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ICTLModuleYear5 - 2012 PDF
ICTLModuleYear5 - 2012 PDF
ICTLModuleYear5 - 2012 PDF
2011
Cetakan Pertama 2011
© Bahagian Pembangunan Kurikulum
Kementerian Pelajaran Malaysia 2011
Dicetak oleh,
Percetakan Zainon Kassim Sdn. Bhd.
Kota Damansara
CONTENTS Contents
Foreword
Page
iv
Introduction ix
Implementation xi
Framework 1
Content Specifications 2
Preliminary 6
Word Processing
Module 1 Indentation 7
Module 2 Spacing 11
Module 3 Column 21
Spreadsheet
Module 4 Interface 27
Module 5 Key in data 35
Programming
Module 6 Concept 43
Module 7 Algorithm: Sequential 49
Module 8 Algorithm: Selection (IF) 55
Module 9 Flowchart: Sequential 61
Module 10 Flowchart: Selection (IF) 69
Internet
Module 14 Search Engine 119
iii
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.
iv
RUKUN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
vii
PHILOSOPHY OF EDUCAITON
NATIONAL
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
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”.
ix
AIMS
AND OBJECTIVES
The primary school system comprises two stages. Stage 1
(Year 1, Year 2 and Year 3) and Stage 2 (Year 4, Year 5 and
Year 6).
Stage 1
AIM
OBJECTIVES
Stage 2
AIM
OBJECTIVES
x
IMPLEMENTATION IMPLEMENTATION IN SCHOOL
ASSESSMENT
xi
FRAME WORK THE ICT LITERACY FOR PRIMARY SCHOOLS FRAMEWORK
Stage 1 Stage 2
COMPUTER LAB MANAGEMENT COMPUTER LAB MANAGEMENT
• Computer Lab Location • Advance Computer Lab
• Computer Lab Plan Management
• Computer Lab Organisation
COMPUTER HARDWARE
COMPUTER HARDWARE • Computer Parts and
• Computer Parts Components
• Alphabet and Numeric Keys • Alphabet and Numeric Keys
• Function Keys • Function Keys
• Input and Output Devices • Input and Output Devices
INTERNET
• Netiquette
• Search Engine
• E-Mail
MAINTENANCE
• Virus Scan
• Disk Defragmentation
• Drive Clean
• Scandisk
WEBPAGE
• Creating Webpage
1
CONTENT
SPECIFICATIONS
The Content Specifications for the
What is it?
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.
2
COMPUTER SOFTWARE YEAR 5
Learning Areas Learning Outcomes Suggested Learning Activities
1. Application Software Note: Pupils work individually, in pairs, or
in small groups.
1.1 Word Processing 1.1.1 Use tab key to create first line indentation • Create an essay of two or more
paragraphs.
a) Paragraph
- Indentation 1.1.2 Change the spacing of paragraph • Change the spacing of the text
- Spacing - Double from single to double and vice versa
- Single (Module 2).
b) Columns
1.1.3 Format page into two columns • Create a two columns article
(Module 3).
(2 Weeks)
1.2 Spreadsheet 1.2.1 Know the usage of the spreadsheet application • Pupils search the benefit of using the
spreadsheet on the Internet.
a) Introduction 1.2.2 Open and close the program
3
b) Interface 1.2.3 Identify the sheet application interface
- Cell
c) Data - Column
- Row
d Format Cell - Name box
2.1 Programming Concept 2.1.1 Know the concept of • A Program: Write simple instruction on daily
a) A program activities such as brushing teeth or making
b) Programming coffee (Module 6).
2.2 Develop a Program 2.2.1 Write an algorithm • Write an algorithm based on daily life
a) Sequential activities (Module 7).
a) Algorithm b) Selection (IF)
4
a) Sequential (Module 8).
b) Selection (IF)
1.1 Search Engine 1.1.1 Know features of search engine • Pupils are divided into two groups to
- Search box compare the different search engines
- Search button based on their search box, search
- Image menu button and image menu (Module 14).
5
information from the internet
1.2.3 Save information - Save menu
- Right click mouse button
• Find information using text search.
• Pupils Project: digital folio, digital
scrapbook.
(2 Weeks)
PRELIMINARY Preliminary
6
Word P
roc
ess
ing
Indentation
1
1
Module Indentation
Learning Outcome 1.1.1 Use tab key to create first line indentation
1
Figure 1
8
1
Step 2 : Ask pupils to type the passage below.
Step 3 : Place the cursor at the first letter of the paragraph as shown in Figure
2.
Figure 2
9
1
Step 4: Press on the keyboard. You will get the display as shown in
Figure 3.
Figure 3
Step 5 : Repeat step 3 for the next paragraph. You will get the result as shown
in Figure 4.
