Teacher’s guide
Module 1 My computer
DKSTARTER Task 1 Dinosaurs and computers
Teacher Class Date
Overview
Introduction to the concept of technological
evolution.
Objectives
• For students to see simple visual representations
of the evolution of computing machines.
• For students to see simple visual representations
of one of the premises of the Theory of Evolution,
which is that in nature, when environmental
conditions change, species have to adapt in
order to survive and evolve.
What is needed
Resources
• Digital Kids Starter Student’s Book
• K.1.1.1_The_history_of_computers.mp4
• K.1.1.1_Dinosaurs.mp4
Tools & Equipment
• An abacus, one vacuum tube, one transistor, one
old technology chip and a CPU.
• Projector.
Learning difficulties
• Students at this age may not understand
chronological concepts. However, they can
understand expressions like “many years ago,
when people did not have this or that ... etc”.
• They may not understand the concept of
“environmental conditions” or “change of
environmental conditions.” In simple words tell
them why dinosaurs disappeared, with examples
that they can understand (e.g. fires that burned
the plants, the sky became dark from the ash,
etc.)
• They may not understand that the huge old
computers compared to today’s computers,
had much less computing power. But they can
understand examples from their everyday life
(such as a small car that carries passengers more
quickly than 10 horses carrying a carriage in
the past). At this age a perception is built (not
always wrongly) that large objects have great
‘power’ (e.g. airplanes or ships). They may not
understand the concept of computing power. But
we can give them examples, e.g. the big clock on
the wall or the belfry compared to what a digital
clock can show.
Lesson Description
1. First show the students a presentation that refers
to the era of dinosaurs. We recommend showing
the “K.1.1.1_Dinosaurs.mp4”. You can pause it
whenever you think that you should describe
something. Encourage them to ask questions. To
DIGITAL KIDS STARTER / MODULE 1 / TASK 1 - 3 - Copyright © 2013-2016 Binary Logic SA
be more specific, after the presentation, describe
in detail, the historical evolution of dinosaurs and
other living creatures. Bring students’ attention to
the comparison of dinosaurs to early computers,
which were quite crude in size and function.
As the dinosaurs died out through a disastrous
gigantic meteorite, only certain species survived
through their ability to hide and transform. Those
that remained were the smaller mammals, birds,
tortoises and reptiles (iguanas, lizards, crocodiles,
frogs).
2. Then show the “K.1.1.1_The_history_of_
computers.mp4”, with the same teaching
approach. You can pause it whenever you think
that you should describe something. To be more
specific:
• Explain to them, that many years ago cavemen
used to draw the animals they had caught, and
how many days there were in the year. Explain
to them that cavemen used their fingers to
count.
• Tell the students that the Abacus was the first
calculator. You could present an abacus to the
students in order to explain how it works.
• Explain that each bead counted as one so they
had to find a number system to count in tens,
hundreds, etc. Roman numerals were created
in 100 BC and then Numbers 0 to 9 and tens
were created by Arabs. (100)
• Continue the story. Tell them that as time went
by this simple method of counting continued
to get better and faster. The mechanical
computer (France 1642) was invented and
worked using lots of gears of different sizes,
in a box. Describe this machine, explaining
that a person used to press the buttons with
numbers and then turned a handle and the
answer finally appeared.
• Explain to students that when electricity was
invented, the mechanical counting machine
changed into an electrical counting machine
(U.S.A. 1880) that did the calculations
automatically, almost by itself. Also, this
machine got larger.
• Then, after the electrical machine, came the
electronic one, with vacuum tubes. Show them
a picture of a vacuum tube or if is possible a
real one. This machine was called Eniac (1946).
Explain to them that it was as big as a room.
Even though it was large, it didn’t have much
memory and worked very slowly.
• Various people and companies were now
racing to find newer, smaller and faster
computing machines. Tell students that in
1980 a computer company (I.B.M.) found a
 good solution by replacing the electronic
conductors with silicon microchips which were
tiny and did all the work extremely quickly and
accurately. Have a sample of one transistor
and one old technology chip and ask the
students to compare their sizes.
• In conclusion, tell the students that we can
see how the computer was born and how
it changed into many varieties like laptops,
tower computers, ipods, mp3’s, ipads, mobile
phones, smart watches and other gadgets.
Show them a CPU and tell them that it is
included in all of these varieties of computer.
3. Show the students the objects on the worktop
and mention in which period they were used as
computer parts.
4. Finally, ask the students to do the task on page 9
of the Student’s Book.

Notes

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

 Module 1 My computer
DKSTARTER Task 2 They are everywhere
Teacher Class Date
Overview
Distinguishing objects from everyday life, which
either are computers or have one inside them, from
those who don’t.
Objectives
• For students to distinguish which objects need
to be connected to a power supply or to have a
battery inside them to work and which ones are
powered by light.
• For students to distinguish which of these objects
do something specific when you press the power
button.
• For students to distinguish which of the above
items do something different, because WE DO
SOMETHING to these objects. These objects are
or have inside them a computer.
• For students to use the word “digital” for these
“computer” objects.
What is needed
Resources
• Digital Kids Starter Student’s Book
• K.1.1.2_Worksheet_1.docx
• K.1.1.2_Worksheet_2.docx
Tools & Equipment
A projector, scissors and glue.
Learning difficulties
• Students at this age may have difficulty in
understanding that computers perform a series
of commands that are either stored in them or
which are inputted by us or by sensors. But they
can understand that the machines act when they
interact with the interface.
• Students may believe that computers are the
only devices that have screen and keyboard.
• Many students think that computers are only
used for games and entertainment.
Lesson Description
1. Preparation
Place in an easily visible position:
• A small flower pot with a plant.
• Scissors.
• A solar calculator.
• A flashlight or an electric toy car, etc.
• A mobile phone or a digital camera or a remote
control, etc.
• An electric iron or heater or hairdryer etc.
• A mini stereo adapter or a projector.
2. Introduction
Introduce the purpose of the lesson, which is
for students to understand that computers are
everywhere and that they have daily contact with
DIGITAL KIDS STARTER / MODULE 1 / TASK 2 -5-
many devices that are some type of computer.
• First discuss with the students and ask them to
tell you which of the objects you have on the
workbench need solar energy to operate and
which not.
• Then, discuss about the objects that need
batteries to operate.
• Finally, discuss about the objects that need
electricity.
Say the word ENERGY to the students, without
saying anything else. Just say that some objects
need a specific source of energy in order to
operate. For example, solar energy for calculator,
battery for a mobile phone, electricity for the
heater and petrol for cars. Ask the students if
they know other devices that need a specific
power source in order to operate.
o Next discuss with the students and ask them
to tell you which of the objects you have on
the workbench use a computer in order to be
operated and which do not use a computer.
Use as examples the flashlight and the mobile
phone devices. Turn on the flashlight and tell
them that this object is not a computer (or
cannot be used as a computer). Note students
that this type of device has a specific function
when we turn it on. On the other hand, use
the mobile phone and tell them that this
device is a computer (or can be used as a
computer). Start performing a sequence of
actions with the phone in order for students
to realize the functions of a device that is used
as a computer. Then discuss with them about
which devices in their everyday life they use a
computer.
o Conclude by saying that most human
inventions (planes, trains and cars) all have
computers inside them in order to operate,
although they might not always be visible.
Finally, have a small discussion with the
students about what other human inventions
they can think of that use or have computers
inside them.
3. Development – Implementation
During the course there will be two types of
activities in the following order.
a) Written activity:
Tell the students to open their Student’s Book
(Digital Kids Starter) on pages 10 - 11. Ask them
to carefully observe the picture and invite them
to point out which devices are digital. Then they
need to perform the activity on page 11 in the
book, where students choose the correct images.
b) Practical activity:
Hand out the K.1.1.2_Worksheet_1.docx. Two
Copyright © 2013-2016 Binary Logic SA
 students share the worksheet. Ask students
to categorize different objects depending on
the energy required for their operation and
depending on whether they contain any kind of
computer.
Then, ask them to cut out the items that need
LIGHT to operate and then stick them to the
puzzle in the left column. The items that need
a battery should be stuck in the middle column
and the ones relating the grid on the right.
Hand out the K.1.1.2_Worksheet_2.docx. Ask them
to cut out those objects that are not a computer
(or cannot be used as a computer) when turning on
the power switch and stick them to the puzzle on
the left column. For the right column ask them to
stick devices that are computers (or can be used as
computers) or have computers inside them.
Completion
Gather worksheets from students and file them in
the class folder.

