3. CONTENTS Contents Page
Foreword v
Rukun Negara vii
National Philosophy of Education viii
Introduction 1
Aims and Objectives 2
Implementation 3
Framework 5
Content Specifications 6
Preliminary 10
Word Processing
Module 1 Indentation 11
Module 2 Spacing 15
Module 3 Column 25
Spreadsheet
Module 4 Interface 31
Module 5 Key in data 39
Programming
Module 6 Concept 47
Module 7 Algorithm: Sequential 53
Module 8 Algorithm: Selection (IF) 59
Module 9 Flowchart: Sequential 65
Module 10 Flowchart: Selection (IF) 73
Programming Software: Scratch
Module 11 Getting Started With Scratch 85
Module 12 Develop a Program Using Scratch 101
Module 13 Mini Project 119
Internet
Module 14 Search Engine 123
iii
4.
5. FOREWORD Malaysia is now moving towards producing an ICT literate
generation in line with the vision of developing human capital
as stated in the Education Development Master Plan 2006-2010.
With regard to this, steps and approaches have been taken to
equip pupils with the ability to use ICT skillfully and effectively. This
would entail equipping pupils with the skills to think creatively,
act rationally and practise lifelong learning skills.
The availability of the internet and hardware such as computers
in schools will provide opportunities for teachers and pupils to
expand their teaching and learning experiences in ICT.
In Malaysia today, many schools are equipped with computer
laboratory and ICT based resources. With these facilities,
teachers and pupils are encouraged to fully utilise the hardware
and software during the teaching and learning process.
In view of this, the Ministry of Education (MOE) has introduced
Information and Communication Technology Literacy (ICTL) for
Primary Schools programme. This programme is implemented in
stages beginning with Year 1 in 2005 and to be completed for
Year 6 in 2010. The programme consists of a new educational
approach that will organise the pupils’ concept, logic, and
the way of reasoning in line with the use of technologies and
communication.
With the implementation of the ICTL for Primary Schools
programme, the Curriculum Development Division (CDD) has
produced a guidebook for teachers. This guidebook comprises
of content specifications and relevant teaching and learning
modules to assist teachers in implementing the programme.
The programme, which has now reached Stage 2 of its
implementation, is build on and extends upon the skills introduced
in Stage 1. In Stage 2, pupils will master the use of basic computer
applications, internet skills and webpage building.
The ICT Literacy for Primary Schools: Teaching Guide Year 5
was developed by a group of teachers and MOE officers.
Curriculum Development Division would like to extend its deepest
appreciation to all individuals who have contributed towards
this endeavour.
(DATO’ IBRAHIM BIN MOHAMAD)
Director
Curriculum Development Division
Ministry of Education
MALAYSIA
v
6.
7. RUKUNNEGARA
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
terhadaptradisikebudayaannyayangkayadanberbagai-
bagai corak; membina satu masyarakat progresif 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
vii
8. NATIONAL
PHILOSOPHYOFEDUCAITON 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.
viii
9. INTRODUCTION Malaysia has a vision to produce individuals that are
balanced in all aspects as stated in the National Education
Philosophy. In line with this, many ICT programmes have
been introduced in schools. The Ministry of Education
has made ICT facilities available for all pupils. These steps
would narrow the digital divide between those who have
and those who cannot afford to enjoy such technologies,
thus preparing them for the challenges of the “Information
Age”.
The Ministry’s computer laboratory project implemented in
schools throughout Malaysia will enable all pupils in primary
and secondary schools to acquire ICT skills.
ICT Literacy (ICTL) for Primary Schools is a programme
designed to lay the foundation for all pupils to develop their
ICT capabilities in future. Through this programme, basic
ICT literacy is packaged in teaching and learning modules
appropriate for pupils according to their academic levels.