Figure 3
Figure 4
10
Word P
roc
ess
ing
Spacing
2
2
Module Spacing
Figure 1
12
2
Open the Whale file as shown in Figure 2.
Figure 2
Figure 3
13
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
Figure 5
14
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
Figure 7
15
2
Step 7 : You will get a display as shown in Figure 8. Save it.
Figure 8
Figure 1
16
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
17
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
18
2
Step 6 : Click Single to apply single spacing for the whole text. Click OK as
shown in Figure 6.
Figure 6
Figure 7
19
Word P
roc
ess
ing
Column
3
3
Module Column
Step 1 : Click Start, choose All Programs, select Microsoft Office and open
Microsoft Word Program.
Figure 1
22
3
Step 3 : You will get a display as shown in Figure 2. Choose Two Columns and
click OK.
Two
Columns Figure 2
1 2
Two
Columns
Figure 3
23
3
Below is the text for the pupils to type. Choose Century Gothic font size 36.
Step 4 : To change font, at the menu bar click Format and choose Font. You
will get a display as shown in Figure 4. Change the font size to 36.
Click OK.
Figure 4
24
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.
As you type,
the text will
fo down until
the second
column.
Figure 5
25
Spreads
he
et
Interface
4
4
Module Interface
Module Objectives By the end of the lesson, pupils should be able to:
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
28
4
1. To identify cell, name box, column and row.
Cell
Figure 2
Name box
Figure 3
29
4
Step 4 : Introduce Column as shown in Figure 4.
Column Figure 4
Row
Figure 5
30
4
2. Create border
Column Figure 6
Step 2 : Click File at Menu Bar then select Print Preview. You will get a display
as shown in Figure 7. The data will appear without border. Then click
Close and save your file.
Figure 7
31
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.
1 2
Figure 9
32
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
33
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
34
Spreads
he
et
Key in data
5
5
Module Key in data
Module Objectives By the end of the lesson, pupils should be able to:
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
36
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
Figure 3
37
5
Step 4 : To create border, click Outline and Inside as shown in Figure 4.
Figure 4
Figure 5
38
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
Figure 8
39
5
Step 7 : To close the Print Preview, click Close at the Menu Bar as shown in
Figure 9.
Figure 9
Day / 8.00 a.m 8.30 a.m 9.00 a.m 9.30 a.m 10.00 10.00 a.m
Time 8.30 a.m 9.00 a.m 9.30 a.m a.m 10.30 a.m
Monday Bahasa Mathematics Science Science Music
Malaysia
Tuesday Bahasa Bahasa Mathematics Science Science
Malaysia Malaysia
Figure 10
40
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
Figure 12
Figure 13
41
Program
mi
ng
Concept
6
6
Module Concept
Module Objectives By the end of the lesson, pupils should be able to:
Figure 1
44
6
Step 3 : Example of daily life.
Figure 2
a. Making coffee.
b. _________________________.
c. _________________________.
d. _________________________.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
45
6
Activity 1.
Get a sweets.
Unwrap the sweets.
Put the sweets into your mouth.
_____________________________________
______________________________________
______________________________________
46
6
Activity 2
a. Tell destination.
b. Pay money.
c. ____________.
______________________________________
______________________________________
____________________________________
_____________________________________
47
6
Activity 3
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
48
Program
mi
ng
Algorithm
Sequential
7
7
Module Algorithm: Sequential
Module Objective By the end of the lesson, pupils should be able to write
a sequence structure algorithm.
Situational example:
(3) A birthday party – one needs to follow each activity in order, beginning
with the first activity and ending with the last.
50
7
Suggested activities:
(Individual/Pair work)
*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.
51
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:
Example of sequence:
1. Start
8. End
52
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
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.
53
7
Suggested activities:
Activity A
Example:
Instruction: Create an algorithm based on the
procedures provided.
Procedures:
1. Start
1. go to school
2. _____________________________________
2. breakfast
3. _____________________________________
3. wake-up
4. _____________________________________
4. take a bath
5. _____________________________________
5. put on uniform
6. _____________________________________
6. brush the teeth
7. _____________________________________
8. End
Worksheet A
Activity B
54
Program
mi
ng
Algorithm:
Selection (IF)
8
8
Module Algorithm: Selection (IF)
Module Objective By the end of the lesson, pupils should able to write
simple algorithm.
Definition:
Selection (IF) - used for decision or branching.
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.
56
8
Step 3 : Based on the given example, pupils construct an algorithm. Pupils
write their answers on worksheet provided.
Example:
Activity A
Start
Go to school ____________________________________
Wake-up ____________________________________
End
57
8
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:
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.
58
8
Worksheet (Activity B)
Put (IF) where necessary.
Start
__________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
End
__________
59
Program
mi
ng
Flowchart:
Sequential
9
9
Module Flowchart: Sequential
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.
62
9
Activity 1 : Record the sequent on How to bake a cake.