Notes

DIGITAL KIDS STARTER / MODULE 1 / TASK 2 -6- Copyright © 2013-2016 Binary Logic SA
 Module 1 My
DKSTARTER Task 3 The computer
Teacher Class Date
Overview
Distinguishing the basic parts of a home computer
and see how each part works.
Objectives
• To recognize the central unit, mouse, keyboard,
monitor, printer and speakers.
• To see that the central unit is connected with the
peripheral devices and not the peripheral devices
with each other.
• To see how to turn on the central unit, monitor,
speakers and printer.
• To see the order in which they should open the
devices to:
1. Listen to a song.
2. See a picture.
3. Watch a video clip.
4. Print a clip art.
• To understand that the devices do something,
because we tell them to do something with the
keyboard or mouse.
• To see which devices must be connected to the
power grid.
What is needed
Resources
• Digital Kids Starter Student’s Book
• K.1.1.3_Worksheet.docx
Tools & Equipment
• Scissors, glue, pencil, rubber and A4 sheets.
• A power strip.
• A central unit with its power cable.
• A mouse.
• A keyboard.
• A monitor.
• Speakers.
• A printer with its cable.
Learning difficulties
Students see that they use the mouse or the
keyboard in order to operate the peripheral
devices. In their everyday life they paint, write or
make puzzles, in their block, notebook or desk. In
their mind the monitor is their action field where
all the “computer objects” are. They often do not
understand what a central unit is. However, they
can see that if they turn off the monitor when they
hear a song, they will continue to hear it. Of course
they believe that there is still something in the
monitor even though we turn it off. To destroy this
false perception we disconnect the monitor and
remove it from the system. (Of course afterwards
we connect it again to continue the interaction with
the central unit).
Students also think that if they turn on a device it
DIGITAL KIDS STARTER / MODULE 1 / TASK 3 -7-
computer
will start working. They cannot understand the role
of the power grid or the role of the central unit and
the input devices.
But they can see that:
• When the central unit isn’t turned on, the
peripheral devices don’t work whether or not
they are connected to the power grid space
(power light switched on).
• When the central unit is in operation and we
do not use the input devices, these don’t work
whether or not they are connected to the power
grid space (power light switched on).
• When the central unit is in operation and we do
not use the input devices, they work as long as
they are connected to the power grid.
So students understand:
• the series of actions that are needed to operate a
device
• the importance of voltage and the power
indicator light
• the role of the central unit
Lesson Description
1. Introduction
Put the following on the desk in separate locations:
• The power strip.
• The central unit with its power cable.
• The mouse.
• The keyboard.
• The monitor with its cable.
• Speakers.
• The printer with its cable.
2. Investigation
a. Connect the central unit to the power grid.
b. Connect the mouse to the central unit.
c. Connect the keyboard to the central unit.
d. Connect the monitor to the power grid and then
to the central unit.
e. Connect the speakers to the power grid and then
to the central unit.
f. Connect the printer to the power grid and then
to the central unit.
Tell the students to open their Student’s Books
(Digital Kids Starter) to pages 12-13. Ask them to
take a look at the picture on page 12 and then,
to solve the first activity on page 13 (Draw lines).
Observe as the teams work together. Encourage the
students in their collaboration. If you see something
that they didn’t do right, encourage them to see
how the devices are connected to the desktop and
let them discover their mistakes on their own. Then:
• Turn on the central unit, showing the power
button.
• Turn on the monitor, showing the power button.
• Turn on the speakers, showing the power button.
Copyright © 2013-2016 Binary Logic SA
• Play a song, showing that you use the mouse to
do something (give commands). Notes
• Turn the speakers on and off (before the song is
over).
• Play a video with sound, showing that you use
the mouse to do something (give commands)
• Turn the monitor on and off (before the video is
over).
• Disconnect the monitor.
• Reconnect the monitor.
• Show a clip art, showing that you use the mouse
to do something (give commands).
• Turn the printer on, showing that you use the
mouse to do something (give commands).
• Print a clip art.
Then ask them to answer these questions:
1. To operate the computer you must first:
a) Click with the mouse.
b) Press the power button of the monitor.
c) Press the power button of the central unit.
2. After you turn on the computer, to play a song
you must first:
a) Press a key on the keyboard.
b) Press the power button of the screen.
c) Press the power button of the speakers.
3. To select a song that we want to hear you
must first:
a) Give a command with a mouse.
b) Press the power button of the printer.
c) Press the power button of the speakers.
4. To hear the song that you have selected you
must first:
a) Turn off the screen.
b) Press the power button of the speakers.
c) Press the power button of the printer.
Encourage students that do not answer correctly to
go to the desk and experiment with the computer
parts in order to discover the right answer. Then,
ask students to solve the second activity on page
13. For the wrong answers follow the same steps as
before.
Recap of the investigation
Discuss with students and ask them to name and
say some functions of each device, how they are
connected and in which order they should be
turned on.
3. Implementation
The goal is to create a collage which will show the
basic parts of a computer.
Divide the students into teams of 2. Hand each
team the worksheet. The members of the team
must:
• Find the images of the computer parts and circle
them.
• Cut the images out one by one with their names.
• Glue them onto a white page. Under each device
they must also glue the names.
• Connect the parts by drawing lines with a pencil.
4. Completion
Ask students to write their names under each
collage and help them place the collage on the
activity table on the computer room.

DIGITAL KIDS STARTER / MODULE 1 / TASK 3 -8- Copyright © 2013-2016 Binary Logic SA
 Module 1 My
DKSTARTER Task 4 Click and type
Teacher Class Date
Overview
The overall purpose of this lesson is for students to
learn different ways to interact with the computers
or with devices that have a CPU.
Objectives
• To understand some different ways we can
interact with a computer, such as:
I. Interact with a computer through a
keyboard.
II. Interact with a computer through a mouse.
III. Interact with a computer through a touch
screen.
IV. Interact with a computer through voice
commands.
V. Interact with a computer through body
gestures.
• To identify the devices which include a keyboard.
• To understand that the keyboard is used to type
text and numbers into a word processor or text
editor.
• To distinguish where the Enter key, the Spacebar
key, the Backspace key, the Delete key, the Caps
Lock key and the Arrows keys are located on the
keyboard.
• To distinguish which objects have touch screens.
• To distinguish the devices that we give voice
commands to.
• To distinguish the devices depending on the type
of voice commands they can receive like voice
telephone calls.
• To understand the concept “What a computer
is”. Some devices contain small CPU units like an
alarm clock. They must understand that these
devices do something because we tell them to.
What is needed
Resources
• Digital Kids Starter Student’s Book
• K.1.1.4_Additional_files
• K.1.1.4_Worksheet_1.docx
• K.1.1.4_Worksheet_2.docx
Tools & Equipment
Interactive Whiteboard, Projector, Tablet PC,
Smartphone
Learning difficulties
• Children often confuse the main function of the
keyboard.
• Students think that the only way to interact with
the computer is through the mouse and the
keyboard.
• Children think that the only output devices are
screens.
• Students find it difficult to distinguish what
DIGITAL KIDS STARTER / MODULE 1 / TASK 4 -9-
computer
devices contain touch screens.
• Students think that the voice commands that
we give to or receive from a digital device don’t
result from a specific interaction between us
and the device. Instead they believe that it is as
common as when we use an electrical device.
Lesson Description
1. Preparation
Place the computer on the main table, so the
students can see the keyboard and the mouse. Then
Print the word file “K.1.1.4_Starter-My_computer_-_
Click_and_type_-_Split_keyboard.docx” in order
to accomplish the activity. Glue the four printed
pages onto a piece of cardboard in order to depict
a keyboard. You will need one keyboard for each
group of students.
2. Intro (part 1)
Introduce the purpose of the first part of the lesson
which is for students to understand the general use
of a keyboard and mouse.
Present the keyboard and the mouse and ask the
students about the name of each device.
Then tell the students about the devices which
include a keyboard. Hold a mobile phone and a
laptop and show them their keyboard. Tell the
students that the keyboard is used to type text and
numbers into a word processor or text editor.
Then, show them how to place their fingers
correctly on a mouse. Carefully explain the use of
left and right click.
At this point, use the projector in order to show the
power point document “K.1.1.4_My_computer_-_
Click_and_type_-_The_cat_sat_on_a_mat.ppt”.
Ask students to compare and contrast the
differences between each writing style.
3. Development – Implementation
Written activity: Firstly, ask the students to open
the Digital Kids Starter Student’s book on page 16,
in order to complete the activity. Tell them to color
in the picture’s keyboard keys. Then, ask them to
accomplish the activity on page 17. Tell them to
circle the devices which include a keyboard.
Practical activity: Firstly, separate the students into
groups of 5. Hand out the “K.1.1.4_Worksheet_1.
docx”. Then, explain that they have to create a
collage. More specifically, ask the students to color
the keys and then to cut them out using their
scissors. Finally, hand out the cardboard (with the
printed keyboard) to each group so they can glue
on their pictures.
4. Intro (Part 2)
Introduce the purpose of the second part of the
lesson. Teach students more ways to interact with
Copyright © 2013-2016 Binary Logic SA
computers. Tell them that except for the mouse and
the keyboard, they can interact with the computers
by touch, voice or body gestures. First, explain the
interaction that they can have through a touch
screen. Hold a Tablet or a Smart phone and show
them how to open an application with a finger.
Give the device to each student and ask them to
open an application e.g. to listen to a song. Then
explain what voice commands are and how we can
use them to interact with a computer. For example,
mention the voice calls that they can do on a
Smartphone. Make a voice call if you can. Then,
explain to them that the output data can also be
in other ways such as voice. A GPS, for example,
gives not only visual instructions but also voice
instructions. Finally, explain to them the interaction
that they can have with a computer through
body movement. Mention video games that can
be played with controls, like Microsoft Kinect
and Nintendo Wii remotes. To understand these
functions explain that these devices have cameras
or sensor bars that can capture our movements and
put them on the screen.
5. Development – Implementation:
Written activity: Open the Student’s book (Digital
Kids Starter) on pages 18-19. Ask them to take a
careful look at the pictures in the book and ask
them to tell you what they can see. Then, tell them
to complete the first activity on page 19. Ask them
to choose which devices contain a touch screen.
Hand out the “K.1.1.4_Worksheet_2.docx”. Tell them
to check with a pencil the devices with which they
can interact through voice commands.
Gather worksheets from students and file them in
the class folder.