The programme consists of ICT skills that are fundamental
and necessary in the use of computer hardware and
software applications. These basic ICT skills ensure that
pupils acquire sufficient knowledge and understanding of
ICT. Although the integrated approach can be adopted to
infuse the learning of ICT in existing school subjects, the ICTL
for Primary Schools programme is developed to enable
pupils to master basic ICT skills first, before applying them in
the respective subjects.
In order to assist teachers implement the ICTL for Primary
Schools programme, a teaching guide is provided for
all schools. This Teaching Guide consists of content
specifications and relevant teaching and learning modules
which builds on and extends upon the skills introduced in
Year 4. The Teaching Guide is designed to provide teachers
with ideas on how to carry out the lessons. Teachers are
also encouraged to use other resources or to create their
own modules based on the content specifications provided
and the level of their pupils’ computer skills.
1
10. AIMS
ANDOBJECTIVES
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.
2
11. 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.
3
12.
13. 5
FRAMEWORK THE ICT LITERACY FOR PRIMARY SCHOOLS FRAMEWORK
The content of the ICTL for Primary Schools programme
covers six (6) main domains. The domains are Computer Lab
Management, Computer Hardware, Computer Software,
Computer Maintenance, Internet, and Webpage. Pupils will
acquire basic knowledge in Computer Lab Management,
Computer Hardware and Computer Software in Stage 1.
Pupils in Stage 2 will continue with the same topics but at
a higher level. They will also be exposed to three more
domains: the Internet, Computer Maintenance and
Webpage. In addition, to equip pupils with the knowledge
in programming a topic on Programming is also introduced
under Application Software in Computer Software domain.
Stage 1 Stage 2
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
COMPUTER SOFTWARE
• Operating System/
Application Software
COMPUTER LAB MANAGEMENT
• Advance Computer Lab
Management
COMPUTER HARDWARE
• Computer Parts and
Components
• Alphabet and Numeric Keys
• Function Keys
• Input and Output Devices
COMPUTER SOFTWARE
• Operating System
• Application Software
INTERNET
• Netiquette
• Search Engine
• E-Mail
MAINTENANCE
• Virus Scan
• Disk Defragmentation
• Drive Clean
• Scandisk
WEBPAGE
• Creating Webpage
14. 6
CONTENT
SPECIFICATIONS
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 two
main domains. The domains are Computer
Software and Internet.
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?
18. 10
PRELIMINARY 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.
20. 12
1
Module Indentation
Learning Area 1. Application Software
1.1 Word Processing
- Indentation
Learning Outcome 1.1.1 Use tab key to create first line indentation
Module Objective By the end of the lesson, pupils should be able to
create indentation at the first line.
Step 1 : Click . Choose All Programs. Select Microsoft Office then
click at Microsoft Word as shown in Figure 1.
Figure 1
1
2
3
4
21. 13
1
Step 2 : Ask pupils to type the passage below.
Whales are mammals. They are warm-blooded
creatures. They live in the sea. They give birth to
their young.
Whales can be found around the world. Some
whales live near the Artic and some near the
Antarctic. Whales have a ‘nose’ on top of their
head.
It is called a blowhole. They breathe through the
blowhole. Some whales have more than one
blowhole. Baleen whales have two blowholes.
Step 3 : Place the cursor at the first letter of the paragraph as shown in Figure
2.
Figure 2
22. 14
1
Step 4: Press on the keyboard. You will get the display as shown in
Figure 3.
Figure 3
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.
24. 16
2
Module Spacing
Learning Area 1. Application Software
1.1 Word Processing
- spacing
Learning Outcomes 1.1.2 Change the spacing of paragraphs
- double
- single
Module Objective By the end of the lesson, pupils should be able to
change the spacing of the text from single to double
and vice versa in Microsoft Word.
1. Steps to change the text from single spacing to double spacing.
Step 1 : Click . Choose All Programs. Select Microsoft Office, and
then click Microsoft Office Word as shown in Figure 1.
