Teacher’s guide

Module 1 I
use the computer
DKEXPLORER Task 1 My computer

Teacher Class Date

Overview Headphones
The general purpose of this lesson is for students to Memory stick
be able to recognize the main parts of a computer, Webcam
not only by name, but also which part to use, on
Scanner
what occasion.

Objectives Next to them open a system unit in order to show

Learn what devices a computer consists of. the processor, memory chip, motherboard, hard
disk drive, DVD drive.
Skills 2. Introduction
Connect the peripheral devices to a computer. Give students the “K.2.1.1_Worksheet_1.docx”.
Firstly separate the students into 4 groups. Name
What is needed each team so that the students have a feeling of
Resources cooperation (in their team) and competition (with
• Digital Kids Explorer Student’s Book other teams).
• K.2.1.1_Worksheet_1.docx For example, you can give the nicknames:
• K.2.1.1_Worksheet_2.docx • Princes of technology
• K.2.1.1_Worksheet_3.docx • Programmers of innovation
• K.2.1.1_Inside_Computer.pptx • Scientists of data
• K.2.1.1_Parts_Of_Desktop.pptx • Strong algorithms
• K.2.1.1_Evaluation_Sheet.docx (and probably explain to students what they mean).
Tools & Equipment Ask students to select their team’s box on the
A projector, a system unit, CPU, motherboard, worksheet and circle it.
memory, Hard Disk, DVD drive, mouse, keyboard, Now, each team has to select their box’s devices
monitor, speakers, printer, microphone, camera, from the work desk, and point them to the teacher.
headphones, memory stick, webcam, scanner. Urge them to discuss amongst themselves in order
to select the correct devices. Also, point out that
Learning difficulties they can use Module 1, Task 1 (My computer), page
• The role of a system unit. 9, in the student’s book, as a guide.
Sometimes students can’t understand what Then, give students the “K.2.1.1_Worksheet_2.docx”
a system unit is and how important it is for a . Ask them to match their box devices with one of
computer’s operation. the functions in the right column.
• Main and peripheral devices. 3. Development - Implementation
Students can’t distinguish which devices are Using a projector, present students (using the
essential and which are peripheral. presentation K.2.1.1_Parts_Of_Desktop.pptx)
• Connection. the 12 devices, one by one, telling them some
Students don’t know that if the devices are not characteristics of each one. The aim is for students
properly connected the computer won’t work as to understand the function of each device:
it should. • System unit: It synchronizes all functions and all
• What is inside the computer? parts are connected with it.
Students at this age don’t know the parts that are • Mouse: Give commands.
inside the system unit yet. Mention their names • Keyboard: Type text.
and functions. • Monitor: Helps us to see folders, files and
programs.
Lesson Description • Speakers: Listen to music.
1. Preparation • Printer: Print photos and pages.
On the work desk set these devices, in separate • Microphone: Record voice and sounds.
places: • Camera: Take photos or videos.
• Headphones: Listen to music.
Required Optional • Memory stick: Save data.
System unit Speakers • Webcam: Watch friends via the Internet.
Mouse Printer • Scanner: Transfer photos into the computer.
When a student at this age, hears “the computer”,
Keyboard Microphone
he thinks that a computer is the monitor, the mouse
Monitor Camera and the keyboard.

