SAMPLER

Online
COMPUTING AND ICT

Teaching Resources

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 http://binary-academy.com/dnld
Download the sample pages of the Student’s Books
 Computing and ICT
Courses for 21st Century Learners

Student-centered
learning through
a fun, hands-on
approach

Written and designed

by educators

Modern educational
material that meets
various learning styles

Fully graded and

designed for schools

Content aligned to
student needs in each
age group

Activities based on
school subjects in
each grade

Language in English

Digital Kids Digital Teens

edition is graded to
6 6 facilitate non-native
speakers
for Primary schools LEVELS
for Secondary schools LEVELS

Available in several
languages

Coding and robotics

available in different
grades

eSkills Binary
Local education
with global standards
for schools
ICT SKILLS
12 for Colleges
LEVELS
& Universities

The International Society for Technology in Education (ISTE) completed a

Seal of Alignment for Readiness review of Digital Kids, Digital Teens, eSkills
and ICT Skills and determined that they provide an effective foundation
for successfully acquiring the knowledge and applying the skills described
by the ISTE Standards for Students.

The DQ Adopter seal represents the alignment of the curriculum of Digital

Kids, Digital Teens, eSkills and ICT Skills with the DQ Global Standards, the
digital literacy framework created by the DQ Institute and IEEE Standards
Association in collaboration with the World Economic Forum.
Contact us for custom
localized editions
 Key Features

An innovative approach Clear learning objectives

to teaching ICT written and functional skills.
by a team of educators. Each book has four or five
The “do you remember?” modules. Each module
section focuses on provides a range of tasks and
important points which activities that help students
students need to revise. to develop their ICT skills and
allow teachers to monitor the
students’ progress.

Follows latest ICT teaching

standards & requirements.

Clear explanations and illustrative

contemporary examples.
The activities are based on school
subjects taught in each grade.

New content always Project-based learning

updated according to
changes in technology. The group-work activity
consolidates skills previously
Students learn how to work with all taught and encourages
kinds of platforms and tools. students’ collaboration.
The “Other platforms” section at Most group-work activities
the end of each module shows are cross-curricular.
some of the available alternatives.
The online video tutorials guide New vocabulary is organized
the students through each task. in related topics.

Student Online Resources Extra coding and robotics material

> Video tutorials for all grades
> Animated stories
and interactive activities
for very young learners
> Digital resources
> Online module tests
> Final exam & certificate

Teacher Academic Support

> Teacher’s guide with
detailed lesson plans
> Lesson presentation slides
> Worksheets with extra activities
> Self evaluation sheets
> Teacher online community
> Teacher training courses
Get the Online Teaching Resources at:

binary-academy.com
Online Teaching Resources Syllabus 1
My computer
2
Digital Kids Starter 1. Dinosaurs and computers

2. They are everywhere 3

3. The computer
4. Click and type 4
Let’s start
5
1. My desktop
2. Start a program 6
3. Text and pictures
4. My work space 7
Let’s paint
8
1. Free drawing
2. Make shapes 9
3. Copy and paste
4. Save my picture 10
Let’s type
11
1. The notepad
2. Letter and words 12
3. Move around
4. Select and change a word

Let’s surf
1. The Internet
2. Communicate
3. Have fun
4. Learn

Samples of

> Lesson Plans

> Activity Worksheets
> Self-Evaluation Sheets
 DKstarter
MOduLe 1 My computer
1 task 3 The computer

2 TEACHEr CLASS DATE

3 Overview the central unit).

Distinguishing the basic parts of a home computer Students also think that if they turn a device on it
4 and seeing how each part works. will start working. They cannot understand the role
of the power grid or the role of the central unit and
Objectives
5 • To recognize the central unit, mouse, keyboard,
the input devices.
But they can see that:
monitor, printer and speakers. • When the central unit isn’t turned on, the
6 • To see that the peripheral devices are connected peripheral devices don’t work whether or not
to the central unit and not to each other. they are connected to the power grid space
• To see how to turn on the central unit, monitor, (power light switched on).
7 speakers and printer. • When the central unit is in operation and we do
• To see the order in which they should turn on not use the input devices, the peripheral devices
8 devices to: don’t work whether or not they are connected to
1. Listen to a song. the power grid space (power light switched on).
2. View a picture. So students understand:
9 3. Watch a video clip. • the series of actions that are needed to operate a
4. Print a clip art. device
• To understand that the devices do something, • the importance of voltage and the power
10 because we tell them to do something with the indicator light
keyboard or mouse. • the role of the central unit
11 • To see which devices must be connected to the
power grid. LessOn descriptiOn
1. Introduction
12 what is needed Put the following on the desk in separate locations:
Resources • The power strip.
• Digital Kids Starter Student’s Book • The central unit and its power cable.
• K.1.1.3_Worksheet.docx • The mouse.
Tools & Equipment • The keyboard.
• Scissors, glue, pencil, rubber and letter paper. • The monitor and its cable.
• A power strip. • Speakers.
• A central unit with its power cable. • The printer and its cable.
• A mouse. 2. Investigation
• A keyboard. a. Connect the central unit to the power grid.
• A monitor. b. Connect the mouse to the central unit.
• Speakers. c. Connect the keyboard to the central unit.
• A printer with its cable. d. Connect the monitor to the power grid and then
to the central unit.
Learning difficuLties e. Connect the speakers to the power grid and then
Students see that they use the mouse or the to the central unit.
keyboard in order to operate the peripheral f. Connect the printer to the power grid and then
devices. In their everyday life they paint, write or to the central unit.
make puzzles, in their block, notebook or desk. In Tell the students to open their Student’s Books
their mind the monitor is their action field where (Digital Kids Starter) to pages 12-13. Ask them to
Digital Kids Starter | Lesson Plan

all the “computer objects” are. They often do not take a look at the picture on page 12 and then,
understand what a central unit is. However, they to do the first activity on page 13 (Draw lines).
can see that if they turn off the monitor when they Observe as the teams work together. Encourage the
hear a song, they will continue to hear it. Of course students in their collaboration. If you see something
they believe that there is still something in the that they didn’t do right, encourage them to see
monitor even though we have turned it off. To end how the devices are connected to the desktop and
this false perception we disconnect the monitor and let them discover their mistakes on their own. Then:
remove it from the system. (Of course afterwards • Turn on the central unit, showing students the
we connect it again to continue the interaction with power button.

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

6 © Binary Logic SA 2013-2017. All rights reserved.