Notes

DIGITAL KIDS STARTER / MODULE 1 / TASK 4 - 10 - Copyright © 2013-2016 Binary Logic SA

 Module 2 Let’sstart
DKSTARTER Task 1 My desktop
Teacher Class Date
Overview
The general purpose of the lesson is for students
to realize that the desktop is their working
environment.
Objectives
 o learn about some desktop icons:
T screen that they are going to see after they log on.
e.g.
1. My documents is where you can save a picture or
a drawing.
2. Recycle bin is where you can ‘throw away’ a
document, picture or a movie.
3. Internet explorer lets you go on the Internet.
4. My computer is where you can find all the
storage devices connected to the computer.
5. Start button is where you can access all the
actions of the operating system.
Skills
Students have to :
• Cut the icons and glue them in the correct place
on the desktop.
• Replace pictures in the appropriate folder.
What is needed
Resources
• Digital Kids Starter Student’s Book.
• Microsoft Word
• K.1.2.1_Worksheet
Tools & Equipment
Scissors, glue, markers
Interactive Whiteboard, Projector
Learning difficulties
• The students will have different levels of
computer experience. Some will already have
interacted with computers while others won’t
have.
• Students may see the computer as a game
device, which they use to open programs
automatically.
• They understand that the Internet explorer icon
guides them to the Internet. However, they
cannot associate the other icons with specific
actions.
• They may be afraid of clicking on the start button
and they may feel insecure when they open
specific files.
Lesson Description
1. Preparation
Place the computer on the main table and connect
the projector, so that the students can see the
activities they do on the desktop. Only 4 icons (My
documents, My computer, Internet explorer, Recycle
DIGITAL KIDS STARTER / MODULE 2 / TASK 1 - 11 -
bin) should appear on the desktop. Insert 2 pictures
into the My documents folder, to show them when
you present the My documents icon.
2. Introduction
Introduce the purpose of the lesson, which is for
students to understand that the desktop is the first
Then :
• Turn on the computer.
• Point out to students that in order for the
computer to start working, the loading icon of
Windows must disappear.
Show them the desktop.
• Ask them to compare their computer desktop to
the one that they see on the projector.
• Start a conversation about these differences.
• Change the desktop background so students can
understand that it can be changed.
• Show them the time. Click Time to open Time
and Calendar so that students can see it better.
Show them the desktop icons. Explain to them that
in order to open a window or a program they need
to select a desktop icon. More specifically, explain
to them the following icons:
• The Internet Explorer icon.
o Place the cursor over the Internet Explorer
icon.
o Ask them if they know what it does.
o Explain to them that this is the program that
helps us to connect to the Internet and tell
them that the Internet help us to:
> Listen to music
> Find pictures
> Play games
> Watch videos
> Find information
o Open Internet Explorer and show them
something, such as a video.
• The My Documents icon.
o Introduce the concept of saving a file and how
it can be saved to My Documents folder.
o Ask students where they store their drawings.
o Explain to them that the folders on the hard
drive are like the ones in the classroom where
they store their drawings.
o Show them the 2 pictures which you placed in
My Documents.
• The Windows/Start button.
o Ask students if they have ever drawn on a
computer.
o Explain that in order to do so they must open
a paint program.
o After they find out that there is no such
icon on the desktop, make them wonder if
“behind” the desktop there are other icons and
Copyright © 2013-2016 Binary Logic SA
 programs. they should place these two images.
o Then show them the Windows/Start button. Tell them to cut out with scissors these pictures and
Explain to them that in Windows/Start they ask them to put them in the correct sachet on the
can find many more options, programs and printed monitor.
folders that they can open. Then ask the students to cut out the drawing with
o Tell them to open the Paint program and draw the tiger that is apparently damaged.
something. Ask students if they should save it or not.
o Tell them to save the drawing in the My Tell the students to put the damaged drawing in the
Documents folder. correct sachet on the printed monitor.
o Ask them to close all the windows and open Finally ask them to observe the images that are in
the My Documents folder from the desktop in the ‘Surf the WEB’ section.
order to see that their drawing is in there. Tell them to cut out these images and ask them in
• The Recycle bin icon. which sachet they have to put these pictures and
o On a blank sheet of paper make a draft why.
drawing. During the activity check that every child has
o Pretend that you don’t like it. understood and executed the actions correctly and
o Crumple it and throw it in the trashcan. whoever requires assistance, individual guidance
o Now ask students what happens when they must be offered.
delete – “throw away” a file which is on the Written activity. Students should open the Digital
computer. Kids Starter Student’s Book on page 22. Tell them
o Open the paint program, make a drawing and to pay attention to the images in the book and ask
save it in My Documents. them to tell you what they see. Next, they should
o Open the My Documents folder and show do the activity on page 23.
students the drawing. 4. Completion
o Delete the drawing. Collect the worksheets and put them in the class
o Open the Recycle Bin to show them that the folder.
deleted file is there.
• The My Computer icon. Notes
o Click on the My Computer icon.
o Explain that this icon contains information
about the computer.
o Mention, as an example, that just as people
have characteristics (Name, Last Name, Class,
Age) so does a computer.
Show students how to shut down a computer.
• Ask students how they think they can turn off the
computer.
• Emphasize that it is better not to shut down the
computer using the power button.
• Show them step by step how to properly shut
down a computer.
3. Investigation – Implementation
Practical activity: While the projector shows a
desktop, hand out the “K.1.2.1_Worksheet”. The
students will make a collage which shows a desktop.
Part 1: On page 4 there is a screen where sachets
and pictures should be glued. Firstly, tell the
students to cut the dotted lines around the icons
on page 2, in order to create sachets. Show them
how to cut and glue their shapes in order to form
sachets. Then, ask the students to glue these icons
(My documents, Recycle bin, and Internet explorer)
in the correct places on the printed monitor.
Part 2: Tell the students to cut out the icons (My
computer, Start, Time) on page 3 and ask them
to glue them in the correct places on the printed
monitor.
Part 3: Tell the students to look carefully at the
pictures on page 5. In the ‘Draw and save a picture’
section students have to color in the drawing with
their marker pens.
Ask them where on the desktop collage they think

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

 Module 2 Let’s start
DKSTARTER Task 2 Start a program

Teacher Class Date

Overview between clicking two times and double-click.

The general purpose of this lesson is for students • When they click twice on the name of the icon,
to learn how to open and close programs. the renaming function is activated and the effects
Furthermore they realize that programs appear are unpleasant.
inside a virtual window. • Students often cannot focus on where the mouse
cursor is placed on the desktop so it disappears
Objectives from their field of vision.
Students have to: • Children also have difficulty in using and
• Realize that by double-clicking on a program understanding the left single or double-click, the
icon you open the program. twice click and the right-click and choice option.
• Understand that programs operate in particular • They may place the wrong fingers in the incorrect
areas on the screen which is called the “Program position on the mouse.
window”.
• Learn the basic functions of a program window. Lesson Description
More specifically : 1. Preparation
o What does the Minimize button do: Hides the Place the computer on the main table and connect
window. the projector so students can follow the activities
o What is Maximize: Fills the screen with a you carry out on the desktop. It is suggested that
window. you do the following actions to each computer.
o What is Restore: Restores the window to a • Open all the students’ computers.
previous position. • Clear the taskbar on the desktop from all the
• Distinguish that the close operation function icons except for the start icon and time icon
terminates a program without making it (right-click each icon and then select “unpin this
disappear. program from the taskbar”).
• If necessary make a comparison: • Copy the file” K.1.2.2_Drawing.jpg” onto the
• Open a program just like you would open a real Desktop of all the students’ computers and
window. create an icon with the name “Drawing” onto the
• Close a program just like you would close a real desktop in order to show how to start a program.
window. • To open the “Drawing” file with the paint
program:
Skills o Right-click the icon
Students must: o Select “Open with” and then “choose the
• Use the double – click function in order to open a default program”
program. o Select the “Paint” program and check “Always
• Be able to minimize, maximize and restore a use the selected program to open this kind of
program window. file”
• Be able to close a program. • Open the “Paint” program and minimize the
ribbon.
What is needed To do this action:
Resources o select “customize this action”
• Digital Kids Starter Student’s Book o select “Minimize the ribbon”
• K.1.2.2_Worksheet.docx 2. Introduction
• K.1.2.2_Drawing.jpg I. Begin by explaining the purpose of the lesson to
Tools & Equipment the students so that they can understand how to
• Windows Paint start a program.
• Scissors, glue, markers II. At this point, you can compare by explaining that
• Interactive Whiteboard just like a TV is switched on by pressing a button
• Projector on the remote control, a desktop icon opens in
a window form with a mouse action in the same
Learning difficulties way.
• When we move the mouse cursor above an icon, 3. Investigation
it becomes highlighted. Students then may think I. Make sure that all computers are turned on.
that the program has been selected. However, II. Show students the correct finger placement on
they don’t notice any change and they continue the mouse.
left clicking. At this point, there is confusion III. Ask students to move the cursor above the