Figure 1
1
2
3
4
25. 17
2
Open the Whale file as shown in Figure 2.
Figure 2
Step 2 : Highlight the whole text as shown in Figure 3.
Figure 3
26. 18
2
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
27. 19
2
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
28. 20
2
Step 7 : You will get a display as shown in Figure 8. Save it.
Figure 8
2. Steps to change the text from double spacing to single spacing.
Step 1 : Open Whales file.
Figure 1
29. 21
2
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
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2
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
31. 23
2
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
34. 26
3
Module Column
Learning Area 1. Application Software
1.1 Word Processing
- Columns
Learning Outcome 1.1.3 Format page into two columns
Module Objective By the end of the lesson, students should able to
create two column articles.
Step 1 : Click Start, choose All Programs, select Microsoft Office and open
Microsoft Word Program.
Step 2 : Go to Menu Bar. Choose Format and click on Columns as shown in
Figure 1.
Figure 1
35. 27
3
Step 3 : You will get a display as shown in Figure 2. Choose Two Columns and
click OK.
Figure 2
You will get a display as shown in Figure 3.
Figure 3
Two
Columns
Two
Columns
1 2
36. 28
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
37. 29
3
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.
Figure 5
Activity: Create a two column article or essay.
As you type,
the text will
fo down until
the second
column.
40. 32
4
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
41. 33
4
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
Step 3 : The Name Box shows C2 which is at column C row 2, as shown in
Figure 3.
Figure 3
Cell
Name box
42. 34
4
Step 4 : Introduce Column as shown in Figure 4.
Figure 4
Step 5 : Introduce Row as shown in Figure 5.
Figure 5
Column
Row
43. 35
4
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.
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
Column
44. 36
4
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
1 2
45. 37
4
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
46. 38
4
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
48. 40
5
Module Key in data
Learning Area 1.2 Spreadsheet
Learning Outcome 1.2.5 Key in data
Module Objectives By the end of the lesson, pupils should be able to:
• Key in text and numerical data.
• Insert data in table.
Step 1 : Click Start Select All Programs Click Microsoft Excel.
Step 2 : Create Border for 2 rows and 6 columns. Highlight row 1 and 2 from
column A to F as shown in Figure 1.
Figure 1
49. 41
5
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
50. 42
5
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
51. 43
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
52. 44
5
Step 7 : To close the Print Preview, click Close at the Menu Bar as shown in
Figure 9.
Figure 9
Step 8 : Save your file.
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 Bahasa
Malaysia
Bahasa
Malaysia
Mathematics Science Science
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.
53. 45
5
Step 10 : To adjust the column width, place the cursor on the line between
columns. This symbol will appear as shown in Figure 11. Click and
drag the cursor to the right to enlarge the column width. To reduce
the size of the column width, drag it to the left.
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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6
Module Concept
Learning Area 2. Basic Programming
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.
Adam wakes up at 6.00 a.m everyday. Then,
she will brush his teeth cleanly. Next, he will take
a bath. Once done, Adam will put on his school
uniform. He will have her breakfast right after
that. After a nice and fulfilling breakfast, he will
make his way to school.
Figure 1
57. 49
6
Step 3 : Example of daily life.
GET READY FOR SCHOOL
6.00 a.m - Wake up
6.15 a.m - Brush teeth
6.20 a.m - Take a bath
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.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Program
set of
instructions
58. 50
6
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.
______________________________________
59. 51
6
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.
_____________________________________
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6
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
Module Algorithm: Sequential
Learning Area 2.2 Develop a program
- algorithm
Learning Outcome 2.2.1 Write a simple algorithm
- sequential
Module Objective By the end of the lesson, pupils should be able to write
a sequence structure algorithm.
Step 1 : Explain the definition of algorithm.
Teacher’s note : Teacher explains the technical definition of algorithm before
proceeding with definition of sequence. Teacher may use the definition and
suggested activities below.