DIGITAL KIDS EXPLORER / MODULE 1 / TASK 1 -3- Copyright © 2013-2016 Binary Logic SA
Explain to them that the computer’s “brain” is inside
the system unit. The system unit consists of the
parts that make a computer work. Students need
to understand that a computer can’t work without
one. A system unit is as important for a computer,
as the heart is for the human body.
Show the main parts of the computer separately
and don’t show them how to open the main
unit because they will probably try it at home.
Emphasize that it’s very important to be careful with
the system unit, because it can break easily.
Also mention that in order for a computer to
work it’s necessary to connect a system unit to an
electricity supply. Show them where all the other
devices connect with it.
Mention that without the monitor or the system
unit a computer isn’t able to work. On the other
hand without a printer, scanner, headphones or
speakers a computer can work perfectly.
After you present each device call the first team
(Princes of technology) to connect the devices
in their box in order to construct a complete
computer. Students must connect the keyboard and
speakers to the system unit. Then call the second
team (Programmers of innovation) to connect their
parts with the system unit etc. Urge students to
ask for help if necessary. Be extra cautious with
the devices that require electrical power. Plug
in the devices to the power grid mentioning all
the possible dangers and what to do to protect
themselves from possible dangers.
a. Connect the system unit to the electricity supply.
b. Connect the keyboard to the system unit.
c. Connect the speakers to the electricity supply
and then to the system unit.
d. Connect the mouse to the system unit.
e. Connect the headphones to the system unit/to
the speakers.
f. Connect the printer to the electricity supply and
then to the system unit.
g. Connect the scanner to the electricity supply and
then to the system unit.
h. Connect the monitor to the electricity supply and
then to the system unit.
i. Connect the memory stick to the system unit.
j. Connect the microphone to the system unit.
k. Connect the camera to the system unit.
l. Connect the webcam to the system unit.
You should explain that they can plug in these
devices in any order. Also mention again that the
computer can’t work properly without a main unit,
monitor, keyboard and mouse.
Then mention that they are ready to switch on the
computer. Make sure that all devices all correctly
connected. Switch on the computer.
Explain that in order for a computer to work it
needs to be connected correctly to the proper
devices. For example, the mouse’s cable mustn’t be
connected to the keyboard’s adaptor. (Give some
examples).
Also you should mention that students mustn’t
forget to connect some devices to the electricity
DIGITAL KIDS EXPLORER / MODULE 1 / TASK 1 -4-
supply. The monitor, the scanner and the printer
should not only be connected to the system
unit, but they also need to be connected to the
electricity supply. And of course show students
where the ON/OFF button is on these devices.
Show them how some devices work:
• Play a video to show the use of the monitor.
• Play a track to show the use of the mouse.
• Listen to music with the speakers and with the
headphones.
• Print an image.
• Record some students’ voices using the
microphone.
• Use a memory stick to transfer files.
• Use a camera to transfer photos.
• Scan a page and show it on the monitor.
At this point students can correct some mistakes
they may have made on the table.
Urge them to discuss amongst themselves any
questions or ask for your help if necessary.
At the end, present (using the presentation K.2.1.1_
Inside_Computer.pptx) the parts of a system unit
(the processor, memory chip, motherboard, hard
disk drive, DVD drive) .
Talk about the function of each accessory and
explain in a simple way what would happen if these
devices didn’t exist. To be more understandable
draw a parallel between the computer and the
human body.
• What would happen if we didn’t have ears? –We
wouldn’t be able to hear anything.
• What would be happened if the computer didn’t
have a DVD driver? –We wouldn’t be able to
watch a DVD.
Give students the “K.2.1.1_Worksheet_3.docx” and
ask them to complete the activity.
4. Completion - Evaluation
After completing the activities, collect all the
worksheets and file them in a class folder.
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
Notes
Copyright © 2013-2016 Binary Logic SA
 Module 1 I
use the computer
DKEXPLORER Task 2 The desktop
Teacher Class Date
Overview
The general purpose of this lesson is for students
to be able to recognize the icons on the desktop,
their function and be able to change the desktop
background.
Objectives
Recognize desktop icons.
Distinguish the difference between the theme and
the picture of a desktop background.
Place a picture or a drawing on the desktop.
Skills
Change the desktop background.
Create your own background.
What is needed
Prerequisites
Paint, Save.
Resources
• Digital Kids Explorer Student’s Book
• K.2.1.2_Worksheet_1.docx
• K.2.1.2_Worksheet_2.docx
• K.2.1.2_Worksheet_3.docx
• K.2.1.2_Worksheet_4.docx
• K.2.1.2_Worksheet_5.docx
• K.2.1.2_My_Desktop.pptx
• K.2.1.2_Evaluation_Sheet.docx
Tools & Equipment
• A projector
• Windows Paint
Learning difficulties
• Different icons on the Desktop.
Students at this age don’t know all the
possibilities that a desktop offers.
Namely they don’t know that each icon is a
command. They need to understand that the
desktop isn’t only an image. Any icon-shortcut
is a command, or a “door” to open a program, a
folder or a file.
• Many types of background.
When students learn to change the desktop
background they will change it all the time.
You should leave them to make their changes
and place different images that are saved in
Windows or are created by students. In this way
students will understand that some images aren’t
appropriate for the background. Namely, some
images may have many different colors and
shapes, so it will be difficult to see the icons on
the desktop. It would be good for students to
choose simple, one-color desktop backgrounds.
Lesson Description
DIGITAL KIDS EXPLORER / MODULE 1 / TASK 2 -5-
1. Intro
Introduce the purpose of the lesson and
motivate student interest in the different desktop
backgrounds. Using a projector show a simple,
black-and-white background and a happy colored
one. Ask the students which picture they would
prefer to see when they open their computer.
Motivate them by saying that in this lesson they will
learn how to change their desktop background.
Using a projector, present students (using the
presentation K.2.1.2_My_Desktop) how they can
personalize their desktop.
Afterwards separate the students into groups of
2-3, and hand out the “K.2.1.2_Worksheet_1.docx”.
2. Development – Implementation
First, students must understand the existence of
icons on the desktop.
Ask students to place the mouse pointer on points
(1) to (8) and read the labels that appear. At the
same time show them these points on the projector.
Mention the name of each point and two words for
each one:
• Recycle Bin: The deleted items are inside the bin.
• Start Button: Click it in order to search for/open
a program or file/folder.
• Internet Explorer: A program to surf the Internet.
• File Explorer: Helps you to navigate your files.
• Media Player: A program to play music.
• Internet Connection: Shows if you have Internet
connection or not.
• Volume Control: Click it to turn the volume up
or down.
• Time, Date: Shows the Time and Date.
Then, hand out the “K.2.1.2_Worksheet_2.docx” and
ask students to do the activity. Tell them to match
the columns and at the same time discuss amongst
themselves any difficulties they may have, so they
are sure about the name of each icon.
Now, hand out the “K.2.1.2_Worksheet_3.docx”.
Students have to put the commands in the
proper sequence in order to change the desktop
background. At this point don’t help them. Ask
them to change the background by themselves
following the steps. If they have made mistakes
on steps they will understand and they will correct
them.
When all teams change the background, ask them
to change it again. Each member of the teams must
change the background in order to learn the steps.
Hand out the “K.2.1.2_Worksheet_4.docx” and ask
them to do the activity in the same way. When they
apply the steps they will understand any possible
mistakes.
Hand out the “K.2.1.2_Worksheet_5.docx”. Students
have to draw (using Paint) a picture (Activity from
Copyright © 2013-2016 Binary Logic SA
Student’s Book Module 1, Task 2 - The desktop,
page 17) and make it a desktop background. At
this point they can use the Student’s book, Module
1, Task 2 (The desktop) as a guide. Urge them
to discuss any questions or to ask for your help
if necessary. If they can’t do that, you can show
the steps on the projector. Make sure that all the
students’ desktops have a drawing as a background.
3. Completion- Evaluation
After completing all the activities, ask students to
bring the desktop background back to its original
image. Collect all the worksheets and file them in a
class folder.
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL KIDS EXPLORER / MODULE 1 / TASK 2 -6- Copyright © 2013-2016 Binary Logic SA
 Module 1 I
use the computer
DKEXPLORER Task 3 Mouse and keyboard
Teacher Class Date
Overview
The general purpose of this lesson is for students
to recognize the different forms the Mouse cursor
takes.
Objectives
• To recognize the main forms that the mouse
cursor takes, when it passes over an icon on the
screen.
• To relate each form of the mouse cursor with the
correct outcome if we react with the mouse or
keyboard.
Skills
• To handle the main functions of the mouse: Click,
Right-click, Double-click, Drag and Drop.
• To type text using the keyboard.
What you need
Prerequisites
• Knowledge of basic Paint functions.
• Type text.
• Navigation on the Internet.
Resources
• Digital Kids Explorer Student’s Book
• K.2.1.3_Worksheet_1.docx
• K.2.1.3_Worksheet_2.docx
• K.2.1.3_Worksheet_3.docx
• K.2.1.3_Loading_Exercise.exe
• K.2.1.3_Evaluation_Sheet.docx
Tools & Equipment
• Notepad
• Internet Explorer
• Paint
Learning difficulties
• Click and Right-click
Sometimes, students confuse the buttons of a
mouse. They don’t know when to click the left
or the right button. Show them some examples.
Also, you can mention when they double-click an
icon and that there is the danger of changing the
name of an icon when they click the icon’s name.
There is the same danger with file and folder
names. This happens when you double-click the
name. Tell students to click the icon’s image and
not on the name.
• Typing text
Students forget to click before typing. They need
to remember that they have to click the area they
want to type text before they start typing.
Lesson Description
1. Preparation
Be sure that an Internet Explorer shortcut is on the
DIGITAL KIDS EXPLORER / MODULE 1 / TASK 3 -7-
desktop there is . Also, be sure that the desktop has
been cleared from unnecessary objects.
2. Introduction
Introduce the purpose of the lesson to motivate
students’ interest in the function of the mouse
and keyboard. Ask them how they would use the
computer without a mouse and keyboard.
Separate the students into groups of 2-3 people
and hand out the “K.2.1.3_Worksheet_1.docx”.
Mention a few words about the structure and
content of the sheet.
3. Conceptions detecting
First, ask students to carry out the diagnostic
activities 1 to 5 of the worksheet. Tell them to
observe the images and circle the shapes of the
cursor and the mouse’s activities that make them
appear. They discuss amongst them and decide
in the correct choice. Explain to them what each
activity which appears on tables means.
4. Investigation – Implementation
• Ask students to open the computers and try
to reproduce the images. At this point, they
experiment and reveal the mistakes that can
be corrected on the worksheet. Help them to
understand the activities in practice. You may
need to help them open Internet Explorer or
Paint. Finally, there is a synopsis of shapes that
match the cursor in relation to the operations
carried out by the mouse.
• Hand out the K.2.1.3_Worksheet_2. Tell them to
open “K.2.1.3_Loading_Exercise” and to click the
“Loading Time” button. The cursor will change
to a loading status. Explain the meaning of each
icon on the worksheet and ask them to circle
the correct. Close the program “K.2.1.3_Loading_
Exercise”.
• Hand out the K.2.1.3_Worksheet_3. Ask students
to fill in the gaps in the activity. Then, ask them
to open Notepad and type the sentences. Help
them, showing how to type exclamation (!) using
Shift. Also, show them how to type capital letters
and how to change line by pressing Enter. Don’t
forget to show them how to delete when they
type wrong characters (using Backspace). Urge
them to ask for your help if necessary.
5. Completion- Evaluation
Collect all the worksheets and file them on class
folder.
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
Copyright © 2013-2016 Binary Logic SA
Notes

DIGITAL KIDS EXPLORER / MODULE 1 / TASK 3 -8- Copyright © 2013-2016 Binary Logic SA
 Module 1 I
use the computer
DKEXPLORER Task 4 My workspace

Teacher Class Date

Overview drink in the workplace. Explain how important it is

The general purpose of this lesson is for students to
keep the computer clean and stay safe.
Objectives
How your workplace should be and look like.
Skills
• Sit in front of the computer properly.
• Keep the desk clean.
• Be careful with cables.
What is needed
Resources
• Digital Kids Explorer Student’s Book
• K.2.1.4_Worksheet.docx
• K.2.1.4_Bad_Posture.pptx
• K.2.1.4_Consequences.pptx
• K.2.1.3_Evaluation_Sheet.docx
Tools & Equipment
A projector
Learning difficulties
How to sit at a computer
It is very important for students and kids generally,
to sit properly at a desk. The wrong body posture
can cause serious problems to the body:
1. The back should rest back in the chair and not be
bent.
2. The feet should form an angle of 90 degrees and
not be bent.
Lesson Description
1. Preparation
Before the lesson starts, create an unsuitable
environment in the computer lab. Leave pieces
of paper on the keyboards, empty bottles on the
desks, and other kind of trash.
2. Introduction
Introduce the purpose of the lesson to motivate
students’ interest in the proper workplace. Students
must have the proper behaviour at their desk in
order to be safe.
3. Development
When students come into the class, hand out the
“K.2.1.4_Worksheet.docx”and mention a few words
about the structure and content of the sheet.
Then ask students to follow the steps of the
worksheet:
Step 1: Throw away the trash in your workplace!
Ask them to pick up and throw any trash into the
trashcan.
Step 2: Make sure that your hands are clean and
not wet!
Point out that it is forbidden to have any food or
to work in a clean and safe place. Students must be
careful not only in the school workplace but also at
home.
Then ask them to continue with the third step:
Step 3: Circle anything that shouldn’t be on the
desk!
Encourage discussion amongst them, so they circle
all the things which shouldn’t be in the workplace.
Step 4: Show your teacher how to sit in front of the
computer!
Play a game with the students. Sit in front of
a computer with the wrong body posture. The
students must observe and advise you on how to
stand in order not to hurt your body, health and
eyes. For example, you could stand very close the
screen…so the students must advise you to stand
far from the screen so as not to harm your eyes.
When the game ends, use a projector to show
students the two power point files. The file “K.2.1.4_
Bad_Posture.pptx” presents wrong and right body
postures in front of the computer. When you show
them the wrong posture and before you show them
the correct one, ask them to tell you what the right
body posture is.
In the file “K.2.1.4_Consequences.pptx” you can see
the consequences of the wrong body posture, some
techniques for relaxing and how the workplace can
be safe.
As you are presenting the presentations let students
find out the negative consequences of wrong body
postures and urge them to discuss any questions
with each other.
As students are watching the pieces of advice ask
them to apply them! To sit properly, students can
use the Student’s Book, module 1 (My workspace)
as a guide.
In the end, ask students if they apply these pieces
of advice (and which) when they sit in front of their
computers.
4. Completion- Evaluation
Collect all the worksheets and file them in the class
folder.
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
Notes

