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CONTE

NTS 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 ProcessingModule 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: ScratchModule 11 Getting Started With Scratch

Module 12 Develop a Program Using Scratch

Module 13 Mini Project

InternetModule 14 Search Engine


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FOREWORD

Malaysia is now moving towards producing an ICT literate generationin line with the vision of developing human capital as stated in theEducation Development Master Plan 2006-2010. With regard to this,steps and approaches have been taken to equip pupils with the abilityto use ICT skillfully and effectively. This would entail equipping pupils

with the skills to think creatively, act rationally and practise lifelonglearning skills.

The availability of the internet and hardware such as computers inschools will provide opportunities for teachers and pupils to expandtheir teaching and learning experiences in ICT.

In Malaysia today, many schools are equipped with computerlaboratory and ICT based resources. With these facilities, teachers andpupils are encouraged to fully utilise the hardware and software duringthe teaching and learning process.

In view of this, the Ministry of Education (MOE) has introducedInformation and Communication Technology Literacy (ICTL) forPrimary Schools programme. This programme is implemented instages beginning with Year 1 in 2005 and to be completed for Year 6 in2010. The programme consists of a new educational approach that willorganise the pupils concept, logic, and the way of reasoning in linewith the use of technologies and communication.

With the implementation of the ICTL for Primary Schools programme,the Curriculum Development Division (CDD) has produced aguidebook for teachers. This guidebook comprises of contentspecifications and relevant teaching and learning modules to assistteachers in implementing the programme.

The programme, which has now reached Stage 2 of itsimplementation, is build on and extends upon the skills introduced inStage 1. In Stage 2, pupils will master the use of basic computerapplications, 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. CurriculumDevelopment Division would like to extend its deepest appreciation toall individuals who have contributed towards this endeavour.

(HAJI ALI BIN AB. GHANI AMN)DirectorCurriculum Development DivisionMinistry of EducationMALAYSIA


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RUK

UN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita untukmencapai perpaduan yang lebih erat di kalangan seluruhmasyarakatnya; memelihara satu cara hidup demokratik; menciptamasyarakat yang adil bagi kemakmuran negara yang akan dapatdinikmati bersama secara adil dan saksama; menjamin satu carayang liberal terhadap tradisi kebudayaannya yang kaya dan

berbagai-bagai corak; membina satu masyarakat progesif yangakan menggunakan sains dan teknologi moden;

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruhtenaga dan usaha kami untuk mencapai cita-cita tersebutberdasarkan prinsip-prinsip yang berikut:-

KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG

KESOPANAN DAN KESUSILAAN

RUKUN

NEG

ARA


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N

ATIO

NAL

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 isdesigned 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.

PHILOSOPHYOF

EDUCATION


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INTRO

DUCTION

INTRODUCTION

Malaysia has a vision to produce individuals that arebalanced in all aspects as stated in the National Education

Philosophy. In line with this, many ICT programmes havebeen introduced in schools. The Ministry of Education hasmade ICT facilities available for all pupils. These stepswould narrow the digital divide between those who have andthose who cannot afford to enjoy such technologies, thuspreparing them for the challenges of the Information Age.

The Ministrys computer laboratory project implemented inschools throughout Malaysia will enable all pupils in primaryand secondary schools to acquire ICT skills.

ICT Literacy (ICTL) for Primary Schools is a programmedesigned to lay the foundation for all pupils to develop theirICT capabilities in future. Through this programme, basicICT literacy is packaged in teaching and learning modulesappropriate for pupils according to their academic levels.The programme consists of ICT skills that are fundamentaland necessary in the use of computer hardware andsoftware applications. These basic ICT skills ensure thatpupils acquire sufficient knowledge and understanding ofICT. Although the integrated approach can be adopted to

infuse the learning of ICT in existing school subjects, theICTL for Primary Schools programme is developed to enablepupils to master basic ICT skills first, before applying them inthe respective subjects.

In order to assist teachers implement the ICTL for PrimarySchools programme, a teaching guide is provided for allschools. This Teaching Guide consists of contentspecifications and relevant teaching and learning moduleswhich builds on and extends upon the skills introduced inYear 4. The Teaching Guide is designed to provide teachers

with ideas on how to carry out the lessons. Teachers arealso encouraged to use other resources or to createtheir own modules based on the content specificationsprovided and the level of their pupils computer skills.


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AIMS

The primary school system comprises two stages. Stage 1 (Year 1, Yeaand 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 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 enable pupils to master the use of basic computer applications, internet acreating 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.