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

 icon “Drawing” in order to see the light which
appears. Tell students to move the cursor and ask
them what they see.
IV. Tell students to do a single left-click action
and notice the results. You will see that some
students :
o Select the icon (single left click) only
o Open the program (double left click)
o Rename the icon (twice left click on the name
of the text)
o Do a right click
V. Explain these differences to each student
individually. Ask them to open the program
and then close it. Repeat this activity many
times in order to make sure that every child has
understood this action.
VI. Now with the Paint program open, draw their
attention to the window. Show the space where
the drawing is done, and point out that icons
minimize, maximize, restore and close. It is
advisable to test students at this point with
questions on how to maximize and minimize
a window. To continue, the students will
understand the differences between the windows
and icons. This is done with a single left-click.
VII. Every student should be tested individually in
various ways on the actions mentioned earlier
(maximizing, minimizing, opening, closing,
choosing, finger placement, etc.)
4. Development
• Hand out the “K.1.2.2_Worksheet.docx”. Students
must create a collage which illustrates program
windows.
• Suggest opening the Digital Kids Starter
Student’s book on page 25. Tell them to look very
carefully at the windows program structure.
• Then students have to cut out the “Minimize”, the
“Maximize”, the “Restore” and the “Close” icons
using scissors.
• Tell them to glue the icons onto the right-hand
section of the windows in order to make the
collage.
5. Completion
Collect the worksheets and file them in the class
folder.

Notes

DIGITAL KIDS STARTER / MODULE 2 / TASK 2 - 14 - Copyright © 2013-2016 Binary Logic SA

 Module 2 Let’s start
DKSTARTER Task 3 Text and pictures
Teacher Class Date
Overview
The general purpose of the lesson is for students
to understand and become aware of the different
types of digital information.
Objectives
• To distinguish the differences between each type
of digital information such as Text, Sound, Picture
and Video.
• To find the variation between the digital icon
devices according to the digital information
which it supports.
• To understand the difference between recording
and playing digital information. For example,
we use the webcam to record a video or take a
picture but we cannot use this device to see what
we have produced.
• To find out that we can transfer digital folders
from one device to another.
• To combine icons with specific types of digital
information.
• Each file should be placed in the appropriate
folder. For example, music files in the music file
folder, picture files in the picture folder…and so
on.
• To understand that they can combine different
types of digital information in order to create a
desired result.
What is needed
Resources
• Digital Kids Starter Student’s Book.
• Microsoft Word
• K.1.2.3_Worksheet_1.docx
• K.1.2.3_Worksheet_2.docx
Tools & Equipment
Scissors, glue, markers
Interactive Whiteboard, Projector
Learning difficulties
• Children find it difficult to distinguish between
the types of digital information presented, like
when a child sees a text, he may regards it as
picture when in reality it is a text document….
Likewise, video can be a combination of picture,
sound and text.
• Students react to digital material such as video,
picture and sound, but this may not happen with
text because if they do not know how to type on
the keyboard.
• Children often confuse the capabilities of
different type of gadgets, for instance an mp3
player in most cases does not have video
functions nor can a webcam play music, this must
be explained in detail.
DIGITAL KIDS STARTER / MODULE 2 / TASK 3 - 15 -
• Students do not know that digital files can be
transferred from one device to another.
Lesson Description
Educational Procedure
Begin by presenting the different digital gadgets.
Describe each device’s use and their capabilities.
Point out whether each electronic device can
produce picture, sound, video or text. What must
be specified is that each electronic device can
communicate directly (cable connected). Then,
focus on computer digital files and how these can
be combined.
1. Introduction.
Introduce the purpose of the lesson which is for
students to understand the various types of digital
information. Start by asking questions to the
students with reference to which device they should
use in order to listen to music, take a picture, record
a video or type words. During the lesson, repeat the
phrase “digital sound /text/picture/ video” in order
to get the students acquainted with these concepts.
With the use of a digital camera, take a picture
of the computer lab and record a video. Pass
the camera in front of each student, with the
picture visible on the camera’s screen so it can be
understood that the camera has saved the picture.
Ask students how they think we can transfer digital
files from the camera to the computer. At this point,
a comparison can be made by explaining that as
the students carry their books from home to school
using their school bag in the same manner we can
transfer data from a camera to a computer using
a cable. Then switch the computer on and create a
new folder. Place the transferred data (digital image
and recorded video) in the folder. Furthermore add
new digital text and a sound file.
With the folder open, focus their attention on
the file’s icons. Ask the students to compare and
contrast each icon. At this point, open each file, in
order for them to understand the different type of
digital information.
Ask the students if they think that different
digital files could be combined in order to work
simultaneously. For example, type the text “Here
is the computer lab“, and explain that it would be
could a good idea to add a picture to the text.
Finally, use the projector to show the text with the
picture and how they finally became one.
2. Development – Investigation of knowledge
• Practical activity: First, hand out the “K.1.2.3_
Worksheet_1.docx” and ask them to fill in the first
page. Students must color in the circles with the
right color in order to correspond each device to
its operation.
Copyright © 2013-2016 Binary Logic SA
• After completing the first page of the worksheets
students must open the Digital Kids Starter
Student’s book on page 27 in order to complete
the activity. Tell them to notice very carefully the
images in the book and then ask them to match
the devices to the right icons.
• Finally hand out the “K.1.2.3_Worksheet_2.docx”.
Students have to combine two different types
of digital information. More specifically, they
have to create a collage that combines a text
document with a picture. So ask the students to
cut out the Text, using the scissors. Help each
child to read the text so they can understand
what it says. The child must choose a picture
of his favorite animal and cut it out using the
scissors and must glue the picture of the animal
under the text so to create a collage.
3. Completion
Collect the worksheets and put them in the class
folder.

Notes

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

 Module 2 Let’sstart
DKSTARTER Task 4 My workspace
Teacher Class Date
Overview
The general purpose of this lesson is for students
to acquire an understanding of the necessity of the
correct body and hand posture and the importance
of adhering to the computer lab rules.
Objectives
• To understand that is necessary to have their
body in the correct posture and their hands in
the right position.
• To learn how to place their hand correctly upon
the mouse.
• To adhere to the computer lab rules and
regulations.
what is needed
Resources
• Digital Kids Starter Student’s book.
• K.1.2.4_Worksheet_1.docx
• K.1.2.4_Worksheet_2.docx
Tools & Equipment
• Scissors, glue, markers
• Interactive Whiteboard, Projector
• Microsoft Word
Learning difficulties
Students may not be aware of the dangers that can
encounter when they operate a computer.
Lesson Description
1) Introduction
Introduce the purpose of the lesson. Firstly, explain
to students how to place their hand on a mouse.
Secondly, show them how to have their body in the
correct posture and their hand in the right position.
Demonstrate, by using a child in front of the class,
how to be in the right body posture. Explain the
way students should behave in the computer lab
such as :
I. Keeping the lab clean and tidy.
II. Making sure that their hands are clean and dry
when they use the computer.
III. Keeping a safe distance from the monitor in
order to protect their eyes.
IV. Forming a queue when going to the computer
lab.
V. Sitting properly in front of the computer,
waiting for the teacher’s instructions.
VI. Reporting any problem with their computer to
the teacher.
VII. Shutting the computer down properly.
VIII. Sharing the computer with their classmates
when it is necessary.
Then explain what students should avoid doing in
the computer lab such as :
DIGITAL KIDS STARTER / MODULE 2 / TASK 4 - 17 -
I. Eating or drinking in the lab or on the desk.
II. Pulling any wires or touch sockets.
III. Disconnecting or removing any cable.
IV. Playing or running inside the lab.
V. Hitting the keys on the keyboard too hard.
VI. Taking devices away from the computer lab.
VII. Inserting objects into the computer.
2) Analysis – Implementation.
• Written activity: Ask the children to open the
Digital Kids Starter Student’s book on page 28.
Tell them to look at the pictures very carefully
and then explain the picture’s content. Then,
students should open their book on page 30
which shows the correct body posture. Then ask
them to do the activity on page 31. Students
must put a or in the boxes in order
to characterize the right or wrong things in a
computer lab.
• Practical activity: First hand out the “K.1.2.4_
Worksheet_1.docx”.
Students must put or in the boxes in
order to characterize the right or wrong hand
and body postures.
Then hand out the “K.1.2.4_Worksheet_2.docx”.
Students must create a collage which depicts
the computer lab rules. Ask the children to cut
out the pictures using scissors. Help students to
understand the real meaning of each picture as
they may be unable to read any caption. In the
follow-up, they must glue their pictures in the
right section (DO… and DO NOT…) so as to create
a complete collage.
3) Completion
Collect the worksheets and file them in the class
folder.
Notes
Copyright © 2013-2016 Binary Logic SA
DIGITAL KIDS STARTER / MODULE 2 / TASK 4 - 18 - Copyright © 2013-2016 Binary Logic SA
 Module 3 Let’s paint
DKSTARTER Task 1 Free drawing

Teacher Class Date

Overview to whoever needs it. The students should draw

The general purpose of this lesson is for students a computer with all its basic computer parts, (as
to learn how to use the Paint program in order to shown on the worksheet) with every part in a
draw. different color. Let them experiment with the tools
and use the eraser if they want to erase something.
Objectives Finally, save each child’s picture. If there is time to
• To distinguish which Paint tool they should use in do a second drawing, they can use Paint to draw
order to make a drawing. the picture on the right, on page 35 of the Digital
• To learn the use of the mouse and how to draw Kids Starter book.
using only the left mouse button. 4. Completion – Evaluation
After completing the activity, print the students
Skills work and file them in the class folder or save each
• To open the Paint program. student’s document on their personal memory stick.
• To draw using the tools in Paint (Eraser, Pencil,
Brush, colors). Notes

What is needed
Resources
• Digital Kids Starter Student’s Book
• K.1.3.1_Worksheet.docx
Tools & Equipment
Interactive Whiteboard, Projector, Paint

Learning difficulties
• Some children may have difficulty understanding
that in order to use the painting tools, the left
mouse button must be held down while moving
the mouse.
• Switching to another color.

