TG DK3 en

Teacher’s guide
My devices
DKracer
Module 1
task 1 Store
TEACHER CLASS DATE
overview storage devices but not necessarily how to

Recognizing all types of storage devices, not only connect them. You must show them which
by name, but also by which device to use on what ports these devices connect to, not only on
occasion. computers, but on smart phones, tablets, etc.
as well.
objectives 5. how to connect/insert and disconnect a
• To recognize the different types of external device
storage devices. Most students don’t know how to properly
• To learn about some of their characteristics, such disconnect a USB stick or memory card. They
as their capacity and size. simply unplug them from the USB port. Another
common mistake is, when students insert a
skills CD-DVD into the computer and push the CD-
• To describe the characteristics of each storage DVD drive by hand so as to close it. They should
device. always use the proper button.
• To connect and disconnect storage devices. To disconnect from the USB port:
1. Click or right-click the icon at the bottom
what is Needed right-hand corner of your desktop.
Prerequisites 2. Click Eject USB Drive
Before the lesson starts, print the file “K.3.1.1_
Labels.docx” in order to hand it out with the
worksheets.
resources
• Digital Kids Racer Student’s Book
• K.3.1.1_Worksheet_1.docx
• K.3.1.1_Worksheet_4.docxK.3.1.1_Evaluation_
Sheet.docx
• K.3.1.1_Labels
Tools & equipment
• External storage devices (Disk Drive, CD/DVD,
USB flash memory, Memory card).
• Scissors, glue, pencil
learNiNg difficulties
1. difference between cds - dVds
Sometimes students don’t understand the
difference between a CD and a DVD. They have
trouble understanding when to use each one.
2. difference between external and internal
hard disks
Students can’t tell the difference between an lessoN descriptioN
external and internal Hard Disk. They may 1. introduction
understand that one is inside a computer but Introduce the topic of the lesson which is the
they usually don’t know that an internal and an purpose of storage devices.
external hard disk is the same machine but with a • First you can ask students a series of questions,
different cover. such as:
3. store and transfer data o What do you think data is?
Students must understand that storage devices o Where is data stored?
are not only used for storing data but also for o Apart from computers, where can we save
transferring it. To show this, you can provide data?
some examples and then ask students to give o How can we transfer data?
their own examples. • Storage devices are mainly used to store files and
4. connecting a storage device folders and to transfer them from one device
Students may know the characteristics of to another. Justify their usage by asking what
DIGITAL KIDS racer / MODULE 1 / TASK 1 -3- Copyright © 2013-2016 Binary Logic SA
difficulties they would face in the absence of Students have to sort the storage devices by
such devices. storage capacity. Ask them to write the name of
• Ask them questions such as: each device from smallest to largest inside the
o In your everyday life you probably use storage circles. Encourage them to ask you if they need
devices in order to save or transfer data. help. Also, they can use their Student’s Book,
> Can you name any of them? Module 1, Task 1 (Store) as a guide.
> Which of them do you have in your home? 3. Completion - Evaluation
> Which of them do you have in your school? • Collect all worksheets and file them in the class
• Show them some storage devices (such as a Disk, folder.
a CD, a DVD, a USB flash memory, a Memory card) • Hand out an Evaluation Sheet to every student
• When you present the CD/DVD, explain that they and ask them to complete it.
are similar and cannot be easily distinguished • Collect them and see if they understood all the
before they read the specifications. objectives that we had for this lesson.
• Emphasize that the only difference is capacity. • Check which part of the lesson students didn’t
DVDs store much more data than CDs. In order completely understand and make any changes
for students to understand this, provide an required in the teaching process.
example: On a CD you can store about twenty
songs, but you can store hundreds on a DVD. Notes
On a DVD you can also store movies and large
programs, but not on a CD.
• When presenting the storage devices that
connect via USB, you must mention that it’s
important to properly disconnect these devices,
both to protect them and to protect the
computer. Show them how to safely remove an
external device using the safe mode on the right-
hand side of the task bar.
• Present the devices and their specifications
one by one. At the same time ask if anyone has
used one of them before. Hand out the storage
devices to students in order for them to touch
and examine them. Point out again that we not
only use them for storage but for transferring as
well. Provide some examples of how to use them
but keep asking students to participate in the
discussion by providing their own examples.
You can also point out the difference in cost.
2. Development – Implementation
Hand out the “K.3.1.1_Worksheet_1.docx”,and the
printed pages of the K.3.1.1_Labels.docx file.Ask
students to cut and glue the given devices from
Group A in the right place. Encourage discussion
and the exchange of ideas. Some may have used
them before and can help others.
Point out again that we not only use them for
storage but for transferring as well. Provide some
more examples of how to use them but keep
asking students to participate in the discussion by
providing their own examples.
• Then, hand out the “K.3.1.1_Worksheet_2.docx”.
Ask students to cut and glue the given devices
from Group B in the right place. Point out that
in this case the devices are used to transfer
data to the computer. We are interested in the
connectivity and not the device itself.
• Ηand out the “K.3.1.1_Worksheet_3.docx”.
Students have to use a pencil in order to circle
the devices needed for each occasion. Ask them
to provide their own examples of cases when we
need each storage device. Note that there may
be more than one answer.
• Finally, Ηand out the “K.3.1.1_Worksheet_4.docx”.
DIGITAL KIDS RACER / MODULE 1 / TASK 1 - 4 - Copyright © 2013-2016 Binary Logic SA

Module 1 Mydevices
DKRACER Task 2 Print
Teacher Class Date
Overview Form groups of 4. Try to make these groups equal

The general purpose of this lesson is for students in knowledge in order to evaluate their effort easily.
to be able to recognize the different types and 2. Explorations – Implementation
characteristics of printers. • Hand out the “K.3.1.2_Worksheet_1.docx”. Ask
students to match the columns. Encourage
Objectives discussion and the exchange of opinions. Let
To learn which printing devices exist. them decide what the name of each printer is.
• When students done the activity, show them an
Skills Inkjet printer. Show them where the paper and
To understand what kind of printers there are and ink is placed and where the On button is. At this
what purpose they are used for. point, show them how to connect the printer to
the power grid and to the central unit. If time
What is needed is enough you can print an image in order for
Resources students to see how the printer works.
• Digital Kids Racer Student’s Book • Then hand out the “K.3.1.2_Worksheet_2.
• K.3.1.2_Worksheet_1.docx docx”and ask students to do the activity. They
• K.3.1.2_Worksheet_2.docx can use the Student’s Book, Module 1, Task 2
• K.3.1.2_Worksheet_3.docx (Print) as a guide.
• K.3.1.2_Worksheet_4.docx • After they complete the activity hand out the
• K.3.1.2_Evaluation_Sheet.docx “K.3.1.2_Worksheet_3.docx”.Before starting the
• K.3.1.2_PrintersAround.pptx activity show students all types of printers using
Tools & Equipment a projector and the file “K.3.1.2_PrintersAround.
• An Inkjet printer. pptx”. Explain how each printer works and point
• A projector. out their characteristics.
• Then, hand out the “K.3.1.2_Worksheet_4.
Learning difficulties docx”and ask them to answer the questions.
1. Printing Quality Now students can return to the previous activities
Sometimes students can’t understand the difference and correct any mistakes. Encourage discussion
between different printing options. among students for exchanging ideas or they can
2. Printing speed ask for your help if necessary.
Students must understand the importance of 3. Completion - Evaluation
printing speed and how it can affect quality. • Collect all worksheets and file them in the class
folder.
Lesson Description • Hand out an Evaluation Sheet to every student
1. Introduction and ask them to complete it.
Introduce the purpose of the lesson to motivate • Collect them and see if they understood all the
student interest in the various printer types. objectives that we had for this lesson.
Students are going to learn what type of printers • Check which part of the lesson students didn’t
they use or see in their everyday lives. completely understand and make any changes
Say a few words about the characteristics of each required in the teaching process.
printer and what we can print with them. For
example, explain to them why photos have to be
printed in higher quality than text documents, Notes
or that one of the specifications of printers is
how many pages a printer can print per minute.
Depending on the model and type of the printer
the printing speed is different.
Explain to students that a printer is a peripheral
device and not a main part of a computer. A
computer can function without a printer. At this
point you can tell them again what a peripheral and
output device is.
Finally, show them how to properly connect a
printer to your computer. Note that most printers
are connected through a USB port.

