Information and

Communication
Technology

Teachers’ Guide
Grade 7
(Effective from 2018)

Department of Information Technology

National Institute of Education
Maharagama
Sri Lanka

www.nie.lk
Information and Communication Technology
Grade 7 –Teacher’s Guide

© National Institute of Education

First print 2018

ISBN:

Department of Information Technology

Faculty of Science and Technology
National Institute of Education
Maharagama

www.nie.lk

Printed by

ii
 CONTENTS Page No

Message from the Director General iv

Curriculum Committee v

Introduction vi

Common National Goals vii

Basic Competencies viii-ix

Objectives of the Subject x

Proposed number of periods for each unit xi

Syllabus 1-4

Learning Teaching process 5

Teachers’ Guide 6 – 63

iii
Message from the Director General

With the primary objective of realizing the National Educational Goals recommended by the
National Education Commission, the then prevalent content based curriculum was modernized, and
the first phase of the new competency based curriculum was introduced to the eight year curriculum
cycle of the primary and secondary education in Sri Lanka in the year 2007

The second phase of the curriculum cycle thus initiated was introduced to the education system in the
year 2015 as a result of a curriculum rationalization process based on research findings and various
proposals made by stake holders.

Within this rationalization process the concepts of vertical and horizontal integration have been
employed in order to build up competencies of students, from foundation level to higher levels, and
to avoid repetition of subject content in various subjects respectively and furthermore, to develop a
curriculum that is implementable and student friendly.

The new Teachers’ Guides have been introduced with the aim of providing the teachers with the
necessary guidance for planning lessons, engaging students effectively in the learning teaching
process, and to make Teachers’ Guides that will help teachers to be more effective within the
classroom. Further, the present Teachers’ Guides have given the necessary freedom for the teachers
to select quality inputs and activities in order to improve student competencies. Since the Teachers’
Guides do not place greater emphasis on the subject content prescribed for the relevant grades, it is
very much necessary to use these guides along with the text books compiled by the Educational
Publications Department if, Guides are to be made more effective.

The primary objective of this rationalized new curriculum, the new Teachers’ Guides, and the new
prescribed texts is to transform the student population into a human resource replete with the skills
and competencies required for the world of work, through embarking upon a pattern of education
which is more student centered and activity based.

I wish to make use of this opportunity to thank and express my appreciation to the members of the
Council, and the Academic Affairs Board of the NIE the resource persons who contributed to the
compiling of these Teachers’ Guides and other parties for their dedication in this matter.

Dr. (Mrs.) Jayanthi Gunasekara

Director General

National Institute of Education

iv
Curriculum Committee
Guidance and Approval Academic Affairs Board
National Institute of Education

Subject Coordinator Mrs. M.N.P. Maddumage

Lecturer, National Institute of Education
Resource Contributions
Mr. D.Anura Jayalal Director, Department of IT
(M.Sc., PG in Ins Design, PGDE, B.Sc.) National Institute of Education
Mr. S. Shanmugalingam (M.Sc., PGDE) Senior Lecturer, Department of IT
National Institute of Education
Mrs. M.N.P. Maddumage (PGDE, B.A.) Lecturer, Department of IT
National Institute of Education

Mrs. G.D.W.M. Ariyarathna (M.Sc., B.Sc.) Asst. Lecturer, Department of IT

National Institute of Education
Dr.P.M.T.P.Sandirigama(Ph.D) Senior Lecturer, University of Peradeniya
Dr.H.L.Premarathne (Ph.D) Senior Lecturer, University of Colombo

Dr. B. Riskhan (Ph.D, MEd, B.Sc., PGDE) Lecturer, Mahaweli National Collage of
Education, Polgolla
P.N.W.A.L.K.Premarathne(M.Sc., B.Sc.) Teacher, Girls High School, Kandy
M. Indrapalan(M.Sc) Teacher, Manipay Hindu College

DinushaWijayasena(PGDE, B.Sc.) Teacher, Ave Maria Convent,Negombo

A.P.N.De Silva(PGDE, B.Sc.) Teacher, MR/J.R.S. De Almeda M.V,

Akkuressa
P.H.Sirani(PGDE, B.Sc.) Teacher,MR/Athuraliya M.V.

S.Sarveswaran (B.IT, B.Ed.) Teacher,V/Saivapragasa, Ladies Collage,

Vavuniya
K.B.I.Wijayaratne(PGD (IT)) IT Instructor, Mayurapada Central Collage

A.G.G.U. Premalal(PGDE, B.Sc.) Teacher,KG/Basnagala MV, Nooriya

N.D. Samarasinghe(PGD (IT), PGDE, B.Sc.) Centre manager, CRC, B/Ananda MMV,
Haldummulla
Y.D.V. Pathirana Retired Instructor

P.Premila Teacher, Royal Collage, Colombo 07

(M.A., PGD (Computer Science), PGDE, B.Sc.)
A.M. Vazeer(Dip in ICT) Centre Manager, CRC, Kahagolla M.M.V,
Diyatalawa
K. Panditharathna(Ph.D) Teacher, Maliyadeva Collage, Kurunegala

v
Introduction

Information and Communication Technology has been identified worldwide as a tool that can be used
to improve productivity, efficiency and effectiveness of organizational work and the daily activities
of individuals. Therefore, providing an adequate level of ICT knowledge and skills, at different levels
of education, is important for the students to progress and contribute towards national development.

The current Sri Lankan Secondary Education System has been substantially exposed to ICT through
various programs including CAL, ICT for GCE (O/L), GIT for grade 12 and ICT as a component for
the A/L Technology stream. Consequently, to maintain the progression in competencies, the need has
arisen now for implementation of learning the subject ICT from grade 6 to 9.

As grade 6 to 9 is a formative study period, it is desirable to arouse curiosity and motivation by

teaching students more practical areas than the theoretical aspects of computing. Therefore, a balance
between theory and practical areas is achieved. To achieve this balance, the latest technologies have
been included in the content.

It has been the focus of the curriculum committee to make this balance of competencies in theory and
practice in order to lay a foundation for higher studies in ICT, to apply the competencies of day to
day practical situations, to improve ICT literacy and to expose them to international standards.

vi
National Goals

1. Based on the concept of respecting human values and understanding the differences in
any between the Sri Lankan multi-cultural society, building up the nation and confirming
the identity of Sri Lanka by promoting national integrity, national unity, national
coherence and peace

2. While responding to the challenges of the dynamic world, identifying and conserving the
National heritage.

3. Creating an environment which comprises the conventions of social justice and

democratic life to promote the characteristics of respecting human rights, being aware of
the responsibilities, concerning each other with affectionate relationships.

4. Promoting a sustainable life style based on the people’s mental and physical well-being
and the concept of human values

5. Promoting the positive feelings needed for a balanced personality with the qualities of
creative skills, initiative, critical thinking and responsibility.

6. Through education, developing the human resources, needed for the progress of the well-
being of an individual, the nation as well as the economic growth of Sri Lanka.

7. Preparing people for the changes that occur in a rapidly changing world by adapting to it
and controlling them; developing the abilities and the potentialities of the people to face
complex and unexpected occasions.

8. Sustaining the skills and attitudes based on justice, equality, mutual respect which are
essential to achieve a respectable place in the international community.

National Education Commission Report (2003).

vii
Basic Competencies

The competencies promoted through education mentioned below might help to achieve the above
mentioned National Goals.

1. Competencies in Communication

This first set of competencies is made up of four subsets - Literacy, Numeracy,

Graphics and information communication skills:
Literacy: listening carefully, speaking clearly, reading for comprehension, and
writing clearly and accurately.

Numeracy: Using numbers to count, calculate, code and to measure, matter, space
and time

Graphics: Making sense of line and form, expressing and recording essential data,
instructions and ideas with line, form, color, two and three-dimensional
configurations, graphic symbols and icons

ICT Competencies:
Knowledge on computers, and the ability to use the information
communication skills learning in work as well as in private life

2. Competencies relating to Personality Development

 Generic skills such as creativity, divergent thinking, initiative, decision
making, problem-solving, critical and analytical thinking, team work,
inter-personal relationships, discovering and exploring
 Values such as integrity, tolerance and respect for human dignity
 Cognition
3. Competencies relating to the Environment

This is the second set of competencies related to the Social, Biological and Physical

Environments.

Social Environment: Awareness, sensitivity and skills linked to being a

member of society, social relationships, personal
conduct, general and legal conventions, rights,
responsibilities, duties and obligations.

Biological Environment: Awareness, sensitivity and skills linked to the living

world, man and the ecosystem, trees, forests, seas,
water, air and plant -life, animal and human life.

viii
 Physical Environment: Awareness, sensitivity and skills relating to space, energy,
fuels, matter, materials and their links with human
living, food, clothing, shelter, health, comfort,
respiration, sleep, relaxation, rest, waste and excretion,
media of communication and transport. Included here
are the skills in using tools to shape and materials for
living and learning

4. Competencies relating to preparation for the world of work

Employment related skills to maximize their potential and to enhance their

capacity to contribute to economic development; to discover their
vocational interests and aptitudes; to choose a job that suits their abilities
and to engage in a rewarding and sustainable livelihood.