• T urn on the monitor, showing them the power
button. them.
1
• Turn on the speakers, showing them the power • Cut the images out one by one as well as their
button. names. 2
• Play a song to show that you use the mouse to • Glue them onto a white page. They must also
do something (give commands). glue the names under each device.
• Turn the speakers on and off (before the song is • Connect the devices by drawing lines with a 3
over). pencil.
• Play a video with sound, to show that you use
the mouse to do something (give commands)
4. Completion
Ask students to write their names under each
4
• Turn the monitor on and off (before the video is collage and help them place the collage on the
over). activity table in the computer room. 5
• Disconnect the monitor.
• reconnect the monitor. nOtes
• Show a clip art, to show that you use the mouse 6
to do something (give commands).
• Turn the printer on, to show that you use the 7
mouse to do something (give commands).
• Print a clip art.
Then ask students to answer these questions: 8
1. To operate the computer you must first:
a) Click with the mouse.
b) Press the power button of the monitor.
9
c) Press the power button of the central unit.
2. After you turn on the computer, to play a song 10
you must first:
a) Press a key on the keyboard.
b) Press the power button of the screen. 11
c) Press the power button of the speakers.
3. To select a song that you want to hear you
must first:
12
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
Digital Kids Starter | Lesson Plan

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

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

© Binary Logic SA 2013-2017. All rights reserved. 7

8
Digital Kids Starter | Activity Worksheet

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Level 1 Module 1 Task 3 Class

Worksheet Student(s) Date

© Binary Logic SA 2013-2017. All rights reserved.

Create your computer 1
Find the parts of a computer,
Fi
circle and color them.
Workheet n
d
t
h 2
Cut out the
e Fi
circled images and the
p n
names with scissors.
a d
rt t
s 3 h
Match the computer parts with their names,
Fi e
o glue them onto a piece of sheet and
n p
f create a collage of a computer.
d a
a
t rt
c
© Binary Logic SA 2016. PHOTOCOPIABLE . Last update: 7/12/16 - Page 1 of 3
h s
o
e o
m
p f
p
 Level 1 Module 1 Task 3 Class
Worksheet Student(s) Date

Workheet

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© Binary Logic SA 2013-2017. All rights reserved.

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Digital Kids Starter | Activity Worksheet

11

12
10
10
Digital Kids Starter | Activity Worksheet

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Level 1 Module 1 Task 3 Class

Worksheet Student(s) Date

© Binary Logic SA 2013-2017. All rights reserved.

Workheet
Keyboard Mouse System unit

Speakers Printer

Monitor

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 1

2
Level 1 Module 1 Task 3 Class
Self Evaluation
Student Date 3

I know the computer parts. □ □ 10

11
I can turn on the computer. □ □ 12
I can turn on the monitor. □ □
I can turn on the speakers. □ □
I can turn on the printer. □ □

Digital Kids Starter | Self-Evaluation Sheet

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Get the Online Teaching Resources at:

binary-academy.com
Online Teaching Resources Syllabus 1
I use the computer
2
Digital Kids Explorer 1. My computer

2. The desktop 3
3. Mouse and keyboard

4. My work space
4

I type a letter 5
1. Start typing

2. Change the font

6
3. Insert pictures
7
4. Save and print
8
I visit the world

1. How to surf 9
2. The web page

3. Educational games 10

11
4. Copy from the web

I have friends

1. My email
12
2. Send a message

3. Read and reply

4. Email rules

I give commands

1. LOGO and the turtle

2. Move the turtle

3. Draw a shape

4. Let’s have fun!

Samples of

> Lesson Plans

> Activity Worksheets
> Self-Evaluation Sheets
 DKEXPLORER
MODULE 5 I give commands
1
TASK 2 Move the turtle

2
TEACHER CLASS DATE

3
OVERVIEW http://www.youtube.com/watch?v=5RJWD-LVxjw).
The general purpose of this lesson is for students to Then ask students some questions in order to check
4 use LOGO and move and turn the turtle. their understanding of the turtle’s movement:
• What commands can the turtle execute?
5 OBJECTIVES • What commands would you give the turtle in
• To become familiar with the environment of order to move it from your lab to your yard?
LOGO. Then, write the following commands which students
6 • To know what each command does. will learn in this lesson on the whiteboard: fd, bk,
rt, lt, pd, pu, cs. Describe each one and mention
SKILLS that they can use their Student’s Book as a guide in
7 • Opening LOGO. order to complete the worksheet.
• Using commands in order to move the turtle. Separate students into groups of 3-4.
8 • Drawing using LOGO commands. 3. Investigation – Development of knowledge
Hand out “K.2.5.2_Worksheet_1.” Students have to
WHAT IS NEEDED draw the path that the turtle should follow in order
9 Resources to find the treasure! Then, ask them to write the
• Digital Kids Explorer Student’s Book commands that they should give in Logo language.
10 • K.2.5.2_Worksheet_1.docx
• K.2.5.2_Worksheet_2.docx
Explain that each step the turtle makes, corresponds
to one box on the path.
• K.2.5.2_Worksheet_3.docx The correct commands that students have to write
11 • K.2.5.2_Evaluation_Sheet.docx are the following:
Tools & Equipment 1. rt 90
• FMSLogo program 2. fd 4
12 • Scissors 3. rt 90
• Glue 4. fd 3
Or a similar program from the list with alternative 5. lt 90
tools. 6. fd 2
7. rt 90
LEARNING DIFFICULTIES 8. fd 3
1. Some students have difficulties when typing 9. rt 90
a command and the corresponding number 10. fd 5
next to it, and forget to leave a space between 11. lt 90
them. (e.g.: Fd10) In this case Logo displays the 12. fd 4
message: “I don’t know how to fd10.” Explain 13. lt 90
that we always need to leave a space between 14. fd 4
commands and numbers. In order to guide them correctly, advise students to
2. Before creating a new shape-drawing using the place their erasers on the labyrinth, in the position
turtle, students forget to clear the screen (cs) of the turtle, and move it gradually, noting its steps
and as a result the turtle draws over the existing one-by-one.
drawing. 4. Implementation
3. When students try to move the turtle along a • Hand out “K.2.5.2_Worksheet_2.” Students will
certain route, if the turtle isn’t facing upwards, see Logo’s programming environment for the
then students get confused and they don’t know first time. Ask them to:
Digital Kids Explorer | Lesson Plan

where to turn the turtle. Students should have o start FMSLogo

the same orientation as the turtle. o briefly discuss the environment
4. Students forget to put the pen down (pd) before o investigate the command box area
making a shape or a drawing. o type the commands given on the worksheet
As students type the commands, mention that they
LESSON DESCRIPTION should press Enter after each command and then
1. Preparation type the next command. At the same time, they can
Before the lesson starts, install FMSLogo on each watch the turtle on their screen in order to observe
computer. how it executes each command.
2. Start - Brainstorming In the end, ask them to check the shape that the
In order to kindle students’ interest in the lesson, turtle drew.
show them videos of the turtle’s moving. (e.g.: • Hand out “K.2.5.2_Worksheet_3.” Ask students