Module 1 My
devices
DKRACER Task 3 Capture
Teacher Class Date
Overview Lesson Description

The general purpose of this lesson is for the 1. Introduction
students to be able to recognize by name various Introduce the purpose of the lesson motivating
capture devices, their characteristics as well as when student interest with a series of questions:
to use each one. • Who has a digital camera?
• Who has a video camera?
Objectives • What do you do with these devices?
• To understand what it means to capture what • Why do we use the microphone?
you can see or hear. • Why do we use the Web camera?
• To identify the devices that can be used for Before you start, separate them into groups.
capturing. 2. Development
• To understand what each device can record. • First mention that everyone will see these devices
• To learn which devices can transfer sound or/and up close. .
video clips in real time. • Then hand out the capture devices to the
• To identify that the output of a capture device students. Make sure that all students of each
is the data that you can save, transfer, send group will hold the four devices in their hands
or edit, and how you can transfer them to the for a while. Ask the students to notice the
computer. characteristics of each device and afterwards
discuss them with their group members.
Skills • Present the capture devices one by one and
How you can capture your voice, your image or a make a small description. Don’t forget to hold
video clip and put it in your computer. the device that makes the presentation.
3. Implementation
What is needed • Hand out the “K.3.1.3_Worksheet_1.docx”. Ask
Resources students to do the activity. Students have to
• Digital Kids Racer Student’s Book. match each capture device with its name. This
• K.3.1.3_Worksheet_1.docx way they will learn the proper names of devices
• K.3.1.3_Worksheet_2.docx that they see.
• K.3.1.3_Worksheet_3.docx • Then, hand out the “K.3.1.3_Worksheet_2.docx”
• K.3.1.3_Worksheet_4.docx and ask students to do the activity. Also, they
• K.3.1.3_Evaluation_Sheet.docx have to answer two questions at the end. They
Tools & Equipment may find out that a specific action can be done
Capture devices: Microphone, Web camera, Digital with more than one device. Encourage discussion
camera, Video camera. and exchange of ideas so that they can figure
this out.
Learning difficulties • Then, hand out the “K.3.1.3_Worksheet_3.docx”
1. Connect a capture device to your computer and ask them to fill the table of the worksheet.
Show students how to connect a capture device • Finally, hand out the “K.3.1.3_Worksheet_4.docx”
to the computer. Some students may find it and ask them to fill in the table. The students
impossible to do so. should choose the capture devices which are
They need to see that these devices with a integrated into some technological devices.
USB connection can easily be connected to the At the same time students can correct any mistakes
computer. in their worksheets. If they have any questions
2. Transfer data between a computer and they shouldn’t hesitate to ask you, but try to give
capture devices answers that will lead them to discover the truth on
Students should understand that it is very easy to their own. They can use the Student’s Book, Task 3
transfer data (images, audio, and video) between (Capture) as a guide.
computers and a capture device. 4. Completion - Evaluation
With the help of a USB or Memory card • Collect all worksheets and file them in the class
transferring data becomes simple. folder.
They just copy-paste the files to the device • Hand out an Evaluation Sheet to every student
they want. You can transfer some files, e.g. and ask them to complete it.
pictures and view them on a computer screen • Collect them and see if they understood all the
so that students can understand the direct file objectives that we had for this lesson.
transfer. • Check which part of the lesson students didn’t

completely understand and make any changes
required in the teaching process.
Notes

Module 1 Mydevices
DKRACER Task 4 Interact
Teacher Class Date
Overview some pictures of interactive devices in the first

The general purpose of this lesson is for students column and some sentences that describe them
not only to recognize and name interactive devices, in the second column.
but also to learn when to use them. • When they finish this activity and open the
Students’ Book they can check their answers. At
Objectives this point your role is to guide and answer their
To interact with your computer. questions related to the function of interactive
devices. Then students must close their books.
Skills The same procedure will be repeated for the
To recognize what type of devices you need to other two activities.
interact with your computer. • Hand out the “K.3.1.4_Worksheet_2.docx”.In this
activity, ask students to select the correct phrase
What is needed in each of the eight sentences. The aim of this
Resources activity is for students to understand the basic
• Digital Kids Racer Student’s Book characteristics of the interactive devices.
• K.3.1.4_Worksheet_1.docx • After the completion of this activity hand
• K.3.1.4_Worksheet_2.docx out the “K.3.1.4_Worksheet_3.docx”. Similarly,
• K.3.1.4_Worksheet_3.docx there are some icons for interactive devices,
• K.3.1.4_Worksheet_4.docx printers and other equipment for computers.
• K.3.1.4_Worksheet_5.docx Ask students to check the devices that they
• K.3.1.4_Evaluation_Sheet.docx can interact with. The aim of this activity is
• K.3.1.4_Kinect_&_Wii.pptx for students to understand which devices are
Tools & Equipment interactive and which are not!
A projector 3. Implementation
• Hand out the “K.3.1.4_Worksheet_4.docx”.
Learning difficulties Students must answer a personal question about
Students at this age can’t classify the peripheral their favorite video game. Encourage a discussion
devices to output, input and input - output devices. amongst students for exchanging ideas.
They do not understand the stream of instructions • Then, hand out the “K.3.1.4_Worksheet_5.docx.
and data. The only thing that they realize is that Before students continue with this activity, using
when they make gestures or moves, on the screen the projector, show them the “K.3.1.4_Kinect_&_
– or the speakers - the results of this action appear. Wii.pptx” file with some characteristics of
So, the meaning “interactive device” is perceived by Nintendo Wii Remote and Microsoft Kinect. Ask
the children as this “shape” of their perception. them to recognize them. Explain how each device
The mouse, the keyboard and the joystick are works. At the same time ask them if anyone has
interactive devices to the extent that a “character” any of these devices.
of a game they play acts according to the • Then help them to play the game! They must
commands these devices give. be divided into pairs. One of each pair (who will
But although the scanner is an input device like be the player) must hold a marker which will
the previous devices, it is not an interactive device symbolize the Wii Remote or the Kinect and the
according to their logic. other will be the video game character. Help
them be divided into pairs.
Lesson Description The one who holds the Wii: the player must make
1. Introduction virtual drawings and, the character will draw the
Introduce the purpose of the lesson to motivate same picture on the board!
students’ interest in the video games they used to The one who holds the Kinect: they will sit
play. First, ask them a series of questions like: opposite each other and the player must make
• Do you play any video games? some moves which the character will imitate!
• Which is your favorite video game? • Then they must discuss if the moves and the
• What device do you use to play video games? drawings were the same or if they were done by
Divide the students into groups of 3-4. the character at the same time.
2. Investigation 4. Completion - Evaluation
• Hand out the “K.3.1.4_Worksheet_1.docx” and • Before collecting all the worksheets you can
ask students to check the correct answers about mention the results of the percentages of each
some interactive devices. In the activity there are interactive device that students have.

• Then,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
Notes

Module 2 My
files
DKRACER Task 1 What is a file?
Teacher Class Date
Overview Detail Panel to Large (Right click Panel -> size ->
The general purpose of this lesson is for students to Large)
realize that there are different types of files. • Make the file extensions visible (Organize ->
Folder and search option -> View -> Hide
Objectives extensions for known file types).
Students have to: • On View Details make the columns: Name, Type
• To distinguish the user files from the programs. and Size visible only.
• To recognize the different types of files. • Control the WordPad files so as to open with
• To realize that each file has a filename, extension a double-click (Right-click it -> Open with ->
and size. Choose default program -> Select WordPad).
• To give names to files that describe their content. 2. Introduction – Brainstorm
Introduce the purpose of the lesson to motivate
Skills students’ interest in recognizing the different files.
• To open a file. You could ask students some questions such as:
• To delete a file. • What is a file?
• To see the name, the type, the extension and the • Have you ever created a file?
size of a file. • What types of files do you know of?
• Could a picture be saved in different types of
What is needed files?
Prerequisites • What is the difference between files and
Type and save a text in a WordPad program. programs?
Resources Divide the students into groups of 3-4. .
• Digital Kids Racer Student’s Book 3. Investigation - Implementation
• K.3.2.1_Worksheet_1.docx • First, hand out the “K.3.2.1_Worksheet_1.docx”.
• K.3.2.1_Worksheet_2.docx Students have to recognize which icons are files
• K.3.2.1_Worksheet_3.docx and which are programs. Students experiment
• K.3.2.1_Worksheet_4.docx with different files, double-click on them and
• K.3.2.1_Evaluation_Sheet.docx draw their conclusions. Then a discussion follows
• K.3.2.1_Different_Files folder in order to understand that each file is created
Tools & Equipment with a specific program. If they want to create
• WordPad a drawing they need the program Paint. If
• Microsoft Word they want to create a document they need the
• Microsoft PowerPoint program WordPad etc.
Learning difficulties In this activity, students have to investigate some
Some students: files in My Documents. By clicking on each file
• Confuse the files with the programs. they can see its characteristics which appear
• Believe that two files with the same names are on a panel on the bottom of their screen. They
similar. have to complete the table of the worksheet and
• Have difficulty in understanding the difference answer the questions. The aim is for students to
between the files *.doc and *.docx and etc. understand that there are many different types of
• Are used to naming their files with names that files and although two or more files can have the
are irrelevant to their content. Explain to them same filename, they can be of different types.
that when they have a lot of files stored on • Hand out the “K.3.2.1_Worksheet_3.docx”. The
their computer they may have trouble finding a students will open a blank WordPad file and type
specific one easily and quickly. a text. The students will make changes in the file
and should notice the differences in the size of
Lesson Description the file. Point out that to open a file, they can use
1. Preparation the Student’s Book, Module 2, Task 1 (What is a
Before the lesson starts you must: file?) as a guide. Remind them to save their work
• Paste the files of the“K.3.2.1_Different_Files” before they close the file.
folder in My Documents on each computer. After doing this activity, they should consider the
• Place the Detail Panel under files in order to view following issues:
a detailed description of the files. (Organize-> o Will the file size change more if we insert a
Layout -> Detail Panel). Also set the size of the small or a big picture in the text?

o If we insert two pictures of equal dimension
but of different types (extension) into a
document, will it change its size?
Students will select the most suitable names
for some specific files. The aim is for students
to understand that a filename must describe its
content. Point out that a filename needs to be
unique in order for us to find a file easily and
quickly. To be more understandable you can
mention that files have filenames and types such
as people have names and surnames. Encourage
discussion amongst students to exchange ideas
or they can ask for your help if necessary.
4. Completion – Evaluation
After completing the activities, a discussion must
follow in order to investigate the meanings of:
I. The difference between files and programs.
II. The difference between files of different types.
III. The necessity to name our files with a
representative name.
Finally, at the end of the lesson you have to :
• Collect all worksheets and file them in the class
folder.
Notes