5. Competencies relating to religion and ethics

This fourth set of competencies is laden with values and attitudes. It is

essential for individuals to assimilate values, so that they may function in
a manner consistent with the ethical, moral and religious modes of conduct,
rituals, practices in everyday living, selecting the most appropriate.

6. Competencies in play and use of leisure

Competencies that link up with pleasure, joy, emotions and such human
motivations. These find expression in play, sports, athletics and leisure
pursuit of many types. These also link up with such values as cooperation,
team work, healthy competition in life and work. Here are included such
activities as are involved in aesthetics, arts, drama, literature, exploratory
research and other creative modes in human living.

7. Competencies relating to ‘Learning to learn’

These competencies flow directly from the nature of a rapidly changing,

complex, interdependent and crowded world whatever one learns, that
learning will need updating and review. This requires that one should be
aware, sensitive and skillful in sustained attention, and be willing to
persevere and attend to details that matter in a given situation.

ix
Objectives of the Subject

This syllabus enables students to:

 Develop basic skills useful to access ICT resources.

 Inculcate basic good practices in the use of ICT resources
 Inculcate basic computer literacy and develop a base for further pursuit of Information
Technology and Communication Technology studies.

x
Proposed number of periods for each unit

Term Competency Level Number of periods

02
1.1, 1.2
05
2.1, 2.2,2.3, 2.4
1st Term
02
3.1, 3.2
01
4.1
08
5.1, 5.2, 5.3, 5.4
2nd Term
02
6.1
03
6.1
3rd Term
07
7.1, 7.2, 7.3, 7.4
Total 30

xi
 Grade 7 Syllabus
Information and Communication Technology

Competency Competency level Content Learning outcomes Duration/

Periods
1. Identifies the 1.1 Identifies the  Different types of CPU i. Explains functions of 01
organization of components of a Arithmetic and Logical Unit
the Computer CPU (ALU) and Control Unit
(CU)
1.2 Describes the  Brief history of Processor element i. Lists land marks of CPU 01
evolution of (vacuum Tube, transistor, IC etc.) : development
computers clock Speed, size, heat, power ii. Identifies the change of
consumption, cost etc. processor speed and other
features
2. Explores the 2.1 Describes the  Windows, Mac OS, Linux, i. Lists various operating 01
functions of different types of Android, mobile OSs systems
Operating operating systems ii. Identifies operating systems
systems in various devices
2.2 Identifies computer  Hard drive, Flash Drive, CD, DVD i. Describes the usage of hard 01
storage as a drive, flash Drive, CD,
collection of digital DVD
data on different
media
2.3 Creates folders  Manipulation of Folders and Files i. Saves and opens files in 02
Save/open/edit/ o Copy, and move files from one folders
delete/ re-name/ storage unit to another ii. Organizes files as per
copy/move/ files purposes
2.4 Explores file  Identification of size, type, i. List out properties of file 01
properties modified date ii. Explains properties of files

1
3. Uses various 3.1 Uses various  Surge protection and protection i. Identifies hardware security 01
Safety precautionary against voltage drops (Fuses and issues.
precautions in methods to protect UPS) ii. Takes precautions to
a computer physical components  Protection against physical damage minimize risk to hardware
laboratory of a computer (dust, humidity, insects etc.) components
 Protection against overheating
inside the computer
3.2 Uses various  Use of Anti-virus and other i. Identifies software security 01
precautionary measures against malware. issues
methods to protect ii. Takes precautions to
 Access Controls (physical locks
software components minimize damages to
of a computer. and passwords ) software
4. Uses text 4.1. Uses computers  Use of proper techniques in typing i. Demonstrates skills in the 01
editing efficiently by (touch typing ) English keyboard
software to developing typing skills  Use of typing practice software to ii. Demonstrates skills in the
type effectively develop typing skill Sinhala/Tamil keyboards
5. Uses 5.1 Analyzes simple  Use of flow charts. i. Demonstrates critical and 02
programming problems by o Sequence analytical thinking
language to decomposing and o Selection (Concept of techniques
develop simple connecting them Selection) ii. Describes sequence in
programs logically o Iteration (Concept of Iteration) flowcharts
(Using iii. Demonstrates the use of
Scratch) . sequence in flowcharts
appropriately
5.2 Develops simple  Introduction to Interactive i. Uses Scratch programming 03
programs using visual Development Environment – IDE
development Interface (IDE) to develop ii. Applies basic instructions
environment (Using computer programs sequentially to develop
Scratch)  Developing simple simple programs
programs(sequence type) using
visual supports of programming
language (using an Interface)

2
 Specially designed to teach
programming to children
5.3 Describe the concept  Definition of variable i. Describes the use of 02
of variables in  Use of variables in programs variables in a program
programs ii. Writes programs with
variables appropriately
5.4 Identifies the concept  Introduction of an error to an error- i. Describes the effect of 01
of errors in a free programs and observation of errors in a program and
program as bugs the output takes precautions to avoid
errors
6. Uses 6.1Uses basic functions  Create, open, save and close a i. Creates presentation using 05
Presentation of Presentation Presentation Presentation software
software to software in creating a  Add Slide
create presentation.  Inserting files/objects (text, picture,
presentation shapes, clip art, word art etc.)
 Formatting of Text
 Add Multimedia and charts to a
slide
 Slide Designs
 Move, duplicate, Hide and Delete
Slides
 Slide transitions
7. Uses the 7.1 Uses resources  WWW, URL i. Uses Internet for 01
services of the available in the  Download images, audio, video etc. information gathering
Internet and Internet (text,  Accessing earth maps ii. Identifies trusted and
develops web images, audios,  Trusted and untrusted websites untrusted websites
pages videos etc.)  Authentic and reliable information iii. Identifies authentic and
reliable information
7.2 Uses offline (E-mail)  Web based free E-mail i. Communicates via e-mails 02
and online (Chat)  Creation of accounts. ii. Communicates via online
Communication o Use of e-mail: Subject, To, Bcc, conferencing
Cc, Attachments, Forward,

3
 Inbox, Outbox. Draft, Trash,
Spam, Reply
 Online conferencing
7.3 Develops web pages  Creation of a web page using text, i. Designs a simple website
using HTML images ii. Creates a simple website 02
o Text formatting
o Colors
o Lists
 Creating links to the other pages &
web sites.
7.4 Uses the Internet  Protection against unauthorized i. Uses the Internet safely 02
safely, securely and access and malware ii. Uses the Internet securely
ethically o Hacking iii. Uses the Internet ethically
o Virus attacks
o Software piracy
 Protection in using the Internet
against crime
o Cyber bullying
o Stealing others data
 Online safety precautions against
unknown parties (Email, social
media etc.)
Total 30

4
The Learning Teaching process

Information and Communication Technology is a rapidly changing subject and students are eager to
use the latest technology. Provide actual hands on experience for each student using practical
exercises. Allow them to convince theoretical basis through practical exercises.
It is essential that the proposed method of teaching should be student-centered as this subject is
essentially practice-oriented. There is the need for special attention to be paid to encourage the student
for self-study. Guide the student to apply the achieved ICT competencies to improve the learning
process of other subjects.
Primitive social values and legal constraints related to the subject carry with them the imperatives of
a sense and spirit of self-discipline. It is essential that the learning-teaching evaluation process is so
organized as to highlight the importance of computer use.
Students should be motivated and inspired to attend group activities to learn new things and do
collaborative activities to share and convey their findings with others through ICT and manual
mediums.

5
Competency 1 : Identifies the organization of the Computer

Competency Level 1.1 : Identifies the components of a CPU

Time : 01 period

Learning Outcome:

 Explains the functions of Arithmetic and Logical Unit (ALU) and Control Unit (CU)
Content:

 Different types of CPU

Concepts and terms to be highlighted:

 CPU
 ALU
 CU
 Identifies the CPU in the Computer System
 Components of a CPU
 Function of ALU and CU
 Identifies different types of CPU
Guidance for lesson plans:

 Divide the students in the class into four groups Identify the searched components in the
computer system and other available types in the laboratory
 Discuss with students the components of CPU
 Discuss the functions of CPU
Guidance for assessment and evaluation:
 Identify the different types of operations
 Identify the different devices which are controlled by the CPU
Quality inputs:

 Internet facility, Computer

6
Reading Material

CPU

A central processing unit (CPU) is the electronic circuitry within a

computer that carries out the instructions of a computer program by
performing the basic arithmetic, logical, control and input/output
(I/O) operations specified by the instructions.

Fig. 1.1.1 - Processor

Central Processing Unit (CPU)

Components of a CPU
Control Unit (CU)
The three typical components of a CPU include the following:
 The arithmetic and logic unit (ALU),performs arithmetic
and logical operations. Arithmetic and Logical Unit
 The control unit (CU), which extracts instructions from (ALU)
memory and decodes and executes them, calling on the
ALU when necessary Memory Unit
 The primary job of the memory unit is to store data
or instructions and intermediate results. Memory unit
supplies data to the other units of a CPU.
Fig. 1.1.2 - Components of a CPU

Different types of CPU

There are many different processors on the market. There are two primary manufacturers of computer
microprocessors. Intel and Advanced Micro Devices (AMD) lead the market in terms of speed and
quality. Intel's desktop CPUs include Celeron, Pentium and Core. AMD's desktop processors include
Sempron, Athlon and Phenom.