Lesson Description
1. Preparation
Place the computer on the main table and connect
the projector, so that students can watch you
starting up the Paint program on the desktop.
2. Introduction
• Introduce the purpose of the lesson which is for
students to understand how to use Paint.
• Start by asking students what they should click
on in order to begin drawing with Paint.
• Show students the steps needed to open the
Paint program.
• Introduce the paint canvas and its tools (paint
brush, pencil, spray, eraser...etc.) and how to
choose a particular one by clicking the desired
icon to use it. Next, explain how to open the
palette and choose a color by clicking it.
3. Implementation
With each child’s computer open, hand out the
worksheet and ask the students to work on the
activity. The activity requires step by step actions
to open the Paint program on the computer and
to complete the task on the worksheet. Check
that every child has understood and executed the
actions correctly and offer individual guidance

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

DIGITAL KIDS STARTER / MODULE 3 / TASK 1 - 20 - Copyright © 2013-2016 Binary Logic SA
 Let’s paint
DKSTARTER
ModulE 3
TASk 2 Make shapes

TEAChER CLASS DATE

ovERviEw VI. Finally show students how to change the width of

The general purpose of this lesson is for students to a line.
learn how to create a picture, using shapes in Paint 3. implementation
program. hand out the “K.1.3.2_Worksheet.docx” and explain
the activity. Students have to start by opening Paint.
objEcTivES They must select a shape to view it on the drawing
• To learn the basic steps to make shapes. canvas. Ask them to create some shapes. Then
• To understand the use of Undo to reverse steps. have them resize the shapes. having done that,
• To combine shapes in order to make a more they should choose a color to fill in each shape.
complicated shape. Some instructions may help. Then they should try
to combine the colored shapes to create a robot by
SkillS moving and joining each shape.
• To fill shapes with a color. help them to select the transparency selection, in
• To select a shape. order to move shapes easily.
• To resize a shape.
• To move a selected shape.
• To delete a selected shape.

whAT iS nEEdEd
Prerequisites
Open Paint and use the basic tools (pencil, brush,
eraser, colors).
resources
• Digital Kids Starter Student’s Book.
• K.1.3.2_Worksheet.docx
Tools
• Interactive Whiteboard, Projector
• Paint

lEARning difficulTiES
• Some children have difficulty understanding
that they have to use the shape box in order to
choose a shape.
• Resizing shapes, for example, a left click to draw
and drag.
• Students may need help to move a shape.
lESSon dEScRipTion
1. Preparation
Place the computer on the main table and connect
the projector, so students can watch and learn how
to make a shape on the desktop.
2. investigation – development of knowledge
I. Introduce the purpose of the lesson which is for
students to learn how to create a picture using
shapes.
II. Do step-by-step actions to show how to select
shapes by clicking the desired tool icon.
III. Explain that it is necessary to select a shape
in order to make changes, such as moving or
resizing a selected shape.
IV. Show them how to fill a shape with color.
V. Do step-by-step actions to show how to delete a
selected shape and explain the use of the Undo
action.
Tell them to use the Pencil tool in order to make
minor changes.
Finally, tell the students to do the writing activity
on page 39 of Digital Kids Starter Student’s book.
If time permits for another drawing, the children
can use Paint to draw a picture of a colored tree, a
home, the sun and clouds, on page 41. Then they
should make changes. Ask them to select each
picture in order to move it around the drawing
canvas. Let them experiment with the Paint tools.
Use the projector to show them how to make the
robot.
4. completion
Print the students work and file them in the class
folder or save each student’s document on their
personal memory stick.
noTES