DIGITAL KIDS EXPLORER / MODULE 5 / TASK 2 - 37 - Copyright © 2013-2017 Binary Logic SA

14 © Binary Logic SA 2013-2017. All rights reserved.

 to cut out the commands and glue them in the
proper order. The aim is for the turtle to execute 1
them and draw the given shape.
Urge them to type these commands in FMSLogo in
order to experiment and discover the correct order.
2
Mention that they can type cs and press Enter in
order to clear the screen and place the turtle in the 3
middle of the screen.
The correct order of the commands is the following:
1. pd 4
2. fd 80
3. lt 40 5
4. fd 40
5. lt 90
6. fd 40 6
7. rt 60
8. fd 80
9. rt 90
7
10. fd 20
5. Completion 8
After completing the activity, collect all the
worksheets and file them in the class folder.
• Hand out the evaluation sheet to every student 9
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of this lesson.
10
• Check which part of the lesson students didn’t
completely understand and make any changes 11
required in the teaching process.
12
NOTES

Digital Kids Explorer | Lesson Plan

DIGITAL KIDS EXPLORER / MODULE 5 / TASK 2 - 38 - Copyright © 2013-2017 Binary Logic SA

© Binary Logic SA 2013-2017. All rights reserved. 15

 1

2 Level 2 Module 5 Task 2 Class

Worksheet Student(s) Date
3

4 Move the turtle!

5 Give the turtle the correct
commands to find the treasure!
6

8
z
9

10

11

12

Commands:
1 8
Digital Kids Explorer | Activity Worksheet

…………………….…….. …………………….……..
2 9
…………………….…….. …………………….……..
2
3 10
…………………….…….. …………………….……..
4 …………………….…….. 11 …………………….……..
2
5 …………………….…….. 12 …………………….……..

6 …………………….…….. 13 …………………….……..
2
7 …………………….…….. 14 …………………….……..

16 © Binary Logic SA 2013-2017. All rights reserved.

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 1

Level 2 Module 5 Task 2 Class 2

Worksheet Student(s) Date 3

Move the turtle! 4

6
Open LOGO. Type the following commands in the
command box and find out what the turtle 7
draws!
8

9
Commands:
10
1 pd 11
2 lt 60 9 pu
12
2
3 fd 70 10 fd 80

4 rt 90 11 pd
2
5 fd 50 12 rt 70

6 lt 50 13 fd 40

Check what the

2 rt 40
7 bk 20 14
turtle drew!
8 rt 60 15 fd 100

pu Digital Kids Explorer | Activity Worksheet

fd 80

pd

rt 70

fd 40

rt 40
   
fd 100

© Binary Logic SA 2013-2017. All rights reserved. 17

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 1

2 Level 2 Module 5 Task 2 Class

Worksheet Student(s) Date
3

4 Move the turtle!

5 Cut out the following commands and
glue them onto the next page in the
6 correct order so that the turtle draws
the shape in the bubble!
7

10
fd 40 lt 40
11

12

fd 40 pd

lt 90 fd 20
Digital Kids Explorer | Activity Worksheet

fd 80 rt 60

fd 80 rt 90
18 © Binary Logic SA 2013-2017. All rights reserved.
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 1

Level 2 Module 5 Task 2 Class 2

Worksheet Student(s) Date
3

1 4

6
2
7

8
3
9

10
4 11

12

7
Digital Kids Explorer | Activity Worksheet

10

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 1

2
Level 2 Module 5 Task 2 Class
Self Evaluation
3 Student Date

10
I can open Logo □ □
11
I can type commands in the
12
command box □ □
I can figure out what the turtle
will draw □ □
I can glue commands in the
correct order □ □
I can move the turtle to the
treasure □ □
Digital Kids Explorer | Self-Evaluation Sheet

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20 © Binary Logic SA 2013-2017. All rights reserved.

Online Teaching Resources Syllabus 1
My devices
2
Digital Kids Racer 1. Store

2. Print 3
3. Capture

4. Interact 4
My files 5
1. What is a file?

2. Organize my folders
6
3. Search and find
7
4. Start a program

My first article
8
1. Work with text
9
2. Give a title

3. Make a list 10
4. Check and save
11
My wired world

1. Search for anything 12

2. Knowledge treasure sites

3. Be polite

4. Safety online

My first presentation

1. All about slides

2. Insert text

3. Insert pictures

4. Presenting is cool

Samples of

> Lesson Plans

> Activity Worksheets
> Self-Evaluation Sheets
 DKRACER
MODULE 4 My wired world
1
TASK 3 Be polite

2
TEACHER CLASS DATE

3
OVERVIEW Students must be very careful not to give out
The general purpose of this lesson is for students to personal information.
4 learn what Netiquette is and how to apply its rules. • Hand out “K.3.4.3_Worksheet_3.docx.” In this
activity, students must circle the words that have
5 OBJECTIVES a positive meaning in relation to their behavior
• To understand what Netiquette is. on the Internet.
• To learn the rules of online communication. • Hand out “K.3.4.3_Worksheet_4.docx.” Students
6 must complete the sentences with the given
SKILLS words and then solve the crossword puzzle.
• To be polite when communicating via the • They can use the Student’s book, Module 4, Task
7 Internet. 3 (Be polite) as a guide. Encourage students
• To use emails safely. to discuss any questions they have amongst
8 • To use blogs safely. themselves or ask for your help if necessary.
• To use chat rooms safely. 3. Completion – Evaluation
After completing the activities, collect all the
9 WHAT IS NEEDED worksheets and file them in the class folder.
Resources • Hand out the evaluation sheet to every student
10 • Digital Kids Racer Student’s Book
• K.3.4.3_Worksheet_1.docx
and ask them to complete it.
• Collect the sheets and see if the students
• K.3.4.3_Worksheet_2.docx understood all the objectives of this lesson.
11 • K.3.4.3_Worksheet_3.docx • Check which part of the lesson students didn’t
• K.3.4.3_Worksheet_4.docx completely understand and make any changes
• K.3.4.3_Evaluation_Sheet.docx required in the teaching process.
12
LEARNING DIFFICULTIES
Report any annoying behavior NOTES
Students must learn what to do if anyone on
the Internet offend them. Explain that they must
inform their parents or teacher, about anyone that
offend or threatens them. It is very important they
understand that there are many people who use the
Internet who can harm them.

LESSON DESCRIPTION
1. Introduction
• Introduce the purpose of the lesson to kindle
students’ interest in communicating via the
Internet in the proper way. Explain that the
Internet is an online community, like the real
community they live in. So, there are some rules
they should follow.
• Divide students into groups of 3-4. .
2. Development – Implementation
• Firstly, hand out “K.3.4.3_Worksheet_1.docx.”
Digital Kids Racer | Lesson Plan

Students have to check the rules of Netiquette.