DIGITAL KIDS EXPLORER / MODULE 1 / TASK 4 -9- Copyright © 2013-2016 Binary Logic SA
DIGITAL KIDS EXPLORER / MODULE 1 / TASK 4 - 10 - Copyright © 2013-2016 Binary Logic SA
 Module 2 I
type a letter
DKEXPLORER Task 1 Start typing

Teacher Class Date

Overview familiar with the use of the mouse, they may

The general purpose of this lesson is for students to forget to select some letters.
edit a text using the mouse. 5. Select a text before moving-copying it.
Students have to understand that if they want to
Objectives move or copy a text, they have to select it first. If
Students have to: they click cut or paste before selecting a text, the
• Use the WordPad as a program to create text won’t be moved or copied, or the text that
documents. had been cut or pasted last will be pasted.
• Understand that in order to modify a text you 6. How to change lines
have to select it first. Explain to students that Enter is the button with
• Understand the difference between Cut and which we can change a line. Also, explain that
Copy. it is not necessary to press Enter every time the
cursor reaches the end of the line. It happens
Skills automatically. We press Enter only when we want
Students will be able to: to change a paragraph.
• Open WordPad and create a new document.
• Select a text using the mouse. Lesson Description
• Delete part of the text. 1. Preparation
• Copy a text. Before the lesson starts paste the file “K.2.2.1_Our_
• Move a text. Friends_The_Animals” in My Documents on each
computer.
What is needed 2. Introduction
Prerequisites Introduce the purpose of the lesson which is to
• Open a text file. motivate students’ interest in editing a text using
• Save text files. the mouse. You could start by asking questions
Resources such as:
• Digital Kids Explorer Student’s Book • If you want to change the order of some
• K.2.2.1_Our_Friends_The_Animals.rtf sentences that are written on a piece of paper,
• K.2.2.1_Worksheet.docx should you write it again?
• K.2.2.1_Evaluation_Sheet.docx • What should you do if you want to change the
Tools & Equipment order of the sentences on a saved document on
• WordPad your computer?
• A Projector • Could you make a copy of some sentences only
in a few seconds?
Learning difficulties A discussion with students follows in order to
1. Click and right-click explain to them that WordPad is a program to type
The right and left mouse buttons aren’t the same. text and create documents on the computer. Ask
The right and the left buttons execute different them to open WordPad. They can use the Student’s
commands. Of course students will learn about it Book (Start typing, page 28) as a guide. Let them
in practice. navigate in the WordPad’s environment and
2. Difference between the copy and the cut investigate the tools area and the typing area.
function Divide the students into groups of 3-4. Then hand
Students confuse the copy and cut function. In out the “K.2.2.1_Worksheet.docx”. Mention a few
the case of copying and pasting a text, the text words about the structure and content of the sheet.
appears in two different positions in the file. The 3. Development – Implementation
computer creates a copy. In the case of cutting In this activity students will become familiar with
and pasting a text computer moves the text from the function of cut - paste and copy - paste. After
one position to another. you ask students to open WordPad, ask them to
3. Forget to paste a cut text. open the file “K.2.2.1_Our_Friends_The_Animals”
Students sometimes cut a text and they forget which is saved in My documents. If they have
to paste it. Then, if they cut another text the trouble opening the file, show them how to open
previous one is lost. this file, using a projector.
4. Select the whole text. In this file there are seven sentences and seven
When students try to select a text, they usually pictures. Ask students to:
don’t select the whole text. Since they are not • Copy and paste all the colored sentences below

DIGITAL KIDS EXPLORER / MODULE 2 / TASK 1 - 11 - Copyright © 2013-2016 Binary Logic SA

 the proper picture. Tell them to be careful not to
select and copy the numbers of each paragraph
that are at the beginning of each one. They have
to find out where to paste each sentence on their
own.
• Cut and paste (move) all the colored sentences
below the line of the last picture, in the correct
order. The order is defined by numbering the
sentences. At this point students will move the
text in different ways. Some students will select
the text, cut it and paste it to the proper position.
On the other hand, some students will select the
text, copy it, paste it to the proper position and
then they will select the original sentence and
delete it, pressing Delete.
Urge a discussion among students to decide where
to copy or move the sentences. Point out how to
use the Undo function in case of mistakes.
In the end, ask students to close the file without
save their work (they will learn to do this in next
lesson).
4. Completion - Feedback- Evaluation
After completing the activity, a discussion must
follow in order to investigate the meanings of:
• The use of WordPad.
• The difference between the copy and cut
function.
Then collect all the worksheets and file them in the
class folder.
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL KIDS EXPLORER / MODULE 2 / TASK 1 - 12 - Copyright © 2013-2016 Binary Logic SA

 Module 2 I
type a letter
DKEXPLORER Task 2 Change the font

Teacher Class Date

Overview Encourage discussion amongst students to

The general purpose of this lesson is for students to exchange ideas and to ask for your help if needed.
resize the text and change its color and font. They can also use the Student’s book, Module 2,
Task 2 (Change the font) as a guide. As they don’t
Objectives know how to save a text yet, ask them to close the
To format a text as desired. document, clicking without saving it.
3. Completion – Evaluation
Skills • Hand out an evaluation sheet to every team and
• To change the font. ask them to complete it.
• To change the font size • Collect them and see if the students understood
• To change the font color. all the objectives we had for the lesson.
• Check which part of the lesson students didn’t
What is needed completely understand and make any changes
Prerequisites required in the teaching process.
Open WordPad and type text.
Resources
• Digital Kids Explorer Student’s Book Notes
• K.2.2.2_Worksheet.docx
• K.2.2.2_Evaluation_Sheet.docx
Tools & Equipment
WordPad

Learning difficulties
• The arrow next to each option
Next to each option (type of font, size, colour)
there is a down-arrow. Click it to show all options.
Then, students can click the option they want.
• Font size
Except for the options in the list which appear
when we click the down-arrow, we can also type
the size we like and press Enter.
• Select the text before making any change
Students have to understand that first they have
to select the text they want to modify and then
make the changes.

Lesson Description
1. Introduction
Introduce the purpose of the lesson to motivate
students’ interest in the different forms a text may
take. Ask them if they prefer to read a colored text
rather than a black-and-white one.
Separate the students into groups of 2-3 and hand
out the “K.2.2.2_Worksheet.docx”. Comment on the
structure and content of the sheet.
2. Implementation
After students read the Olympic Creed ask them
to open WordPad and type the text in the box. Ask
them to use both of their hands to type.
Then, ask students to change the font, size and
color of the text. Mention what the size, color and
font type are. In order to make the changes, they
have to follow the instructions on the worksheet.
Make sure that before they make any changes they
first select the text they want to modify.