Module 2 My
files
DKRACER Task 2 Organize my folders
Teacher Class Date
Overview Lesson Description

The general purpose of this lesson is for students to 1. Preparation
learn how to organize their files on a computer. Before the lesson starts paste the folder “K.3.2.2_
Animal_Files” on each desktop.
Objectives Connect a USB stick to each computer.
• To think of folders as a storage space. Place the WordPad program on the Taskbar.
• To distinguish folders from files and programs. 2. Introduction – Brainstorm
• To arrange their files into folders. Introduce the purpose of the lesson by motivating
students’ interest in organizing their files.
Skills You could start by asking students questions, such as:
• To create folders and subfolders. • Why do we have libraries, clothes closets and
• To name and change the name of a folder. cupboards?
• To move files and folders. • Do you know of any other storage spaces at
• To copy files and folders. home or at school?
• Do you think your schoolbag is a kind of storage
What is needed space?
Prerequisites • In which places do you find shelves, drawers and
Typing and saving a text in WordPad. cupboards?
Resources • Are the storage spaces separated?
• Digital Kids Racer Student’s Book • What is the main purpose of the storage
• K.3.2.2._Worksheet_1.docx structure?
• K.3.2.2._Worksheet_2.docx • Do we label them and why?
• K.3.2.2._Worksheet_3.docx Discuss with students how important it is to use
• K.3.2.2._Worksheet_4.docx folders and subfolders to tidy up files. This is
• K.3.2.2._Worksheet_5.docx the best way because they will know where they
• K.3.2.2._Worksheet_6.docx keep each file, any time they look for something.
• K.3.2.2_Evaluation_Sheet.docx They can find everything they need in folders and
• Folder K.3.2.2_Animal_Files subfolders. Point out that it is important that each
Tools & Equipment folder has a name related to its content.
WordPad Divide the students into groups of 3-4 people.
3. Investigation - Development
Learning difficulties • First, hand out the “K.3.2.2_Worksheet_1.
Some students: docx” and tell students that they should do the
1. Confuse folders with files and programs. activities on the worksheet. For some students
2. Think that folders can become full at a certain it will consolidate what they already know;
point. others will learn something new or correct a
3. Think that it is impossible to put a folder inside misconception. Encourage student discussion to
another folder. find the correct answers.
4. Believe that folders take up space on a computer. • Then, hand out the “K.3.2.2_Worksheet_2.docx”
5. Have the impression that it is easier for them to and ask students to do the activity. The students
have their files on the desktop in order to have have to put the commands in the correct order.
direct access. The commands describe the process of creating a
6. Have difficulty in understanding the tree folder on the desktop. It is granted that students
structure of folders. can look at their book when necessary.
7. Get lost during the navigation of the windows • Hand out the “K.3.2.2_Worksheet_3.docx”.
system folders. Each group should do the activity (folders and
8. Get confused when practicing the method ‘Press subfolders creation). During the activity explain
and drag’, using the mouse. the hierarchy of this structure. Sometimes, when
9. Use the ‘Press and drag’ method to transfer a file students open a subfolder they don’t know
from one folder to another believing that they how to go back to the folder that contains it.
have copied it. Explain to them how to use the Back button,
10. They copy their files without renaming the which is in the upper left corner of the window.
copied files, so when they change or add Furthermore, explain to them the address bar
something they cannot differentiate the operation. Prompt students to practice folder
folders. navigation.

• It’s very important for students to understand
the difference between the function Cut-Paste
and Copy-Paste. Explain to them that when they
move a file the first file disappears and is sent
to a different place. Also explain that when they
copy a file, the computer creates a copy of the
file, so there are two files, the same, one in the
original place and the new one in a different
place. Then, hand out the “K.3.2.2_Worksheet_4.
docx”.
This activity consists of three parts.
I. Students must give new names to the Images
files, which are included in the subfolder
“K.3.2.2_Images”, of the “K.3.2.2_Animal_files”
folder, replacing the old ones.
II. Students understand how to move a folder.
III. Students move the folders.
This activity#6 consists of three parts, too.
I. Ask students to open the files “K.3.2.2_
Carnivorous_Animal_List.rtf” and “K.3.2.2_
Herbivorous_Animal_List.rtf”. Then ask them to
type and save their data.
II. Students practice the folder copying
procedure and
III. They accomplish this procedure.
• Finally, hand out the “K.3.2.2_Worksheet_6.
docx”.Regarding this activity guide the students
in the way the content of an external storage
space appears. Next, ask children to practice the
‘Press and Drag’ method in order to move the
“K.3.2.2_Animal_Files” folder, firstly to a USB stick
and then to the Recycle Bin. Then ask them to
answer questions with reference to this particular
method.
After completing the last activity, have a discussion
about:
• The importance of the tree structure for folders.
• The difference between moving and copying files
and folders.
• The need to be careful when we transfer a file.
• Copying a different name on the copy’s folders.
• The need to be careful when we use the method
‘Press and Drag’.
• Collect all worksheets and file them in the class
folder.
Notes

My files
DKracer
Module 2
task 3 Search and find
TEACHER CLASS DATE
overview • “K.3.2.3_Kangaroo.jpeg” in Sample Pictures.

The general purpose of this lesson is for students 2. start - Brainstorming
not only to search for files and programs using • Introduce the purpose of the lesson to motivate
the Start Menu and Windows Explorer, and also to student interest in how to find files and folders
apply some search filters. quickly.
• Divide the students into groups of 2-3 . Make
objectives sure that the files that students are going to
• To use Search in order to find files and folders. search for are stored on the computer.
• To understand why we search in a specific folder, • Hand out the “K.3.2.3_Worksheet_1.docx”.Ask
so we can find a file much faster. students to read and answer the questions
• To understand what a wildcard is and when we on the worksheet. They can discuss amongst
use it. themselves and you can help students by asking
questions such as:
skills o How many files, folders and programs, do you
• To use the Start Menu to find files and folders on believe, can be stored on your computer?
the computer. o Is it easy to find a specific file in a computer
• To use Windows Explorer to find files and folders with a lot of stored files?
on the computer. o Have you ever found yourself searching for a
• To apply filters, such as date modified and size, in file for a long time?
order to make a search faster. 3. investigation – development of knowledge
• To use wildcards. • Then hand out the “K.3.2.3_Worksheet_2.docx”.
They have to search for a folder. Students will
what is Needed learn to use the Search in the Start Menu. They
resources can use the Student Book, Module 2, Task 3
• Digital Kids Racer Student’s Book (Search and find) as a guide. Ask students to read
• K.3.2.3_Worksheet_1.docx and answer the questions on the worksheet.
• K.3.2.3_Worksheet_2.docx • Hand out the “K.3.2.3_Worksheet_3.docx”.
• K.3.2.3_Worksheet_3.docx Students will use the search in the Windows
• K.3.2.3_Worksheet_4.docx Explorer and search filter. They can use the
• K.3.2.3_Worksheet_5.docx Student’s Book, Module 2, Task 3 (Search and
• K.3.2.3_Worksheet_6.docx find) as a guide again.
• K.3.2.3_Evaluation_Sheet.docx • Hand out the “K.3.2.3_Worksheet_4.docx”.
• “K.3.2.3_Find the treasure.txt” Students have to fill in a table in order to
• “K.3.2.3_Kangaroo.jpeg” understand how the wildcards work. Some
• “K.3.2.3_koala.txt” possible answers are: technic, technical,
• “K.3.2.3_Treasure.docx” technology, mathematics, mathematical,
Tools & equipment mathematic, biological, logical, sociological,
Microsoft Word (None) optimistic, pacific and tragic.
4. implementation
learNiNg difficulties • Then hand out the “K.3.2.3_Worksheet_5.docx”.
Searching in two different ways Students have to use a Wildcard in order to
Students may not understand the difference find the words which start with Wind (Such as
between searching using the Start Menu or using Windows). Before they do the activity, explain it
Windows Explorer. Explain that using Windows using the example on page 37 of the student’s
Explorer you can find a file/folder/program much book.
faster because you look only in one place, namely in • Students have to click on the Start Button and
a specific folder. type “Wind*” (Asterisk *). At this point explain
how the wildcards work and mention that we
lessoN descriptioN use them when we don’t know the exact name
1. Preparation of the file we are looking for. Also, explain to
Transfer and save the files: students that they can also search for folders and
• “K.3.2.3_Treasure.docx” anywhere on the hard programs, not only for files.
disk. • Finally they have to find a treasure (file)! Hand
• “K.3.2.3_Find the key.txt” in Documents. out the “K.3.2.3_Worksheet_6.docx”. They have to
• “K.3.2.3_koala.txt” in Downloads. search for a file using Search in the Start Menu.
DIGITAL KIDS racer / MODULE 2 / TASK 3 - 15 - Copyright © 2013-2016 Binary Logic SA

They can use the Student Book, Module 2, Task 3
(Search and find) as a guide.
• They should search in Documents first, then
in Downloads and then in Sample Pictures. In
Downloads they have to apply a search filter:
size: empty (0 bytes). In Sample Pictures they
have to apply the search filter: type: jpeg.
• The names of the files that they should write
on the worksheet are kangaroo and koala, so
the key for the treasure (file) is AUSTRALIA (ALL
CAPITALS).
• Encourage discussion amongst students and tell
them they can ask for help if needed.
After completing the activities, collect all the
worksheets and file them in the class folder.
• Hand out the evaluation sheet to every student
• Collect the sheets and see if the students
understood all the objectives of the lesson.
Notes

