vanilla and egg

Mix butter, sugar, vanilla and egg

6.0 Bake the mixture Bake the mixture 7.0 End

End

Activity 2

: Complete the flowchart. Activity on Sunday

Algorithm

Flowchart

1.0 Start

Start

2.0 Wake up

Wake up

3.0 Take a bath

4.0 Gardening with parent

5.0 Wash hand

6.0 Take a lunch

Take a lunch

7.0 End

End

Activity 3

: Ask pupils to complete the flowchart. Have a bath Start

Wash your hair

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 Step 2 Step 3 : Open Microsoft Word application. Open a new file. : List down the activities. : By using the geometrical shape, draw a flowchart. Make sure the activities are in the correct order. Get ready for school

Wake up Wear school uniform Brush teeth Take a bath End

Have a breakfast

Start

Go to school

P ro gr a m

m in g
d o M u

Flowchart: Selection (IF)

le

10

Module Learning Area

Flowchart: Selection (IF) 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 Flowchart using Selection Control Structure (IF) Start

Go to school Algorithm 1.0 Start

2.0 Wake up

Wake up

3.0 Take a bath

Take a bath

4.0 Wear school uniform 5.0 Have breakfast 6.0 IF raining heavily

Wear school uniform

Have breakfast

Raining Heavily? No Go to school

Yes

Bring umbrella

6.1 Bring umbrella

7.0 Go to school

8.0 End

End

Figure 1

Condition in Figure 2: There are two choices for you to go to school. You can walk to school or go to school by car. Question : IF you are tired?

IF you are tired, you go to school by car. IF you are not tired, you walk to school.

Step 3

: Task

A Selection (IF) flowchart shown in Figure 2. : Go to School.

Question

: IF you are tired?

Yes(True) No (False)

1. IF you are tired, go to school by car. 2. IF you are not tired, walk to school.

Yes

No

Figure 2

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

Start

Wake up

Take a bath

Wear school uniform Breakfast

Go to school

Tired?

Yes (True)

By Car

No (False) Walk

Reach the school

End

Figure 3

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.

Start

Wake up

Take a bath

Wear school uniform Breakfast

Go to school

Raining?

Yes (True)

No (False)

Reach the school

End

Figure 4

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.

Start

Wake up

Take a bath

Breakfast

No electricity? False (No)

True (Yes)

Enjoyable day End

Figure 5

Step 6 Task

: Draw your own flowchart based on the task given. : Activity in the evening.

After having tea, change into a tracksuit and go to the field to play football with your friends. If your friends are not around, you will jog in the park.

Start

Watch television Tea

True (Yes)

False (No)

Programm in gS

oftware
d o M u

Getting Started With Scratch

le

11

Module Learning Area

Getting Started With Scratch 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. : 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.

Teachers Note

Step 1

Click , choose All Programs, select Scratch and click Scratch application as shown in Figure 1.

Figure 1

You will get results as shown in Figure 2.

Blocks Palette Menu Bar

Script Area

Sprite List Tool Bar

Stage

Introduction to Scratch Interface a. b. Menu Bar Blocks Palette : : A region where Scratch menus are located. 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. An area where sprite (programmable character) is programmed by dragging out blocks from the blocks palette. An area where the sprite is displayed and see the scripts being presented. Displays all the sprites involved in a project. Provides access to commands that can be used to interact and control. Select these commands and click on objects to perform an action.

c.

Scripts Area

d.

Stage

e. f.

Sprite List Toolbar

: :

To select and move sprite and blocks To duplicate sprite, blocks and costumes To delete sprite, blocks and costumes To enlarge Sprite To shrink Sprite

Step 2

From the menu bar, choose Want Help? button to learn more about the Scratch software as shown in Figure 3.

Figure 3 Step 3 : The step-by-step Getting Started guide in the next page is to get you started with Scratch.

i n t t g e Started G

SCRATCH is a new programming language

that lets you create your own interactive stories, animations, games, music, and art.

http://scratch.mit.edu

t r M a oving t S

Drag a MOVE block into the Scripts area.

Double-click the block to make the cat move.

http://scratch.mit.edu

2 Add a Sound

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

Double-click and listen.

If you cant 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

t r a 3 St a Dance
Add another MOVE block, then type in a minus sign.

Double-click anywhere on the stack.

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

http://scratch.mit.edu

n i a g A and Again

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.

Double-click to start.

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

http://scratch.mit.edu

e n e r 5 G Flag

Drag out a

block and snap it on top.

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

http://scratch.mit.edu

g n a h 6 C e Color
Now try something different...

Drag out a CHANGE EFFECT block.

Double-click to see what it does.

http://scratch.mit.edu

P y e 7 K ress

Snap on a

Now press the space bar on your keyboard.

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

http://scratch.mit.edu

8 Add a Sprite
Each object in Scratch is called a sprite. To add a new sprite, click one of these buttons.

NEW SPRITE BUTTONS:

Paint your own sprite Choose a new sprite from a file Get a surprise sprite

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

http://scratch.mit.edu

o r l p x 9 E e!
Now you can tell the sprite what to do. Try the following, or explore on your own.

SAY SOMETHING
Click inside the SAY block and type to change the words. Try the THINK block, too...