7
Competency 1 : Identifies the organization of the Computer

Competency Level 1.2: Describes the evolution of computers

Time : 01 period

Learning Outcome:

 Lists land marks of CPU development

 Identifies the change of processor speed and other features

Content:

 Brief history of Processor Element (Vacuum Tube, Transistor, IC etc.) : Clock Speed,
Size, Generated Heat, Power Consumption, Cost etc.

Concepts and terms to be highlighted:

 Vacuum Tube
 Transistor
 IC
 Clock Speed

Guidance for lesson plans:

 Brief history of Processor Element (Vacuum Tube, Transistor, IC etc.): Clock Speed, Size,
Generated Heat, Power Consumption, Cost etc.

Guidance for assessment and evaluation:

 Divide students in to four or five groups. Give a worksheet for each group. Each worksheet
contains block diagram of a CPU and mark arithmetic and logical unit, control unit then
explain its functions.
 List generation vs technology used in CPU development
 First generation –Vacuum tube
 second generation-Transistors
 Third generation-IC
 Fourth generation-VLSI

Quality inputs:

 Printed materials, internet

8
Reading Material

Evolution of Computers

FIRST GENERATION (1945 – 1955)

 Program and data reside in the same memory
(Stored program concepts – John von Neumann)
 Vacuum tubes were used to implement the functions (ALU & CU design)
 Magnetic core and magnetic tape storage devices were used
 Used electronic vacuum tubes, as the switching components

SECOND GENERATION (1955 – 1965)

 Transistors were used to design ALU & CU
 Invention of the transistor which was faster, smaller and required considerably less power to
operate
THIRD GENERATION (1965‐ 1975)
 IC technology improved
 Improved IC technology helped in designing low cost, high speed processor and memory
modules
 DOS allowed efficient and coordinate operation of computer system with multiple users

FOURTH GENERATION (1975‐ 1985)

 CPU – Termed as microprocessor
 INTEL, MOTOROLA, TEXAS, NATIONAL started developing microprocessor using
semiconductors
 Interconnection of different computers for better communication LAN, MAN, WAN
 Computational speed increased by 1000 times

BEYOND THE FOURTH GENERATION (1985 – TILL DATE)

 ARM, AMD, INTEL, MOTOROLA
 High speed processor ‐ GHz speed
 Because of submicron IC technology lot of added features in small size

9
Competency 2 : Explores the functions of the Operating System

Competency Level 2.1: Describes different types of operating systems

Time : 01 period

Learning Outcome:

 Lists various operating systems

 Identifies operating systems in various devices

Contents:

 Windows, Mac OS, Linux, Android, semiconductors Mobile OSs

Concepts and terms to be highlighted:

 Operating System
 Windows
 Linux
 Android
 Mac OS
 Mobile OS
 Explain Different type of operating systems
 Identifies operating system for different devices

Guidance for lesson plans:

 Take the students about the school, different administration buildings in the school and
explain the school administration system such as principal’s office, administration office and
which area can be used by the students and teachers and explain why there are some important
data that cannot be handled by every person. Similarly explain the role of the computer
operating system and its main concept.

Guidance for assessment and evaluation:

 Describe the various systems in an operating system in a computer. Explain different types of
operating systems and its functions. Discuss various systems requiring operating systems. For
example school system, hospital system, railway system, transport system. From this
discussion discuss various types of machines have operating systems.

Quality inputs:

 Computers with different operating systems

10
Reading Material

Operating System

An operating system (OS) is a system software that manages the computer hardware and the
software resources and provides common services for computer programs and a convenient interface
for the computer users.

Fig. 2.1.1 – manages hardware and software resources from operating system

Different types of operating systems

 Windows
 Linux
 Android
 Mac OS
 Mobile OS

Functions of OS

 Interface between User and Hardware

 Hardware management
 Software management
 Memory management
 Process management
 System resource management
 Network Management
 Program control

11
Competency 2 : Explores the functions of the Operating system

Competency Level 2.2 : Identifies computer storage as a collection of digital data on

different media

Time : 01 period

Learning Outcomes:

 Describes the usage of Hard drive, Flash Drive, CD, DVD

Contents:
 Hard drive, Flash Drive, CD, DVD

Concepts and terms to be highlighted:

 Storage
 Storage Unit
 Computer Storage
 CD,DVD
 Flash Drive
 Hard Drive

Guidance for lesson plan:

 Discuss why storing is important for our day to day activities

 Divide students into groups and get groups to observe the computer lab
 Give some storage devices to the groups and discuss this

Guidance for assessment and evaluation:

 Give some storage devices to students
Quality inputs:

 Storage devices (CD, DVD, Flash Drive)

12
Reading Material

Basic concept of storage

Show the picture to students and discuss the picture.

Fig. 2.2.1

Computer Storage devices

A storage device is any computing hardware that is used for storing, retrieving and extracting data
files and objects. It can hold and store information both temporarily and permanently, and can be
internal or external to a computer, server or any similar computing device.

Secondary storage

Fig. 2.2.2 - Storage devices

13
Competency 2 : Explores the functions of an Operating System

Competency Level 2.3 : Creates folders save/open/edit/ delete/ re-name/ copy/move/ files

Time : 02 periods

Learning Outcome:

 Saves and opens files in folders

 Organizes files as per purposes

Contents:
 Manipulation of Folders and Files
o Copying and moving files from one storage unit to another

Concepts and terms to be highlighted:

 Storage devices
 Drive
 Folder and File
 Manipulation of folder
o Create and name the folder
o Rename the folder
 Manipulation of file
o Create a file
o Rename the file
o Save the file
o Open the file
o Modify the file
o Save as the file
 Save the file in a defined path

Guidance for lesson plans:

 Divide the students in to groups and guide them to follow the following steps
 Provide a working computer for each pair.
 Instruct them to follow these steps
o Create a new folder
o Create a file in the folder and save it
o Rename the file
o Edit the file
o Save the file
o Open an existing file
o Modify some text
o Save as under a different name/extension/location
o Copy the file and paste it in a specific place (folder)
o Move the file to a different place (folder)
Guide the students to copy the file and paste in another place (folder), move to another folder.
Student should be able to understand that protected files cannot opened by others without
permission.

14
Guidance for assessments and evaluations:
 Divide the students pairs and ask each pair to do the following activities.

o Create a folder and name it “Grade7”

o Create a sub folder in the created folder and name it “ICT”
o Copy the ICT folder and paste it in the same location.
o Rename the folder “Maths”.
o Open the text editor (e.g. notepad) and type the name of your school and save it in the
folder “ICT” - file name as ‘school’.
o Close the file.
o Open the file and type the address of the school after the school name and save it.

Quality inputs:

 Computer

15
Reading Material

 Create a Folder in Windows

o Windows buttonSearch Windows Explorer.
o Select “Windows Explorer” from the list that appears.
o Select the specific path that the specific folder has to be created
o Right click in any empty space in the right pane
o Select New select folder on the list and it will expand any way

 Rename the folder/file

o Right-click on the item and select Rename, or select the file and press F2.
o Type the new name and press Enter or click Rename.

 Move file or folder from one place to another

o Copy & paste

 Select the folder or filecopy(click Icon/Short cut Ctrl+C/ select copy , right
click popup dialog box)
 Select the Specific place paste(click Icon/Short cut Ctrl+V/ select paste,
right click popup dialog box)
o Cut & paste
 Select the folder or filecopy(click Icon/Short cut Ctrl+X/ select Cut right
click popup dialog box)
 Select the Specific place paste(click Icon/Short cut Ctrl+V/ select paste
right click popup dialog box )
o Drag and Drop
 Select the item (Folder/File)  Drag and drop in a different place with or
without Ctrl key

16
Competency 2 : Explores the functions of the Operating System

Competency Level 2.4: Explores file properties

Time : 01 period

Learning Outcome:

 List out properties of files

 Explains the properties of files

Contents:

 Identification of size, type, modified date

Concepts and terms to be highlighted:

 Files
 Properties
o Name
o Type
o Size
o Modified date

Guidance for lesson plans:

 Divide the students into groups of two

 Provide a folder which includes different files and folders
 Discuss about specific properties of files and folders
 Perform ‘Sort by’ and ‘Group by’ folders and files

Guidance for assessment and evaluation:

 Divide the students into groups of two
 Provide a folder which includes different files, folders
 Ask about specific properties of files and folders.

Quality inputs:

 Computer
 Specific folder

17
Reading Material

Windows Explorer

Windows Explorer is the file management application in Windows. Windows Explorer can be used
to navigate your hard drive and display the contents of the folders and sub folders you use to organize
your files on your hard drive.

Fig. 2.4.1 - folders and files in windows explorer window

View the folders and files in many ways in Windows Explorer Window

Fig. 2.4.2 - folders and files in many ways in windows explorer window

18
 Fig. 2.4.3 - folders and files in many ways in windows explorer window

Folder

In computers, a folder is the virtual location for applications, documents, data or other sub-folders.
Folders help in storing and organizing files and data in the computer.