Module 2 Myfiles
DKRACER Task 4 Start a program
Teacher Class Date
Overview • “What programs do you use the most?” and

The general purpose of this lesson is for students to • “What programs can I use in order to make some
open programs such as Calculator and to use Help calculations?”
to solve queries. Divide the students into groups of 2-3.
3. Investigation - Development of knowledge
Objectives • First, hand out the “K.3.2.4_Worksheet_1.docx”.
To learn how to start programs in Microsoft Ask students to match the icons of the programs
Windows. to the correct names. Encourage students to use
the computer in order to find the programs.
Skills • Then, hand out the “K.3.2.4_Worksheet_2.docx”
• To start programs like Calculator. and ask them to do the activity. They have
• To open Calculator in four different ways. to put the steps for opening the Calculator in
• To use Help in Windows. the proper order. Then, they have to open the
Calculator based on these steps. This way they
What is needed will discover if they have written the steps in the
Resources correct order:
• Digital Kids Racer Student’s Book o Click on Start Menu
• K.3.2.4_Worksheet_1.docx o Point to All Programs
• K.3.2.4_Worksheet_2.docx o Click Accessories
• K.3.2.4_Worksheet_3.docx o Click Calculator
• K.3.2.4_Worksheet_4.docx • Let them make changes if they make mistakes.
• K.3.2.4_Worksheet_5.docx When all the students have opened the
• K.3.2.4_Evaluation_Sheet.docx Calculator, explain them why we use this
Tools & Equipment program. Tell students that we can make simple
Calculator or advanced calculations very quickly and easily.
4. Implementation
Learning difficulties • Now, they have to solve the calculations which
1. NumLock are in the student’s book on page 39. Now, show
Sometimes students can’t understand why the them how to use the keyboard.
numbers on the keyboard don’t work. Probably • Explain to students how to solve a simple
they don’t know how NumLock works. Explain this calculation:
key and tell them to open Calculator and to solve o Type the first number in the calculation
a calculation with NumLock On and Off. Identify o Click + to add, - to subtract, * to multiply, or /
how NumLock works: when it is On we can’t use the to divide
numbers on the keyboard. When it’s Off we can. o Type the next number in the calculation
2. Calculator o Type any remaining operations and numbers
Explain that there are four (4) different types of o Click =
calculator: • Hand out the “K.3.2.4_Worksheet_3.docx”.
• Standard Students will learn how to open the calculator
• Scientific in three other ways. They can use the Student’s
• Programmer Book, Module 2, Task 4 (Start a program) as a
• Statistics guide.
Describe each View and show your students how to • Then, hand out the “K.3.2.4_Worksheet_4.docx”.
change the calculator’s View. The students using the Calculator must check if
the solved calculations are correct or not.
Lesson Description • Finally, hand out the “K.3.2.4_Worksheet_5.docx”.
1. Preparation In this activity, students learn to use Help. Explain
Make sure that the shortcut for Calculator is on the what Help is and how we can open it (pressing
desktop, as well as pinned to Taskbar. F1 is a fast way). It is good for students to use
2. Start - Brainstorming Help when they have problems with any issue, so
Introduce the purpose of the lesson to motivate they need to learn to use it correctly. Encourage
student interest in the many programs in the discussion amongst students or to ask for help
computer and how we can open them. Explain that from the teacher if necessary.
we use each program for a particular action. 5. Completion – Evaluation
Ask students: After completing the activities:

• Collect all the worksheets and file them in the
class folder.
• Hand out the Evaluation Sheet to every student
• Collect them and see if students understood all
the objectives that we had for this lesson.
Notes

Module 3 My
first article
DKRACER Task 1 Work with text
Teacher Class Date
Overview Divide the students into groups of 3-4 people.

The general purpose of this lesson is for students to 3. Investigation - Development of knowledge
learn how to give a form to their text and to use the Hand out the “K.3.3.1_Worksheet_1.docx” and ask
Search and Zoom tools. students to do the activity. They must connect each
icon with the proper command. They can check if
Objectives their answer is correct, moving the cursor over each
• To format a document using the tools that Word icon to read the label that appears (after they open
offers. Word).
• To realize that the Find function is a tool to 4. Implementation
search for and find a word fast and accurately. Explain to students when they can use the
• To understand that any mistake in Word can be commands Bold, Italics and Underline. Tell them
corrected using the Undo button. that we apply these to a text when we want to
emphasize a sentence and make it clear. Also we
Skills can highlight a word or a sentence in order to
• To use Bold, Italic and Underline formatting. distinguish it from the rest of the text.
• To highlight a text. Then, hand out the “K.3.3.1_Worksheet_2.docx”.
• To find a word in a document. The students have to format the article “K.3.3.1_
• To use the zoom slider to zoom in and out of a Pisa_Tower.docx” that is saved in Documents. Ask
document. students to follow the steps. They can use the
• To use the Undo button. Student’s book, Module 3, Task 1 (Work with text)
as a guide.
What is needed First, they must find and open the file. Tell students
Prerequisites to click the zoom slider and drag the pointer to
Open Word and type text. the left or right in order to change the size of the
Resources document to 80%. Then they have to format some
• Digital Kids Racer Student’s Book sentences in Bold, Underline and Italic. Make sure
• K.3.3.1_Worksheet_1.docx that before they make any changes they have
• K.3.3.1_Worksheet_2.docx selected the text they want to format.
• K.3.3.1_Evaluation_Sheet.docx Tell students that we can apply more than one
• K.3.3.1_Pisa_Tower.docx format to a word or sentence. Also show students
Tools & Equipment the Undo command that helps us to correct our
Microsoft Word text if we change our mind about its format. It is
very important for students to know how to use the
Learning difficulties Undo command (Ctrl+Z).
1. Modifying Next, students should use Search in order to find
Sometimes students forget that they have to select a word. An easy way to open Search is by pressing
the text they want to format before they make Ctrl+F. (The word tower appears in timer). Then they
any changes. Try to make it clear that if they don’t have to highlight the word they found. In this step
select any text, no changes will be made to their they need to highlight the word in a different color.
document. Encourage discussion amongst students or get
2. A combination of formatting. them to ask for help of you if necessary. Help them
Explain that we can apply more than one format to to change the color if necessary.
a word or sentence. For example, we can format a Before students complete the worksheets remind
word in bold, italic or highlight. Any combination of them to save their work.
formatting is acceptable. 5. Completion – Evaluation
After completing the activities,
Lesson Description • Collect all the worksheet and file them in the
1. Preparation class folder.
Before the lesson starts, paste the file “K.3.3.1_Pisa_ • Hand out the Evaluation Sheet to every student
Tower.docx” in Documents, on each computer. and ask them to complete it.
2. Start - Brainstorming • Collect them and see if the students understood
Introduce the purpose of the lesson to motivate all the objectives that we had for this lesson.
student interest in the form a text can take. • Check which part of the lesson students didn’t
Explain that MS Word lets us format our completely understand and make any changes
documents as we like. required in the teaching process.

Notes

Module 3 My
first article
DKRACER Task 2 Give a title
Teacher Class Date
Overview • Divide the students into groups of 3-4. .

The general purpose of this lesson is for students to 3. Development – Investigation of knowledge
learn how to format a document. • Explain to students that when we use Word and
type a text, we can format the text as we like.
Objectives Usually when we type a text there is the title and
To format a document according to their needs the main body of the text. So, it’s good to align
using the format tools in order to make it more the title to the center and format the main body to
appealing. appear simple and understandable to the readers.
• Hand out the “K.3.3.2_Worksheet_1.docx” and
Skills ask students to do the activity. Ask them to
• To change the font of a document. open Word and type their name. Then they can
• To change the font size of a document. move the pointer to the icons which are on the
• To change the text alignment of a document. Worksheet and recognize each type of alignment
as well as the different kinds of font.
What is needed 4. Implementation
Prerequisites • Then hand out the “K.3.3.2_Worksheet_2.docx”
• Open the Word program/a Word file. and ask students to do the activity. They have to
• Type text in Word. find and open the folder “K.3.3.2_Seasons” which
• Change the font color of a text. contains four different files. Ask them to follow
• Make a text Bold, Italic and Underline. the steps and format each file. They can use the
Resources Student’s book, Module 3, Task 2 (Give a title) as
• Digital Kids Racer Student’s Book a guide.
• K.3.3.2_Worksheet_1.docx • First they have to format the title, then the main
• K.3.3.2_Worksheet_2.docx text and finally the image. Tell them to first select
• K.3.3.2_Evaluation_Sheet.docx the text they want to format and then to make
• K.3.3.2_Seasons folder any changes. To select the image they want
Tools & Equipment tell them to click on it. Students will learn how
Microsoft Word to change the font, the font size and the text
alignment.
Learning difficulties • Tell them to use the Undo command if they
1. Format the text change their mind about a text format. It
Sometimes students forget to select the text they is important for students to use the Undo
want to format before they execute a command. Try command (Ctrl+Z). Encourage discussion
to make it clear that if they don’t select any text, no amongst students and tell them to ask for your
changes can take place. help if necessary. Help them to change the color
2. The font size of text if it is necessary.
When students want to change the font size, they • Each time students add formatting to a file they
click the down-arrow and select the size they must remember to save their work.
want. The list that appears doesn’t contain all the 5. Completion – Evaluation
font sizes. For example, the size 15 isn’t in the list. After completing the activities,
Explain to students that they can change the font • Collect all the worksheet and file them in the
size to 15. They have to click the arrow, type the size class folder.
they want and then press Enter. They mustn’t forget • Hand out the Evaluation Sheet to every student
to select the text they want to change first. and ask them to complete it.
• Collect them and see if the students understood
Lesson Description all the objectives that we had for this lesson.
1. Preparation • Check which part of the lesson students didn’t
• Before the lesson starts, copy and paste the completely understand and make any changes
folder “K.3.3.2_Seasons” in Documents, on each required in the teaching process.
computer.
2. Start Notes
• Introduce the purpose of the lesson to motivate
student interest in the form a text in Word can
take. Apart from font color and the font form we
can change the whole font.