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

DIGITAL KIDS STARTER / MODULE 3 / TASK 2 - 22 - Copyright © 2013-2016 Binary Logic SA
 Module 3 Let’s paint
DKSTARTER Task 3 Copy and paste
Teacher Class Date
Overview
The general purpose of this lesson is for students
to learn how to copy and paste a selected shape in
Paint.
Objectives
• To use the mouse and carry out the correct
actions (select/copy/paste) using left and right
“click”.
• To understand that the copy-paste action helps
them to save time.
Skills
To use two different ways to copy and paste a
selected shape.
what is needed
Prerequisites
Basic knowledge of Paint (opening it, use of basic
tools and shapes and use of selection tool).
Resources
• Digital Kids Starter Student’s Book
• K.1.3.3_Worksheet.docx
Tools & Equipment
• Interactive Whiteboard, Projector
• Paint
Learning difficulties
Some children have difficulty understanding how
to use left and right click in order to select a shape
and then copy and paste it.
Lesson Description
1. Preparation
Place the computer on the main table and connect
the projector, so students can watch how to copy
and paste a selected shape on the desktop.
2. Introduction
I. Introduce the purpose of the lesson which is
for students to understand the creation of an
identical picture using the copy-paste actions.
II. Explain to students that it is necessary to select a
shape in order to make changes.
III. Do step-by-step actions to show how to copy
and paste a picture using the left mouse button.
First, show students how to select shapes by
clicking on the desired “tool icon”. Show them
how to the use the mouse and how to click the
copy and paste icons using only the left mouse
button.
IV. Then, explain to them, step-by-step, the copy–
paste action using the right mouse button
3. Implementation
• Next hand out the “K.1.3.3_Worksheet.docx” and
explain the activity. Students have to start by
DIGITAL KIDS STARTER / MODULE 3 / TASK 3 - 23 -
opening the Paint program. They have to draw
a picture which shows the four seasons of the
year. Firstly, ask them to create a box and then to
divide it into four sections. They have to select
the proper shape and the pencil for the division.
Keep note, they can change the size of the line.
• In the first section, students have to draw winter.
Ask them to follow three steps. First, they have to
draw a background, then, they should add snow
and snowflakes. Tell them to copy and paste the
snowflakes many times in order to fill the sky.
Ask them to complete this picture by drawing
a snowman. Then, ask students to draw spring.
Tell them to begin with the background, then,
they should add a sun and then copy and paste
clouds. Finally, ask them to draw a pretty garden
with flowers. The third season is summer. Ask
them to draw the background. Then they should
add a sun and then copy and paste many clouds
in the sky. Then, ask them to draw some items
that we see on a beach, like a bucket and spade,
an umbrella, beach balls and a boat. Finally, ask
them to draw the fourth season which is fall.
Tell them to begin with the background, to add
clouds and rain and then ask them to draw a tree
without leaves. Finally, they have to draw a leaf.
Students should copy and paste the leaf many
times in order to cover the ground.
• As they draw the seasons, let them experiment
with the Paint tools andhave them use the Undo
button as many times as they want. The best way
to learn a program is through practice!
4. Completion – Evaluation
After completing the activity, print the students
work and file them in the class folder or save each
student’s document on their personal memory stick.
Notes
Copyright © 2013-2016 Binary Logic SA
DIGITAL KIDS STARTER / MODULE 3 / TASK 3 - 24 - Copyright © 2013-2016 Binary Logic SA
 Module 3 Let’s paint
DKSTARTER Task 4 Save my picture
Teacher Class Date
Overview
The general purpose of this lesson is for students
to learn how to create and save paintings in Paint
program.
Objectives
• To realize why it is necessary to save your work.
• To learn the advantages of saving work on a
computer.
Skills
• To save a drawing in a specific place in the
default location (in Documents).
• To open a drawing from the default location.
What is needed
Prerequisites
Basic knowledge of Paint.
Resources
• Digital Kids Starter Student’s Book
• K.1.3.4_Worksheet.docx
Tools & Equipment
• Paint
• Interactive Whiteboard, Projector
Learning difficulties
• Some children have difficulty understanding why
it is necessary to save their work.
• They may get confused about where their
drawing has been saved.
Lesson Description
1. Preparation
Place the computer on the main table and connect
the projector, so students can see how to save a
drawing on the desktop.
2. Introduction
I. Introduce the purpose of the lesson which is to
understand why it is necessary to save their work.
II. Firstly, ask students why it is helpful to work on a
computer. Talk about a workplace. Ask students
why it is easier for a secretary to work on a
computer than on a typewriter.
III. Guide students to think of the advantages of
saving a document. You could mention four
reasons (quick – cheap – convenient - easy).
Firstly, tell them that it can save time because the
next time they continue work on their document
they can just open it without having to redo
everything. Furthermore, explain to them that
saving a document saves money because they
can change a document on the computer and
don’t have to print it every time. They should
only print the final drawing or document. Also,
they can work at home, saving their document
DIGITAL KIDS STARTER / MODULE 3 / TASK 4 - 25 -
on a disk or on a USB flash stick and then
continue their work at school. Furthermore,
explain to them that they can save their work as
different type of documents. For example, they
can create a drawing and then save it in a format
that can be sent by email.
IV. Do step-by-step actions to show how to save a
drawing in the default location (in Documents).
Point out the box in which they should type the
file name in order to save their work.
V. Do step-by-step actions to show how to open a
drawing from the default location.
3. Implementation
• Hand out the worksheet and explain the activity.
The activity requires step-by-step actions.
Students start by opening the Paint program.
They have to draw a self-portrait. Firstly, ask them
to draw an oval on the whiteboard in the middle
of the page. Next, they have to use the shape
tools to add features like eyes and a mouth.
Demonstrate the use of the curve tool which is
needed to draw the mouth. Then, tell students to
use the drawing tool (pencil or brushes) to make
a nose. Finally, ask them to use different tools to
fill and add features such as hair.
• During the activity check that every child has
understood and executed the actions correctly.
Offer individual guidance if needed. Furthermore,
some tutorial instructions may help with design
ideas. Finally, having accomplished the activity,
students should save their drawings. Ask them to
save it as “My self-portrait” in the default folder
(In Documents).
• Finally, ask them to go to Documents (help
them), to find their drawing and to open it (by
double clicking on it). Before opening it, ask
them to tell you what they think the drawing will
be like.
4. Completion – Evaluation
After completing the activity, print the students
work and file them in the class folder or save each
student’s document on their personal memory stick.
Notes
Copyright © 2013-2016 Binary Logic SA
DIGITAL KIDS STARTER / MODULE 3 / TASK 4 - 26 - Copyright © 2013-2016 Binary Logic SA
 Module 4 Let’s type
DKSTARTER Task 1 The Notepad
Teacher Class Date
Overview
The general purpose of this lesson is for students to
get an understanding of how to use the Notepad
program in order to type some letters.
Objectives
• To become aware of the differences between
written and notepad-processed text.
• To understand which type of writing is easier to
change after it is written.
• To learn the basic steps needed to open
Notepad.
• Once Notepad is open, to understand what
certain icons refer to.
• To understand why it is necessary to save work
• To understand the advantages of saving work on
the computer.
• To learn how to save a text in Notepad in the
default location (My documents).
• To learn how to open a text document from the
default location.
• To learn how to type single words on a keyboard.
Skills
• To start Notepad.
• To type some letters on Notepad.
• To save work.
• To open a file in Notepad.
What is needed
Resources
• Digital Kids Starter Student’s Book
• K.1.4.1_Worksheet_1.docx
• K.1.4.1_Worksheet_2.docx
Tools & Equipment
• Notepad
• Interactive Whiteboard, Projector
Learning difficulties
• Some children have difficulty understanding why
it is necessary to save their work. Explain that
the computer can be damaged or there can be a
power failure causing work to be lost.
• They may have difficulty finding the folder where
a text has been saved.
• The children may require help typing words using
the keyboard.
Lesson Description
1. Preparation
Place the computer on the main table and connect
the projector, so students can watch how you start
Notepad on the desktop.
2. Introduction – Investigation of knowledge
I. Introduce the purpose of the lesson. Explain that
DIGITAL KIDS STARTER / MODULE 4 / TASK 1 - 27 -
this unit is going to help students learn how to
enter text using the keyboard.
II. First, talk to the children about the text/words
that they see around them, e.g. labels, signs,
posters. Ask them why the text is there and what
it tells them. Ask questions like “does all text
look the same?” and how do they think it was all
created? Show some examples of text, e.g. typed,
handwritten, stencil and computer created text,
etc. Ask the children which method of creating
text is the most popular nowadays. Tell the class
they are ultimately going to produce some
perfectly formed text on the computer.
III. Show the steps needed to start Notepad. Then
demonstrate how to type on the computer using
the keyboard.
IV. Then ask the children to consider Notepad.
Explain that they are going to type their name
into the computer using the keyboard. Allow
them to practice entering letters that they know.
V. Then guide the children to get to the advantages
of saving a text document. You could mention
four reasons (quick, cheap, convenient, easy) in
order to explain why it is necessary to save work.
Show the steps needed to save a text document
in the default location (My documents).
VI. Finally, show the steps needed to open a text
document from the default location.
3. Implementation
Hand out the “K.1.4.1_Worksheet_1.docx”and
explain the activity. There are two pictures which
depict a written and a word-processed text. First,
students have to mention the differences between
these types of text. Then, they have to circle the
object which the writer uses to make each picture.
Hand out the “K.1.4.1_Worksheet_2.docx”. Students
have to start by opening Notepad. According to the
task on the worksheet, the children have to type their
first name. Then, they must save the text document
as “Text1”in the default folder (in Documents). Finally,
students have to open the saved file and add their
surname to the text and save it again.
4. Completion
Collect the work the students have done in “K.1.4.1_
Worksheet_1.docx” and file them in the class folder.
Print the work the students have done in “K.1.4.1_
Worksheet_2.docx” and file them in the class folder
or save each student’s document on their personal
memory stick.
Notes
Copyright © 2013-2016 Binary Logic SA
DIGITAL KIDS STARTER / MODULE 4 / TASK 1 - 28 - Copyright © 2013-2016 Binary Logic SA
 Module 4 Let’s type
DKSTARTER Task 2 Letters and words

Teacher Class Date

Overview IV. Then, show how to create a space between

The general purpose of this lesson is for students
to get an understanding of how to use Notepad in
order to type words and sentences.
Objectives
• To learn how to type words or sentences.
• To understand how to create spaces using the
Spacebar key.
• To delete a character using the Backspace key.
• To create a new line using the Enter key.
• To type capital letters using the Caps Lock key.
• To distinguish where the letter, the number, Enter,
Spacebar, Backspace, Delete, Caps Lock, full stop
and arrow keys are located on the keyboard.
What is needed
Prerequisites
Open Notepad and type some letters.
Resources
• Digital Kids Starter Student’s Book
• K.1.4.2_Worksheet.docx
Tools & Equipment
• Notepad
• Interactive Whiteboard, Projector, pencil
Learning difficulties
• Some children use the Caps Lock key incorrectly
to type a capital letter.
• They may not be able to find the key’s location
on the keyboard.
• They may need help with creating a list (press
Enter).
words using Spacebar and type your surname.
Furthermore, note where the full stop key is
located on the keyboard.
V. Now, ask which key we use to type a capital
letter. Show how we use Caps Lock and explain
when we can use it to type capital letters.
VI. Then, show how we can create a new line by
pressing Enter.
VII. Finally, show how to type a list of five random
names of students’ names.
3. Implementation
Next, hand out the “K.1.4.2_Worksheet.docx” and
explain the activity. Students have to type a list of
animal names. Then, ask the students to circle five
of their favorite animals that are on the first page of
the worksheet. Then, ask students to open Notepad
and make a list with the five circled animals. Ask
them to follow the steps on the second page of
the worksheet in order to create the list. During
the activity, check that every child has understood
and executed the actions correctly and offer help
if needed. Finally, having completed the activity,
students must save their work. Ask them to save it
as “Animals” in the default folder (Documents).
4. Completion
Print the work of the students and file them in the
class folder or save each student’s document on
their personal memory stick.
Notes

Lesson Description
1. Preparation
Place the computer on the main table and connect
the projector, so the students can see the activities
that are carried out on the desktop which show how
to type a sentence using Notepad.
2. Introduction
I. Introduce the purpose of the lesson. Explain
that this unit is going to help students learn
how to enter words and sentences using certain
keys on the keyboard.
II. First, explain that they are going to type their
name using the keyboard. Start typing your
first name. Show the children how to press a
key, with a light but firm touch, but not holding
down their finger.
III. Then show how to delete a character using
Backspace. You could ask students “Which key
do we use to delete a mistake?” Show students
how to use Backspace if they have mistyped or
repeated a letter.