IMAGE EFFECTS
Use the pull-down menu to choose different effects. Then double-click the block.
To clear the effects, click the Stop button.

http://scratch.mit.edu

o l p x 10 E re More!
ADD SOUND
Click the SOUNDS tab. Record your own sound. Or IMPORT a sound file (MP3, AIF, or WAV format).

Then, click the SCRIPTS tab, and use a PLAY SOUND block. Choose your sound from the pull-down menu.

ANIMATE
By 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.

http://scratch.mit.edu

Programm in gS

d o M u

oftware Develop a Program le Using Scratch

12

Module Learning Area

Develop a Program Using Scratch 2. Basic Programming 2.2 Develop a program

Learning Outcome

2.2.3 Create a program using a programming tool. 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.

Learning Objective

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.

Click

Figure 2 Step 3 : Place pointer on Background tab as shown in Figure 3 and click.

Click

Figure 3

Step 4

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

Click

Figure 4 A new pop-up window will appear as shown in Figure 5. Double click Indoors.

Figure 5

Step 5

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

Figure 6
Once done, your selected background will appear as shown in Figure 7.

Your new background

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.

Click and drag to the new position

Figure 8 You will get a display as shown in Figure 9.

Figure 9

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

Click

Figure 10 A new pop-up window will appear as shown in Figure 11. Double click Things.

Figure 11

Step 2:

A display as shown in Figure 12 will appear.

Double click

Figure 12 Step 3: Choose cheesy-puffs and double click to select it.

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

New sprite

Figure 13

Resizing Sprite: Reducing the size of food. Step 1: Click on Shrink sprite button as shown in Figure 14.
Click

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

The food now becomes smaller.

Figure 16

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 17

Step 2:

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

Figure 18 You will get a display as shown in Figure 19.

Figure 19

Inserting movement: Cat moves towards food Step 1: Place pointer on Sprite1 as shown in Figure 20 and click.

Figure 20 The Sprite script area and Blocks palette will appear as shown in Figure 21.

Figure 21

Step 2:

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

Place pointer here and click.

Figure 22

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

Figure 23

Step 3:

Start with clicking on whenever creating script and drag the block to the Script area as shown in Figure 24.

Figure 24

Note: Block or

is not applicable if block is used.

Step 4:

Click the Motion button as shown in Figure 25.

Place pointer here and click

Figure 25

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

Figure 26 Step 5: Click and drag the Figure 27. to the Script area as shown in

attached

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

Step 6:

Double click to change the default value from 10 to 50 as shown in Figure 28. Your cat will move 50 steps.

Double click here and key-in the new value

Figure 28 Note: Before you test your script. Make sure the cat is in start position. Step 7: Then, click on the Control button (which is located at the Blocks Palette)as shown in Figure 29.
Place pointer here and click

Figure 29 Step 8: This time, choose . Click and drag the block to the Script area as shown in Figure 30. The cat will wait one second after movement.

Figure 30

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. 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?

Step 10:

How many steps?

Tips: You have to count the total of the steps that the cat took and put as negative value.

Figure 31

When you have the answer, test it. Exercise: Simplify the script in Figure 31, discuss and demonstrate the fastest way to get the same result. Explore the use of blocks palette for control and motion on the script and see the effects of cat movements.

Programm in gS

oftware
d o M u

Mini Project

le

13

Module

Mini Project

Learning Area

2.

Basic Programming

Learning Outcome

2.2 Develop a Program - create a mini project using Scratch application By the end of the lesson, pupils should be able to create a mini project using Scratch software.

Module Objective

Reference site: Scratch software can be downloaded at http://scratch.mit.edu/. In this site, they are many projects to give you some ideas on how to do your project. You can also share your Scratch project or explore educational resources and strategies in this site.

Step 1

: Read the situation given.

Situation In a garden there are a lot of beautiful flowers. A butterfly is flying in the garden. It flies from one flower to another flower. It loves to get nectar from the flowers. After a while, the butterfly flies home.

Step 2

: Write an algorithm based on the situation given.

1. Start 2. A butterfly is flying 3. 4. 5. 6. End

Step 3

: Fill in the flowchart given.

Start

It flies from one flower to another flower

End

Step 4

: Start Scratch Software. Create a project based on the situation given (Step 1). Figure 1 is an example of a project.

Figure 1

Step 5

: Pupils folio must include algorithm, flowchart and printed copy of the project.

Internet
Search Engine
d o M u

le

14

Module Learning Area

Search Engine 1. Internet 1.1 Search Engine 1.1.1 Know features of search engine Search Box Search Button Image Menu 1.1.2 State examples of search engines

Learning Outcomes

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.

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.

Menu

Search Box

Figure 5

Step 2

: Type a keyword in the Search Box. Example flower. Click Google Search (search button) as shown in Figure 6.

Figure 6 Step 3 : You will get results as shown in Figure 7. There are so many information on flower.

Results

Figure 7

Step 4

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

Figure 8 Step 6 : You will get a display as shown in Figure 9.

Figure 9

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.

Specific Keywords

Image Button

Figure 10 Step 8 : Click on one of the image if you want to get more information about it as shown in Figure 11.

Figure 11

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

Scroll down

Figure 12 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

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.