Explain what Netiquette is. Namely, it is a set of
rules of proper behavior on the Internet.
• Then, hand out “K.3.4.3_Worksheet_2.docx.”
Students have to match the two columns.
Explain that there are different ways we can
communicate online with others, such as blogs,
chat rooms, instant messaging, email etc. Ask
students if any of them have ever used these
ways to communicate. Mention that it can
be dangerous to chat with unknown people.

DIGITAL KIDS RACER / MODULE 4 / TASK 3 - 31 - Copyright © 2013-2017 Binary Logic SA

22 © Binary Logic SA 2013-2017. All rights reserved.

 1

Level 3 Module 4 Task 3 Class 2

Worksheet Student(s) Date 3

Rules of Netiquette 4

Netiquette describes the culture of the Internet, what is appropriate to 6

post, send, type and how you should present yourself.
7

9
Select  the sentences 10
that are Netiquette Rules!
11

12

 Always listen to others.

 Don’t send chain emails.
 Don’t be patient with those who don’t answer immediately.
 If necessary you can blame someone.
 Show your mood using emoticons.
 Send your phone number to unknown people. Digital Kids Racer | Activity Worksheet

 Don’t give your opinion clearly.

 Do unto others online as you would have done to you.
 Post all your personal photos.
 In a blog, your messages should be brief and to the point.

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2 Level 3 Module 4 Task 3 Class

Worksheet
3 Student(s) Date

4
Rules of Netiquette
5

8 Match the ways of

9 communicating with
their features.
10

11

12  Brief messages

Blogs   Use a subject title

 Use emoticons

Emails   Avoid sarcasm

 Listen to other people’s opinions

Chat rooms   Chain emails

Digital Kids Racer | Activity Worksheet

24 © Binary Logic SA 2013-2017. All rights reserved.

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 1

Level 3 Module 4 Task 3 Class

2
Worksheet Student(s) Date 3

4
Rules of Netiquette
5

7
Circle the words that have a positive
meaning relating to behavior 8
on the Internet.
9

10

11

12

Listener

Chain emails

Spelling mistakes
Silly questions
Spam

Ban
Careful Digital Kids Racer | Activity Worksheet

Polite
Blame

© Binary Logic SA 2013-2017. All rights reserved. 25

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 1

2 Level 3 Module 4 Task 3 Class

Worksheet
3 Student(s) Date

4
Rules of Netiquette
5

6
Fill in the words: address, behavior,
7 spam, netiquette, blog, slang, age,
disagreements, sarcasm and solve
8 the crossword puzzle.
9

10
1. …………….describes the culture of the Internet.
11 2. Many schools teach students about responsible …………….on the Internet.
3. Don’t forward …………….via email.
12 4. On a …………….you must follow the creator’s rules.
5. In chat rooms you must be careful with …………….and …………….
6. Don’t answer to questions about your …………….and …………….
7. Don't get involved in …………….

7.

1.

5.
Digital Kids Racer | Activity Worksheet

6. 3. 4.
6.

2.

5.

26 © Binary Logic SA 2013-2017. All rights reserved.

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 1

2
Level 3 Module 4 Task 3 Class
Self Evaluation
Student Date 3

9
I can be polite when I
communicate via the Internet. □ □ 10

11
I can use email safely. □ □ 12

I can use blogs safely. □ □

I can use chat rooms safely. □ □

Digital Kids Racer | Self-Evaluation Sheet

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Online Teaching Resources Syllabus 1
Learning the basics
2
Digital Kids Flyer 1. My desktop

2. Files and folders 3

3. Control panel

4. Protect my computer 4
Working with text 5
1. Format a paragraph

2. Images - Advanced formatting

6
3. Spelling and grammar check
7
4. Print

Communicating online
8
1. My friends
9
2. Forward an email

3. Send a file 10
4. Email tips
11
Working with media

1. Create a sound clip 12

2. View images and videos

3. Fix a photo

4. Apply photo effects

Presenting your ideas

1. Transitions and animations

2. Set the timing

3. Insert a sound or video clip

4. Transfer data across apps

Working with numbers

1. What is a spreadsheet?

2. Row - Column - Cell

Samples of
3. Insert numbers and text

> Lesson Plans 4. Simple calculations

> Activity Worksheets

> Self-Evaluation Sheets
 DKFLYER
MODULE 6 Working with numbers
1
TASK 2 Row - Column - Cell

2
TEACHER CLASS DATE

3
OVERVIEW name.
The general purpose of this lesson is for students to • F inally, hand out “K.4.6.2_Worksheet_3.docx.” Ask
4 become familiar with rows, columns and cells in a students to complete the activity. Point out that
spreadsheet. when they refer to a particular cell, they must first
5 OBJECTIVES
write the column letter and then the row number.
• Encourage discussion amongst students and
• To understand that each cell has a unique name remind them that if they have any questions they
6 or cell reference which is made up of its column can ask you.
and row headings. C. Completion – Evaluation
• To realize that when clicking on a cell, it becomes • Hand out an evaluation sheet to every student
7 active and its border gets thicker. and ask them to complete it.
• To understand that the top left corner of a • Collect them and see if they understood all the
8 spreadsheet is where the name of the active cell objectives of this lesson.
appears. • Check which part of the lesson students didn’t
• To know how to move from one cell to another. completely understand and make any changes
9 required in the teaching process.
SKILLS
10 To correctly name each cell in a spreadsheet.
NOTES
WHAT IS NEEDED
11 Resources
• Digital Kids Expert Student’s Book
• K.4.6.2_Worksheet_1.docx
12 • K.4.6.2_Worksheet_2.docx
• K.4.6.2_Worksheet_3.docx
• K.4.6.2_Evaluation_Sheet.docx
Tools & Equipment
Microsoft Excel
Or a similar program from the list with alternative
tools.

LEARNING DIFFICULTIES
Some students get confused when referring to a
particular cell, as they write the row number first
and then the column letter.

LESSON DESCRIPTION
A. Start – Brainstorming
• Start a discussion with students about cell names.
More specifically, open a new spreadsheet in
Excel and then ask various questions like:
o Do you play chess?
o Did you know that spreadsheet cells have the
same names as the squares on a chessboard?
Digital Kids Flyer | Lesson Plan

o What is a row? What is a column?

• Click on various cells and ask students to name
them.
B. Investigation – Development
• Separate students into groups of 2-3. Hand out
“K.4.6.2_Worksheet_1.docx” and ask students to
do the activity.
• Then hand out “K.4.6.2_Worksheet_2.docx”.
Students have to select the correct sentences.
During the activity:
o Remind students that each cell has a unique

DIGITAL KIDS FLYER / MODULE 6 / TASK 2 - 45 - Copyright © 2013-2017 Binary Logic SA

30 © Binary Logic SA 2013-2017. All rights reserved.