DIGITAL KIDS EXPLORER / MODULE 2 / TASK 2 - 13 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS EXPLORER / MODULE 2 / TASK 2 - 14 - Copyright © 2013-2016 Binary Logic SA
 Module 2 I
type a letter
DKEXPLORER Task 3 Insert pictures
Teacher Class Date
Overview
The general purpose of this lesson is for students to
insert a picture or drawing and also to learn how to
resize it.
Objectives
• To enrich a document with pictures.
• To learn how to resize a picture.
Skills
• To insert a picture from a file into a document.
• To insert a drawing from Paint into a document.
• To resize a picture.
What is needed
Prerequisites
Open WordPad, type a text and change the font,
color and size.
Resources
• Digital Kids Explorer Student’s Book
• K.2.2.3_Worksheet.docx
• K.2.2.3_Evaluation_Sheet.docx
• K.2.2.3_Party_time.jpg
• K.2.2.3_Invitation_final.rtf
Tools & Equipment
• WordPad
• Paint
Learning difficulties
• How to resize a picture using the mouse
In order to resize a picture, students must click,
drag and hold the mouse. This may be difficult for
students as they have never done it before. Ask
them to enlarge and reduce a picture again and
again in order to learn how to use the mouse.
• Where to insert a picture
Mention that if they want to insert a picture they
must click on an area first. They can click at the
beginning of a text, at the end or within a text.
• How to insert special characters using shift
Show students how to type “!” (Shift + 1).
Lesson Description
1. Preparation
Copy the picture “K.2.2.3_Party_time.jpg” in the
folder Documents on each computer.
2. Introduction
Introduce the purpose of the lesson to motivate
student interest in how to create a birthday
invitation. Divide the students into groups of
2-3. Hand out the “K.2.2.3_Worksheet.docx” and
comment on the structure and content of the
sheet.
3. Investigation – Development of knowledge
Ask students to look at the first page of the sheet
DIGITAL KIDS EXPLORER / MODULE 2 / TASK 3 - 15 -
and observe the structure of the party invitation.
Ask them to talk about the pictures that they
see. You can ask them some questions about the
inserted pictures, such as:
• Would it be better if the invitation had no
picture?
• What other pictures could we have added?
• In what other positions could we have placed the
pictures?
• Would it be better if the pictures were larger or
smaller?
4. Implementation
The purpose of this lesson is to teach students how
to add a picture to their text. First, they have to
open WordPad as they have learned in a previous
lesson. Then, ask them to insert the picture “K.2.2.3_
Party_time” at the top of the page. Explain that they
must first click the point on the page they want it
to appear and then insert it. Then students need to
rescale the height and width of the picture.
Encourage discussion amongst students in order
to execute the proper commands. Students can
use the Student’s book, Module 2, Task 3 (Insert
pictures) as a guide.
Then, ask students to type the text. Make sure that
all students know how to change line, by pressing
Enter. At this point you can change the given text
and ask students to type their name, birthday,
address, etc. on the invitation. This may be more
interesting for students.
Now, students have to draw a birthday cake (using
Paint) and insert it into the document. They can
draw it as they like. When they insert the drawing
ask them to change its size using the mouse.
Explain that they have to click and drag a corner of
the picture in order to change its size. They can ask
for help if necessary.
In the final step, students have to format the text
(font, size, color) as they have learned in a previous
lesson. Mention that first they must select the text
they want to modify.
A possible final form of the invitation is in the file
“K.2.2.3_Invitation_final”.
5. Completion – Evaluation
• Hand out the Evaluation Sheet to every team and
ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives that we had for this
lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
• Print the students work and put them in the class
folder or save each student’s document on their
personal memory stick.
Copyright © 2013-2016 Binary Logic SA
Notes

DIGITAL KIDS EXPLORER / MODULE 2 / TASK 3 - 16 - Copyright © 2013-2016 Binary Logic SA

 Module 2 I
type a letter
DKEXPLORER Task 4 Save and print
Teacher Class Date
Overview
The general purpose of this lesson is for students to
save and print a document.
Objectives
To learn how important it is to save a document on a
computer, in order to open it and use it at any time.
Skills
• To save a file, giving a filename.
• To print a file.
What is needed
Prerequisites
Basic use of WordPad (type and format a text).
Resources
• Digital Kids Explorer Student’s Book
• K.2.2.4_Worksheet.docx
• K.2.2.4_Evaluation_Sheet.docx
• K.2.2.4_House.jpg
Tools & Equipment
• WordPad
• A printer
Learning difficulties
• The location where a file is saved
Students must decide carefully where to save
their files. They should save them in a location
where they can easily find.
• The filename
When students save a file for the first time, as
well as choosing a location, they must name the
file. This name, that is called the filename, should
be related to the file content, so students can
find it easily.
• Print a file
Before printing a file, students need to check
some conditions. First, they must be sure that the
printer is equipped with paper. Also the printer
must be connected to the computer and to the
electricity supply. And of course the printer must
be ON, otherwise nothing will be printed.
Lesson Description
1. Preparation
• Copy the picture “K.2.2.4_House” in Documents
on each computer.
• Connect all computers to the printer.
• Make sure that the printer has ink and paper.
2. Introduction
• Introduce the purpose of the lesson to motivate
student interest in how to create, save and print
a document. Ask students if they know the
name of the device which prints from screen to
paper. Ask them to show you the printer that is
DIGITAL KIDS EXPLORER / MODULE 2 / TASK 4 - 17 -
somewhere in the lab.
• D ivide the students into groups of 2-3. Hand out
the “K.2.2.4_Worksheet.docx”, and comment on
the structure and content of the sheet.
3. Development –Implementation
• First ask students to fill in the gaps on the
worksheet with information about themselves.
• Ask students to open WordPad and type the
text they see on the worksheet. Point out how to
change the line (pressing Enter) or how to delete
any typing mistake (pressing Backspace). Then,
ask them to insert the picture “K.2.2.4_House”
between the two paragraphs. Everyone should
know how to insert an image as they learned
this in the previous lesson. At this point, they
must click first in the area they want to insert the
picture and then insert it.
• Now, the students, following the instructions
on the worksheet, have to change the font and
resize the image.
• Ask students what would be happen if the
computer shut down suddenly at this point.
Explain how important it is to save work,
otherwise it can get lost in an unexpected event.
• Ask students to save their work following the
instructions on the worksheet. They can use
the Student’s book, Module 2, Task 4 (Save and
print) as a guide. They must carefully choose a
name for the file and the location where the file
is to be stored.
• Explain that their file will be stored on the
computer until they want to delete it.
• Finally, ask students to print their files. Make
sure that the printer is ON. Encourage discussion
amongst students in order to execute the proper
commands to print their pages. They can ask for
your help if needed.
4. Completion – Evaluation
After completing the activity, collect all the
worksheets and put them in the class folder.
Print the work of the students and put them in the
class folder or save each student’s document on
their personal memory stick.
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
Notes
Copyright © 2013-2016 Binary Logic SA
DIGITAL KIDS EXPLORER / MODULE 2 / TASK 4 - 18 - Copyright © 2013-2016 Binary Logic SA
 Module 3 I
visit the world
DKEXPLORER Task 1 How to surf

Teacher Class Date

Overview descriptions using scissors. Then they have to

The general purpose of this lesson is for students glue them in the correct area on the next page.
to learn how to use the Internet safely in order to Students must be careful with the scissors.
protect themselves and their computers. • When all students have finished this activity,
ask them to tell you a nickname they might use.
Objectives Decide and tell them if the nicknames you hear
• To learn how to surf based on surfing rules. are suitable.
Skills • Hand out the “K.2.3.1_Worksheet_2.docx”. In the
• To use a suitable nickname. activity, six words are given to students. They
• To realize why an antivirus program is so have to write them in the gaps in the correct
important. order in order for the sentences to make sense.
Before students complete this activity, show them
What is needed an antivirus program. Use the projector to show
Resources it. Tell them how important it is and that it can
• Digital Kids Explorer Student’s Book scan our computer in order to find viruses. Then,
• K.2.3.1_Worksheet_1.docx students should fill in the crossword using the
• K.2.3.1_Worksheet_2.docx words given. They can ask for help from you if
• K.2.3.1_Evaluation_Sheet.docx needed.
Tools & Equipment 3. Completion – Evaluation
• Scissors After completing the activity, collect all the
• Glue worksheets and file them in the class folder.
• An antivirus program • Hand out the evaluation sheet to every student
• A projector and ask them to complete it.
• Collect the sheets and see if the students
Learning difficulties understood all the objectives that we had for the
1. What is a virus? lesson.
Students may not understand what a virus is and • Check which part of the lesson students didn’t
how harmful it can be for the computer. Explain that completely understand and make any changes
a virus is a special program that can cause damage required in the teaching process.
to computers. In order to be protected from viruses
we must use antivirus programs. Tell students that Notes
we can buy or download an antivirus program from
the Internet.
2. Why do we use nicknames?
Students must understand how to choose their
nicknames. It’s very important to learn NOT to use
nicknames that give personal information like their
name, address, phone number, etc. Students should
choose a nickname which no one on the Internet
can understand, even a friend.