ANDOBJECTIVES


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IM

PLEM

ENTA

TION

IMPLEMENTATION IN SCHOOL

The ICTL for Primary Schools programme in national (SK) andnational type schools (SJK) is introduced after the TransitionProgramme in Year 1. The programme is implemented from Year1 to Year 6, for 720 minutes per year in a continuous three-monthperiod. Two teaching periods or 60 minutes of the timetable areallocated for this programme. It is to be carried out during theEnglish 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 teacherreadiness and the availability of ICT facilities. For Year 5 pupils,teachers need to supervise them during computer classes byusing appropriate methods and approaches such as working ingroups. Teachers are encouraged to get pupils to produce a folio.

ASSESSMENT

Teachers are expected to conduct their own school basedassessment. Pupils competencies are graded according to thelearning outcomes. Teachers may use the pupils folio as part ofthe school-based assessment.


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FRAMEW

ORK

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 inComputer Lab Management, Computer Hardware and ComputerSoftware in Stage 1.

Pupils in Stage 2 will continue with the same topics but at a higherlevel. They will also be exposed to three more domains: the Internet,Computer Maintenance and Webpage. In addition, to equip pupilswith the knowledge in programming a topic on Programming is alsointroduced under Application Software in Computer Softwaredomain.

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/ ApplicationSoftware

COMPUTER LAB MANAGEMENT

Advance Computer LabManagement

COMPUTER HARDWARE Computer Parts and Components Alphabet and Numeric Keys

Function Keys Input and Output Devices

COMPUTER SOFTWARE

Operating System Application Software

INTERNET

Netiquette Search Engine E-Mail

MAINTENANCE Virus Scan Disk Defragmentation Drive Clean

Scandisk

WEBPAGE

Creating Webpage


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CONT

ENTS

The Content Specifications for the Information andCommunication Technology Literacy for Primary Schools:Teaching Guide Year 5 contains the basic requirements forprimary school pupils to attain computer literacy. The level ofICT literacy differs from Stage 1. However, some domains andtopics are repeated with different levels of complexity. Forexample, pupils will be introduced to a new topic which isProgramming in Computer Software domain.

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

The domains are presented in three sections. The sections areLearning Areas, Learning Outcomes and Suggested LearningActivities. The activities suggested in the Suggested LearningActivities section are only recommendations proposed by theCurriculum Development Division. Teachers can devise theirown activities but they have to adhere to the topics and contentsprescribed in the specification.

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

What is it

How is it

organized

What

should be

done?

What doeit cover?

SPEC

IFICATION


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COMPUTER SOFTWARE

Learning Areas Learning Outcomes Suggested

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 workin small gro

Create an ess

paragraphs. Change the s

single to doub(Module 2).

Create a two (Module 3).

1.2 Spreadsheeta) Introductionb) Interface

c) Datad) 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 searchspreadsheet

Create an ad

Create Borde Create timeta


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COMPUTER SOFTWARE

Learning Areas Learning Outcomes Suggested L2. Basic Programming

2.1 Programming Concept

2.2 Develop a Programa) Algorithmb) Flowchart

2.1.1 Know the concept ofa) A programb) Programming

2.2.1 Write an algorithma) Sequentialb) Selection (IF)

2.2.2 Draw a flowcharta) Sequentialb) Selection (IF)

2.2.3 Understand the programming concept bymanipulating the variables

2.2.4 Create a program using a programmingsoftware

A Program: Writedaily activities sumaking coffee (M

Programming: Decomputer calcula354+213=? is geApplication.

Write an algorithmactivities (Module

Draw a flowchart(Module 8).

Programming sofdownloaded at htDemonstrate how11).

Open existing propupils manipulatesound and steps)each changed va

Trampoline or Pin Develop a projec

software Scratch


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INTERNET

Learning Areas Learning Outcomes Suggested

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 div

compare the based on thebutton and im

1.2 Use search engine 1.2.1 Use search engine to findinformation

1.2.2 Use keyword to get specificinformation

1.2.3 Save information

Demonstrate engine.

Identify and vfor specific in

Practise varioinformation fr

- Save - Right

Find informat Pupils Projec

scrapbook.


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TE

ACH

ING

Preliminary

This ICT Literacy for Primary Schools: Teaching Guide Year 5comes with fourteen (14) teaching and learning modules. Themodules cover certain topics in the Content Specifications. Theyare meant to serve as a guide for teachers. Teachers areencouraged to produce learning modules suited to pupils abilityand devise innovative activities that develop pupils thinking skills.All the modules provided in this teaching guide are presented withgraphic illustrations to help teachers carry out the activitieseffectively.

