Teacher’s guide
eSkills 1
Module 1 My computer
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
• eSkills 1 Student’s Book
• ES.1.1.1_The_history_of_computers.mp4
• ES.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 “ES.1.1.1_Dinosaurs.mp4”. You can pause it
whenever you think that you should describe
something. Encourage them to ask questions. To
eSkills 1 / MODULE 1 / TASK 1
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 “ES.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
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 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

eSkills 1 / MODULE 1 / TASK 1 -4- Copyright © 2017 Binary Logic SA

 eSkills 1
Module 1 My computer
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
• eSkills 1 Student’s Book
• ES.1.1.2_Worksheet_1.docx
• ES.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
eSkills 1 / MODULE 1 / TASK 2
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
(eSkills 1) 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 ES.1.1.2_Worksheet_1.docx. Two
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 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 ES.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

eSkills 1 / MODULE 1 / TASK 2 -6- Copyright © 2017 Binary Logic SA

 eSkills 1
Module 1 My computer
Task 3 The computer
Teacher Class Date
Overview
Distinguishing the basic parts of a home computer
and seeing how each part works.
Objectives
• To recognize the central unit, mouse, keyboard,
monitor, printer and speakers.
• To see that the peripheral devices are connected
to the central unit and not to each other.
• To see how to turn on the central unit, monitor,
speakers and printer.
• To see the order in which they should turn on
devices to:
1. Listen to a song.
2. View 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
• eSkills 1 Student’s Book
• ES.1.1.3_Worksheet.docx
Tools & Equipment
• Scissors, glue, pencil, rubber and letter paper.
• 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 have turned it off. To end
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 a device on it
will start working. They cannot understand the role
eSkills 1 / MODULE 1 / TASK 3
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, the peripheral devices
don’t work whether or not they are connected to
the power grid space (power light switched on).
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 and its power cable.
• The mouse.
• The keyboard.
• The monitor and its cable.
• Speakers.
• The printer and 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
(eSkills 1) to pages 12-13. Ask them to take a look
at the picture on page 12 and then, to do 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 students the
power button.
• Turn on the monitor, showing them the power
button.
• Turn on the speakers, showing them the power
button.
• Play a song to show that you use the mouse to
do something (give commands).
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• Turn the speakers on and off (before the song is activity table in the computer room.
over).
• Play a video with sound, to show that you use
the mouse to do something (give commands) Notes
• Turn the monitor on and off (before the video is
over).
• Disconnect the monitor.
• Reconnect the monitor.
• Show a clip art, to show that you use the mouse
to do something (give commands).
• Turn the printer on, to show that you use the
mouse to do something (give commands).
• Print a clip art.
Then ask students 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 you 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
in order to discover the right answer. Then, ask
students to do the second activity on page 13.
For any incorrect answer follow the same steps as
before.
Recap of the investigation
Have a discussion with students asking them to
name each device and list some of their functions.
Ask students to describe how the devices are
connected and what order they should be turned
on.
3. Implementation
The goal is to create a collage which will illustrate
the basic parts of a computer.
Divide the students into groups of 2. Hand each
group the worksheets. The members of each group
must:
• Find the images of the computer parts and circle
them.
• Cut the images out one by one as well as their
names.
• Glue them onto a white page. They must also
glue the names under each device.
• Connect the devices 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

eSkills 1 / MODULE 1 / TASK 3 -8- Copyright © 2017 Binary Logic SA

 eSkills 1
Module 1 My computer
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
• eSkills 1 Student’s Book
• ES.1.1.4_Additional_files
• ES.1.1.4_Worksheet_1.docx
• ES.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
eSkills 1 / MODULE 1 / TASK 4
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 “ES.1.1.4_1-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 “ES.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 eSkills 1 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 “ES.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
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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 (eSkills
1) 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 “ES.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

eSkills 1 / MODULE 1 / TASK 4 - 10 - Copyright © 2017 Binary Logic SA