Lesson Description
1. Introduction
• Introduce the purpose of the lesson to motivate
student interest in how to use the Internet safely.
Students will be able to surf the Internet and be
protected from any danger. Divide the students
into groups of 2-3. Hand out the “K.2.3.1_
Worksheet_1.docx”and comment on its structure
and content.
2. Development – Investigation of knowledge
• Ask students to do the activity. Students have
to create a collage which describes which
nicknames are suitable for use on the Web.
Students have to cut out the given nicknames’

DIGITAL KIDS EXPLORER / MODULE 3 / TASK 1 - 19 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS EXPLORER / MODULE 3 / TASK 1 - 20 - Copyright © 2013-2016 Binary Logic SA
 Module 3 I
visit the world
DKEXPLORER Task 2 The web page

Teacher Class Date

Overview recognize the icon of Internet Explorer and circle it.

The general purpose of this lesson is for students • H and out the “K.2.3.2_Worksheet_2.docx”. In
to learn how to use web browsers in order to find the next two activities, students open and use
information. Internet Explorer. First, they have to visit the
given website (http://wwf.panda.org/). They must
Objectives become familiar with the scroll bar. Ask them
• To surf using Internet Explorer. to scroll up and down in order to see the whole
• To recognize the hyperlinks on a webpage. website. Explain that some websites have a lot of
information that can’t all appear on the screen.
Skills For this reason, they have to use the scroll bar.
• To open Internet Explorer. Also they have to recognize the hyperlinks (which
• To visit the search engine www.bing.com and are in blue) and write down two of them.
search for information. • Then, students have to visit www.bing.com (here
• To visit a web page. you can tell them the names of some other
• To scroll up and down on a webpage. search engines like www.yahoo.com) and find
• To open a hyperlink. out information about pandas. Ask them to write
down the information they found.
What is needed In this activity students will learn what a hyperlink
Resources is and how it works. To be sure that all students
• Digital Kids Explorer Student’s Book can recognize a hyperlink in a text ask them to
• K.2.3.2_Worksheet_1.docx show you one. Encourage discussion and let
• K.2.3.2_Worksheet_2.docx students know they can ask for help.
• K.2.3.2_Worksheet_3.docx • Finally hand out the “K.2.3.2_Worksheet_3.
• K.2.3.2_Evaluation_Sheet.docx docx”. They have to search for information about
Tools & Equipment their country. They can use the Student’s book,
Internet Explorer Module 3, Task 2 (The web page) as a guide. Help
them if necessary.
Learning difficulties 3. Completion – Evaluation
1. Hyperlinks After completing the activity, collect all the
Some students can’t understand how a hyperlink worksheets and file them in the class folder.
works. Explain why there are hyperlinks and explain • Hand out the evaluation sheet to every student
that they are a quick way to visit a website. Also and ask them to complete it.
tell students that when you move the pointer on a • Collect the sheets and see if the students
hyperlink, the pointer changes its icon into a hand. understood all the objectives of the lesson.
2. Visiting a website • Check which part of the lesson students didn’t
When some students type an address on the completely understand and make any changes
address line they forget to press Enter. required in the teaching process.

Lesson Description Notes

1. Start - Brainstorming
• Introduce the purpose of the lesson to motivate
student interest in using the Web. Explain to
students they need to install specific programs
to surf the Internet. Ask them if anyone knows of
any such programs.
• Divide the students into groups of 2-3. Hand out
the “K.2.3.2_Worksheet_1.docx”and comment on
the structure and content of the sheet.
2. Development –Implementation
• Mention what a web browser is. Explain that
these programs are “doors” to the Web. Mention
some web browsers: Internet Explorer, Google
Chrome, Mozilla Firefox, Apple Safari, Netscape
Navigator, Opera and Pandora.
• Ask them to do the activity. Students must

DIGITAL KIDS EXPLORER / MODULE 3 / TASK 2 - 21 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS EXPLORER / MODULE 3 / TASK 2 - 22 - Copyright © 2013-2016 Binary Logic SA
 Module 3 I
visit the world
DKEXPLORER Task 3 Educational games

Teacher Class Date

Overview website in order to play a game. On the second

The general purpose of this lesson is for students to page of the worksheet there are instructions to help
learn how to play a game online. students play the games better.
Before a game starts, instructions appear. Students
Objectives should listen to them to understand how to play
To learn how to find and play safe educational each game. The speakers have to be switched on.
games. Help them if they ask.
When a game starts students have to choose a level
Skills of difficulty. There are three levels: medium, hard
• To visit webpages with games on the Internet. and really hard. Suggest that they start with the
• To play games online and on full screen. medium level.
3. Completion – Evaluation
What is needed • Hand out the evaluation sheet to every student
Resources and ask them to complete it.
• Digital Kids Explorer Student’s Book • Collect the sheets and see if the students
• K.2.3.3_Worksheet.docx understood all the objectives of the lesson.
• K.2.3.3_Evaluation_Sheet.docx • Check which part of the lesson students didn’t
Tools & Equipment completely understand and make any changes
• Internet Explorer required in the teaching process.
• Speakers
Notes
Learning difficulties
1. Safe games
When children play games online they must be
very careful. Teachers and parents must supervise
children to make sure they visit safe webpages.
2. The duration of playing.
Students shouldn’t play games for a long time.
There should be a specific limited time for playing.

Lesson Description
1. Preparation
Make sure that all the speakers are connected to
the computers.
2. Introduction
Introduce the purpose of the lesson to motivate
student interest in playing games online! Explain to
students that they must be careful which webpages
they visit. The games are free and they can play
online using a mouse.
Divide the students into groups of 2-3. Hand out
the” K.2.3.3_Worksheet.docx”and comment on the
structure and content of the sheet.
3. Development – Implementation
Explain what “Educational game” means. Explain to
students that by playing these games they can get
information and knowledge that helps them with
their studies.
Mention some websites where they can find these
games:
• www.knowledgeadventure.com
• www.thekidzpage.com
• www.bbc.co.uk/schools
• www.dkidsnet.com
Ask students to read the worksheet and visit a

DIGITAL KIDS EXPLORER / MODULE 3 / TASK 3 - 23 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS EXPLORER / MODULE 3 / TASK 3 - 24 - Copyright © 2013-2016 Binary Logic SA
 Module 3 I
visit the world
DKEXPLORER Task 4 Copy from the web

Teacher Class Date

Overview they are tour guides and have to create a brochure

The general purpose of this lesson is for students
to learn how to use the web in order to copy
information.
Objectives
To copy information from the web and paste it into
a document.
Skills
• To copy text from the web and paste it into a
document.
• To copy pictures from a webpage and save them
on the computer.
What is needed
Prerequisites
Search on the web using Internet Explorer.
Basic knowledge of typing using WordPad.
Resources
• Digital Kids Explorer Student’s Book
• K.2.3.4_Worksheet.docx
• K.2.3.4_Evaluation_Sheet.docx
• K.2.3.4_My_country
Tools & Equipment
• Internet Explorer
• WordPad
Learning difficulties
1. Select text from the web
When students select text from a web page,
sometimes they select the surrounding pictures
too. It can be a bit difficult for some kids to use
the mouse button but they can learn how with
practice. Make sure that they select a picture
before copying it.
2. Copy information from web
Explain that text or pictures on the web have
copyrights, caution should be taken.
3. Multiple windows open
In this activity students will have more than one
program open at a time (Internet Explorer and
WordPad). Explain how students can see only the
window they want. Explain how to open the active
applications in the taskbar by just clicking on them.
Lesson Description
1. Preparation
Before the lesson starts, you should paste the file
“K.2.3.4_My_country” into Documents, on each
computer.
2. Introduction
Introduce the purpose of the lesson to motivate
student interest in creating a brochure about their
country. Introduce the concept. Tell students that
in order to attract tourists to their country. The aim
of this activity is for students to learn how to copy
text and pictures from a webpage and insert them
into a document.
Divide students into groups of 2-3. Hand out the
worksheet and mention a few words about the
structure and content of the sheet.
3. Implementation
Ask students to read the worksheet. Before opening
a word file students must understand what kind of
information they have to search for on the Internet.
Discuss with them and ask them to explain to you
what form the brochure will take.
Then, students have to search and open the file
“My_country.docx” in Documents. Ask them how to
open a file (double-click).
First of all students must copy a picture of their
country. They must open Internet Explorer, type
their country in www.bing.com and copy a picture.
Tell them to save it in Documents with the given
name. Help them to save it correctly, if necessary.
Then, ask them to insert it into the document and
resize it. They will have learnt this in a previous
lesson.
Then students have to copy text from a webpage.
Ask students to find out information about their
country and write a small description. Give them
some information to help them know what to
search for. Encourage discussion amongst students
and tell them to ask for your help if necessary. In
this activity students will practice scrolling up and
down in order to see the whole website.
Finally, they have to copy one more picture from the
Internet. They can use the Student’s book, module
3, task 2 (The web page) as a guide.
When they complete the activity remind them to
save changes to their document.
4. Completion – Evaluation
After completing the activity, collect all the
worksheet and file them in the class folder.
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect sheets and see if the students understood
all the objectives the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
Notes