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DIGITAL KIDS STARTER / MODULE 4 / TASK 2 - 30 - Copyright © 2013-2016 Binary Logic SA
 Module 4 Let’s
type
DKSTARTER Task 3 Move around
Teacher Class Date
Overview
The general purpose of this lesson is for students to
learn how to move the cursor in Notepad.
Objectives
• To learn how to move the cursor around a text
pressing the arrow keys.
• To understand how to move the cursor around a
text using the mouse.
• To understand that is necessary to position the
cursor in the right place in order to delete a
character or type a character.
Skills
• To move the cursor around a text.
• To delete a character from a text.
What is needed
Prerequisites
Basic knowledge of Notepad (typing text).
Resources
• Digital Kids Starter Student’s Book
• K.1.4.3_Worksheet.docx
• K.1.4.3_The_Way_Back_Home.mp4
Tools & Equipment
• Notepad
• Interactive Whiteboard, Projector, Printer, scissors,
glue, speakers, A4 sheets.
Learning difficulties
• Sometimes students delete a full sentence
instead of deleting a character.
• Students may get confused, pressing the mouse
with a left single click to position the cursor in
the right place.
Lesson Description
1. Preparation.
Place the computer on the main table and connect
the projector, so students can watch the activities
carried out on the desktop, showing how they can
move the cursor around the text in Notepad.
2. Introduction
I. Introduce the purpose of the lesson. Explain that
this unit is going to help students to learn how to
move the cursor around a text.
II. First, explain that there are two different
ways they can position the cursor in the right
place. You could start by typing a single word.
For example, type the word “Hallo”. Ask the
students if there is any mistake in the word and
furthermore ask them which key they can use
to delete a letter. Next, show them how to use
the arrow keys in order to position the cursor in
the right place. Then, show the students how to
DIGITAL KIDS STARTER / MODULE 4 / TASK 3 - 31 -
delete a letter and then type the right one.
III. Then, you could tell the students to type a
sentence in Notepad, for example “Hello, good
morning”. Then, ask them to add a name next to
the word “Hello” using the arrow keys.
IV. Finally, show the students how to move around
the text using the mouse. Do similar activities
(typing-deleting characters) in order for students
to understand how to move around the text.
Point out the use of the single left-click on the
mouse.
3. Implementation
Tell the students to open the Digital Kids Starter
Student’s book, on page 55 and ask them to do
the activity. The children have to type the list in the
picture. Then, ask them to delete the characters “a,
b, c, d” and tell them to replace with the desired
capital letters. During the activity check that every
child has understood and executed the actions
correctly and give help when needed.
• Next, hand out the K.1.4.3_Worksheet.docx
and explain the activity. First, present the video
“K.1.4.3_The_Way_Back_Home.mp4”. During the
video, describe the story.
With reference to the story “…a young boy builds
himself a rocket and sends himself off to space. He
lands on a faraway planet. His spaceship breaks
down, a friendly alien lands and he breaks down
too. The little boy parachutes to earth to get some
tools to fix the ship. He gets back by way of a huge
ladder, fixes the machines and then they both fly
off.”
According to the task on the worksheet, the
children have to illustrate this story. The students
must open Notepad in order to type sentences
for each picture. For the first picture ask them to
type the sentence “Hello, my name is……. and I
am ready to travel in space“ and tell them to fill in
a random name for the boy. Then, print this text.
Hand out the printed pages to the students and ask
them to cut out the text with scissors, and to glue it
in the right place on the worksheet. For the second
picture, ask students to type a simple dialogue
between the boy and alien. For example:
Alien: What is your name?
Boy: My name is Tom.
Alien: Can you fix my spaceship?
Boy: OK, I will get some tools.
Then, print students’ texts and ask them again to
cut out and glue the texts in the right place on the
worksheet. Then, students have to circle three tools
to fix the machines. With Notepad open, ask them
to type a list of these tools. Tell them to cut out the
printed list and to glue it in the right place on the
worksheet.
Copyright © 2013-2016 Binary Logic SA
Finally, students have to type a sentence about the
kid’s and alien’s destination. Ask them to cut out the
printed sentences and tell them to glue them in the
last picture on the worksheet.
4. Completion
Collect the worksheets and file them in the class
folder.

Notes

DIGITAL KIDS STARTER / MODULE 4 / TASK 3 - 32 - Copyright © 2013-2016 Binary Logic SA

 Module 4 Let’s type
DKSTARTER Task 4 Select and change a word
Teacher Class Date
Overview
The general purpose of this lesson is for students to
understand how to select and change a word.
Objectives
• To select words using the keyboard keys (Shift +
arrow keys) and using the mouse.
• To delete a selected word or sentence.
Skills
• To select and delete a word.
• To change the size of a word.
• To change the font style of a word.
What is needed
Prerequisites
Open and type text in Notepad.
Resources
• Digital Kids Starter Student’s Book
• K.1.4.4_Worksheet.docx
Tools & Equipment
• Notepad
• Scissors, glue, pencil, rubber, felt tips.
• Interactive Whiteboard, Projector
Learning difficulties
• Understanding that it is necessary to position the
cursor in the right place in order to select a word.
• Some children may be confused when selecting
a word using Shift and the Left Arrow key at the
same time.
• Some children may have difficulty in
understanding the differences between Delete
and Backspace keys.
Lesson Description
1. Preparation
Place the computer on the main table and connect
the projector, so students can see the activities
carried out on the desktop showing how to select a
word.
2. Introduction
I. Introduce the purpose of the lesson, which is for
students to help them to learn that they have to
select a word in order to make changes.
II. First, explain that there are two different ways
to select a word. You could start by typing a
simple word, for example type the word “Apple”.
Then select this word using Shift and the Left
Arrow key at the same time. Point out that it
is necessary to position the cursor in the right
place. Having selected the word, explain that we
can delete this selected word by pressing Delete.
At this point, tell the students to type a word in
Notepad. First, ask them to select the word and
DIGITAL KIDS STARTER / MODULE 4 / TASK 4 - 33 -
then to delete it by pressing Delete.
III. Now, show the students how to select a word
using the mouse. Type a word and point out how
to left click in order to move the cursor. Type a
sentence and show how to select a full sentence.
IV. Finally, show students how to change the size of
a selected word. Furthermore, you could present
the students with the basic font styles such as
Bold and Italic. Now, tell students to type their
names in Notepad. Then, ask them to change the
size and the font style.
3. Development – Implementation
Tell students to open the Digital Kids Starter
Student’s book on page 57 and ask them to do the
activity. The children have to start Notepad, type
and change sentences using Delete and Enter.
Let the students decide the way in which they can
select a word. Then ask the students to open the
Digital Kids Starter Student’s book on page 59 in
order to accomplish the activities. According to
the first activity, students have to type a sentence
and then have to change the size of each sentence.
With reference to the second activity, students have
to make a list and then change the font style and
the size of each line. During the activities check
that every child has understood and executed the
actions correctly and give help when needed.
Next, hand out the “K.1.4.4_Worksheet.docx” and
explain the activity. According to the task on the
worksheet, the children have to illustrate a picture.
Firstly, ask the students to color the picture using
their felt tips. Then, tell students to type sentences
to illustrate the picture. Ask them to type the
sentences “Happy birthday” and “It’s party time”.
Tell the students to change the font style and the
size of each sentence. Then, print and hand the
pages out to the students and ask them to cut the
text out with scissors and to glue it in the right
place on the worksheet.
4. Completion
Collect the worksheet and put them in the class
folder.
Notes
Copyright © 2013-2016 Binary Logic SA
DIGITAL KIDS STARTER / MODULE 4 / TASK 4 - 34 - Copyright © 2013-2016 Binary Logic SA
 Module 5 Let’s surf
DKSTARTER Task 1 The Internet

Teacher Class Date

Overview You could start making questions such as :

The general purpose of this lesson is for students to • Do you have Internet at home?
be introduced to the Internet and online safety. • Do you have access to the Internet only from
your home or from other places too?
Objectives • What do you do exactly when you access the
Students: Internet?
• Realize that computers all over the world can o Do you listen to music?
communicate through the Internet. o Do you watch videos?
• Understand that computers communicate using o Do you watch movies?
satellites and antennas. o Do you play games?
• Realize that they have access to the Internet o Do you look at pictures?
from various devices such as computer desktops, • Which devices do you use in order to access the
laptops, mobile phones, tablets. Internet?
• Follow the Internet safety rules. • How do you think computers all over the world
are connected?
Skills • Do you communicate with your friends when you
Students have to create a collage which shows: have access to the Internet?
• The different ways to connect to the Internet. • In which ways do you communicate? Do you
• Internet safety rules. send e-mail? Do you use Skype? Do you chat?
Then explain to students that computers connected
What is needed to the Internet through satellites and antennas.
Resources 3. Development
• Digital Kids Starter Student’s Book. Continue developing the subject regarding Internet
• K.1.5.1_Worksheet_1.docx safety. Start a conversation with the students in
• K.1.5.1_Worksheet_2.docx order to emphasize that they should never give out
Tools & Equipment personal information to strangers.
• Scissors, glue, markers You could start a discussion to liken students’
• Interactive Whiteboard, Projector behavior in their everyday life with Internet safety
• Internet Explorer rules:
• Microsoft Word
What do you do if a What do you do if a
Learning difficulties stranger tries to talk to > stranger tries to talk to
you in the street? you online?
Some students:
• Believe that they have access to the Internet Would you give Would you give your
using only desktop computers or laptops which your house keys to a > Internet passwords to a
stranger? stranger?
are placed in a particular area such as their home
or their school. Would you give a
Would you send a
• Think that the Internet is a program which picture of yourself
> picture of yourself to a
to a stranger in your
“runs” using an icon which everyone has on his neighborhood?
stranger in a chat room?
computer.
While chatting, do you
• Are addicted to the Internet but some others are During a Halloween
believe that a stranger
not. party can you tell
can pretend to be a
• Do not know what kind of dangers are lurking if someone who is >
friend because they are
around the Internet. wearing a mask is your
behind the mask of the
friend?
computer?
Lesson Description Would you open a box Would you open e-mail
1. Preparation which is sent to you by > from people you don’t
Print the last page of the K.1.5.1_Worksheet_2.docx a stranger ? know?
on A3 size paper.
2. Introduction - Brainstorm Describe to students what we mean when we say
Introduce the purpose of the lesson which is for Personal information.
students to understand what we call the Internet Explain to students that personal information
and how this word includes the concept of includes :
connection-communication between computers all • full name,
over the world. • address,