The modules are developed based on the application software

provided to the school computer laboratories by the Ministry ofEducation. The application software provided are MS Word, MSExcel, MS PowerPoint and Internet Explorer.

The topics developed for word processing are Indentation,Spacing and create Border in Table. Search Engine modulesare developed for the topic on Internet.

Apart from continuing the skill from previous lesson they will alsolearn a new topic on Programming in Computer Software domain.The programming software used in this topic is Scratch. Scratchcan be downloaded free at http://scratch.mit.edu. The pupils willdevelop their thinking skill as well as do hands-on activities. Thistopic prepares pupils with basic concept of programming wherepupils will be given the skill to think logically. The topic ofprogramming is introduced to Year 5 pupils provides a startingpoint in developing pupils interest toward programming.

The logical thinking skill is introduced through activities found inModule 6 to 10. However, teachers are advised to apply suitableteaching approaches suited to pupils ability.

Teachers are also advised to adopt suitable teaching methodsand approaches when using these modules. They are alsoencouraged to create learning modules based on their pupilslearning abilities.

What

new?

&LEARNING

MODULE


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1

WordProce

ssing

Indentation

Mo

du

le


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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 MicrosoftOffice

then click at Microsoft Word as shown in Figure 1.

3

1

4

2


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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 andsome 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


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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

Fi ure 4

Tab


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2

WordProce

ssing

Spacing

Mo

du

le


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Module Spacing


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 tochange 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 clickMicrosoft Office Word as shown in Figure 1.

1

4

2

3

Figure 1


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Open the Whale file as shown in Figure 2.

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

Figure 2

Figure 3


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Step 3 : ClickFormat at the menu bar. The Format pull down menu will be

displayed. ClickParagraph 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


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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 : ClickDouble and then clickOK as shown in Figure 7.

Figure 6

Figure 7


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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


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

Step 3 : ClickFormat at the menu bar. The Format pull down menu will be

displayed. Choose Paragraph as shown in Figure 3.

Figure 2

Figure 3


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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 Linespacing as shown in Figure 5.

Figure 4

Figure 5


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Step 6 : ClickSingle to apply single spacing for the whole text. ClickOK as

shown in Figure 6.

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

Figure 6

Figure 7


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3

WordProce

ssing

Column

Mo

du

le


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Module Column


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 : ClickStart, choose All Programs, select Microsoft Office and openMicrosoftWord Program.

Step 2 : Go to Menu Bar. Choose Format and click on Columns as shown

inFigure 1.

Figure 1


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Two

Columns

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

Columns and clickOK.

You will get a display as shown in Figure 3.

Figure 2

Figure 3

TwoColumns

1 2


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

Step 4 : To change font, at the menu bar clickFormat and choose Font.

You will get a display as shown in Figure 4. Change the font size to

36. ClickOK.

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


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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 downuntil the

second

column.


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4

Spreadsheet

Interface

Mo

du

le


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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.


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Step 1 : ClickStart, choose All Programs, select Microsoft Office and click

Microsoft OfficeExcel. 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


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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


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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 6Column


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Step 2 : ClickFile at Menu Bar then select Print Preview. You will get a

display as shown in Figure 7. The data will appear without border.

Then clickClose and save your file.

Step 3 : To create border, highlight the cells and clickFormat at the MenuBar. The pull down menu will be displayed. ClickCells as shown in

Figure 8.

Figure 8

Figure 7


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

select Outline and Inside. ClickOK.

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

Figure 9

Figure 10

1 2


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Step 5 : ClickFile 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. ClickClose.

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


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

Figure 13


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5

Spreadsheet

Key in data

Mo

du

le


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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 : ClickStart Select All Programs ClickMicrosoft Excel.

Step 2 : Create Border for2 rows and 6 columns. Highlight row 1 and 2

from column A to F as shown in Figure 1.

Figure 1


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Step 3 : ClickFormat 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. ClickBorder.

Figure 2

Figure 3


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

4.

You will get a display as shown in Figure 5. ClickOK.

Figure 4

Figure 5


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

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

shown in Figure 7.

Figure 6

Figure 7


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

Figure 9.

Step 8 : Save your file.