File

A computer file is a computer resource for recording data discretely in a computer storage device.
Just as words can be written on paper, so can information be written on a computer file. There are
different types of computer files, designed for different purposes.

Folder Properties dialog box File Properties dialog box

Fig. 2.4.4 - Folder Properties dialog box Fig. 2.4.5 - File Properties dialog box

19
File Type

This helps you to identify the type of the file, such as PDF document, Open Document Text, or JPEG
image. The file type determines which application in used to open the file. For example, you cannot
open a picture with a music player.

File Size

This field is displayed if you are looking at a file (not a folder). The size of a file tells you how much
disk space it takes up.

Size of a single character in a word document is 1 Byte

Units of file size (KB, MB, GB, TB)

Date and Time Modified

The created date is the date on which the file was originally created and the modified date is the date
on which the file was last modified.

Group by files and folders that are in a specific folder or directory

1. Open any directory in Windows Explorer.

2. Right-click and choose Group by > (None)
3. Select Group by
4. Select the Name/Date Modified/Type/Size and Ascending /Descending

Short BY files and folders that are in a specific folder or directory

1. Open any directory in Windows Explorer.

2. Right-click and choose Sort by > (None)
3. Select Group by
4. Select the Name/Date Modified/Type/Size and Ascending /Descending

Fig. 2.4.6 – Sorting method of folders or files

20
Competency 3 : Uses various safety precautions in a computer laboratory

Competency Level 3.1: Uses various precautionary methods to protect the physical components
of a computer

Time : 01 period

Learning Outcome:

 Identifies hardware security issues.

 Takes precautions to minimize risk to damage hardware components

Contents:

 Surge protection and protection against voltage drops (Fuses and UPS)
 Protection against physical damage (dust, humidity, insects etc.)
 Protection against overheating inside the computer

Concepts and terms to be highlighted:

 Voltage drop
 Physical damage
 Overheating
 Identify the things that are in the computer laboratory
 Identify what the electricity source is for the computer laboratory
 Identify the physical damage for the parts of the computer
 How to protect the computer laboratory from the physical damages

Guidance for lesson plans:

 Divide the students into groups and ask them to observe the computer laboratory
 Ask the groups to identify the electrical items in the computer laboratory
 Ask the groups to identify the physical components that can be damaged.
 Ask the groups to identify protection methods against physical damages
 Discuss with groups protection against overheating inside the computer
 Discuss with groups protection against physical damage

Guidance for assessment and evaluation:

 Ask each group to prepare a presentation about their findings in the computer laboratory.

Quality inputs:

 Pictures of the Computer Laboratory

 Computer laboratory

Reading Material

21
 Electrical items in the computer laboratory
o Computers
o Computer peripherals
o Power cables
o Data cobles
o Network tools
o Multimedia projector/s
o Storage devices (CD,DVD)
 The possibilities of physical damages to the items in the computer lab
o Computer parts with dust and moisture.
o Broken Power cables
o Computer and Peripherals placed at the edge of the table
o Using computers during thundering and lightning
o Using more than the recommended number of computers in a single plug point
 Rules for Protecting Equipment
o Do not bring any food or drinks near the machine.
o Turn off the machine, when you are done it.
o Do not access external devices without scanning them for computer viruses.
o Ensure that the temperature in the room stays cool, since there are a lot of machines
inside a laboratory, and these can overheat easily. This is one of the many ways of
ensuring computer safety.
o Try not to touch any of the circuit boards and power sockets when something is
connected to them and switched on.
o Dust can affect computers adversely. Ensure that the machines are cleaned on a regular
basis.
o Disruption of power may lead to data loss/ corruption/ malfunction.
Using standby power sources, UPS is mainly used as a Power Backup for a few
minutes
 Rules for Protecting Yourself
o Do not run inside the computer laboratory.
o Take a note of all the exits in the room, and also take note of the location of fire
extinguishers in the room (if available) for the sake of fire safety.
o Keep bags and other items in the designated area, as they can cause people to trip if
they are simply lying around the room.
o Try not to type continuously for extremely long periods.
o Look away from the screen once in a while to give your eyes a rest.
o Do not touch any exposed wires or sockets.
o Do not attempt to open any machines, and do not touch the backs of machines when
they are switched on.
o Do not spill water or any other liquid on the machine

22
 Conform with the following before using the computer laboratory
o Check the main source and wall plug
o Check that computer is connected through the UPS

Fig. 3.1.1 –connecting computer through UPS

 Attend to the following after using the computer laboratory

o Check that the UPS switch off
o Check that the computer power plug is off
o Check that the main switch is off
o Do the necessary activity against dust, moisture and insects etc.

23
Competency 3 : Uses various Safety precautions in a computer laboratory

Competency Level 3.2 : Uses various precautionary methods to protect the software
components of a computer.

Time : 01 period

Learning Outcome:

 Identifies software security issues

 Takes precautions to minimize damage to software

Contents:
 Use of Anti-virus and other measures against malware.
 Access Controls (physical locks and passwords )

Concepts and terms to be highlighted:

 Software
 Antivirus software
 Access Controls

Guidance for lesson plans:

 Discuss and describe the concept of software , Anti- virus, access control
 Demonstrate an example of the Anti- virus software by showing a presentation
 Divide student into groups and ask the student groups to identify the following topics and
discuss them
o Intellectual property acts (e.g. using software illegally)
o effect of viruses
o how to protect from illegal acts
o use of anti-virus software
 Demonstrate some anti- virus software and access control methods

Guidance for assessment and evaluation:

 Provide some questions to students on anti-virus software and access control

Quality inputs:

 computer with anti-virus

24
Reading Material

 Unethical and illegal activities by users

o See the others’ document without consent

o Change the others’ documents without consent
o Delete the others’ documents
o Move the others’ document without consent

 Computer Viruses
A virus is a computer code or program, which is capable of affecting your computer data badly
by corrupting or destroying them.

The ways that it can affect your computer are mentioned below
o By downloading files from the Internet.
o Through the pen drive.
o Through e-mail attachments.
o Through unprotected documents or poor administrator passwords.

The impact of viruses on your computer system

o Disrupts the normal functionality of the respective computer system.
o Destroys data.
o Disrupts computer network resources.
o Destroys confidential data.

 Anti- virus software

Anti-virus software is a computer software used to prevent, detect and remove viruses
(malicious) software.

Eg: McAfee Antivirus Plus, Symantec Norton Antivirus, Avast Pro A, Kaspersky

 Prevent the computer from viruses and other illegal acts

o Install and be sure to update your anti-virus software
o Backup your data
o Do not open/access unreliable or suspicious web sites.
o Use strong passwords

25
Competency 4 : Uses text editing software to type effectively

Competency Level 4.1: Uses computers efficiently by developing typing skills

Time : 01 period

Learning Outcome:

 Demonstrates skills at the English keyboard

 Demonstrates skills at the Sinhala/Tamil keyboard

Content:

 Use of proper techniques in typing (Touch Typing )

 Use of typing practice software to develop typing skill

Concepts and terms to be highlighted:

 Typing
 Typing skill
 Use the keyboard in a proper way
 Typing text correctly and efficiently

Guidance for lesson plans:

 Guide the student to sit on a computer chair properly

 Give a paragraph (letters in all the alphanumeric part on the keyboard including
uppercase/capital and small) sheet to each student
 Open a typing software
 Guide the student to type in a proper way with accuracy and speed

Guidance for assessment and evaluation:

 Provide a simple paragraph for each student to type.

 Access typing skill of each student through the typing software

Quality inputs:

 Computer
 Typing software (https://merabheja.com/top-free-typing-software/)
 A paragraph typing

26
 Reading Material

 Finger Positions

Fig. 4.1.1 – Finger Positions of a Keyboard

o In their basic position, the fingers rest on the middle row of the keyboard- also called the "home
row". The home row is the base from which all other keys can be reached.
o Each key is pressed with the finger on the home row that is closest. After reaching a key away
from the home row, the finger needs to return to its home row key
o Use the right thumb for the space bar
o Use the right little finger to press Enter key
o Use the right hand shift key with the right hand little finger to type the uppercase letters that
are on the left side

 Advantages of proper typing

o Higher speed
o Better accuracy
o Less health issues
o Job prospects

27
Competency 5 : Uses programming language to develop simple programs (Using Scratch)

Competency Level 5.1: Analyzes simple problems by decomposing and connecting them logically

Time : 02 periods

Learning Outcome:

 Demonstrates critical and analytical thinking techniques

 Describes sequence in flowcharts
 Demonstrates the use of sequence in flowcharts appropriately

Contents:

 Use of flow charts.

o Sequence
o Selection (Concept of Selection)
o Iteration (Concept of Iteration)

Concepts and terms to be highlighted:

 Flow chart
 Control structure
o Sequence
o Selection
o Repetition
 Using analytical thinking techniques in a problem and solving it
 Using the flowchart to solve the problem (only sequence type problem)

Guidance for lesson plans:

 Discuss how to face a problem.

 Discuss how to analyze the problem with analytical thinking techniques
 Introduce control structure (Sequence, Selection, Repetition)
 Divide the class into groups and give a scenario to analyze
 Ask the groups to draw a flow chat for the given scenario.

Guidance for assessment and evaluation:

 Assign the following each group

o Analyzing the problem
o Solving the problem using an algorithm
o Drawing the flow chart.