Module 3 My
first article
DKRACER Task 3 Make a list
Teacher Class Date
Overview list. When they find and click where they want
The general purpose of this lesson is for students to Asia to be placed and press Enter, a new bullet
learn how to create bullet and number lists and add will be created automatically and students have
symbols to their documents. to type the word. Ask students to follow the steps
in order to do the activity correctly. Encourage
Objectives discussion amongst students to exchange ideas
• To realize that a list makes a text more structured. and tell them to ask for your help if necessary.
• To select the proper symbol. • Then, hand out the “K.3.3.3_Worksheet_2.docx”.
Students have to open a file and complete a
Skills recipe. They have to make bullets and number
• To create a bullet list. the list. They can use the Student’s book, Module
• To create a numbered list. 3, Task 3 (Make a list) as a guide. Explain to
• To add symbols to a document. students that a list can also be removed. To do
that, they must select the list and in the Bullets
What is needed and Number tab, click None.Then, students have
Prerequisites to remove the numbering from an existing list.
Basic knowledge of Microsoft Word. Remind students to save their work.
Resources 4. Completion – Evaluation
• Digital Kids Racer Student’s Book After completing the activities,
• K.3.3.3_Worksheet_1.docx • Collect all the worksheets and file them in the
• K.3.3.3_Worksheet_2.docx class folder.
• K.3.3.3_Evaluation_Sheet.docx • Hand out the Evaluation Sheet to every student
• K.3.3.3_Recipe.docx and ask them to complete it.
• K.3.3.3_Continents.docx • Collect them and see if the students understood
Tools & Equipment all the objectives that we had for this lesson.
Microsoft Word • Check which part of the lesson students didn’t
Learning difficulties required in the teaching process.
1. Add something to a numbered list
Some students think that when they want to add
something to a numbered list they have to type Notes
numbers. Explain that if we have created a list and
press Enter, numbers are inserted automatically.
2. Create a new list in a typed text
Sometimes students forget to select the text they
want to bullet or number. Try to make it clear that if
they don’t select any text, no list will be created on
their document.
Lesson Description
1. Preparation
• Before the lesson starts, copy and paste the files
“K.3.3.3_Recipe.docx” and “K.3.3.3_Continents.
docx” in Documents, on each computer.
2. Introduction
• Introduce the purpose of the lesson to
motivate student interest in creating lists in
the documents. Explain that lists help us to
understand the data of a text. Lists group the
data and the information.
• Divide the students into groups of 3-4 people..
3. Implementation
• Firstly, hand out the “K.3.3.3_Worksheet_1.docx”.
In this activity, students have to open the file
“K.3.3.3_Continents.docx” and add a word to the

Module 3 My
first article
DKRACER Task 4 Check and save
Teacher Class Date
Overview some questions (True - False) about grammar and

The general purpose of this lesson is for students to spelling checking. Ask them to open Word, to
learn how to use Spelling and Grammar checks and type something incorrectly and experiment with
save their work. this function in order to answer the questions.
Encourage the students to discuss amongst
Objectives themselves.
To realize that a perfect document shouldn’t have 4. Implementation
any errors (grammar or spelling). Then, hand out the “K.3.3.4_Worksheet_2.docx”.
The students have to open a file and correct some
Skills errors. They can use the Student’s book, Module
• To use Spelling & Grammar Check. 3, Task 4 (Check and save) in order to find all the
• To save a document. mistakes and correct them. Before starting the
correction, students have to write down the number
What is needed of mistakes they have to correct.
Prerequisites Then, ask them to complete the table with the
Basic knowledge of Word (open, type and edit a mistakes.
file). Explain to students that when we create a
Resources document we must check the spelling and
• Digital Kids Racer Student’s Book grammar mistakes before saving it. Word helps
• K.3.3.4_Worksheet_1.docx us to understand that a word is wrong, as the
• K.3.3.4_Worksheet_2.docx wrong word is underlined with a red or green line.
• K.3.3.4_Worksheet_3.docx Tell students that they can open the Spelling and
• K.3.3.4_Evaluation_Sheet.docx Grammar window by pressing the F7 button on the
• K.3.3.4_Article.docx keyboard.
Tools & Equipment Then, hand out the “K.3.3.4_Worksheet_3.docx”.
Microsoft Word In this activity, students have to type a list of
vegetables at the end of the page. Before they start
Learning difficulties typing, students must click the point where they
1. Save & Save as want to add the text.
Sometimes students confuse the use of “Save” and Then, ask them to format the text and add a bullet
“Save as”. Explain the difference: with “Save” the list.
changes are saved in an existing file, in the same Next, explain to students that they are going to
location and with the same name. On the other save the new document in a new location with a
hand with “Save as” the changes are saved in a new new name. Ask them to save it on the Desktop.
file, in a new location and with a new name. Help them if necessary.
2. Ignore 5. Completion - Evaluation
Explain to students that some words like names After the students complete the activities,
or locations aren’t added to Word’s dictionary. So, • Collect all the worksheets and file them in the
these words are underlined as wrong and we don’t class folder.
need to correct them. • Hand out the Evaluation Sheet to every student
Lesson Description • Collect them and see if the students understood
1. Preparation all the objectives that we had for this lesson.
Before the lesson starts, you should paste the • Check which part of the lesson students didn’t
file “K.3.3.4_Article.docx” in Documents, on each completely understand and make any changes
computer. required in the teaching process.
2. Introduction
student interest in creating an article and publishing Notes
it in the school newspaper. Explain that we can save
a document in a new location with a new name.
Divide the students into groups of 3-4.
3. Investigation – Development of knowledge
Hand out the “K.3.3.4_Worksheet_1.docx” and ask
students to do the activity. They have to answer

Module 4 My
wired world
DKRACER Task 1 Search for anything
Teacher Class Date
Overview 5. Have difficulties when exploring a web page,

The general purpose of this lesson is for students to regarding to the proper use of back and forward
learn how to visit web pages in order to search for buttons.
information on the Internet.
Lesson Description
Objectives 1. Preparation
• To understand that they can find any kind of Set the webpage www.bing.com as the home page
information on the Internet. and also as a new tab.
• To understand that after connecting to the 2. Intro-Brainstorm
Internet they have to use a web browser. Begin the lesson by asking students questions
• To understand that choosing the appropriate about how they think they can find information on
words in a word search limits the range of web a particular topic.
pages and increases the chances of finding the For example, you could ask them information about
desired information. an animal, like a Kangaroo e.g.
• To find out which web pages are useful or not. • Where does a kangaroo live?
• How many different kinds of kangaroos are
Skills there?
• To open a web browser and visit a web page. • What do they eat?
• To use some of the web browser buttons, like At this point, ask students to say in what ways they
back and forward, stop and home. can find answers to these questions. You can ask
• To use search engines in order to find them “Have you ever used an Encyclopedia?” or
information. “Have you ever used the school library in order to
• To open and close a new tab. find out information about a subject?”
• To use the options that a search engine offers, in You can also ask them if they can think of other
order to look for specific file types (e.g. images, ways to answer these questions. When the students
maps, videos, news). have understood that the Internet is the main
way of finding information, introduce them to the
What is needed meaning of a search engine. You could start by
Prerequisites asking the students questions like
• Typing and saving a text in the Word Office • In what way can I find websites with the
program. information I need?
• Copying image from the Internet and inserting it • Have you ever used a search engine?
into the Word Office program. • Which search engines do you know of?
• Creating a picture and a text in a Word file. 3. Development-Investigation
Resources • Divide students into groups of 3-4.
• Digital Kids Racer Student’s Book • Hand out “K.3.4.1_Worksheet_1.docx”.Students
• K.3.4.1_Worksheet_1.docx will learn how to recognize the web browsers.
• K.3.4.1_Worksheet_2.docx Encourage children to find the corresponding
• K.3.4.1_Evaluation_Sheet.docx icons on the computer, in order to find the
Tools & Equipment correct answers.
• Internet Explorer Then, ask students to open the web browser
• Microsoft Word which has been installed on their computer
and ask them to search for information about
Learning difficulties a particular word. Suggest that they visit the
Some students: web page which belongs to a world popular
1. Find it difficult to identify which keywords to publishing company . Tell students to copy the
type in order to search for information with the URL correctly.
utmost precision. Then students have to:
2. Find it difficult to select which information is I. Open a new tab.
useful or not because of the range of web page II. Visit the web page of the previous search.
results. III. Follow the instructions on the worksheet and
3. Type the URL (Web page address) wrong, so they complete the activity.
can’t visit the proper web page. During the activity, check that every child has
4. Are confused when navigating the range of the understood and executed the actions correctly
web page results. • Then, hand out “K.3.4.1_Worksheet_2.docx”. The

activity consists from three parts.
• In the first part of the activity students have to:
I. Type different key words.
II. Write down the number of the web pages.
You could ask students some questions, like:
“How different are the results, every time you
look up different words?” Encourage students
to discuss amongst themselves the conclusions
from the worksheet table. If it is necessary guide
the discussion. At this point, the importance
of well chosen keyword selection should be
emphasized.
• In the second part of the activity ask students
to find out information about the most popular
African animals and advise them to type the
proper key word. Tell the students about the
importance of visiting reliable web pages and
suggest adding the appropriate endings at the
end of the keywords.
• In the third part of the activity ask students
to create a new Word file. A text and a picture
should be included in order to accomplish the
activity.
4. Completion - Evaluation
After completing the last activity, have a discussion
on:
• The necessity of search engines.
• The correct choice of particular keywords.
class folder.
all the objectives that we had for this lesson.
Notes