DIGITAL KIDS EXPLORER / MODULE 3 / TASK 4 - 25 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS EXPLORER / MODULE 3 / TASK 4 - 26 - Copyright © 2013-2016 Binary Logic SA
 Module 4 I
have friends
DKEXPLORER Task 1 My email

Teacher Class Date

Overview Students have to choose the jobs in which

The general purpose of this lesson is for students to
learn why we use emails to communicate and what
email addresses look like.
Objectives
• To learn what an email address is.
• To name the advantages of emails.
Skills
• To recognize a correct email address.
• To describe who can use emails.
• To describe why we use email.
• To describe what we can send via email.
What is needed
Resources
• Digital Kids Explorer Student’s Book
• K.2.4.1_Worksheet_1.docx
• K.2.4.1_Worksheet_2.docx
• K.2.4.1_Worksheet_3.docx
• K.2.4.1_Worksheet_4.docx
• K.2.4.1_Evaluation_Sheet.docx
Learning difficulties
• What an email address should look like.
Explain to students that an email address
mustn’t have spaces and should be unique. Email
addresses have three main parts:
The first field is the user name (Tom). Then
there is the sign @ (at) which is the same in
every email address. Then comes the host name
(binary-kids), which is also called a domain name
and the final part of an email address (.com) is
called top level domain.
people use and send emails. Ask them to tell you
other jobs that need to have an email address.
Also explain that nowadays there is no need to
sit in front of a PC in order to send or receive an
email. There is a variety of mobile devices, such
as tablet computers and smart phones that have
Internet access and help you send emails or
check your inbox mail.
• Hand out the K.2.4.1_Worksheet_3. Students
must circle the correct email address. They can
use the Student’s book, Module 4, Task 1 (My
email) as a guide.
• Hand out the K.2.4.1_Worksheet_4. Students
must choose the correct words so the sentences
make sense. Encourage students to discuss
amongst themselves or ask for your help if
necessary.
3. Completion – Evaluation
After completing the activity, collect all the
worksheets and file them in the class folder.
• Hand out the Evaluation Sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
Notes

Lesson Description
1. Introduction
• Introduce the purpose of the lesson, which is to
motivate students’ interest in communicating by
email messages. Ask them if anyone knows what
an email address is and if they have an email
address. The aim of the lesson is for students to
understand the advantages of communication
by email.
• Divide the students into groups of 3-4. .
2. Development-Implementation
• Firstly, hand out the K.2.4.1_Worksheet_1.
Students have to decide which objects can be
sent by email. Let them do the activity and then
explain that we can send text and any type of
files (photos, videos, presentations, pictures etc.)
via email. Mention that millions of emails are sent
every day all over the world.
• Then, hand out the K.2.4.1_Worksheet_2.

DIGITAL KIDS EXPLORER / MODULE 4 / TASK 1 - 27 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS EXPLORER / MODULE 4 / TASK 1 - 28 - Copyright © 2013-2016 Binary Logic SA
 Module 4 I
have friends
DKEXPLORER Task 2 Send a message
Teacher Class Date
Overview
The general purpose of this lesson is for students
to learn how to create and send an email message
correctly.
Objectives
• To realize that in order to send an email it is
necessary to use a specific program.
• To understand the structure of an email message.
Skills
• To start Windows Live Mail.
• To create a new email message.
• To add a subject and an email address to a
message.
• To send an email.
What is needed
Resources
• Digital Kids Explorer Student’s Book
• K.2.4.2_Worksheet_1.docx
• K.2.4.2_Worksheet_2.docx
• K.2.4.2_Evaluation_Sheet.docx
Tools & Equipment
Windows Live Mail
Learning difficulties
1. Email address
Typing the correct address is critical for an email.
Like with a normal postal letter, if you get the
address wrong an email won’t go the correct
receiver. If you send an email to an address which
doesn’t exist, the message will come back to you as
an Address Unknown error email. Ask students to
be careful to type the correct email addresses.
2. Create the message
The Email Message function is in the top left-hand
corner of the screen. Ask students to find this area
and mention that they can create a new email by
pressing Ctrl+N.
Lesson Description
1. Introduction
• Introduce the purpose of the lesson to motivate
students’ interest in creating and sending an
email. Ask them if anyone knows what an email
address is and if anyone has one. The aim of the
lesson is for students to understand how to open
an email program and compose a message.
• Divide the students into groups of 3-4.
2. Investigation – Development of knowledge
• Hand out the “K.2.4.2_Worksheet_1.docx”. In
the activity, students have to select the correct
email addresses and subjects. They should first
read the text of the message in order to answer
DIGITAL KIDS EXPLORER / MODULE 4 / TASK 1 - 29 -
correctly. Encourage students to discuss amongst
themselves or to ask for your help if necessary.
• The correct answers are: tom@binary-kids.com,
Invitation Party & marco@binary-kids.com,
School library
3. Implementation
• Hand out the” K.2.4.2_Worksheet_2.docx”. In the
activity students have to create and send a new
email message. Explain that it is not enough to
have an email address in order to send an email.
You need a special program to send and receive
messages. One such program is Windows Live
Mail.
• Ask them to open Windows Live Mail. They can
use the Student’s book, Module 4, Task 2 (Send a
message) as a guide.
• Then, they should create a new message. They
need to click Email Message in order to type the
text. Mention that they should type the email
address of the recipient in the “To” field and the
subject of the message in the “Subject” field. The
subject should always be related to the email’s
text. Finally, they should click Send.
4. Completion – Evaluation
After completing the activity, collect the “K.2.4.2_
Worksheet_1.docx” and file them in the class folder.
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives that we had for this
lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
Notes
Copyright © 2013-2016 Binary Logic SA
DIGITAL KIDS EXPLORER / MODULE 4 / TASK 1 - 30 - Copyright © 2013-2016 Binary Logic SA
 Module 4 I
have friends
DKEXPLORER Task 3 Read and reply

Teacher Class Date

Overview First, students have to create and send an email

The general purpose of this lesson is for students message to the given email address. Ask them
to learn how to open and read an incoming email which program they are going to use in order to
message and also how to reply to the message or create this email (Windows Live Mail). Then, ask
delete it. them to open this program, create and send the
email. If they need help mention that they can use
Objectives the Students Book, page 57 (the previous lesson).
To learn how to manipulate a received email (open- After they send the message they will receive one
read it, decide whether to reply to it or delete it). from another group. When all groups have one
incoming message, ask them to open and read it.
Skills All they have to do in order to read the message is
• To read an email message. to click on it.
• To reply to an email message. The next step is to reply to it. Encourage students
• To delete an email message. to discuss amongst themselves in order to decide
what they will type in the message. To reply they
What is needed must click Reply. They can use the Students book,
Prerequisites Module 4, Task 3 (Read and reply) as a guide.
Open Windows Live Mail and send email messages. Explain to students that when they reply to an email
Resources message they don’t need to type an email address,
• Digital Kids Explorer Student’s Book as it is filled in automatically.
• K.2.4.3_Worksheet.docx Finally, they will receive one more new email message
• K.2.4.3_Evaluation_Sheet.docx (the answer). Ask them to read and delete it.
Tools & Equipment 4. Completion – Evaluation
Windows Live Mail After completing the activity, collect all the
worksheet and file them in the class folder.
Learning difficulties • Hand out the evaluation sheet to every student
1. Select the email and ask them to complete it.
Before students click reply or delete, they should • Collect the sheets and see if the students
select (click) the message first. understood all the objectives of the lesson.
2. Delete a message • Check which part of the lesson students didn’t
Explain to students that when they delete an email completely understand and make any changes
message, it is saved in Deleted. So, if they change required in the teaching process.
their mind about an email they can click Deleted
and restore it.
Notes
Lesson Description
1. Preparation
Before the lesson starts, you should create new
email addresses for each team.
2. Introduction
Introduce the purpose of the lesson to motivate
students’ interest in communicating by email. Apart
from creating a message, students will learn how to
read a message and reply to it. Make sure that the
members of each group have an email address.
Divide the students into groups of 3-4. Then, hand
out the “K.2.4.3_Worksheet.docx”. Comment on the
structure and content of the sheet.
3. Development of knowledge - Implementation
Give each group the email address of another team.
Each group should send a message to another
group’s address and the other group should reply.
Make sure that each group receives only one
message. Ask students to write down this address at
the beginning of the worksheet.