Quality inputs:

 Flowchart symbols.
 Scenarios (only sequence) for the problem.

28
Reading Material

Represent analytical thinking (only sequence) with the flow chart

Analytical problem solving skill is an important skill when analyzing the problem input, process, and
output are identified.

Understanding the flow chat symbols.

Using the flow chart symbols for the specific input, processing and output.
Interconnecting the flow chart symbols with sequential steps.

Example - Problem 1: Preparing an assignment which can be corrected by the teacher.

Start
Input: A sheet of paper suitable to write the assignment and a pen

Process: Paper, Pencil

1. Write the assignment

Write an assignment
2. Send the assignment to the teacher
Send to teacher
3. Receive the corrected assignment

Receive corrected assignment

Output: The corrected assignment.

Corrected Assignment
Examples

 Draw a flowchart to find the perimeter of a square Stop

Start

Length of a square
school

Multiply length by 4

Perimeter of the square

school

Stop

29
  Draw a triangle shape Start

Paper, Pencil

Draw a 10 step (10cm) horizontal line

Turn 120 0 anti-clockwise

Draw a 10 step (10 cm) line

Turn 120 0 anti -clockwise

Draw a 10 step (10 cm) line

Triangle

 Draw a rectangle shape Stop

Control structure

Problems are solved using three basic structures.

Sequence: It is a series of statements that are executed one after another.

Selection: It is used to execute different statements depending on certain conditions.

Repetition: It is used to repeat statements while certain conditions are met.

Sequence Selection Repetition

Start Start Start

Stop Stop
Stop

Fig. 5.1.1 - Control structures

30
Competency 5 : Uses programming language to develop simple programs (Using Scratch)

Competency Level 5.2: Develops simple programs using a visual development environment
(Using Scratch)

Time : 03 periods

Learning Outcome:

 Uses Scratch programming IDE

 Applies basic instructions sequentially to develop simple programs

Contents:

 Introduction to Interactive Development Environment – Interface (IDE) to develop

computer programs
 Developing simple programs(sequence type) using visual supports of programming
language (using an Interface)
 Specially designed to teach programming to children

Concepts and terms to be highlighted:

 Programming Language
 Scratch Programming
 To analyze a problem to write an algorithm
 Draw the flow chart and use the Scratch software to implement the program

Guidance for lesson plans:

 Describe the a computer program

 Describe the Scratch Interface
 Describe a simple Scratch program (sequence only)
 Divide the students into groups and give a scenario to be analyzed
 Ask the groups to do a specific example in scratch interface.

Guidance for assessment and evaluation:

 Ask the student groups to draw a pentagon in scratch interface with sequential steps.

Quality inputs:

 Computer
 Scratch software
(https://download.cnet.com/Scratch/3000-2051_4-10680857.html)

31
Reading Material

Scratch Tutorial Introduction

SCRATCH is a new programming language that lets you create your own interactive stories,
animations, games, music, and art.

Scratch is a simple environment designed by the Kindergarden Lifelong Learning Group at MIT to
introduce some basic programming concepts in a fun and interactive manner. In Scratch, sprites
(objects) are manipulated on the stage (background) using various scripts (small program segments).
Each sprite has its own set of scripts to control its behavior and how it interacts with other sprites and
events. Programming consists of snapping together individual blocks of preexisting actions to create
a script. A program can be as simple as a single block or consist of multiple blocks stacked together
that will run as a unit.

Scratch Interface

When Scratch starts up, you will see a screen similar to the one below. The different areas have been
labeled.

Fig. 5.2.1 - Scratch Interface

32
Menu Bar:

The menu bar including ‘New’ project, ‘Open’ or ‘Save’ an existing project, ‘Save (a new project)
as’ whatever name you choose, ‘Undo’ a previous action, and obtain ‘Help’.

Block Descriptions:

The block description area lists the eight categories of blocks including Motion, Looks, Sound, Pen,
Control, Sensing, Numbers and Variables. The block categories are all color coded so they can be
found quickly to determine which category it came from.

Blocks Palette:

This area shows all the blocks available in the programming. Note that the blocks palette will change
depending upon the current block category. When selecting a new block category, the blocks palette
will change to reflect the new options available.

Scripts Area:

This is where you create and view the scripts pertaining to the current sprite.

Stage:

The stage is where all of the action takes place. The stage is 480 units wide by 360 units tall and the
center of the stage is at x-y coordinate (0, 0). This means the lower left is at (-240, -180), the upper
left is at (-240, 180), the upper right is at (240, 180), and the lower right at (240, -180).

Toolbar:

A number of tools exist for different purpose. The arrow is the default selection and it allows to pick
up and move sprites and blocks of code around. There are also options for you to duplicate and delete
items as well as grow and shrink your sprite.

Current Sprite Information:

Here find the name and picture of the current sprite together with its x-y position, direction, and
rotation style.

Writing Simple Scripts

To create a script, we simply drag a block from the Blocks Palette onto the Scripts Area. To run it,
we can double-click it and observe what happens on the stage. Let’s try At the moment, our current
sprite is Sprite1 (the cat). By default, he is located in the center of the screen. You can drag him
anywhere on the screen that you wish at any time.

33
Motion Blocks

 Move --- Steps

Move 10 steps (if -10 opposite direction)

Let’s make him move 10 steps forward by selecting from the Blocks Palette and dragging it onto the
Scripts Area. When you double-click the block, you should observe the cat move 10 steps to the right.
You can double click the block as many times as you wish. The cat will continue to move.

Editing a text field:

You can edit the white text field portion of the block by clicking on the ‘10’ and changing it to
another number like ‘-10’. Double click it and see what happens. Now change it to ‘100’ and
observe the difference.

 turn …. degrees

Rotate clockwise 15 degrees

Rotate anticlockwise15 degrees

 Change x by---
Change x by a positive number, move by (10) the sprite to the
right.
Change x by a negative number, move by (10) the sprite to the
left.

 set x to

Jump to the x position. if it in 0 jump on the middle

PEN Block

 Clear

Clear all pen marks and stamps from the stage

 Pen Down

Start leaving a pen trail

34
  Pen up

Stop leaving a pen trail

Control

 When..Clicked

When the green flag is clicked do the following steps.

Eg:-

 wait.. secs

It does nothing for 1 second. Go to the next step after 1 second

Eg:-

Example 1: Draw a Triangle

Step 1:- Open Scratch Program

Step 2:- Click Control Block in Block description Area

Step3:- Click on and drag and drop in Scripts Area

Step4:- Click Pen Block in Block description Area

Step5:- Click on and drag and drop in Scripts Area

Step6:- Click on and drag and drop in Scripts Area

Step7:- Click Motion Block in Block description Area

Step8:- Click on and drag and drop in Scripts Area

35
 Step9:- Prepare the following scripts

Step10:- Click the Flack icon above the stage

Step11:- Save the program in a specific place

Start

Paper, Pencil

draw a 10 steps(10cm) horizontal line

Out put
Turn 120 0 Ant clock
anti- wise
clock wise

Draw a 10 steps (10 cm) line

Turn 120 0 Ant clock

anti- wise
clock wise

Draw a 10 steps (10 cm) line

Triangle

Stop

Example 2 : Draw a Rectangle

Out put

36
Competency 5 : Uses programming language to develop simple programs (Using Scratch)

Competency Level 5.3: Describes the concept of variables in programs

Time : 02 periods

Learning Outcome:

 Describes the use of variables in a program

 Writes programs with variables appropriately

Contents:

 Definition of variable
 Use of variables in programs

Concepts and terms to be highlighted:

 Variable
 Variable in stretch program
 Use variables in computer programs.

Guidance for lesson plans:

 Discuss with students about a variable with real life example

 Describe the variable in Scratch Interface
 Describe a simple Scratch program with a variable
 Divide the students of the class into groups and give an examples to do a Scratch program
 Discuss with students to do a Scratch program with a variable
 Ask the groups to do a specific example in Scratch interface.

Guidance for assessment and evaluation:

 Ask the groups to draw a flow chart to draw a rectangle with variable then use the a Scratch
program to draw a rectangles with variables.

Quality inputs:

 Computer
 Scratch Program (https://download.cnet.com/Scratch/3000-2051_4-10680857.html)

37
Reading Material

Variable

Variables are memory pieces that can contain values of data it can be used again and changed later.

In programming, a variable is a value that can change,

depending on conditions or on information passed to the
program. Typically, a program consists of instructions
that tell the computer what to do and the data that the
program uses when it is running. The data consists
of constants or fixed values that never change and
variable values (which are usually initialized to "0" or
some default value because the actual values will be
supplied by a program's user). Usually, both constants and variables are defined as certain data types.
Each data type prescribes and limits the form of the data. Examples of data types include: an integer
expressed as a decimal number, or a string of text characters, usually limited in length.

Variable name

Variable names are the names you give to computer memory locations which are used to store
values in a computer program

Eg:- length, width, marks, height, score, count, total

Create Variable in Scratch

There are two buttons displays in the block Blocks Palette. When clicked on the variable block, the
following image will be shown.

When clicked Make a variable in the Blocks Palette the following dialog box will be displayed.