Module 4 My
wired world
DKRACER Task 2 Knowledge treasure sites
Teacher Class Date
Overview 2. Introduction
The general purpose of this lesson is for students to Introduce the purpose of the lesson to motivate
learn how to use wikis and how to copy text from students’ interest in searching for information on
the Internet and paste it in a Word file. the Internet using some information treasure sites.
Ask them if anyone knows what a wiki is and give
Objectives some examples.
• To use online virtual encyclopedias and Divide the students into groups of 3-4. .
dictionaries. 3. Investigation - Development of knowledge
• To recognize which websites are free to use. First, hand out the “K.3.4.2_Worksheet_1.docx”.
In this activity there is a table with the different
Skills Wikis which we can use for free in order to find
• To name the different Wikis. information. Ask students to match each Wiki with
• To search wikis for information. the corresponding description. The solution is:
• To copy information from the Internet and paste Wikipedia: Encyclopedia
them in a Word file. Wiktionary: Dictionary and thesaurus
• To respect the work of others. Wikisource: Library
Wikinews: News site
What is needed Wikibooks: Text and manuals bank
Prerequisites Wikispecies: Species directory
Use a web browser, visit a website and search for Wikiversity: Learning materials bank
information using a search engine. 4. Implementation
Resources • Hand out the “K.3.4.2_Worksheet_2.docx”. In this
• Digital Kids Racer Student’s Book activity, students have to open a Word file with
• K.3.4.2_Worksheet_1.docx many unknown words. They must visit Wiktionary
• K.3.4.2_Worksheet_2.docx and search and find the meaning of these words.
• K.3.4.2_Worksheet_3.docx Ask them to complete the table. Encourage them
• K.3.4.2_Evaluation_Sheet.docx to discuss amongst themselves if they have any
• K.3.4.2_Solar_Eclipse.docx question.
Tools & Equipment • Then, hand out the “K.3.4.2_Worksheet_3.docx”.
• Internet Explorer Students have to create a project about reptiles.
• Microsoft Word They must create a Word file with information
that they are going to search for and copy from
Learning difficulties the Internet. The aim is for students to learn how
1. Select text to copy from a wiki to search on a wiki.
Sometimes students have difficulty selecting only • Explain what a wiki site is. Mention the most
text from a wiki. They select pictures and text that important of them (Students Book, page 62).
they don’t want (like references and hyperlinks). Ask students to open Internet Explorer and visit
Explain that they can format the selection in Word some wiki sites, in order to find out information
and delete unwanted text and pictures. about the subject. They must also create a new
2. Copyright Word file and copy the correct information. They
Explain to students that they have to be careful can use the Student’s book, Module 4, Task 2
when they copy and use text or images from the (Knowledge treasure sites) as a guide.
Internet without the permission of the people that • A diagram that depicts the form of a project is on
created, because of copyright. Remind them that the last page of the sheet. Students must copy
they should always cite the author’s name and pictures from the Internet, with some reptiles too.
the sources they‘ve used. Also tell them about the They know how to do this from a previous lesson.
concept of wikis. Emphasize that anyone using wikis Encourage them to ask for your help if necessary.
can edit any unprotected page and improve articles • Let them change the font and alignment and to
immediately for all readers. format the text as they like. Also, remind students
to save their work before closing it.
Lesson Description • Explain to students how important it is to respect
1. Preparation the work of others. We cannot copy information
Before the lesson starts, you have to paste the file without the permission of the creator.
“K.3.4.2_Solar_Eclipse.docx” in Documents on each 5. Completion – Evaluation
computer. After completing the activities, collect all the

• Hand out the evaluation sheet to every student
• Collect the sheet and see if the students
understood all the objectives of the lesson.
Notes

Module 4 My
wired world
DKRACER Task 3 Be polite
Teacher Class Date
Overview • Hand out the “K.3.4.3_Worksheet_3.docx”.In this

The general purpose of this lesson is for students to activity, students must circle the words that have
learn what Netiquette is and how to apply its rules. a positive meaning in relation to their behavior
on the Internet.
Objectives • Hand out the “K.3.4.3_Worksheet_4.docx”.
• To understand what Netiquette is. Students must complete the sentences with the
• To learn the rules about online communication. given words and then solve the crossword puzzle.
• They can use the Students book, Module 4, Task
Skills 3 (Be polite) as a guide. Encourage students to
• To be polite when communicating via Internet. discuss amongst themselves about any questions
• To use emails safely. they have or ask for your help if necessary.
• To use blogs safely. 3. Completion – Evaluation
• To use chat rooms safely. After completing the activities, collect all the
What is needed • Hand out the evaluation sheet to every student
Resources and ask them to complete it.
• Digital Kids Racer Student’s Book • Collect the sheets and see if the students
• K.3.4.3_Worksheet_1.docx understood all the objectives that we had for this
• K.3.4.3_Worksheet_2.docx lesson.
• K.3.4.3_Worksheet_3.docx • Check which part of the lesson students didn’t
• K.3.4.3_Worksheet_4.docx completely understand and make any changes
• K.3.4.3_Evaluation_Sheet.docx required in the teaching process.
Learning difficulties
Report any annoying behavior Notes
Students must learn what to do if anyone on the
Internet annoys them. Explain that they must
inform their parents or teacher, about anyone that
annoys or threatens them. It is very important they
understand that they are many people who use the
Internet who can harm them.
Lesson Description
1. Introduction
• Introduce the purpose of the lesson to motivate
students’ interest in communicating via the
Internet in the proper way. Explain that the
Internet is an online community, like the real
community they live in. So, there are some rules
they should follow.
• Divide students into groups of 3-4. .
2. Development-Implementation
• Firstly, hand out the “K.3.4.3_Worksheet_1.docx”.
Students have to check Netiquette’s rules. Explain
what Netiquette is. Namely, it is a list of rules of
proper behavior on the Internet.
• Then, hand out the “K.3.4.3_Worksheet_2.
docx”. Students have to match the two columns.
Explain that there are different ways we can
communicate online with others, such as blogs,
chat rooms, instant messaging, mail box etc. Ask
students if any of them have ever communicated
in these ways. Mention that it can be dangerous
to chat with unknown people. Students must be
very careful not to give out personal information.

Module 4 Mywired world
DKRACER Task 4 Safety online
Teacher Class Date
Overview gaps correctly with the given words. They can

The general purpose of this lesson is for students use the Student’s book, Module 4, Task 4 (Safety
to learn what an antivirus program is and what online) as a guide.
dangers there are on the Internet. • Explain that a virus is a real danger. Explain what
a virus is and how it can damage their computer
Objectives and their files. Mention that the only way to
• To learn what a virus is. protect ourselves and computers from viruses
• To be aware of possible dangers on the Internet. are antivirus programs. Explain how they work.
Ask them if they know of any and what antivirus
Skills program they have installed on their computer.
To protect yourself and your computer from viruses • Then, hand out the “K.3.4.4_Worksheet_3”.In this
and unknown dangers on the web. activity, students must answer three questions.
They have to discuss amongst themselves in
What is needed order to decide on the correct answer and they
Resources can use the Student’s book, Module 4, Task 4
• Digital Kids Racer Student’s Book (Safety online) as a guide.
• K.3.4.4_Worksheet_1.docx • The last question, asks which antivirus program
• K.3.4.4_Worksheet_2.docx is installed on the students’ computers. Using a
• K.3.4.4_Worksheet_3.docx projector, you can show students the antivirus
• K.3.4.4_Evaluation_Sheet.docx program and they can note its name. Also, you
Tools & Equipment can do a fast scan in order to show students how
• A projector this program works.
• An antivirus program 3. Completion – Evaluation
After completing the activities, collect all the
Learning difficulties worksheets and file them in the class folder.
Unknown emails • Hand out the evaluation sheet to every student
It’s very important for students to learn which and ask them to complete it.
emails are safe and which are not. Explain that a • Collect the sheets and see if the students
message from an unknown person can cause harm understood all the objectives that we had for this
to their computer. Some messages contain viruses lesson.
and can destroy our files. When students receive a • Check which part of the lesson students didn’t
strange email they should delete it without reading completely understand and make any changes
it first. required in the teaching process.
Lesson Description Notes

1. Introduction
students’ interest in surfing safely. Explain that the
Internet is an online community, with many dangers
and that they must be careful.
Divide the students into groups of 3-4. .
2. Development-Implementation
• Firstly, hand out the “K.3.4.4_Worksheet_1”.Ask
students to do the activity. They must choose the
correct answer to the multiple choice questions.
Encourage students to discuss amongst
themselves.
• Then, explain to students that there are many
“risks” on the Internet. They must be very careful
when they chat with strangers and unknown
people. They mustn’t give information about
their real life, such us their name, last name,
address, phone number, etc.
• Then, hand out the “K.3.4.4_Worksheet_2”.Ask
students to do the activity. They have to fill in the