Algorithm Flowchart
4.0 Stir milk and baking powder Stir milk and baking powder
5.0 Mix butter, sugar, vanilla Mix butter, sugar, vanilla and egg
and egg
63
9
Activity 2 : Complete the flowchart.
Activity on Sunday
Algorithm Flowchart
64
9
Activity 3 : Ask pupils to complete the flowchart.
Have a bath
Start
End
65
9
Activity 3 : How to fix a bicycle puncture. Draw the missing geometrical shape
and complete the flowchart.
Activity:____________________
66
9
Activity 5 : Think of an activity and write your own flowchart.
Activity: _______________________
67
9
Activity 6
Wake up
Brush teeth
Take a bath
End
Have a breakfast
Start
Go to school
68
Program
mi
ng
Flowchart:
Selection (IF)
10
10
Module Flowchart: Selection (IF)
a. Flowchart
b. Selection
a. Flowchart
70
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)
71
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)
Figure 1
72
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.
Task : Go to School.
Yes
No
Figure 2
73
10
Sample of ‘Go to school’ flowchart using Selection (IF) as shown in Figure 3.
Start
Wake up
Take a bath
Breakfast
Yes (True)
Tired to walk By car
No (False)
Reach school
End
Figure 3
74
10
Step 4 : Activity 1.
Task : Go to school.
Question : IF it is raining?
75
10
b. Complete the flowchart in Figure 4 based on answer in Activity 1a.
Start
Wake up
Take a bath
Breakfast
Go to school
Yes (True)
Raining?
No (False)
End
Figure 4
76
10
Step 5 : Activity 2.
77
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
78
10
Step 6 : Draw your own flowchart based on the task given.
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)
79
Program
mi
ng
Sof
tware
Getting Started
With Scratch
11
11
Module Getting Started With Scratch
Module Objective By the end of the lesson, pupils should be able to use
Scratch programming language.
1
Figure 1
82
11
You will get results as shown in Figure 2.
Figure 2
83
11
Introduction to Scratch Interface
d. Stage : An area where the sprite is displayed and see the scripts
being presented.
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.
84
Program
mi
ng
Sof
tware
Develop a Program
Using Scratch
12
12
Module Develop a Program Using Scratch
Inserting Background:
Step 1 : Click Start to open Scratch. Display shown in Figure 1 will appear.
Figure 1
98
12
Step 2 : Place pointer on Stage situated in sprite list area as shown in Figure 2
and click.
Click
Figure 2
Click
Figure 3
99
12
Step 4 : A new display will appear as shown in Figure 4. Click Import.
Click
Figure 4
A new pop-up window will appear as shown in Figure 5. Double click Indoors.
Figure 5
100
12
Step 5 : Choose room3 as shown in Figure 6 and double click to select it.
Figure 6
Figure 7
Your new
background
101
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 9
102
12
Inserting new Sprite: Food
Click
Figure 10
A new pop-up window will appear as shown in Figure 11. Double click Things.
Figure 11
103
12
Step 2 : A display as shown in Figure 12 will appear.
Double
Click
Figure 12
104
12
A new display with your new Sprite (food) will appear as shown in Figure 13.
New sprite
Figure 13
Click
Figure 14
105
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.
Place pointer
here and click
to make it
smaller
Figure15
Figure 16
106
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
107
12
You will get a display as shown in Figure 19.
Figure 19
Figure 20
108
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.
Place pointer
here and click
Figure 22
The Blocks Palette for Control will appear as shown in Figure 23.
Figure 23
109
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
or is used.
Place pointer
Figure 25 here and click
110
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.
111
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.
Place pointer
here and click
Figure 29
Step 8 : This time, choose . Click and drag the block to the
Script area as shown in Figure 30. The cat will wait one second after
movement.
Figure 30
112
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
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.
113
Program
mi
ng
Sof
tware
Mini Project
13
13
Module Mini Project
Situation
1. Start
2. A butterfly is flying
3.
4.
5.
6. End
116
13
Step 3 : Fill in the flowchart given.
Start
End
117
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.
118
Internet
Search Engine
14
14
Module Search Engine
Module Objectives By the end of the lesson, students should be able to:
Figure 1
120
14
Figure 2
Figure 3
121
14
Step 1 : Go to Start All Program Internet Explorer. By default the
MSN will display as shown in Figure 4.
Figure 4
Menu
Search
Box
Figure 5
122
14
Figure 6
Step 3 : You will get results as shown in Figure 7. There are so many information
on ‘flower’.
Results
Figure 7
123
14
Step 4 : Next, click on Images menu as shown in Figure 8.
Figure 8
Figure 9
124
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.
Specific
keywords
Image
Button
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
125
14
You will get a display as shown in Figure 12. Scroll the page to see more.
Scroll
down
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.
126