 1

Level 4 Module 6 Task 2 Class 2

Worksheet
Student(s) Date 3

4
Cells… the magic boxes
5

Do you play chess? Have you ever heard words like “Row”, “Column” or “Cell”? 7
Well, apart from on a chessboard, these words are also used with spreadsheets.
However, do you know what these words refer to? 8

10

11
Match the columns
12
  This is cell A4

  This is cell B4

  This is a row

  This is a column Digital Kids Flyer | Activity Worksheet

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 1

2 Level 4 Module 6 Task 2 Class

Worksheet
3 Student(s) Date

4
Cells… the magic boxes
5

7 Select the correct

8 sentences!

10
true
11
has two names (e.g. B3 or 3B). 
12 Each cell…
if it is active, its name appears at the top left corner

of the spreadsheet.

becomes active when it is clicked on and its border


gets thicker.

has a unique name. 

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 1

Level 4 Module 6 Task 2 Class 2

Worksheet
Student(s) Date 3

4
Cells… the magic boxes
5
Guess the secret message. 6

8
Are you familiar with the names of the cells? Well, let’s play a game. On the spreadsheet
below, place the letters into the proper cells in order to spell the secret message. 9
Can you guess it?
10
 Put the letters in the spreadsheet below:
11
“T” to cell F7 “M” to cell C4 “P” to cell D5 “R” to cell H9

“U” to cell G10 “C” to cell A2

12
“E” to cell G8 “H” to cell C6

Digital Kids Flyer | Activity Worksheet

What is the secret word? ................................................................................

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 1

2 Level 4 Module 6 Task 2 Class

Worksheet
3 Student(s) Date

5
Match the letters with the corresponding cell names which are located
6 on the spreadsheet above.

7 K   Cell I10

Q   Cell H10 and A5

8
H   Cell E9
9
L   Cell G9 and C6
10
S   Cell C7
11

12
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 1

2
Level 4 Module 6 Task 2 Class
Self Evaluation
Student Date 3

I can name a cell. □ □ 10

11
I can make a cell become active. □ □
12
I can see the name of the active
cell at the top left corner of a □ □
spreadsheet.
I can move from one cell to
another. □ □

Digital Kids Flyer | Self-Evaluation Sheet

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Get the Online Teaching Resources at:

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Online Teaching Resources Syllabus 1
Creating a document
2
Digital Kids Genius 1. Advanced formatting

2. Search and replace 3

3. Working with tables

4. Document views 4
Producing multimedia 5
1. Use capture devices

2. Create and edit a sound clip

6
3. Find and use multimedia material
7
4. Create an animated story

Using communication tools

8
1. Internet and the web
9
2. Communication tools

3. Sharing your moments 10

4. Be secure online
11
Sharing your ideas

1. Blogging 12
2. Social media

3. Safety rules

4. Intellectual property

Formatting numbers

1. Format a cell

2. Make calculations

3. Create a graph

4. Print a sheet

Collecting information

1. Gather data

2. Introduction to databases
Samples of
3. Create a database

> Lesson Plans 4. Sort and print

> Activity Worksheets

> Self-Evaluation Sheets
 DKGENIUS
MODULE 6 Collecting information
1 TASK 2 Introduction to databases

2 TEACHER CLASS DATE

3
OVERVIEW • T hen, hand out “K.5.6.2_Worksheet_2.docx.”
The general purpose of this lesson is for students to There is an example of a database and the
4 understand the structure of a database (records and corresponding database table. This database
fields). consists of 6 records with 4 fields for each record.
5 OBJECTIVES
• Explain to students that a record is a piece of
information with certain characteristics and a
• To realize that a database is a system of field is any characteristic or piece of information.
6 organizing data. Explain that records are the rows of the table and
• To define what a record of a database is. the fields are the columns.
• To define what a field of a database is. C. Implementation
7 • Hand out the “K.5.6.2_Worksheet_3.docx”.
SKILLS Students have to create their own database table.
8 • To design a database table. They will use the cards that they created about
• To recognize the records of a database table. planets in the previous lesson. As they have
• To recognize the fields of a database table. created four cards, there will be four records and
9 six fields (their characteristics: Name, Radius,
WHAT IS NEEDED Mass, Distance from the Sun, One satellite,
10 Resources
• Digital Kids Genius Student’s
Color).
• The database table should look like the following:
Book
11 • K.5.6.2_Worksheet_1.docx Name Radius Mass
Distance from
the Sun
One
satellite
Color
• K.5.6.2_Worksheet_2.docx
• K.5.6.2_Worksheet_3.docx Mars 3,2444 km 6.42×10 kg26
2.279 x 10 km
5
Phobos red
12 • K.5.6.2_Evaluation_Sheet.docx Uranus 25,361 km 8.68 x 10 kg
25
2.888 x 10 km
9
Ariel blue-green
Tools & Equipment
Saturn 58,232 km 5.68 x 1026 kg 1,432,999,999 km Mimas Pale yellow
Pencil
Neptune 24,621 km 1.02 ×109 kg 4.503 x 109 km Triton Light blue
LEARNING DIFFICULTIES
Explain that a database is organized into one • Remind them to ask for your help if necessary.
or more tables. Give some examples in order to D. Completion – Evaluation
illustrate what a database is. • Hand out the evaluation sheet to every student
• A school database may have one table for and ask them to complete it.
students’ information and another for teachers’ • Collect them and see if they understood all the
information. objectives of this lesson.
• A grocery store database might have one table • Check which part of the lesson students didn’t
for sales information and another for purchases completely understand and make any changes
information. required in the teaching process.

LESSON DESCRIPTION
A. Start – Brainstorming NOTES
• Introduce the topic of the lesson which is
creating a database table.
• Hand out “K.5.6.2_Worksheet_1.docx” to students
Digital Kids Genius | Lesson Plan

and ask them to read the introduction and

the questions. Encourage them to discuss the
questions amongst themselves in order to
answer them.
• Separate students into groups of 3-4.
B. Development – Investigation of knowledge
• Then students have to decide whether the given
sentences are true or false. By doing this they will
realize that a database is a system for organizing
data where we can change, search and sort
data. At this point mention that there are always
similar items in a database.

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 1

Level 5 Module 6 Task 2 Class 2

Worksheet Student(s) Date
3

Alds!
database table with records and fields! 4

6
In the previous lesson you created four cards about four planets. For each
planet you wrote down some characteristics, so these cards can be a database.
7
 But what is a database?
 Why do we create databases? 8
 What does a database consist of?
9

10

11
Decide whether the sentences are True or False:
True False
12
1. A database is a system for organizing data.  
2. You can change the data in a database.  
3. You can’t sort the data in a database.  
4. You can search for something specific in a database.  
5. There aren’t always similar items in a database table.  