Definition : Algorithm - is a method or procedure – or even a recipe – for
carrying out particular task.
Situational example:
(1) Sequences or steps in cooking rice.
(2) Sequences or steps to bake a cake.
*In both situations, procedures must be followed in order to achieve the
desired goal.
(3) A birthday party – one needs to follow each activity in order, beginning
with the first activity and ending with the last.
(4) Conducting science experiment – one needs to follow each step in
sequence – to achieve the desired outcome.
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7
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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7
Step 2 : Read and understand the program and the situation below.
Situation:
A birthday party at Lela’s house. The guests need to follow the activities
during the party from the beginning to the end.
Tentative program:
4.00 p.m Arrival of guests and friends
4.30 p.m Welcome speech
4.45 p.m Party starts
5.00 p.m Cutting of the birthday cake
5.30 p.m Lucky draw and games
7.00 p.m Party ends
Step 3 : Write a sequence of a program using Microsoft Word application by
referring to the program in Step 2.
Example of sequence:
1. Start
2. The guests are expected to arrive at 4.00 p.m.
3. The host will deliver her speech at 4.30 p.m.
4. The party starts at 4.45 p.m.
5. The birthday cake will be cut at 5.00 p.m.
6. The lucky draw and games session start at 5.30 p.m.
7. The party will end at 7.00 p.m.
8. End
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Step 4 : To find the answer of 2 km + 465 m.
2 km + 465 m = ………… m
Algorithm
1. Start
2. Multiply 2 km with 1000
3. Add the answer with 465 m
4. The answer is 2465 m
5. End
Step 5 : To find the answer for 12.5 km – 625 m.
12.5 km - 625 m = ………… m
Algorithm
1. Start
2. ……….....12.5 km with 1000
3. ………..... the answer with 625 m
4. The answer is ………...... m
5. End
Step 6 : Write algorithm for other unit of measurement such as weight or area.
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7
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
Activity B
Teacher asks students to read a short
paragraph.
Based on the paragraph, students
identify the sequences.
Students create an algorithm based on
the sequences.
Worksheet A
Instruction: Create an algorithm based on the
procedures provided.
1. Start
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
6. _____________________________________
7. _____________________________________
8. End
Batrisyia wakes up at 6.30 a.m.
everyday. She brushes her teeth
cleanly before taking a refreshing
bath. After that, Batrisyia puts on
her school uniform. She makes
her way to school after a nice
and fulfilling breakfast.
Worksheet B
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8
Module Algorithm: Selection (IF)
Learning Area 2. Basic Programming
2.2 Develop a Program
- Algorithm
Learning Outcome 2.2.1 Write an algorithm
- Selection (IF)
Module Objective By the end of the lesson, pupils should able to write
simple algorithm.
Step 1 : Definition of Selection (IF).
Definition:
Selection (IF) - used for decision or branching.
Step 2 : Teacher provides a sample of Selection (IF) based on daily life
situations. For example:
My Daily Activities
6:00 a.m Wake-up.
6:10 a.m Brush my teeth.
6:15 a.m Take a bath.
6:30 a.m Put on my school uniform.
6:45 a.m Having my breakfast.
7:00 a.m Go to school.
If it rains heavily, bring umbrella.
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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
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Activity B
Teacher’s note:
Pupils must read the whole text for this activity. Teacher assists pupils to help
them understand the situational question and instruction.
A birthday party will be held at Lela’s house. The guests need to follow the
activities during the party from the beginning to the end.
The program:
4.00 p.m. Party starts
4.30 p.m. Arrival of guests and friends
4.45 p.m. Welcome speech
5.00 p.m. Cutting the birthday cake
5.30 p.m. Lucky draw and games
7.00 p.m. Party ends
Situation:
The party will be held outside Lela’s house on that day. However, Lela needs
to make a backup plan if the weather is bad on that particular day e.g.
raining.