Type the Variable name in the dialog box and select one
of the radio buttons and click OK.

For all sprites : Create a new variable that all sprites can
see (Such as Marks)
For this sprite only: Creates a new variable that only this
sprite can see.

38
Once a variable is created the following five blocks appears on the Blocks Palette.

Reports the value

Stores a value (variable name:- Marks, initial value:-0

Changes the value (variable name:- Marks, add 1 each time)

Shows the variable monitor on the stage

Hides the variable monitor on the stage

Example
Draw a flow chart to draw a square with a variables and then use scratch program to draw the
square with variables.
Create two variables such as “Length”, “Rotate”.
Click the set Blocks in Blocks Palette and Drag and Drop in Sprite Area.
Click variable box and select the variable name (Length).
Click variable value box Type 100.
Do the above steps for the “Rotate” variable.
Start

Paper, Pencil

Set Length as 100 Output

Set Rotate as 90

Draw a Length steps

Turn Rotate0 anti-clockwise

wise
Draw a Length steps

Turn Rotate0 anti-clockwise

wise
Draw a Length steps

Turn Rotate0 anti-clockwise

Draw a Length steps

Turn Rotate0 anti-clockwise

Square

Stop
39
Competency 5 : Uses programming language to develop simple programs (Using Scratch)

Competency Level 5.4: Identifies the concept of errors in a program as bugs

Time : 01 period

Learning Outcome:

 Describes the effect of errors in a program and takes precautions to avoid errors

Contents:

 Introduction of an error to an error-free program and observation of the output

Concepts and terms to be highlighted:

 errors
 error-free program
 expected output

Guidance for lesson plans:

 Explain about error in a real life process. Then explain errors in programming.

Guidance for assessment and evaluation:

 Provide a relevant to the scratch program.

 Ask students to find the errors and correct them.

Quality inputs:

 Scratch Program(https://download.cnet.com/Scratch/3000-2051_4-10680857.html)

40
Reading Material:

Errors

An 'error' is a deviation from accuracy or correctness. A 'mistake' is an error caused by a fault: the
fault being misjudgment, carelessness, or forgetfulness. There are following types of errors in
computer programming languages.

Syntax errors:
To understand syntax errors in programming, it helps to think about syntax errors in a natural (human)
language like English. Syntax is the part of grammar that deals with how the words in a language are
arranged to create sentences. In Scratch program there are blogs of syntax to drag and drop so syntax
errors are less.

Semantic errors: errors due to an improper use of program statements.

Logical errors: errors due to the fact that the specification is not respected.

Eg: In a Scratch program we use only the scratch program Blocks so that Syntax and Semantic errors
are less. Sometimes the expected output does not displayed the logical errors.

Bug

A software bug is an error, flaw, failure or fault in a computer program or system that causes it to
produce an incorrect or unexpected result, or to behave in unintended ways. Bugs have been present
ever since the dawn of computer software.

Example 1:-

Error for the syntax Blocks

This is a structure in the Scratch program that one object moves 100 steps with line. However, there
is no line only the object moves 100 steps. So the Expected output is not displayed.

The structure of the Scratch has to be changed for the expected output. The correct structure of the
Scratch program is as follows.

41
Example 2:-

This is a structure in the Scratch program where one object goes in x: 50 and y: 50. However, it was
a mistyped as x: 500 and y: 500. So when it runs the object goes to the object on x: 269 and y: 218
because it is the maximum of x, y values. The correct structure of the Scratch program is as follows.

42
Competency 6 : Uses Presentation software to create a presentation

Competency Level 6.1: Uses basic functions of presentation software in creating a presentation

Time : 05 periods

Learning Outcome:

 Create presentation using Presentation software

Contents:
 Create, open, save and close a Presentation
 Add Slide
 Inserting files/objects (text, picture, shapes, clip art, word art etc.)
 Formatting of Text
 Add Multimedia and charts to a slide
 Slide Designs
 Move, duplicate, Hide and Delete Slides
 Slide transitions

Concepts and terms to be highlighted:

 Presentation
 Slide
 Add Multimedia and object into the slide
 Slide design
 Editing Slide
 Slide Transition
 Prepare an attractive presentation

Guidance for lesson plans:

 Discuss about presentations
 Discuss about electronic presentations
 Discuss on how to create a good presentations
 Discuss the characteristics of presentation software
 Explain the concept of presentation with presentation software.
 Divide the students into groups and give each group a specific task to create a presentation
with presentation software.

Guidance for assessment and evaluation:

 Divide the students in to groups.
 Provide a task to prepare a presentation.
 Ask students to present the presentation.
 Assess the presentation

Quality inputs:
 Computer
 Assessment Tools
 Sample presentation

43
Reading Material

Presentation

Presentation is used to sharing the views, options, ideas and knowledge with a large group of people.
There are many techniques, methods, multimedia and other tools to create Presentations effectively.

The characteristics of a good quality presentation

Number of lines
Font-size
Correct use of grammar and language
Use of color
Animation and videos
Attention on target group

Presentation Software
The software used to present the multimedia contents are called presentation software. There are
many presentation software available; open source software and proprietary (commercial) software.
Eg: Open office Impress - open source
Microsoft Office Power Point - proprietary (commercial) software

Fundamentals of presentation software

 Open a presentation software
 Understand the interface of the software
 View of the software

 Slide in a presentation software

Slide is a basic part in a presentation

Create a Slide
Home Click new slide Icon

Insert object in to slide

Select the slide Insertclick picture or chart or shape or table

Duplicate Slide
Select the slide click copyselect the position that you want to duplicate click paste

Move Slide
Select the slide in slide layout panel  Drag and Drop where you want

44
 Slide Transaction
Change the way of transaction from one slide to another.

Slide Layouts
Home  New slide or Slide Layout
Select theme from the given template

 Save the Presentation

HomeSave  Give suitable name
Different types of file extension available in Microsoft PowerPoint (.pptx, .ppsx)

 Close the presentation

Homeclose

Fig. 6.1.1 – Microsoft PowerPoint Interface

45
Competency 7 : Uses the services of the Internet and develops web pages

Competency Level 7.1: Uses resources available in the Internet

(Text, images, audios, videos etc.)

Time : 05 periods

Learning Outcome:

 Uses the Internet for information gathering

 Identifies trusted and untrusted websites
 Identifies authentic and reliable information

Contents:

 WWW, URL
 Download images, audio, video etc.
 Accessing earth maps
 Trusted and untrusted websites
 Authentic and reliable information

Concepts and terms to be highlighted:

 Internet
 WWW
 URL
 web browses
 Web page and web side
 Download documents, images, audio, video etc.
 Accessing earth maps
 Trusted and untrusted websites
 Authentic and reliable information

Guidance for lesson plans:

 Divide the students in to groups.

 Provide a task to access from the internet
 Discuss and demonstrate how to access data from the internet
 Demonstrate web browsers to use the Internet with specific URL (Eg: www.nie.lk )
 Direct the students to browse for a specific web side
 Ask and discuss with student groups about following questions:
o How to find whether the Internet connection is available on the computer?
o Which browser will be used to open a website?
o What is the URL of a given website?
o What is the difference between the web page and the web site?
 Ask the student groups to find and save the NIE logo from the NIE website

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  Ask the student groups to find and save a picture of a Rose flower from anywhere in the
Internet
o Discuss the search engine with examples (Eg: Google website)
o Explain how to search with a specific keywords
o Discuss how to find images from the Internet
o Explain how to save a picture downloaded from the Internet, in a specific location
 Discuss with the students about advantages of the search engines in finding different files,
images, data and information
 Introduce websites useful and interesting for students (e.g: Accessing earth maps)
 Discuss with students the trusted and genuine websites
 Discuss with students the authentic and reliable information

Guidance for assessment and evaluation:

 Provide some assessment heading (Eg: flowers, pets, temples etc.) to prepare a presentation
with presentation software with the help of the Internet

Quality inputs:

 Computer with internet connection

 List of some useful websites

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Reading Material

 Internet
The Internet, sometimes called simply "the Net," is a worldwide system of computer networks -
a network of networks in which users at any one computer can, if they have permission, toget
information from any other computer. There are many services provided by the internet.
 WWW  Telnet  Blogs
 E-mail  Newsgroup  Social
 Chat and  E-Commerce Networking
Messaging  E-Learning

 WWW
The World Wide Web (WWW) is a network of online content that is formatted in HTML and
accessed via HTTP. The term refers to all the interlinked HTML pages that can be accessed over
the Internet. The World Wide Web was originally designed in 1991 by Tim Berners-Lee while
he was a contractor at CERN

 URL
A URL (Uniform Resource Locator) is a form of URI and is a standardized naming convention
for addressing documents accessible over the Internet and the Intranet. An example of a URL
is http://www.nie.lk/, which is the URL for the NIE website.

Below is some additional information about each of the sections of the http URL for this page.
http://www.nie.lk/geneinfo 1 Protocol
2 3 2 Domain
1
3 Webpage
 Web Browser
A web browser is a software program that allows a user to locate, access, and display web
pages.
Eg:-
 Google Chrome  Internet  Opera
 Mozilla Firefox Explorer  Safari

 Web Page
A webpage is an independent page of a website. For example, a webpage would be the
testimonials page. It can be accessed by typically one URL in a browser. A Web page can be
accessed and displayed on a monitor or mobile device through a Web browser.

