1. Curriculum Development Division Ministry Of Education
Malaysia ICT Literacy for Primary Schools TEACHING GUIDE YEAR 5
ICTL PRIMARY SCHOOLS 2011
2. Cetakan Pertama 2011 Bahagian Pembangunan Kurikulum
Kementerian Pelajaran Malaysia 2011 Tidak dibenarkan mengeluar
ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku
ini dalam apa-apa juga bentuk dengan apa cara pun sama ada secara
elektronik, fotokopi, mekanik, rakaman, atau lain-lain cara sebelum
mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan
Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9,
Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan,
62604 Putrajaya. Perpustakaan Negara Malaysia
Cataloguing-in-Publication Data ICT literacy for primary schools :
teaching guide. Year 5 / Bahagian Pembangunan Kurikulum ISBN
978-967-5094-75-0 1. Information technology--Study and teaching
(Primary)--Malaysia. I. Malaysia. Kementerian Pelajaran. Bahagian
Pembangunan Kurikulum. 004.071 Dicetak oleh, Percetakan Zainon
Kassim Sdn. Bhd. Kota Damansara
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. 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
5. 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
6. 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
7. INTRODUCTION Malaysia has a vision to produce individuals
that are balanced in all aspects as stated in the National
Education Philosophy. In line with this, many ICT programmes have
been introduced in schools. The Ministry of Education has made ICT
facilities available for all pupils. These steps would narrow the
digital divide between those who have and those who cannot afford
to enjoy such technologies, thus preparing them for the challenges
of the Information Age. The Ministrys computer laboratory project
implemented in schools throughout Malaysia will enable all pupils
in primary and secondary schools to acquire ICT skills. ICT
Literacy (ICTL) for Primary Schools is a programme designed to lay
the foundation for all pupils to develop their ICT capabilities in
future. Through this programme, basic ICT literacy is packaged in
teaching and learning modules appropriate for pupils according to
their academic levels. The programme consists of ICT skills that
are fundamental and necessary in the use of computer hardware and
software applications. These basic ICT skills ensure that pupils
acquire sufficient knowledge and understanding of ICT. Although the
integrated approach can be adopted to infuse the learning of ICT in
existing school subjects, the ICTL for Primary Schools programme is
developed to enable pupils to master basic ICT skills first, before
applying them in the respective subjects. In order to assist
teachers implement the ICTL for Primary Schools programme, a
teaching guide is provided for all schools. This Teaching Guide
consists of content specifications and relevant teaching and
learning modules which builds on and extends upon the skills
introduced in Year 4. The Teaching Guide is designed to provide
teachers with ideas on how to carry out the lessons. Teachers are
also encouraged to use other resources or to create their own
modules based on the content specifications provided and the level
of their pupils computer skills. 1
8. 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
9. 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
10. 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
11. 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?
15. 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.
16. Word Processing 1 Indentation
17. 12 1 ModuleIndentation 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
18. 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
19. 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.
20. Word Processing 2 Spacing
21. 16 2 ModuleSpacing 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
22. 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
23. 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
24. 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
25. 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
26. 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
27. 22 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
28. 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
29. Word Processing 3 Column
30. 26 3 ModuleColumn 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
31. 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
32. 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
33. 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.
34. Spreadsheet 4 Interface
35. 32 4 ModuleInterface Learning Area 1.2Spreadsheet 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
36. 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
37. 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
38. 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
39. 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
40. 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
41. 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
42. Spreadsheet 5 Key in data
43. 40 5 Module Key in data Learning Area 1.2Spreadsheet
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
44. 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
45. 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
46. 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
47. 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.
48. 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
49. Programming 6 Concept
50. 48 6 ModuleConcept 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
51. 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
52. 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. ______________________________________
53. 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.
_____________________________________
54. 52 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._____________________________________________________________
55. Programming 7 Algorithm Sequential
56. 54 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. 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.
57. 55 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.
58. 56 7 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 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
59. 57 7 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.
60. 58 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
61. Programming 8 Algorithm: Selection (IF)
62. 60 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.
63. 61 8 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
64. 62 8 Activity B Teachers note: Pupils must read the whole
text for this activity. Teacher assists pupils to help them
understand the situational question and instruction. A birthday
party will be held at Lelas house. The guests need to follow the
activities during the party from the beginning to the end. The
program: 4.00 p.m. 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.
65. 63 8 Worksheet (Activity B) Put (IF) where necessary. Start
__________ ____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________ End __________
66. Programming 9 Flowchart: Sequential
67. 66 9 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.
68. 67 9 Activity 1 : Record the sequent on How to bake a cake.
Algorithm 1.0Start 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 7.0End Flowchart Start Prepare the ingredients
Add flour Stir milk and baking powder Mix butter, sugar, vanilla
and egg Bake the mixture End
69. 68 9 Activity 2 : Complete the flowchart. Activity on
Sunday Algorithm 1.0Start 2.0 Wake up 3.0 Take a bath 4.0 Gardening
with parent 5.0 Wash hand 6.0 Take a lunch 7.0End Flowchart Start
Wake Up Take a lunch End
70. 69 9 Activity 3 : Ask pupils to complete the flowchart.
Have a bath Start Wash your hair End
71. 70 9 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
72. 71 9 Activity 5 : Think of an activity and write your own
flowchart. Activity: _______________________
73. 72 9 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
74. Programming 10 Flowchart: Selection (IF)
75. 74 10 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.
76. 75 10 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.
77. 76 10 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 8.0End
End Figure 1
78. 77 10 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
79. 78 10 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
80. 79 10 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_________________________ .
81. 80 10 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
82. 81 10 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 ___________________________________ .
83. 82 10 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
84. 83 10 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)
85. Programming Software 11 Getting Started With Scratch
86. 86 11 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. 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
click Scratch application as shown in Figure 1. Figure 1 1 2 3
87. 87 11 You will get results as shown in Figure 2. Figure 2
Blocks Palette Script Area Sprite List Menu Bar Tool Bar Stage
88. 88 11 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.
89. Programming Software 12 Develop a Program Using
Scratch
90. 102 12 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
91. 103 12 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
92. 104 12 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
93. 105 12 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
94. 106 12 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
95. 107 12 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
96. 108 12 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
97. 109 12 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
98. 110 12 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
99. 111 12 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.
100. 112 12 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
101. 113 12 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
102. 114 12 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
103. 115 12 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
104. 116 12 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
105. 117 12 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.
106. Programming Software 13 Mini Project
107. 120 13 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
108. 121 13 Step 3 : Fill in the flowchart given. Start It
flies from one flower to another flower End
109. 122 13 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.
110. Internet 14 Search Engine
111. 124 14 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
112. 125 14 Figure 2 Figure 3
113. 126 14 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
114. 127 14 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
115. 128 14 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
116. 129 14 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
117. 130 14 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. Scroll down