Module 5 My first presentation
DKRACER Task 1 All about slides
Teacher Class Date
Overview Introduce the purpose of the lesson motivating

The general purpose of this lesson is for students students’ interest in presenting a topic. You can ask
to learn to create and format the slides of a students some questions in order to motivate their
presentation as they wish. interest in ways with which they can present an
idea. You could start by asking questions such as :
Objectives • How could you present a research you have done
• To understand that a presentation is created in about the environment?
order to present an idea or a piece of information • Have you ever watched a presentation about a
about one topic. topic? If yes, what was it about?
• To make their presentation more interesting and • What type of information can you combine in a
appealing by modifying the theme. presentation?
• To create a presentation with slides that each one • Which idea would you want to present?
contains minimum information. • How many slides must a presentation have?
Explain them that a very good and easy way to
Skills present information is to create a presentation
• To open the Microsoft PowerPoint. using the Microsoft PowerPoint where they can
• To add slides to a new presentation. combine a text, pictures, videos and sounds.
• To choose a type of slides on a presentation. Divide the students into groups of 3-4.
• To change the theme of the slides. 3. Investigation
• To change the colors, fonts, effects and • Firstly, hand out the “K.3.5.1_Worksheet_1.docx”.
background styles of the slides. The students have to distinguish the icon of a
• To open a saved presentation. Presentation among the icons of other files.
• Then hand out the “K.3.5.1_Worksheet_2.
What is needed docx” and ask them to perform the activity.
Resources Firstly, in this activity students have to open
• Digital Kids Racer Student’s Book. the PowerPoint program. Ask them if anyone
• K.3.5.1_Worksheet_1.docx knows how to open this program. Then, let them
• K.3.5.1_Worksheet_2.docx navigate on the Windows environment in order
• K.3.5.1_Worksheet_3.docx to investigate the different ways. Summarize the
• K.3.5.1_Evaluation_Sheet.docx three different ways that they can use to open
• K.3.5.1_Water_Cycle.pptx the PowerPoint:
• K.3.5.1_Means_Of_Transport.pptx 1. Start Menu-> All Programs->Microsoft Office-
Tools & Equipment >PowerPoint
Microsoft PowerPoint 2. The shortcut icon on Desktop
3. The shortcut icon on Taskbar
Learning difficulties • After starting the program, the students have to
New slide open a saved file. Tell them that they can have
When the students open the PowerPoint , the the Student’s Book (All about slides, page 78) as
program assumes that they will begin their slide a guide. Students will see the different types of
show with a Title slide. If they click above the icon slides in this presentation. The students have to
New slide then the default slide layout inserts understand that:
automatically. This type is Title and Content. Tell 1. There are nine (9) different types of slides in
students that if they want to insert a different order to create a presentation. They choose
slide type, they must click on the New slide arrow the slide type depending on the information
pointing down and choose a type. Then, the default they want to present.
slide type is the current slide. 2. Each presentation consists of slides, namely
“pages” with information.
Lesson Description • At the end of this activity they have to
1. Preparation understand what slide type each slide is in the
Before the lesson starts paste the files “K.3.5.1_ presentation they have opened and note it to the
Water_Cycle.pptx” and “K.3.5.1_Means_Of_Transport. worksheet. To investigate the type of each slide
pptx” on My Documents on each computer. they can click on the slides and see its contests.
Place the PowerPoint program on the Taskbar and 4. Development
Desktop. Then hand out the “K.3.5.1_Worksheet_3.docx”.
2. Introduction – Brainstorm Ask the students to open another presentation

and navigate into its slides by clicking on the slides
on the left-hand side of the screen. They have
to understand which slides are irrelevant to the
content of the presentation and delete them. The
blank slides, such as the ones with a lot of details,
bore us and many times they ‘destroy’ the whole
presentation. In order to delete a slide tell them to
click on it first and then press Delete. Mention that
in case of a mistake they can use the button Undo.
Urge a discussion among students to decide which
slides are useful and which need to be deleted.
In the end, let them experiment and choose which
theme they want to apply in the presentation.
Also they can change the color, the font, the effect
and the background style. Let them design the
presentation any way they want.
5. Completion - Feedback - Evaluation
After completing the activities, a discussion must be
followed in order to investigate the meanings of:
• The structure of a presentation with slides.
• The reason of existence of different types of
slides.
• The necessity to create a simple and with not a
lot of details presentation.
class folder.
all the objectives that we had for this lesson.
completely understand and cmake any changes
Notes

Module 5 Myfirst presentation
DKRACER Task 2 Insert text
Teacher Class Date
Overview presentation?
The general purpose of this lesson is for students to 2. How many words can there be on a slide in a
be able to add text to a slide and format it. presentation?
3. How does text look like on a slide?
Objectives Explain them that they will learn how to type
• To know how to add a text box and to edit it. information in the slides of a presentation using
• To add any kind of text onto a blank slide. text boxes or Word Art.
• To realize that WordArt makes a text more Divide students into groups of 3-4. .
attractive. 3. Investigation – Development of knowledge
• To realize that you can format a text in • First, hand out the “K.3.5.2_Worksheet_1.docx”
PowerPoint just like in other programs, such as and ask students to select the element they
Microsoft Word. think is most important in a presentation.
Of course, explain that the text is the most
Skills important element.
• To insert text in a presentation. • Then, hand out the “K.3.5.2_Worksheet_2.
• To add a text box to a slide. docx” and ask them to do the activity. In this
• To insert WordArt. activity students have to match the pictures with
• To change the size, style and font of a text box. the names. Urge them to open PowerPoint in
• To color outlines and fillings and to change the order to be able to distinguish these elements.
effects of a WordArt. Summarize that they can add text to a slide by
using a text box or a WordArt.
What is needed 4. Implementation
Prerequisites Then, hand out the “K.3.5.2_Worksheet_3.docx”.
Open a new presentation in Microsoft PowerPoint Students have to complete a given presentation.
and to customize its slides. First they have to find and open it.
Resources They have to add text to the proper positions on
• Digital Kids Racer Student’s Book. each slide. More specifically they have to insert:
• K.3.5.2_Worksheet_1.docx • Text in existing text boxes.
• K.3.5.2_Worksheet_2.docx • New text boxes and type text there.
• K.3.5.2_Worksheet_3.docx • A WordArt.
• K.3.5.2_Worksheet_4.docx Have them read the instructions on the worksheet
• K.3.5.2_Evaluation_Sheet.docx in order to place them correctly.
• K.3.5.2_Continents.pptx Then, hand out the “K.3.5.2_Worksheet_4.docx”.
Tools & Equipment Students have to format the text. Explain that they
Microsoft PowerPoint can format text in a PowerPoint file the same way as
with a Word document.
Learning difficulties Ask them to change the color, the font, the size and
1) Sometimes, students forget to select the text the style of the text. Also, mention that they can
before making changes to its formatting. format WordArt by using functions found in the
2) Explain that if we apply a Shape Fill, an Outline Format tab. Let them design the presentation any
or an Effect to a text and then apply another way they want. Urge them to experiment with all
formatting, the first changes get lost. the formatting tools. Explain that if they move the
3) Explain that any formatting (font, size, color, style, cursor in an effect for 1-2 sec. they can watch how it
effect, etc.) can be changed at any time. is applied. So, if they like it and want to apply it to a
text, they have to click on it.
Lesson Description Tell them that they can use their Student’s Book (All
1. Preparation about slides, page 78) as a guide.
Before the lesson starts, paste the file “K.3.5.2_ The suggested format of the presentation is in the
Continents.pptx” in My Documents to each file “K.3.5.2_Contents_final.pptx”.
computer. 5. Completion – Evaluation.
2. Introduction – Brainstorming • Collect all the worksheets and file them in the
Introduce the topic of the lesson which is inserting class folder.
text in a presentation. • Hand out an evaluation sheet to every team and
You could start by asking questions such as: ask them to complete it.
1. What kind of information can you show in a • Collect them and see if they understood all the

Notes

DKRACER Task 3 Insert pictures
Teacher Class Date
Overview 2. Introduction – Brainstorming