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 1

2 Level 5 Module 6 Task 2 Class

Worksheet Student(s) Date
3

4 A database table with records and fields!

5
Imagine that you are a store owner and you want to record all the items
in your grocery store. One valid way to do this is by creating the following
6 database:

7 Name Cost Items Expiration date

Can of tomato sauce $1.30 15 05-12-2019
8 Milk $1.60 21 12-08-2017
Canned tuna $2.50 16 05-10-2021
9 Salad $0.50 10 05-03-2019
Can of soda $1.60 12 11-02-2020
Butter $2.40 17 09-06-2017
10
In this database you can add a new product or change the cost or number of items at any time.
11 1) How many different kinds of products does your grocery store have now? .............................
2) How many characteristics does each product have?..................................................................
12
Match each item in the first column with the proper description in the second:
Database table   Every characteristic or piece of
information

Record   A piece of information with some

characteristics

Field   Includes similar items

Choose the proper word:

Digital Kids Genius | Activity Worksheet

Name Cost Items Expiration date

Can of tomato sauce $1.03 15 05-12-2019
Milk $1.00 21 12-08-2017 This is a record/field
Canned tuna $2.50 16 05-10-2021
Salad $0.50 10 05-03-2019
Can of soda $1.60 12 11-02-2020
Butter $2.40 7 09-06-2017 This is a record/field

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 1

Level 5 Module 6 Task 2 Class 2

Worksheet Student(s) Date
3

A database table with records and fields! 4

6
Create your
7
database!
8

10
Now, using the cards that you made in the previous lesson, create a new database about the planets:

 How many records will your database table have? ........................................................... 11

 How many fields will each record have?............................................................................
12
 Write down the names of the fields:..................................................................................

 Create your database table at the bottom of the page:

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 1

2 Level 5 Module 6 Task 2 Class

Self Evaluation
3 Student Date

10 I can define a database. □ □

11 I can recognize the records of a
12 database table. □ □
I can recognize the fields of a
database table. □ □
I can create a database table. □ □
Digital Kids Genius | Self-Evaluation Sheet

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42 © Binary Logic SA 2013-2017. All rights reserved.

Online Teaching Resources Syllabus 1
Designing a document
2
Digital Kids Expert 1. Presentation graphics

2. Columns and tabs 3

3. Header and footers

4. The final touch 4

Building a website 5
1. What is a web page

2. Design a web page

6
3. Add more pages
7
4. Publishing the web page

Analyzing data
8
1. More calculations
9
2. Functions

3. References 10
4. More charts
11
Handling data

1. Structured information 12
2. Use a data entry form

3. Filter the data

4. Create a report

Programming the computer

1. Introduction to programming

2. How to design a program

3. Variables and commands

4. More programming

Let’s have fun

1. Fun with shapes

2. What is datalogging
Samples of
3. Robots!

> Lesson Plans 4. Create your computer game

> Activity Worksheets

> Self-Evaluation Sheets
 DKEXPERT
MODULE 5 Programming the computer
1 TASK 1 Introduction to programming
2 TEACHER CLASS DATE

3
OVERVIEW algorithm.
The general purpose of this lesson is for students • Ask them if the order of the steps of a solution
4 to understand the concept of algorithms, programs are changed, will the solution still work?
and flowcharts. Draw a flowchart representing an algorithm to
5 OBJECTIVES
introduce the steps applied in execution of an
algorithm.
• To understand what a program is. Separate students into groups of 2-3. Give out
6 • To understand what happens when a program “K.6.5.1_Worksheet_1.docx” and ask students to
runs. read the introduction and encourage them to
• To describe how programmers write programs. answer the questions.
7 • To understand what an algorithm is. 2. Investigation – Development of Knowledge
Then, ask students to do the activities on the
8 SKILLS worksheet. During the activities they will realize
• To create an algorithm in order to solve a that:
problem. • A program is a list of instructions.
9 • To convert an algorithm into a flowchart. • There are people that create programs in order
• To draw a flowchart. to solve problems.
10 • To name the boxes that a flowchart consists of.
• To describe the function of each box in a
• An algorithm is a step-by-step list of instructions
in a specific order.
flowchart. • A flowchart is a representation of an algorithm.
11 • There are specific types of boxes in a flowchart.
WHAT IS NEEDED 3. Implementation
Prerequisites Hand out “K.6.5.1_Worksheet_2.docx.” In this activity
12 (None) students have to create a flowchart. They have to
Resources put the steps in the correct order.
• Digital Kids Expert Student’s Book Then, hand out “K.6.5.1_Worksheet_3.docx.”
• K.6.5.1_Worksheet_1.docx Students have to draw the correct shape and arrows
• K.6.5.1_Worksheet_2.docx in order to complete the flowchart.
• K.6.5.1_Worksheet_3.docx During the completion of the flowchart, students
• K.6.5.1_Evaluation_Sheet.docx should note the importance of:
• The correct input of data
LEARNING DIFFICULTIES • The validity of data
• Students have difficulty understanding that 0s • The output of data
and 1s can control a computer. Let students discuss how to draw their flowcharts
• Students have difficulty understanding that in amongst themselves and if necessary consult the
programming there are rules that always have to Student’s Book.
be followed. 4. Completion – Evaluation
• Students have difficulty analyzing a problem After completing the activities, collect all the
correctly in order to present its solution, broken worksheets and file them in the class folder.
down into smaller subunits. • Hand out the evaluation sheet to every student
• Students have difficulty understanding the input and ask them to complete it.
and output of data in a flowchart. • Collect the sheets and see if the students
understood all the objectives of the lesson.
LESSON DESCRIPTION
Digital Kids Expert | Lesson Plan

• Check which part of the lesson students didn’t

1. Start – Brainstorming completely understand and make any changes
Introduce the purpose of the lesson which is required in the teaching process.
for students to understand the meaning of
programming. Then they have to introduce the NOTES
meaning of algorithms. More specifically:
• Ask students to describe the solution to a
problem, such as the recipe of a cake, using
simple and clear steps.
• Write down the steps on the whiteboard and ask
them to put the steps in a logical order.
• Liken this process to the meaning of the

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44 © Binary Logic SA 2013-2017. All rights reserved.

 1

Level 6 Module 5 Task 1 Class 2

Worksheet Student(s) Date 3

The concept of the program 4

5
As you know, computers consist of hardware and software. Hardware is all 6
the devices that are necessary for a computer to work. On the other hand,
software is all the programs that hardware needs in order to work correctly!
7
 But what is a program?
 Do you know of any programs? 8
 What happens when a program runs?
9

10
Indicate  whether the following sentences are true or false?
True False 11
1. A computer program is a list of instructions.  
2. Computers understand the English language.   12
3. Programs are written by programmers in 0s, 1s and 2s.  
4. There are special programming languages such as Small Basic.  
5. Computers cannot make decisions by themselves.  