 Website
A website is a collection of Web pages that are under one domain (such as nie.lk). One website
has a many related web pages.
For example, if there is a school that owns a website that will have several Web pages like Home,
About Us, Contact Us, Staff, Teachers, Results, Performance, and others. All of these pages
together make up a Website.

 Download documents, images, audio, video etc.

Download is a term used to describe the process of copying data from another computer, either
over a network or modem. For example, each time you visit a web page on the Internet, you
download the information on the page, including any pictures, to your computer. The term
download is often associated with pictures, songs, videos, and programs.

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 Download Image
Any picture or image on the Internet can be saved to your computer
(downloaded). As an example, the following steps will show you how to
download the Computer Hope logo that you see to the right.
1. Right-click on the image.
2. From the drop-down menu that appears, select Save image as... or Save
Picture as.
3. Choose the location in which you want to save the image.

 Download Audio

Downloading an audio file (e.g., an MP3) from a link is just like downloading any other basic
file from the Internet. For sites that utilize streaming audio or have the audio embedded into a
web page, different downloading techniques must be used, some of which are detailed on the
page linked below.

For sites that offer an MP3 download link. Save the MP3 by right-clicking on the link and
choosing the option to save link as, save target as, or the Save linked content as link. Once the
file is saved, it will appear in you downloads folder.

Download Video

Downloading a movie file (e.g., an MP4) from a link is similar to all other file downloads. Right-
click on the link and choose Save link as, Save target as, or the Save linked content as. If the
movie is embedded in the web page with an arrow pointing down next to the audio controls, use
that link to download the movie. Other streaming movie services that do not have a download
link may require additional software to capture the video; the link below has further instructions

Download YouTube video

YouTube has been designed to only allow users to watch and view videos on their website. Many
users want to download or save their favorite YouTube videos to their computer so they can
watch them without being connected to the Internet or on other devices. Below are the steps
required for downloading and watching YouTube videos on your computer for free.

1. First, go to the YouTube page containing the video you want to download. When you have
found the page,
2. Type savefrom.net/ in front of any YouTube address (URL).or type ….. between www
and the address in the specific URL
3. If done properly, below the link mentioned above, you will see a preview of the video (as
shown below), along with a green Download button and the video format. The default
format for downloading the video is either Low or Medium quality.

Also, the attention must be given to the following points

 Accessing earth maps
 Trusted and untrusted websites
 Authentic and reliable information

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Competency 7 : Uses the services of the Internet and develops web pages

Competency Level 7.2: Uses offline (E-mail) and online (Chat) communication

Time : 02 periods

Learning Outcome:

 Communicates via e-mails

 Communicates via online conferencing

Contents:

 Web based free E-mail

 Creation of accounts.
o Use of e-mail: Subject, To, Bcc, Cc, Attachments, Forward, Inbox, Outbox. Sent,
Draft, Trash, Spam, Reply
 Online conferencing

Concepts and terms to be highlighted:

 Basics of mail concept

 E-mail
 Properties of E-mail
o To, Bcc, Cc, Attachments, Forward, Inbox, Outbox, Sent, Draft, Trash, Spam, Reply
 Online and offline communication
 Web based free E-mail
 Creation of accounts.
 Online conferencing

Guidance for lesson plans:

 Discuss with snail mail

 Discuss with students about the steps to follow to send a letter to someone.
 Ask some questions from the students to find out the steps to send a letter.
 Explain E-mail
 Divide the students in to groups and explain how to create an E-mail
 Send and receive E-mail between the groups
 Send E-mail with attachment
 Use CC and BCC to send E-mail to other groups
 Explain how to chat with other groups.

Guidance for assessment and evaluation:

 Ask the student groups to send an attachment to an e-mail to a specific e-mail address.

Quality inputs:

 Computer with the Internet connection

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Reading Material

E-mail

Short for electronic mail, e-mail or email is the exchange of information stored in a computer between
two users over telecommunications. More plainly, e-mail is a message that may
contain text, files, images, or other attachments sent through a network to a specified individual or
group of individuals.

In order to use email facility you are required to create an email account using an email software such
as Gmail, yahoo, Hotmail etc.

Advantages of e-mail
There are a number of advantages of e-mail and the usage of e-mail versus postal mail. Some of the
main advantages are listed below.
 Free delivery - Sending an e-mail is virtually free, outside the cost of Internet service. There is
no need to buy a postage stamp to send a letter.
 Global delivery - E-mail can be sent to nearly anywhere around the world, to any country.
 Instant delivery - An e-mail can be instantly sent and received by the recipient over the Internet.
 File attachment - An e-mail can include one or more file attachments, allowing a person to
send documents, pictures, or other files with an e-mail.
 Long-term storage - E-mails are stored electronically, which allows for storage and archival
over long periods of time.
 Environmentally friendly - Sending an e-mail does not require paper (paperless), cardboard,
or packing tape, conserving paper resources.

Video Conferencing

Videoconferencing (or video conference) means to conduct

a conference between two or more participants at different sites by
using computer networks to transmit audio and video data. Video
calls are no longer a luxury but more of a necessity. After all, face
to face conversations definitely add more personal touch to
conversations than just simple audio calls. Be it catching up with
our parents, best friends or partner, it definitely reduces
geographical distances between us and our loved ones.

Fig. 7.2.1 – Video Conference

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Skype

Undoubtedly the most popular name on this list, Skype has been around for a long time now. Skype
has a come a long way, and has only been notching up in offering the best video calls over the years.
The Skype interface is still the same, simple and easy to use, but has with time added many more
useful features. Skype offers both free and paid call facility. The paid version allows the user to call
any number across the world at a nominal price. You can not only make voice calls but also video
calls. So, stay in touch with your loved ones by downloading the software on your Windows PC

Viber

Viber is one of the popular social media. It has multiple features despite a simple interface. The app is
cost free and allows you to call any Viber user across the globe. Apart from video calls, the software
lets user chat with other Viber users. It has some of the most adorable stickers that you can send while
chatting with your loved ones. You can also sync your mobile Viber app with your Windows PC. To
start exploring what Viber has in store for you, click on:

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Competency 7 : Uses the services of the Internet and develops web pages

Competency Level 7.3: Develops web pages using HTML

Time : 02 periods

Learning Outcome:

 Designs a simple website

 Creates a simple website

Contents:

 Creation of a web page using text, images

o Text formatting
o Colors
o Lists
 Creating Links to the other pages and web sides

Concepts and terms to be highlighted:

 Web page
 Web site
 Introduction of HTML
 HTML basic Tags
 HTML formatting Tags
 Insert an image in a web page
 connect

Guidance for lesson plans:

 Discuss with students about the website

 Discuss with students about the webpage
 Discuss with students about things and items on a web page.
 Explain the web page
 Divide the students in to groups, explain and direct the students to create a webpage
 Explain the concept of web site creation.

Guidance for assessment and evaluation:

 Ask the student groups to develop a web site
Quality inputs:

 Computer
 Browser software
 Text editing software (Notepad)

54
Reading Material

Web page

A web page is a document commonly written in HyperText Markup Language (HTML) that is
accessible through the Internet or other network using an Internet browser. A web page is accessed
by entering a URL address and may contain text, graphics, and hyperlinks to other web pages and
files
To view a web page requires a browser (e.g., Internet Explorer, Edge, Safari, Firefox, or Chrome).
Once in a browser, you can open a web page by entering the URL in the address bar.

Website
A website refers to a central location that contains more than one web page. For example, Computer
Hope is considered a website, which includes thousands of different web pages

The difference between a website and a web page is that a website is a

collection of web pages with information on a subject, and a web
page is a smaller part of a larger website usually containing more
specific information.

HTML

HTML is the standard markup language for creating Web pages.

 HTML stands for Hyper Text Markup Language

 HTML describes the structure of Web pages using markup
 HTML elements are the building blocks of HTML pages
 HTML elements are represented by tags
 HTML tags label pieces of content such as "heading", "paragraph", "table", and so on
 Browsers do not display the HTML tags, but use them to render the content of the page

Basic HTML Tag

 The <html> element is the root element of an HTML page

 The <head> element contains meta information about the document
 The <title> element specifies a title for the document
 The <body> element contains the visible page content
 The <h1> element defines a large heading
 The <p> element defines a paragraph

55
Heading Tags

Headings are defined with the <h1> to <h6> tags.

<h1> defines the most important heading. <h6> defines the least important heading.