Instruction: Based on the situation above, create an algorithm of Selection
(IF) to represent Lela’s birthday program and her backup plan. Use the
worksheet provided.
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Worksheet (Activity B)
Put (IF) where necessary.
Start
__________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
End
__________
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Module Flowchart: Sequential
Learning Area 2. Basic Programming
2.2 Develop a program
- Flowchart
Learning Outcome 2.2.1 Draw a flowchart
- Sequential
Module Objective By the end of the lesson, pupils should be able to
create story with flowchart.
Definition
a. Flowchart
b. Sequential
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.
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Activity 1 : Record the sequent on How to bake a cake.
Algorithm
1.0 Start
2.0 Prepare the ingredients
3.0 Add flour
4.0 Stir milk and baking powder
5.0 Mix butter, sugar, vanilla
and egg
6.0 Bake the mixture
7.0 End
Flowchart
Start
Prepare the ingredients
Add flour
Stir milk and baking powder
Mix butter, sugar, vanilla and egg
Bake the mixture
End
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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
Flowchart
Start
Wake Up
Take a lunch
End
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Activity 3 : Ask pupils to complete the flowchart.
Have a bath
Start
Wash your hair
End
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Activity 3 : 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
Wake up
Wear school uniform
Brush teeth
Take a bath
End
Have a breakfast
Start
Go to school
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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)
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.
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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)
1.0 Start Start
2.0 Wake up Wake up
3.0 Take a bath Take a bath
4.0 Wear school uniform Wear school uniform
5.0 Have breakfast Have breakfast
6.0 If raining heavily
Yes
Raining heavily? Bring umbrella
6.1 Bring umbrella
No
7.0 Go to school Go to school
8.0 End End
Figure 1
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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 walk to school.
Step 3 : A Selection (IF) flowchart shown in Figure 2.
Task : Go to School.
Question : IF you are tired?
Yes (True) 1. IF you are tired, go to school by car.
No (False) 2. IF you are not tired, walk to school.
Yes
No
Figure 2
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Sample of ‘Go to school’ flowchart using Selection (IF) as shown in Figure 3.
Start
Wake up
Take a bath
Wear school uniform
Breakfast
Yes (True)
Tired to walk By car
No (False)
Reach school
End
Figure 3
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Step 4 : Activity 1.
Task : Go to school.
Question : IF it is raining?
a. Make a decision on how you go to school. Fill in the blanks below.
Yes (True) 1. IF it is raining, you go to school_________________________ .
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b. Complete the flowchart in Figure 4 based on answer in Activity 1a.
Start
Wake up
Take a bath
Wear school uniform
Breakfast
Go to school
Yes (True)
Raining?
No (False)
End
Figure 4
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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.
Start
Wake up
Take a bath
Breakfast
Yes (True)
Raining?
No (False)
Enjoyable day
End
Figure 5
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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
Watch television
Tea
Yes (True)
No (False)
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Module Getting Started With Scratch
Learning Area 2. Basic Programming
Learning Outcome Demonstrate how to use Scratch
Module Objective By the end of the lesson, pupils should be able to use
Scratch programming language.
Teacher’s Note : Install the Scratch software before lesson begin.
a) Scratch can be downloaded after filling a form at
http:// www.scratch.mit.edu/
b) The software can also be installed from the
CD-ROM given with this Teaching Guide.
Step 1 : Click , choose All Programs, select Scratch and click
Scratch application as shown in Figure 1.
Figure 1
1
2
3
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You will get results as shown in Figure 2.
Figure 2
Blocks Palette Script Area Sprite List
Menu Bar Tool Bar 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 (programmable character) is
programmed by dragging out blocks from the blocks
palette.
d. Stage : An area where the sprite is displayed and see the scripts
being presented.
e. Sprite List : Displays all the sprites involved in a project.
f. Toolbar : Provides access to commands that can be used to
interact and control. Select these commands and click
on objects to perform an action.