 There are many problems in our everyday life that we try to solve. Sometimes their solutions are
easy and obvious and other times they are difficult. A good way to solve a problem is to use an
algorithm.
 An algorithm is a sequence of defined actions. We use a flowchart in order to represent an
algorithm. This is a flowchart:

START

Digital Kids Expert | Activity Worksheet

READ a

READ b

CALCULATE a + b

PRINT a + b

END

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Page 1 of 2 45
 1

2 Level 6 Module 5 Task 1 Class

Worksheet
3 Student(s) Date

4 Match each action with the proper box:

5 Mark the beginning of the process  

6 Give commands 

7 Show data  

8 Mark the end of the process 

9 Make a decision  

10 Get data 

11 Do calculations  

12
Indicate  whether the following sentences are true or false?
True False
1. An algorithm is a step-by-step list of instructions.  
2. A computer can decide which instructions of an algorithm  
need to be followed in order to solve a problem.
3. An algorithm’s instructions must be simple.  
4. There are algorithms in the world of computers, but not in  
the real world.
5. A recipe is like an algorithm.  
6. An algorithm describes steps.  
7. If a programmer gives the wrong instructions to a computer,  
the computer can correct them.
Digital Kids Expert | Activity Worksheet

8. A flowchart represents an algorithm.  

9. A flowchart is the only way to solve a problem.  
10. A flowchart shows the steps of a solution to a problem, as  
well as their order.
11. You should first write a program and then the  
corresponding flowchart.
12. The arrows in a flowchart show us the order of the steps.  
13. The arrows in a flowchart are optional.  
14. To draw a flowchart you use 5 different types of boxes.  

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 1

Level 6 Module 5 Task 1 Class 2

Worksheet Student(s) Date
3

The concept of the program 4

Create an algorithm! 6

8
When you get up every morning, you follow a set of actions to go to school. Below is a list of instructions
that you have to use in order to fill in the blanks in a step by step algorithm and in a flowchart:
9

10
Eat breakfast
Start
11
Go to school
If it is raining take an 12
umbrella
………………………
Brush your teeth
…………
Put on your clothes
………………………
Get up from bed
…………
Get your backpack ………………………
…………
Step by step algorithm ………………………
…………
1 ....................................................
…………………………
2 .................................................... ………
Digital Kids Expert | Activity Worksheet
3 .................................................... Yes
…………….
4 ....................................................
………………………
5 ....................................................
…………
…………………………
6 ....................................................
………
7 ....................................................
End

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Page 1 of 1 47
 1

2 Level 6 Module 3 Task 1 Class

Worksheet Student(s) Date
3

4 The concept of the program

5

6 Use boxes to complete

the flowchart!
7

8
The shape below is an incomplete flowchart. It represents an algorithm that:
9 Reads two numbers and if the first is lower, then it calculates and prints their sum, otherwise, it
calculates and prints their product.
10
Use your pencil in order to draw the corresponding boxes to complete the flowchart. Don’t forget to draw arrows
11 to show the correct order of the steps!

12

START

READ a, b

IS a < b ?
Digital Kids Expert | Activity Worksheet

CALCULATE a + b CALCULATE a * b

PRINT a + b PRINT a * b

END

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 1

Level 6 Module 5 Task 1 Class

2
Self Evaluation
Student Date 3

9
I can create an algorithm in order
to solve a problem. □ □ 10

11
I can convert an algorithm into a
flowchart. □ □ 12

I can draw a flowchart. □ □

I can name the boxes that a
flowchart consists of.
□ □
I can describe the function of
each box in a flowchart.
□ □
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© Binary Logic SA 2013-2017. All rights reserved. 49

Get the Online Teaching Resources at:

binary-academy.com
Online Teaching Resources Syllabus 1
Learning the basics
2
Digital Teens 1 1. Computers and devices

2. The operating system 3

3. Files and folders

4. Basic settings 4
5. Hints and tips
5
6. Project

Creating a document
6
1. Formatting text
7
2. Advanced font formatting

3. Images and graphics 8

4. Working with tables

5. Check and print

9
6. Project
10
Getting online
11
1. Surfing the web

2. Use online resources 12

3. Send and receive email

4. Organizing email

5. Be safe online

6. Project

Working with numbers

1. Rows and columns

2. Advanced formatting

3. Simple calculations

4. Logical functions

5. Create a chart

6. Project

Samples of Presenting your ideas

> Lesson Plans 1. Slides, text and images

2. Transitions and animations

> Activity Worksheets 3. Sound and video

> Self-Evaluation Sheets 4. Charts and graphs

5. Tips and tricks

6. Project
 DT1
MODULE 2 Creating a document TEACHER
1 TASK 1 Formatting text CLASS DATE

2
OVERVIEW B. Start – Brainstorming
3 Applying basic formatting to a text. • Start by asking students questions with reference to
formatting a text. For example, you could ask them:
OBJECTIVES o Do you often use Microsoft Word?
4 • To identify the kind of format that has been o What is the main reason you use this
applied to a text. program?
5 • To create, save and open a new document. o Why do you think it is important to format a
• To format a text. text?
• To create attractive lists. C. Development of Knowledge – Implementation
6 • To format a paragraph. • Separate the students into groups of 2-3.
• To add borders and shading to a text document. • Hand out “T.1.2.1_Worksheet_1.docx” and ask
students to do the activity.
7 SKILLS • Students have to analyze the document and try
• To change the font and the size of a word or to find out what kind of format has been applied.
8 phrase • Then, hand out “T.1.2.1_Worksheet_2.docx” and
• To make a text bold and underline it ask students to complete the activity.
• To make the font italic • Ask students to apply the proper formatting to
9 • To create a subscript the text according to the worksheet.
• To create a superscript • Encourage discussion amongst students and add
10 • To highlight the font
• To change the color of the font
that if they have any questions they can ask you.
• Point out that if they make a mistake they can
• To apply a list use undo.
11 • To align a paragraph • Don’t forget to ask them to save the document
• To apply a paragraph indentation frequently.
• To apply line spacing • Help them to find particular information when
12 • To apply shading to a paragraph needed.
• To add borders to a paragraph D. Completion – Evaluation
• Hand out the evaluation sheet to every student
WHAT IS NEEDED and ask them to complete it.
Prerequisites • Collect the sheets and see if the students
Basic knowledge of formatting text using the understood all the objectives that we had for this
Microsoft Word. lesson.
Resources • Check which part of the lesson students didn’t
• Digital Teens 1 Student’s Book completely understand and make any changes
• T.1.2.1_Worksheet_1.docx required in the teaching process.
• T.1.2.1_Worksheet_2.docx
• T.1.2.1_Evaluation_sheet.docx
• “T.1.2.1_The earth’s climate” folder NOTES
Tools & Equipment
Microsoft Word
Or similar program from the list with alternative
tools.