Tag Examples Display

<h1> <h1>good</h1>
good
<h2> <h2>good</h2>
good
<h3> <h3>good</h3>
good
<h4> <h4>good</h4>
good
<h5> <h5>good</h5>
good
<h6> <h6>good</h6>
good
Table 7.3.1 - Heading Tags

Step by step to create a simple web page

Example 1 (ex1.html)

step 1: Open a note pad

step 2: Type the following tags

<html>
<head>
<title>First Page </title>
</head>
<body>
<h1>My first web page</h1>
<h1>Welcome every one</h1>
</body>
</html>

Step 3: save with .html extension (ex1.html)

Step 4: Go to the saved location

Step 5: Double click the file icon that you save or right click open with  click the browser name

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Text Formatting tags

Tag Description Example Display

<b> Define Bold Text <b> good</b> good
<i> Define Italic Text <i> good</i> good
<u> Define Underline Text <u> good</u> good
Table 7.3.2 - Text formatting tags

<br> tag use for brake line

Example 2 (ex2.html)

<html>
<head>
<title>Text formatting</title>
</head>
<body>
<h1>Animals</h1><br>
<b> Elephant<b><br>
<u> dog</u><br>
<i> cat</i>
</body>
</html>

Insert image

Images can improve the design and the appearance of a web page. In HTML, images are defined with
the <img> tag. The <img> tag is empty, it contains attributes only, and does not have a closing tag.
The src attribute specifies the URL (web address) of the image:
<img src="image name with extension"> image and the file be same folder
Color

In HTML, a color can be specified by using a color name (red, tomato, orange, gray, blue, violet,
slate blue). HTML supports 140 standard color names.

Change the web page color with bgcolor attribute

<body bgcolor="red">

57
Example 3 (ex3.html)

step 1: Open a note pad

step 2: Copy a cat image and paste it same folder that you save html file and rename as cat

step 3: Type the following tags

<html>
<head>
<title>Image </title>
</head>
<body bgcolor="violet">
<h1>Cat</h1>
<img src="cat.jpg">
</body>
</html>

Step 4: save with .html extension (Ex3.html)

Step 5: Go to the saved location

Step 6: Double click the file icon that you save or right click open with  click the browser name

HTML List

Basically there are two types of lists.

Unordered List:
Unordered HTML List starts with the <ul> tag. Each list item starts with the <li> tag.

 cat <ul>
 dog <li>cat</li>
 elephant <li>dog</li>
<li>elephant</li>
</ul>
Ordered List:
Ordered HTML List starts with the <ol> tag. Each list item starts with the <li> tag.

1. cat <ol>
2. dog <li>cat</li>
3. elephant <li>dog</li>
<li>elephant</li>
</ol>

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Example 4 (ex4.html) <html>
<head><title> List </title>
</head>

<body>
<h2>Unordered List</h2>
<ul>
<li>cat</li>
<li>dog</li>
<li>elephant</li>
</ul>
<h2>Ordered List</h2>
<ol>
<li>cat</li>
<li>dog</li>
<li>elephant</li>
</ol>
</body>
</html>

Unordered List

The list items will be marked with bullets (small black circles) by default:

HTML Links - Hyperlinks

HTML links are hyperlinks.
When click on a link and jump to another document.
When you move the mouse over a link, the mouse arrow will turn into a little hand.

In HTML, links are defined with the <a> tag:

<a href="url">link text</a>

Example 5 (ex5.html)

Conform ex1, ex2, ex3, ex4, ex5, cat.jpg, header.jpg, picture2.jpg in same folder
<html>
<head><title> website </title>
</head>

<body bgcolor="tomato">
<img src="header.jpg">

<h2>My first Website </h2>

<ul>
<a href="ex1.html"><li> Heading</li><a>
<a href="ex2.html"><li> Formatting</li><a>
<a href="ex3.html"><li> Image </li><a>
<a href="ex4.html"><li>List</li><a>
</ul>
<img src="picture2.jpg">
</body>
</html>
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Competency 7 : Uses the services of the Internet and develops web pages

Competency Level 7.4 : Uses the Internet safely, securely and ethically

Time : 02 periods

Learning Outcome:

 Uses the Internet safely

 Uses the Internet securely
 Uses the Internet ethically

Contents:
 Protection against unauthorized access and malware
o Hacking
o Virus attacks
o Software piracy
 Protection in using the Internet against crime
o Cyber bullying
o Stealing others data
 Online safety precautions against unknown parties (Email, social media etc.)

Concepts and terms to be highlighted:

 Unauthorized access
 Protection against unauthorized access
 Malware
o Hacking
o Virus attacks
o Software piracy
 Protection in using the Internet against crime
o Cyber bullying
o Stealing others’ data
 Online safety precautions against unknown parties (Email, social media etc.)

Guidance for lesson plans:

 Discuss with students unauthorized access through internet
 Discuss with students malware.
 Explain how to protect against unauthorized access
 Provide some presentation for protection in using the Internet against crime

Guidance for assessment and evaluation:

 Ask and guide the student to list out the following tasks with the help of a search Engine.
o List 5 Virus names
o List 5 Antivirus names
o Write down 3 malware

Quality inputs:
 Computer with internet connection

60
Reading Material

Malware
Malware, or malicious software, is any program or file that is harmful to a computer user. Malware
includes computer viruses, worms, Trojan horses and spyware. These malicious programs can
perform a variety of functions, including stealing, encrypting or deleting sensitive data, altering or
hijacking core computing functions and monitoring users' computer activity without their permission.

Types of malware

There are different types of malware that contain unique traits and characteristics. A virus is the most
common type of malware, and it's defined as a malicious program that can execute itself and spreads
by infecting other programs or files.

A worm is a type of malware that can self-replicate without a host program; worms typically spread
without any human interaction or directives from the malware authors.

A Trojan horse is a malicious program that is designed to appear as a legitimate program; once
activated following installation, Trojans can execute their malicious functions.
Spyware is a kind of malware that is designed to collect information and data on users and observe
their activities without the users' knowledge.

o Hacking :
Hacking is unauthorized intrusion into a computer or a network. The person engaged in
hacking activities is generally referred to as a hacker. This hacker may alter systems or
security features to accomplish a goal that differs from the original purpose of the system.

o Virus attacks
The most potent and vulnerable threat to computer users is virus attacks. Virus attacks hamper
important work involved with data and documents. It is imperative for every computer user
to be aware about the software and programs that can help to protect the personal computers
from attacks
o Software piracy
Software piracy is all but impossible to stop, although software companies are launching more
and more lawsuits against major malpractices. Originally, software companies tried to
stop software piracy by copy-protecting their software.

How to prevent unauthorized computer access

Most users are interested in taking steps to prevent others from accessing their computer. Whether
it be to protect yourself from malware or to ensure that your private information is safe, having a
secure computer can definitely provide peace of mind. The following sections detail many ways by
which you can secure your computer against others. To proceed, you may read through each section
or choose one that interests you from the list below.

o Passwords
Make sure a password has been set for your computer's operating system. The best way to
keep someone out of your accounts and personal information is to not let them on your
machine in the first place. You can always create additional accounts for guests. Information
on how to carry out these actions can be found in the following linked pages.

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o Get a hardware or software firewall

Computer users are recommended to install a firewall in their computers. There are two ways
a firewall can protect your computer and network.

Hardware firewall - A hardware firewall is a physical device that is connected to

your network. Often, many users who have a home network can use their network
router as a firewall solution.

Software firewall - A software firewall is a software program that you install on your
computer to help protect it from unauthorized incoming and outgoing data. Keep in
mind that a software firewall is only going to protect the computer on which it has
been installed. Additionally, many antivirus scanners include their own version of a
firewall program.

o Malware protection

Trojans, viruses, spyware, and other malware can monitor your computer and log keystrokes
to capture sensitive data such as passwords and credit card information.
To help protect your computer from these threats, we suggest installing both virus and
spyware protection programs.

o Know how to handle e-mail

Today, e-mail is one of the most popular features on the Internet. Being able to identify threats
sent through e-mail can help keep your computer and your personal information safe. Below
are some of the most common threats you may encounter while using e-mail.

Attachments - Never open or run e-mail attachments from addresses with which you
are not familiar. Viruses, spyware, and other malware are commonly distributed
through e-mails that have attachments. For example, an e-mail may want you to open
an attachment of claiming to be a funny video, when it's really a virus.

Phishing - Phishing or an e-mail phish is a message that appears to be from an official

company (such as your bank) indicating you need to log onto the site to check your
account settings. However, the e-mails are really sites set up to steal confidential
information such as your passwords, credit card information, social security
information, etc. See the phishing definition for additional information about this term
as well as examples of these e-mails.

o Alternative browser

Before the release of Microsoft Windows XP SP2 and Internet Explorer 7.0, Microsoft
Internet Explorer was notorious for security and spyware related issues. Although it has
improved since then we still highly recommend considering an alternative browser such as
Mozilla's Firefox or Google's Chrome.

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o Install Antivirus Software

Antivirus is other means to protect the computer. It is software that helps to protect
the computer from any unauthorized code or software that creates a threat to the system.
Unauthorized software includes viruses, key loggers, Trojans etc. This might slow down the
processing speed of your computer, delete important files and access personal information.
Even if your system is virus free, you must install antivirus software to prevent the system
from further attacks of virus.

Antivirus software plays a major role in real time protection; it is an added advantage of
detecting threats helps.

o Install Anti-Spyware Software

Spyware is a software program that collects personal information or information about an

organization without their approval. This information is redirected to a third party website.
Spyware are designed in such a way that they are not easy to be removed. Anti-Spyware
software is solely dedicated to combat spyware. Similar to antivirus software, anti-spyware
software offers real time protection. It scans all the incoming information and helps in
blocking the threat once detected. Comodo Free Antivirus comes with spyware protection
built in.

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