DIGITAL KIDS EXPLORER / MODULE 4 / TASK 3 - 31 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS EXPLORER / MODULE 4 / TASK 3 - 32 - Copyright © 2013-2016 Binary Logic SA
 Module 4 I
have friends
DKEXPLORER Task 4 Email rules

Teacher Class Date

Overview message in order to understand where to glue

The general purpose of this lesson is for students to the labels. Mention that the subject of the email
learn how to create an email message correctly and must be related to the message’s text and no
how to avoid annoying mail. longer than 5-6 words.
• Hand out the “K.2.4.4_Worksheet_3.docx”. In
Objectives the activity, students have to write subjects for
To learn how to behave when messaging on the some messages about specific issues. Encourage
Internet. students to discuss between themselves or ask
for your help if necessary. Also, they can use the
Skills Student’s book, Module 4, Task 4 (Email rules) as
• To send an email message with a suitable subject. a guide.
• To send an email to a correct email address. • Mention that they should avoid messages that
• To avoid emails like spam and advertisements. are spam or advertising. If they receive messages
from unknown people, they must delete them
What is needed and they must never forward chain emails.
Resources 3. Completion – Evaluation
• Digital Kids Explorer Student’s Book After completing the activity, collect all the
• K.2.4.4_Worksheet_1.docx worksheets and file them in the class folder.
• K.2.4.4_Worksheet_2.docx • Hand out the evaluation sheet to every student
• K.2.4.4_Worksheet_3.docx and ask them to complete it.
• K.2.4.4_Evaluation_Sheet.docx • Collect the sheets and see if the students
Tools & Equipment understood all the objectives that we had for this
• Scissors lesson.
• Glue • Check which part of the lesson students didn’t
completely understand and make any changes
Learning difficulties required in the teaching process.
Off subject
Sometimes when students type an email message
they describe details that aren’t necessary. Too Notes
many details may bore a reader. Explain to students,
to stick to the point and only to include important
information in their email.

Lesson Description
1. Introduction
• Introduce the purpose of the lesson to motivate
students’ interest in communicating correctly via
the Internet. The aim of the lesson is for students
to understand how to behave on the web and
how to protect themselves.
• Divide the students into groups of 3-4.
2. Development-Implementation
• Hand out the “K.2.4.4_Worksheet_1.docx”. In the
activity students have to recognize correct and
incorrect email addresses. They must connect the
correct email addresses to the computer screen.
• Explain that if they don’t type an address
correctly a message won’t reach the receiver.
Also, explain that when they type a message they
must stick to the point and not type meaningless
sentences, which will bore the reader.
• Hand out the “K.2.4.4_Worksheet_2.docx”. In the
activity, students have to cut some labels and
glue them in the proper position (Subject or To).
Before students glue them they must read the

DIGITAL KIDS EXPLORER / MODULE 4 / TASK 4 - 33 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS EXPLORER / MODULE 4 / TASK 4 - 34 - Copyright © 2013-2016 Binary Logic SA
 Module 5 I
give commands
DKEXPLORER Task 1 LOGO and the turtle

Teacher Class Date

Overview to discuss amongst themselves.

The general purpose of this lesson is for students to Students will probably need to ask you to help
learn that there are different computer languages, them with the degrees. Help them if necessary, and
such as LOGO and that LOGO uses a turtle to tell them to turn approximately the degrees they
execute commands. are given.
Mention that LOGO is a language that is like the
Objectives instructions they have been following with their
To learn about a computer language called LOGO. bodies.
Hand out the K.2.5.1_Worksheet_3. Follow the same
Skills instructions.
To learn what the turtle can do. 3. Completion
After completing the activity, collect all the
What is needed worksheets and file them in the class folder.
Resources • Hand out the evaluation sheet to every student
• Digital Kids Explorer Student’s Book and ask them to complete it.
• K.2.5.1_Worksheet_1.docx • Collect the sheets and see if the students
• K.2.5.1_Worksheet_2.docx understood all the objectives that we had for this
• K.2.5.1_Worksheet_3.docx lesson.
• K.2.5.1_Evaluation_Sheet.docx • Check which part of the lesson students didn’t
completely understand and make any changes
Learning difficulties required in the teaching process.
Turn some degrees left or right
Some students find it hard to understand how Notes
many degrees they must turn in order to draw a
shape. The icon of the turtle helps them understand
if they should turn right or left. To understand how
many degrees they must turn, they either need help
or they can “experiment”.

Lesson Description
1. Introduction
Introduce the purpose of the lesson to motivate
students’ interest in making shapes in the room
by moving. The aim of the lesson is for students
to understand that a computer can understand
some specific languages. These are called computer
languages.
Separate the students into groups of 3-4.
2. Development-Implementation
Firstly, hand out the K.2.5.1_Worksheet_1.docx.
Students have to “navigate” the turtle through
the labyrinth. They can use their pencil to find the
route. Explain to students that the turtle (which they
will learn about in the following lesson) can draw
shapes and that it is like a “robot” that executes
commands.
Hand out the K.2.5.1_Worksheet_2. In the activity
students understand how the turtle moves. Ask
students to pick a student from their team to be
the “turtle”. The “turtle” will stand up and execute
the commands they are given. The rest of the team
gives instructions to the “turtle” and they should
try to understand what the “turtle” draw. They must
check the correct shape in the first activity and the
correct letter in the second activity. Encourage them

DIGITAL KIDS EXPLORER / MODULE 5 / TASK 1 - 35 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS EXPLORER / MODULE 5 / TASK 1 - 36 - Copyright © 2013-2016 Binary Logic SA
 Module 5 I
give commands
DKEXPLORER Task 2 Move the turtle
Teacher Class Date
Overview
The general purpose of this lesson is for students to
use LOGO and move and turn the turtle.
Objectives
• To become familiar with the environment of
LOGO.
• To know what each command executes.
Skills
• Opening LOGO.
• Using commands in order to move the turtle.
• Drawing using LOGO commands.
What is needed
Resources
• Digital Kids Explorer Student’s Book
• K.2.5.2_Worksheet_1.docx
• K.2.5.2_Worksheet_2.docx
• K.2.5.2_Worksheet_3.docx
• K.2.5.2_Evaluation_Sheet.docx
Tools & Equipment
• FMSLogo program
• Scissors
• Glue
Learning difficulties
1. Some students have difficulties when typing
a command and the corresponding number
next to it, without a space between them. (e.g.:
Fd10) In this case Logo displays the message: “I
don’t know how to fd10”. Explain that we always
need to leave a space between commands and
numbers.
2. Before creating a new shape-drawing using the
turtle, students forget to clear the screen (cs)
and as a result the turtle draws over the existing
drawing.
3. When students try to move the turtle on a
certain route, if the turtle doesn’t have direction
upwards, then students get confused and they
don’t know where to turn the turtle. Students
should be oriented such as the turtle.
4. Students forget to put the pen down (pd) before
making a shape or a drawing.
Lesson Description
1. Preparation
Before the lesson starts, install FMSLogo on each
computer.
2. Start - Brainstorming
In order to motivate students’ interest in the lesson,
show them videos of the turtle’s moving. (e.g.:
http://www.youtube.com/watch?v=5RJWD-LVxjw).
Then ask students some questions in order to check
DIGITAL KIDS EXPLORER / MODULE 5 / TASK 2 - 37 -
their perception of the turtle’s movement:
• What commands can the turtle execute?
• What commands would you give the turtle in
order to move it from your lab to your yard?
Then, write on the whiteboard the following
commands which students will learn in this lesson:
fd, bk, rt, lt, pd, pu, cs. Describe each one and
mention that they can use their Student’s Book,
(page 69) as a guide, in order to complete the
worksheet.
Separate students into groups of 3-4.
3. Investigation – Development of knowledge
Hand out the K.2.5.2_Worksheet_1. Students have to
draw the path that the turtle should follow in order
to find the treasure! Then, ask them to write the
commands that they should give in Logo language.
Explain that each step of the turtle corresponds to
one box of the path.
The correct commands that students have to write
are the following:
2. rt 90
3. fd 3
4. lt 90
5. fd 2
6. rt 90
7. fd 3
8. rt 90
9. fd 5
10. lt 90
11. df 4
12. lt 90
13. fd 4
In order to guide them correctly, advice students
to place their erasers up to the labyrinth, in the
position of the turtle, and move it gradually, noting
its steps one-by-one.
4. Implementation
• Hand out the K.2.5.2_Worksheet_2. Students will
see the programming environment of Logo for
first time. Ask them to:
o start FMSLogo
o browse through the environment
o investigate the area of the command box
o type the commands given on the worksheet
As students type the commands, mention that they
should press Enter after each command and then
type the next command. At the same time, they can
watch the turtle on their screen in order to observe
how it executes each command.
In the end, ask them to check the shape that the
turtle drew.
• Hand out the K.2.5.2_Worksheet_3. Ask students
to cut out the commands and glue them in the
proper order. The aim is for the turtle to execute
them and draw the given shape.
Copyright © 2013-2016 Binary Logic SA
Urge them to type these commands in FMSLogo in
order to experiment and discover the correct order.
Mention that they can type cs and press Enter in
order to clear the screen and place the turtle in the
middle of the screen.
The correct order of the commands is the following:
1. pd
2. fd 80
3. lt 40
4. fd 40
5. lt 90
6. fd 40
7. rt 60
8. fd 80
9. rt 90
10. fd 20
5. Completion
After completing the activity, collect all the
worksheets and file them in the class folder.
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives that we had for this
lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL KIDS EXPLORER / MODULE 5 / TASK 2 - 38 - Copyright © 2013-2016 Binary Logic SA