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

• phone number,
• e-mail address,
• age.
Details, such as where they attend school, dates of
birth and names of family members should also be
kept confident.
Furthermore you could mention to students a
reported scenario. Tell them that during an online
game a stranger starts asking questions such as:
• Do you like pizza?
• What is your phone number?
• What type of pets do you have?
• What is your address?
• What is your favorite movie theater?
• What is your favorite movie?
• What is your favorite beach?
Ask students which of these questions they can
answer and which they cannot.
4. Implementation
Hand out the “K.1.5.1_Worksheet_1.docx”. Students
have to create a collage which illustrates the
different devices which connect to the Internet.
Firstly, tell the students to cut out the devices on
page 3 with which they can have access to the
Internet. Then explain to them that they have to
glue these pictures on the world map on page 2.
Hand out the “K.1.5.1_Worksheet_2.docx”. Students
have to create a collage which describes the
Internet safety rules. Hand out the last page of the
worksheet which you have printed in A3 size. Then
ask students to cut out the pictures on page 1 and
page 2 in order to glue them in the boxes of the
Internet safety rules page. During the activity check
that every student has understood and executed
the actions correctly and to whoever requires
assistance, offer individual guidance.
5. Completion
After completing the activity, a discussion must
follow in order to investigate the meanings of:
• The different devices which can connect to the
Internet from anywhere in the world.
• The importance of the Internet safety rules.
Then collect all the worksheets and file them in the
class folder.

Notes

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

 Module 5 Let’ssurf
DKSTARTER Task 2 Communicate

Teacher Class Date

Overview • During the activity:

Learning how to communicate with other people Students have to:
through the Internet. o Cut out the envelope on the sheet. Help them
glue its sides in order to create the envelope
Objectives correctly. Tell students to imagine that this is
• To learn about the different ways to an email that is being sent from one computer
communicate with people from all over the to another using the Internet.
world. o Tell students to cut out pictures and videos of
• To understand what kind of information you can their favorite animals and then ask them to
transfer. place them into the envelope. Try to explain
• To understand what devices are needed in order to students what kind of information they can
to chat with someone online. transfer with an email.
o Try to explain to students what an email
Skills address is. Write Stella’s web address on the
To make a collage that shows an email with its whiteboard. Then ask them to use their pencil
corresponding content. in order to fill the email address in the “To”
area of their collage and then a appropriate
What is needed subject.
Resources C. Completion
• Digital Kids Starter Student’s Book • Check which part of the lesson students didn’t
• K.1.5.2_Worksheet_1.docx completely understand and correct any faults in
• K.1.5.2_Worksheet_2.docx our teaching process.
Tools & Equipment • Then collect the K.1.5.2_Worksheet_1.docx and all
• Scissors, glue, markers, pencil the collages and file them in the class folder.
• Interactive Whiteboard, Projector

Learning difficulties Notes - Feedback

• Most students do not have any experience
sending emails or chatting with friends.
• Most students do not know what kind of
information they can send with an email.
• Most students do not know which devices are
needed in order to chat with someone online.

Lesson Description
A. Start - Brainstorming
Start a discussion with students about how to
communicate with people through the Internet.
More specifically you could ask them:
• How can we communicate with people using a
computer?
• Do you know what an email is?
• What about sending your favorite pictures and
songs to a classmate’s computer?
• What do you think we can you send with an
email?
• Have you ever chatted with a friend online?
• Which devices do you think allow you to chat
with a friend?
B. Investigation - Development
• Separate students into groups of 2-3.
• Hand out the K.1.5.2_Worksheet_1.docx. Ask
them to tick the information they think they can
send to Stella by email.
• Hand out the K.1.5.2_Worksheet_2.docx.

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DIGITAL KIDS STARTER / MODULE 5 / TASK 2 - 38 - Copyright © 2013-2016 Binary Logic SA
 Module 5 Let’ssurf
DKSTARTER Task 3 Have fun

Teacher Class Date

Overview o Students have to cut out the commands on

Learning how to open a website using Internet the second page of the sheet using their
Explorer. scissors. These commands are the steps
students need to take to open Internet
Objectives Explorer and visit a specific webpage with it.
• To realize that in order to view a website we o Then, ask them to put them in the correct
need a web-browsing program (such as Internet order. Help them glue the steps onto the first
Explorer). page. The correct order is the following:
• To describe the steps you must follow in order to Click Start Menu > Click All Programs > Click
view a website. Internet Explorer > Type the web address →
Press Enter.
Skills o Explain that Internet Explorer is a web-
• To open Internet Explorer. browsing program that is necessary in order
• To visit a specific website. to access a webpage. Mention that there are
• To understand that each website has a name many other programs such as Mozilla Firefox,
(address) and you must know this in order to Google Chrome, etc.
view it. C. Implementation
Hand out the K.1.5.3_Worksheet_2.docx.
What is needed • Ask students to open Internet Explorer following
Resources the steps described above. Help them if they
• Digital Kids Starter Student’s Book ask you to. They have to then visit a specific
• K.1.5.3_Worksheet_1.docx webpage: www.abcya.com
• K.1.5.3_Worksheet_2.docx • This site contains educational games. Students
Links can choose one according to their grade. Ask
• www.abcya.com them to choose first grade and select one or
• www.mychandlerschools.org/domaqin/1460 more games to play. There are many sites with
• www.starfall.com educational games and various applications for
• www.pbskids.org students and kids. Some of them are noted in the
• www.funbrain.com links below.
Tools & Equipment D. Completion
Scissors, glue • Check which part of the lesson students didn’t
Internet Explorer completely understand and correct any faults in
our teaching process.
Learning difficulties • Then collect all the collages and file them in the
Most students do not have any experience using class folder.
Internet Explorer and/or visiting a website. They
don’t realize that each site has a web address that Notes
they need to know in order to access it.

Lesson Description
A. Start - Brainstorming
Start a discussion with students about how to
open a website in order to find information. More
specifically you could ask them:
• Which website do you know of?
• What do you need to do in order to visit them?
• Can you name the steps you must follow in order
to view them?
• Have you ever used Internet Explorer?
B. Investigation - Development
• Separate students into groups of 2-3.
• Hand out the K.1.5.3_Worksheet_1.docx and
mention a few things about the structure and
content of the sheet.
• In the activity:

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DIGITAL KIDS STARTER / MODULE 5 / TASK 3 - 40 - Copyright © 2013-2016 Binary Logic SA
 Module 5 Let’s surf
DKSTARTER Task 4 Learn

Teacher Class Date

Overview the “K.1.5.4_Worksheet.docx”and mention a few

Finding information by visiting a website. things about the structure and content of the
sheet.
Objectives • During the activity:
• To understand that the Internet is a useful tool o Ask students if the know the name of the
which helps us find information on various topics. animals presented on the worksheet.
• To understand that each site contains information o Tell students to write the name of each animal
on particular topics. on the worksheet.
• To learn the basics of navigating a website. o Start asking students questions like:
> Do you know where zebras live?
Skills > Do you know what its diet mainly consists
• To visit a specific website. of?
• To browse a particular site in order to find > How could you use the Internet in order to
specific information. find information on these animals?
• To write down this information on the worksheet. o Help students visit the website bing.com
o Explain to students how they can search on
What is needed National Geographic’s website.
Prerequisites o Help students find the list of animals featured
• To know how to open Internet Explorer. on National Geographic’s website.
• To enter the name of a particular website o Ask students questions about the way to
correctly. browse the site.
Resources o Ask them to write down the proper
• Digital Kids Starter Student’s Book information for each animal on the worksheet.
• K.1.5.4_Worksheet.docx o Finally, tell them to use their colored pencils in
Links order to color in each map of the areas where
• http://www.bing.com/ the animals live.
• http://kids.nationalgeographic.com/kids/ C. Completion
Tools & Equipment Check which part of the lesson students didn’t
• Interactive Whiteboard, Projector completely understand and correct any faults in our
• Internet Explorer teaching process.
• Colored pencils

Learning difficulties Notes

• Some students think that the Internet contains
only games or videos.
• Students know how to browse through particular
sites that they visit often. However, they do not
realize that all sites on Internet Explorer have
common buttons in order to browse through it.
• Many students do not have patience to read text
carefully.

Lesson Description
A. Start - Brainstorming
Start a discussion with students about how they
can use the Internet in order to find information
on various topics. More specifically you could ask
them:
• What is the main reason you use the Internet?
• What is your favorite site?
• Do you think you could visit a website in order to
find information about animals?
• Is it necessary to know the name of the website?
B. Investigation - Development
• Separate students into groups of 2-3. Hand out

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DIGITAL KIDS STARTER / MODULE 5 / TASK 4 - 42 - Copyright © 2013-2016 Binary Logic SA