Figure 8

ClickCloseFigure 9


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


Day /

Time

8.00 a.m

8.30 a.m

8.30 a.m

9.00 a.m

9.00 a.m

9.30 a.m

9.30 a.m

10.00 a.m

10.00 a.m

10.30 a.m

Monday Bahasa

Malaysia

Mathematics Science Science Music

Tuesday BahasaMalaysia BahasaMalaysia Mathematics Science Science

Table 1

Figure 10 Some of the letters seem to be

hidden. This is because of the

column width is small.


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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

Figure 12


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

Figure 13


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6

Programming

ProgrammingConcept

Mo

du

le


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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 rightafter that. After a nice and fulfilling breakfast, she

will make her way to school.

Figure 1


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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.

__________________________

__________________________

__________________________

__________________________

__________________________


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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.

______________________________________


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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.

_____________________________________


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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. _____________________________________________________________


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7

Programming

Algorithm:Sequential

Mo

du

le


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Module Algorithm: Sequential

Learning Area 2.2 Develop a program

- algorithm

Learning Outcome 2.2.1 Write a simple algorithm

- sequential

Module Objective By the end of the lesson, pupils should be

able to write a sequence structure algorithm.

Step 1 : Explain the definition of algorithm.

Teachers note: Teacher explains the technical definition of algorithm before

proceeding with definition of sequence. Teacher may use the definition and

suggested activities below.

Definition: Algorithm - is a method or procedure or even a recipe for carrying

out particular task.

Situational example:(1) Sequences or steps in cooking rice.

(2) Sequences or steps to bake a cake.

*In both situations, procedures must be followed in order to achieve the desired

goal.

(3) A birthday party one needs to follow each activity in order, beginning with

the first activity and ending with the last.

(4) Conducting science experiment one needs to follow each step in

sequence to achieve the desired outcome.


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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.


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

Situation:

A birthday party at Lelas house. The guests need to follow the activities

during the party from the beginning to the end.

Tentative program:

4.00 p.m Arrival of guests and friends

4.30 p.m Welcome speech

4.45 p.m Party starts

5.00 p.m Cutting of the birthday cake

5.30 p.m Lucky draw and games

7.00 p.m Party ends


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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


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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 m5. 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


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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 toschool after a nice and

fulfilling breakfast.

Suggested activities:

Activity A1. 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


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8

Programming

Algorithm:Selection (IF)

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Module Algorithm: Selection (IF)


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 lifesituations. 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.


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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


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A birthday party will be held at Lelas house. The guests need to follow the

activities during the party from the beginning to the end.

The program:

4.00 p.m. Party starts

4.30 p.m. Arrival of guests and friends

4.45 p.m. Welcome speech

5.00 p.m. Cutting the birthday cake

5.30 p.m. Lucky draw and games

7.00 p.m. Party ends

Situation:

The party will be held outside Lelas house on that day. However, Lela needs to

make a backup plan if the weather is bad on that particular day e.g. raining.

Instruction: Based on the situation above, create an algorithm of Selection (IF)

to represent Lelas birthday program and her backup plan. Use the worksheet

provided.

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.


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Worksheet (Activity B)

Put (IF) where necessary.

Start

End


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9

Programming

Flowchart:Sequential

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Module Flowchart: Sequential


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/STOPOval 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.


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

Algorithm

1.0 Start

2.0 Prepare the ingredients

3.0 Add flour

4.0 Stir milk and bakingpowder

5.0 Mix butter, sugar, vanilla

and egg

6.0 Bake the mixture

7.0 End

Prepare the ingredients

Add flour

Stir milk and bakingpowder

Mix butter, sugar, vanilla

and egg

Bake the mixture

Start

End

Flowchart


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Activity 2 : Complete the flowchart.

Activity on Sunday

Algorithm

1.0 Start

2.0 Wake up

3.0 Take a bath

4.0 Gardening with

parent

5.0 Wash hand

6.0 Take a lunch

7.0 End

Start

Wake up

Take a lunch

End

Flowchart


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Activity 3 : Ask pupils to complete the flowchart.

Have a bath

Wash your hair

Start

End


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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


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

Activity: _______________________


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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


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Programming

Flowchart:Selection (IF)

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Module Flowchart: Selection (IF)

Learning Area 2.2 Develop a Program

- Flowchart

Learning Outcome 2.2.2 Draw a flowchart:

- Selection (IF)


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.


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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.


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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

RainingHeavil ?

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


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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 walkto school.

Step 3 : A Selection (IF) flowchart shown in

Figure 2.

Task : Go to School.

Question : IF you are tired?

Yes(True) 1. IF you are tired, go to school by car.