The general purpose of this lesson is for students to Introduce the topic of the lesson which is inserting
add pictures to a presentation, format them, change pictures in a presentation.
their size and move and rotate them. You could start by asking questions such as:
1. Have you ever seen a presentation without
Objectives pictures?
• To use pictures instead of a lot of text in a 2. What pictures can you add to a presentation?
presentation. 3. Where on a slide you would add a picture?
• To be able to insert a picture from a scanner or a At this point, ask students to answer the questions.
camera in a slide. Tell them that they will learn how to add pictures to
• To resize a picture without distorting it. the slides of a presentation, and give them a style.
Divide students into groups of 3-4.
Skills 3. Investigation – Development of knowledge
• To insert a ClipArt in a presentation. First, hand out the “K.3.5.3_Worksheet_1.docx” and
• To insert a picture from a file in a presentation. ask students to read and complete the worksheet.
• To add multiple pictures in a slide. They have to match some PowerPoint icons
• To apply a picture style. with their proper function. Urge them to open
• To resize a picture/ClipArt/text box on a PowerPoint in order to be able to distinguish these
presentation slide. elements. Summarize that they can add pictures
• To move a picture/ClipArt/text box on a and ClipArts to a slide.
presentation slide. 4. Implementation
• To rotate a picture/ClipArt/text box on a • Then, hand out the “K.3.5.3_Worksheet_2.docx”
presentation slide. and ask students to do the activity.
• First they have to insert three different ClipArts
What is needed in three different slides: in the first, fifth and
Prerequisites seventh slide. Explain that Microsoft PowerPoint
Basic knowledge of Microsoft PowerPoint. has a range of clips that we can add to our
Resources presentation. Urge them to use their Student’s
• Digital Kids Racer Student’s Book. Book as a guide if necessary.
• K.3.5.3_Worksheet_1.docx • Then, hand out the “K.3.5.3_Worksheet_3.docx”
• K.3.5.3_Worksheet_2.docx and tell them that they have to insert pictures
• K.3.5.3_Worksheet_3.docx from a file. More specifically, explain that in My
• K.3.5.3_Worksheet_4.docx Documents there is a folder with seven subfolders.
• K.3.5.3_Worksheet_5.docx Inside them are pictures related to each continent.
• K.3.5.3_Evaluation_Sheet.docx Ask them to insert one or more pictures in each
• K.3.5.3_Continents.pptx slide of the presentation. Explain that we can add
• “K.3.5.3_Continents” folder one or more pictures/ClipArts to a slide.
Tools & Equipment • Hand out the “K.3.5.3_Worksheet_4.docx”.
Microsoft PowerPoint Students will learn how to move, rotate and
resize a picture or a ClipArt. Ask them to click on
Learning difficulties a picture and observe how the handles appear
1) Sometimes, students forget to click the picture around the picture. Ask them to experiment and
first before applying a format. Otherwise the Format try to move, rotate and resize all the inserted
tab doesn’t appear. pictures.
2) Explain that while resizing a picture, they should • At the end, hand out the “K.3.5.3_Worksheet_5.
try not to distort it. They should try to keep the docx”. Students have to change the style of
picture’s proportions by using the corner handles. the pictures. Ask them to figure out how many
picture styles PowerPoint offers. Then, they have
Lesson Description to apply some of them to their pictures. Tell them
1. Preparation that they can use their Student’s Book (page 86)
Before the lesson starts make sure that the file as a guide.
“K.3.5.3_Continents.pptx” is in My Documents. The final form of the presentation could look like
Otherwise paste it on each computer. Also, paste the file “K.3.5.3_Continents_pictures.pptx”.
the folder “K.3.5.3_Continents” in My Documents on 5. Completion – Evaluation.
each computer. • Collect all the worksheets and file them in the

class folder.
• Hand out an evaluation sheet to every team and
ask them to complete it.
Notes

DKRACER Task 4 Presenting is cool
Teacher Class Date
Overview of text is not appealing to the audience.

The general purpose of this lesson is for students
to run a presentation with properly arranged and Lesson Description
designed slides. 1. Preparation
Before the lesson starts, paste the file “K.3.5.4_The
Objectives flood.pptx” and the folder “K.3.5.4_Flood_pictures”
• To give a good presentation and navigate in My Documents to each computer.
correctly through slides. 2. Investigation – Development of knowledge
• To define the order of slides in order for a Introduce the topic of the lesson which is running a
presentation to make sense. presentation with the slides properly arranged.
• To realize that slides shouldn’t include details so Divide students into groups of 3-4. Then hand out
as to keep the audience interested. the “K.3.5.4_Worksheet_1.docx” and ask students to
• To try to make a presentation short and to the complete the activity.
point. The correct answers in the activity are the 2nd, 4th,
• To practice before giving a presentation in order 5th and 10th sentences.
to reduce the possibility of making mistakes and Then hand out the “K.3.5.4_Worksheet_2.docx”.
to give their best performance. Ask students to do the activity. Doing this, they will
• To try not to make a confusing presentation learn that there are some keys that execute certain
with different types of fonts and lots of different functions in PowerPoint:
colors. F5: Run a presentation
Enter: Move to next slide
Skills Esc: Stop a presentation
• To be able to run a presentation from the Backspace: Return to previous slide
beginning by pressing F5. Mention that they can use the arrows keys of the
• To move through the slides of a presentation keyboard in order to move between slides.
using the proper keyboard shortcuts. 3. Implementation
• To stop a presentation before it ends. Then, hand out the “K.3.5.4_Worksheet_3.docx” and
• To move a slide to a desired position. ask students to do the last activity:
• To add notes to each slide. • First they have to find the presentation “The
• To mark the highlights during a presentation. flood.pptx” in My Documents. Ask them to open
it. In this file there are nine slides with only text.
What is needed Ask students to read these slides and add a
Prerequisites picture to each one. There are pictures in the
Basic knowledge of Microsoft PowerPoint (Open a folder “Flood_pictures” in My Documents.
file, format text of slides, add pictures). • Then, ask students to run the presentation.
Resources Explain that running a presentation means that
• Digital Kids Racer Student’s Book you project the slides in full screen. The easy way
• K.3.5.4_Worksheet_1.docx to run a presentation is by pressing F5.
• K.3.5.4_Worksheet_2.docx • In the 4th and 5th part of the activity, students
• K.3.5.4_Worksheet_3.docx will learn how to move the slides and put them in
• K.3.5.4_Evaluation_Sheet.docx any order. Ask them to rearrange them in order
• “K.3.5.4_The flood.pptx” for the story to be logical.
• “K.3.5.4_Flood_pictures” folder • After that ask them to format the text (font type,
• “K.3.5.4_The flood_final.pptx” size and color) in order to follow the tips that
Links they have learned in previous activities.
http://www.slideshare.net/ohteikbin/the-flood-a- • At the end, they have to keep notes about each
story-for-children-presentation#btnPrevious slide and try to mark the highlights.
Tools & Equipment They can use their Student’s Book as a guide
Microsoft PowerPoint in order to create an excellent presentation. A
proposed order of the slides can be found in the file
Learning difficulties “K.3.5.4_The flood_final.pptx”.
Sometimes, students think that a slide with many 4. Completion – Evaluation.
colors and lots of text and details make the • Collect all the worksheets and file them in the
presentation more appealing. Explain that this is not class folder.
true, but in fact is the opposite. A colorful slide full • Hand out an evaluation sheet to every team and

ask them to complete it.
Notes

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Teacher’s guide

TEACHER CLASS DATE

overview storage devices but not necessarily how to

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

Teacher Class Date

Overview Form groups of 4. Try to make these groups equal

DIGITAL KIDS RACER / MODULE 1 / TASK 2 - 5 - Copyright © 2013-2016 Binary Logic SA

Teacher Class Date

Overview Lesson Description

DIGITAL KIDS RACER / MODULE 1 / TASK 3 - 7 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS RACER / MODULE 1 / TASK 3 - 8 - Copyright © 2013-2016 Binary Logic SA

Teacher Class Date

Overview some pictures of interactive devices in the first

DIGITAL KIDS RACER / MODULE 1 / TASK 4 - 9 - Copyright © 2013-2016 Binary Logic SA

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Teacher Class Date

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

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

Teacher Class Date

Overview Lesson Description

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

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TEACHER CLASS DATE

overview • “K.3.2.3_Kangaroo.jpeg” in Sample Pictures.

DIGITAL KIDS racer / MODULE 2 / TASK 3 - 15 - Copyright © 2013-2016 Binary Logic SA

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

Teacher Class Date

Overview • “What programs do you use the most?” and

DIGITAL KIDS RACER / MODULE 2 / TASK 4 - 17 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS RACER / MODULE 2 / TASK 4 - 18 - Copyright © 2013-2016 Binary Logic SA

Teacher Class Date

Overview Divide the students into groups of 3-4 people.

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

DIGITAL KIDS RACER / MODULE 3 / TASK 1 - 20 - Copyright © 2013-2016 Binary Logic SA

Teacher Class Date

Overview • Divide the students into groups of 3-4. .

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

Teacher Class Date

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

Teacher Class Date

Overview some questions (True - False) about grammar and

DIGITAL KIDS RACER / MODULE 3 / TASK 1 - 25 - Copyright © 2013-2016 Binary Logic SA

Teacher Class Date

Overview 5. Have difficulties when exploring a web page,

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

DIGITAL KIDS RACER / MODULE 4 / TASK 1 - 28 - Copyright © 2013-2016 Binary Logic SA

Teacher Class Date

DIGITAL KIDS RACER / MODULE 4 / TASK 2 - 29 - Copyright © 2013-2016 Binary Logic SA

DIGITAL KIDS RACER / MODULE 4 / TASK 2 - 30 - Copyright © 2013-2016 Binary Logic SA

Teacher Class Date

Overview • Hand out the “K.3.4.3_Worksheet_3.docx”.In this

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

Teacher Class Date

Overview gaps correctly with the given words. They can

Lesson Description Notes

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

Teacher Class Date

Overview Introduce the purpose of the lesson motivating

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

DIGITAL KIDS RACER / MODULE 5 / TASK 1 - 36 - Copyright © 2013-2016 Binary Logic SA

Teacher Class Date

DIGITAL KIDS RACER / MODULE 5 / TASK 2 - 37 - Copyright © 2013-2016 Binary Logic SA

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

Overview • Divide the students into groups of 3-4. .

Overview 5. Have difficulties when exploring a web page,

Overview • Hand out the “K.3.4.3_Worksheet_3.docx”.In this