 Module 5 I
give commands
DKEXPLORER Task 3 Draw a shape

Teacher Class Date

Overview rt 120 rt 90
The general purpose of this lesson is for students to fd 100 fd 100
draw common shapes using the Repeat command rt 90
in LOGO. fd 100
Ask them to note these commands and help them
Objectives realize that some commands are repeated again
• To be aware of what each command executes. and again. Now, introduce the repeat function and
• To realize that by using the Repeat command we explain that by using the repeat function we save
save time and effort. time and effort.
3. Implementation
Skills Ηand out the K.2.5.3_Worksheet_2.docx. Students
• To accurately draw a shape in FMSLogo. have to open FMSLogo and type in the given
• To use the Repeat function in order to draw commands. Then ask them to draw the shapes
shapes. on the worksheet. Here, they will use the repeat
• To draw complicated shapes. command. Ask them to describe you how the
repeat function works in each case.
What is needed The correct shapes are:
Prerequisites
Be familiar with the FMSLogo environment and
know the basic functions to move the turtle.
Resources
• Digital Kids Explorer Student’s Book
• K.2.5.3_Worksheet_1.docx Ask them to describe how they would draw these
• K.2.5.3_Worksheet_2.docx shapes without using the repeat command.
• K.2.5.3_Worksheet_3.docx Then hand out the K.2.5.3_Worksheet_3.docx. Ask
• K.2.5.3_Worksheet_4.docx them to check the correct command with which we
• K.2.5.3_Evaluation_Sheet.docx can draw the dashed line. The correct answer is the
Tools & Equipment third one.
FMSLogo Ηand out the K.2.5.3_Worksheet_4.docx. Ask
students to match the commands with the
Learning difficulties drawings. Urge them to use FMSLogo in order
Some students have difficulties because when to select the correct picture each time. Let them
typing the repeat command they forget to type the discuss amongst themselves in order to exchange
number or repetition so an error message appears their opinions about the results.
on screen. 4. Completion
After completing the activity, collect all worksheets
Lesson Description and file them in the class folder.
1. Start - Brainstorming • Hand out the evaluation sheet to every student
Introduce the topic of the lesson which is drawing and ask them to complete it.
with the turtle using the repeat command. Ask • Collect the sheets and see if the students
students to mention the basic commands they understood all the objectives that we had for this
know in order to move the turtle (fd, bk, rt, lt, pd, lesson.
pu, cs). • Check which part of the lesson students didn’t
Separate students into groups of 3-4. Tell them that completely understand and make any changes
they can use their Student’s Book (page 69) as a required in the teaching process.
guide.
2. Investigation – Development of knowledge Notes
Ηand out the K.2.5.3_Worksheet_1.docx. Students
have to fill in the gaps in order for the turtle to
draw the given shapes. The correct commands that
students have to write are the following:
pd pd
fd 100 fd 100
rt 120 rt 90
fd 100 fd 100

DIGITAL KIDS EXPLORER / MODULE 5 / TASK 3 - 39 - Copyright © 2013-2016 Binary Logic SA

 \

DIGITAL KIDS EXPLORER / MODULE 5 / TASK 3 - 40 - Copyright © 2013-2016 Binary Logic SA

 Module 5 I
give commands
DKEXPLORER Task 4 Let’s have fun!
Teacher Class Date
Overview
The general purpose of this lesson is for students to
create complicated shapes in FMSLogo.
Objectives
Combine the commands that Logo offers in order
to draw a range of shapes.
Skills
• Draw a star, a house and a tree with LOGO.
• Draw shapes using the repeat command.
What is needed
Prerequisites
Be familiar with the FMSLogo environment and
know the basic functions of moving the turtle as
well as the repeat command.
Resources
• Digital Kids Explorer Student’s Book
• K.2.5.4_Worksheet_1.docx
• K.2.5.4_Worksheet_2.docx
• K.2.5.4_Worksheet_3.docx
• K.2.5.4_Evaluation_Sheet.docx
Tools & Equipment
FMSLogo
Learning difficulties
Some students have the following difficulties:
1. Before creating a new shape-drawing using the
turtle, students forget to clear the screen (cs),
and as a result the turtle draws over an existing
drawing.
2. The drawings that students are asked to make
are complicated and sometimes can be drawn
without putting the pen down. Students forget
to put the pen down (pd) or up (pu) as they are
making a drawing.
Lesson Description
1. Start - Brainstorming
Introduce the topic of the lesson which is drawing
interesting shapes with the turtle. Ask them to tell
you what shapes they can draw with LOGO.
Separate students into groups of 3-4. Tell them that
they can use their Student´s Book, (page 76) as a
guide.
2. Implementation
Hand out the K.2.5.4_Worksheet_1.docx. Students
have to create a house in LOGO. There are many
ways to create a house. Explain to students that a
house consists of a triangle and a square. So, urge
them to experiment in LOGO and to try to draw it.
A suggested order of commands is the following:
Pd
rt 90
DIGITAL KIDS EXPLORER / MODULE 5 / TASK 4 - 41 -
fd 100
lt 120
fd 100
lt 120
fd 100
lt 30
fd 100
lt 90
fd 100
lt 90
fd 100
The solution to this activity is in the Student´s Book
(page 76.)
Hand out the K.2.5.4_Worksheet_2.docx. Students
have to match the commands with the drawings.
Have them use FMSLogo in order to select the
correct picture each time. Mention that they should
type cs in the command box before they execute
a new command, in order to clear the screen and
reset the turtle to the starting point. Let them
discuss amongst themselves in order to exchange
their opinions about the results.
Hand out the K.2.5.4_Worksheet_3.docx. Students
have to create a windmill. First ask them to clear
their screen and then start their experiments. On
the worksheet there are steps they should follow in
order to create a windmill. Ask them to complete
them:
fd 200
repeat 4 [fd 100 rt 90]
bk 200
rt 30
The last command means that they have to repeat
the above commands 12 times. So, the command
that they have to type is: repeat 12 [ fd 200 repeat 4
[ fd 100 rt 90] bk 200 rt 30].
3. Completion – Evaluation
• Collect all worksheets and file them in the class
folder.
• Hand out an Evaluation Sheet to every student
and ask them to complete it.
• Collect them and see if they understood all the
objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
Notes
Copyright © 2013-2016 Binary Logic SA
DIGITAL KIDS EXPLORER / MODULE 5 / TASK 4 - 42 - Copyright © 2013-2016 Binary Logic SA