No (False) 2. IF you are not tired, walk to school.

No

Yes

Figure 2


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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 theschool

Walk

End

Breakfast

Go to school


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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.


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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 theschool

End

Breakfast

Go to school


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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 ___________________________________ .


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

Figure 5

Start

Take a bath

Wake up

Noelectricit ?

False (No)

True (Yes)

Breakfast

Enjoyable

day

End


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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

Watchtelevision

False (No)

True (Yes)


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11

Program

mingSoftwareGetting StartedWith Scratch

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Module Getting Started With Scratch


Learning Outcome Demonstrate how to use Scratch


able to use Scratch programming language.

Teachers Note : Install the Scratch software before lesson begin.a) Scratch can be downloaded after filling a

form at http:// www.scratch.mit.edu/

b) The software can also be installed from the

CD-ROM given with this Teaching Guide.

Step 1 : Click , choose All Programs, select Scratch

and clickScratch application as shown in Figure 1.

Figure 1

1

2

3


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You will get results as shown in Figure 2.

Menu Bar Tool Bar

Script AreaBlocksPalette Sprite List Stage


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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 (programmablecharacter) 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 commandsand 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


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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 toget you started with Scratch.

Figure 3


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http://scratch.mit.edu

GettingStartedGettingStarted

SCRATCH is a new programming languagethat lets you create your own interactive

stories, animations, games, music, and art.


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StartMovingStartMoving11

Drag a MOVEblock into the Scripts area.

Double-click the block to make the cat move.


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AddaSoundAddaSound22

Drag out aPLAY 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.


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StartaDanceStartaDance33Add anotherMOVEblock, then

type in a minus sign.

Add anotherPLAY DRUM block, then choosea drum from the menu. Double-click again.

Double-click anywhere

on the stack.


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AgainandAgainAgainandAgain44

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.


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GreenFlagGreenFlag55

Whenever you

click the green

ag, your script

will start. To

stop, click the

stop button.

Drag out a block and snap it on top.


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ChangeColorChangeColor66

Double-click to see what it does.

Drag out a CHANGE EFFECT block.

Now try something different...


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KeyPressKeyPress77

Now press the space bar

on your keyboard.

Snap on a

You can choose a different key

from the pull-down menu.


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AddaSpriteAddaSprite88

Paint your own sprite

Choose a new sprite from a le

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.


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Explore!Explore!99

SAY SOMETHING

Click inside the SAY block and

type to change the words.

Try theTHINK

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.


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ExploreMore!ExploreMore!1010ADD SOUND

Click the SOUNDS tab.

Record your own sound.

Or IMPORT a sound le

(MP3, AIF, or WAV format).

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 thePeople folder.)

Now, click the SCRIPTS tab.

Create a script that switches

between costumes.

Then, click the SCRIPTS tab,

and use a PLAY SOUNDblock.

Choose your sound from

the pull-down menu.


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12

Program

mingSoftwareDevelop a ProgramUsing Scratch

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Module Develop a Program Using Scratch


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 : ClickStart to open Scratch. Display shown in Figure 1 will appear.

Figure 1


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Step 2 : Place pointer on Stage situated in sprite list area as shown inFigure 2 and click.

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

Click

Figure 2

Figure 3

Click


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

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

Indoors.

Click

Figure 4

Figure 5


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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


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Positioning Sprite: The Sprite in Figure 8 is a cat and the default location is in themiddle 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

Figure 9


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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


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

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

Figure 12

Doubleclick


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

Figure 13

New sprite


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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


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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


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


Figure 18

Figure 19


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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


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

The Blocks Palette forControl will appear as shown in Figure 23.

Place pointer

here and click.

Figure 22

Figure 23


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Step 3: Start with clicking on whenever creating scriptand 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


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The Blocks Palette forMotion 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


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

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

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

Scriptarea 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


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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 backto 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.


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13

Program

mingSoftwareMini Project

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Module Mini Project


Learning Outcome 2.2 Develop a Program

- create a mini project using

Scratch application


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.


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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


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Step 3 : Fill in the flowchart given.

End

Start

It flies from one flower to

another flower


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Figure 1

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

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

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

the project.


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14

Internet

Search Engine

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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 andimage 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


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Figure 2

Figure 3


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Step 1 : Go to Start All ProgramInternetExplorer. 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


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

ClickGoogle 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


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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


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

box. Example hibiscus flower. Next, click on SearchImagesbutton. 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


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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


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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.

Documents

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