To select and move sprite and blocks
To duplicate sprite, blocks and costumes
To 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.
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Module Develop a Program Using Scratch
Learning Area 2. Basic Programming
2.2 Develop a program
Learning Outcome 2.2.4 Create a program using a programming tool.
Learning Objective By the end of the lesson, pupils should be able to
create a program to show a cat moves towards food
complete with a background.
Inserting Background:
Step 1 : Click Start to open Scratch. Display shown in Figure 1 will appear.
Figure 1
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Step 2 : Place pointer on Stage situated in sprite list area as shown in Figure 2
and click.
Figure 2
Step 3 : Place pointer on Background tab as shown in Figure 3 and click.
Figure 3
Click
Click
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Step 4 : A new display will appear as shown in Figure 4. Click Import.
Figure 4
A new pop-up window will appear as shown in Figure 5. Double click Indoors.
Figure 5
Click
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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.
Figure 7 Your new
background
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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.
Figure 8
You will get a display as shown in Figure 9.
Figure 9
Click and
drag to the
new position
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Inserting new Sprite: Food
Step 1 : Choose New Sprite button as shown in Figure 10.
Figure 10
A new pop-up window will appear as shown in Figure 11. Double click Things.
Figure 11
Click
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Step 2 : A display as shown in Figure 12 will appear.
Figure 12
Step 3 : Choose cheesy-puffs and double click to select it.
Double
Click
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A new display with your new Sprite (food) will appear as shown in Figure 13.
Figure 13
Resizing Sprite: Reducing the size of food.
Step 1 : Click on Shrink sprite button as shown in Figure 14.
Figure 14
New sprite
Click
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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.
Figure15
The food now becomes smaller.
Figure 16
Place pointer
here and click
to make it
smaller
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Positioning the food:
Step 1 : Click on Move button as shown in Figure 17 to exit the shrink mode.
Figure 17
Step 2 : Now, move the food to the new position as shown in Figure 18.
Figure 18
Place pointer here and
click.
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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
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The Sprite script area and Blocks palette will appear as shown in Figure 21.
Step 2 : Place pointer on Control button and click as shown in Figure 22.
Figure 22
The Blocks Palette for Control will appear as shown in Figure 23.
Figure 23
Place pointer
here and click
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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 is not applicable if block
or is used.
Step 4 : Click the Motion button as shown in Figure 25.
Figure 25
Place pointer
here and click
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The Blocks Palette for Motion will appear as shown in Figure 26.
Figure 26
Step 5 : Click and drag the to the Script area as shown in Figure
27.
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
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Step 6: Double click to change the default value from 10 to 50 as shown in
Figure 28. Your cat will move 50 steps.
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.
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
Double click here and
key-in the new value
Place pointer
here and click
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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 back
to the start position by adding one block? What would the value of
the new block?
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.
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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Module Mini Project
Learning Area 2. Basic Programming
Learning Outcome 2.2 Develop a Program
- create a mini project using Scratch
application
Module Objective By the end of the lesson, pupils should be able to
create a mini project using Scratch software.
Reference site: Scratch software can be downloaded at
http://scratch.mit.edu/. In this site, they are many projects to give you some
ideas on how to do your project. You can also share your Scratch project or
explore educational resources and strategies in this site.
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
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Step 3 : Fill in the flowchart given.
Start
It flies from one flower to
another flower
End
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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.
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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 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
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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.
Figure 5
Menu
Search
Box
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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’.
Figure 7
Results
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Step 4 : Next, click on Images menu as shown in Figure 8.
Figure 8
Step 5 : You will get a display as shown in Figure 9.
Figure 9
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Step 6 : 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.
Figure 10
Step 7 : Click on one of the image if you want to get more information about
it as shown in Figure 11.
Figure 11
Specific
keywords
Image
Button
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You will get a display as shown in Figure 12. Scroll the page to see more.
Figure 12
Step 8 : 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.
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