LEARNING DIFFICULTIES
• Many students have difficulty using the rulers
in order to align their text, such as setting the
indent of the first line of a paragraph.
Digital Teens 1 | Lesson Plan

• Students have difficulty changing the indentation

of a paragraph.
• Sometimes students press enter to start a new
paragraph. This adds an unintentional space
before the new paragraph.

LESSON DESCRIPTION
A. Preparation
• Place the folder “T.1.2.1_The earth’s climate” in
the “My Documents” folder.

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 1

Level 1 Module 2 Task 1 Class

2
Worksheet Student(s) Date 3

Format your text 4

1. Get ready to format a text 6

Now it’s your turn to format a text. More specifically you have to:
7
 Create a new blank Word document and give it a name of your choice.
 Open the formatted text “T.1.2.1_Climate changes.” 8
 Copy the whole text and paste it into the document you previously created, selecting “Keep text only.”
9

10

11

12
2. Format the text
Now it’s time to format this text in order to make it look more attractive, too. So you have to:
 Make the changes you want to the whole text. More specifically:
o Change the font face of words or phrases
o Change the size of the font
o Make the text Bold or italic and underline it where appropriate
o Highlight important words
o Make text superscript or subscript if possible.
 Format the title changing the color behind the text and putting borders around it.
 Insert bullets or numbering where necessary.
 Align your paragraphs to the side of your choice.
 Change the indentation of the paragraphs.
 Change the distance between the lines in the last paragraph.
Digital Teens 1 | Activity Worksheet

 Use the tab key to set the indent of the first line of each paragraph you want to begin.
 Do not forget to save your file

Note: It is helpful to consult your Student’s Book. It will help you apply the formatting you want.

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2
Level 1 Module 2 Task 1 Class
Worksheet
3 Student(s) Date

4 Format your text

5

7
1. Microsoft Word is an important tool
8 As you know Microsoft Word has been developed to create and edit text.
However the main advantage of this program is that you can format your text in a simple and easy way. Now,
9 let’s look at a formatted text in order to draw some useful conclusions. More specifically, you have to:
 Open the subfolder with the name “T.1.2.1_The earth’s climate” which is in the “My Documents” folder
10 and find the Word file with the name “T.1.2.1_Climate changes.” Then open this file.
 Observe the text carefully and prepare to place your mouse pointer in various positions in the text
11 document in order to answer the following questions on your worksheet.
As you can see, the title of the text has been formatted to look more attractive. Now explore this particular area
12 of the text using the mouse pointer and fill in the following table with reference to font changes.

2. Formatting the title

What is the font style?

………………………………………………..

What is the font size?

…………………………………………………

Has shading been applied? YES  NO 

Digital Teens 1 | Activity Worksheet

Circle the borders which have been applied. Bottom Top Left Right No All Outside
border border border Border border borders borders

Tick the way the text was aligned

Left Center Right Justify

Has a space been added to the paragraph YES  NO 

after the title?

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2
Level 1 Module 2 Task 1 Class
Worksheet Student(s) Date 3
3. Formatting paragraphs 4
The next two paragraphs have been formatted too. Browse 5
the text in the same way in order to fill in the table below.
6
Write the italicized word(s)
………………………………………………..
7
Write the highlighted word(s)
…………………………………………………
8
What is the line spacing of the first paragraph? ………………………………………….
Tick the way the second paragraph has been
9
aligned Left  Center Right Justify
10
Has a space been added before the second YES  NO 
paragraph? 11
Has a space been added after the second
YES  NO 
paragraph? 12

4. An attractive list

Observe the central section of the text

in order to fill in the table below.

What is the line spacing of the list?

………………………………………………..

Has shading been applied to the list?

YES  NO 
Has the indentation of the list been
YES  NO 
Digital Teens 1 | Activity Worksheet

increased?

Tick the way the list was aligned

Left  Center Right Justify

Is subscript used in the paragraph? YES  NO 

Is superscript used in the paragraph? YES  NO 

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 1

2
Level 1 Module 2 Task 1 Class
Self Evaluation
3 Student Date

4
1. Put a  if the sentence is correct
5 1. You can align your text using the spacebar. 
6 2. You can set the distance between the lines using the enter key. 
7 3. The only way to add space after a paragraph is to press the enter
key. 
8
4. You can align a text to the right using the tab key. 
9
5. You can save a Microsoft Word document as a Microsoft Excel file. 
10
6. You can save a Microsoft Word document as a CSV file. 
11
7. You can save a Microsoft Word document as a PDF file. 
12
8. To change the font size of a particular word you can just click on the
word. 
9. To change the font size of a phrase you must select the whole
phrase. 
10. You can change the indentation of a paragraph using the “indent
increase / decrease” buttons. 
11. You cannot apply shading to a list. 

2. Match the columns to show how to align text

Align text to both left and right

 
margins/justify
Digital Teens 1 | Self-Evaluation Sheet

  Center the text

  Align text to the left

  Align text to the right

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 3. Match the buttons in the font group with the corresponding actions
1

2
  Create a subscript
3

  Create a superscript 5

7
  Strikethrough text
8

9
  Underline text
10

11
  Make the font bold
12

  Make the font italic

  Change the font

  Change the size of the font

Digital Teens 1 | Self-Evaluation Sheet

  Highlight text

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Get the Online Teaching Resources at:

binary-academy.com
Online Teaching Resources Syllabus 1
Collecting information
2
Digital Teens 2 1. Introduction to databases

2. Filter and sort 3

3. Keys and relationships

4. Contact management 4
5. Lab data collection
5
6. Project

Designing a document
6
1.Tabs and columns
7
2. Headers and footers

3. HTML and PDF 8

4. Mail merge

5. Advanced topics
9
6. Project
10
Multimedia presentations
11
1. Storyboarding

2. Capture and edit multimedia 12

3. Record your voice

4. Fix photos and add effects

5. Create an animated story

6. Project

Communicating online

1. Networking basics

2. What is a blog?

3. Social Media

4. Communications tools

5. Digital citizenship

6. Project

Samples of Analyzing data

> Lesson Plans 1. Complex calculations

2. Functions
> Activity Worksheets 3. References

> Self-Evaluation Sheets 4. Advanced charts

5. Import and export data

6. Project
 DT2
MODULE 5 Analyzing data
1
TEACHER
TASK 1 Complex calculations CLASS DATE

2
OVERVIEW hand, if they just want to add a percent sign to
3 To make complex calculations in Microsoft Excel. a number without multiplying it by 100, they
should just type the symbol.
OBJECTIVES
4 • To understand the correct order of calculations. LESSON DESCRIPTION
More specifically to know that: A. Start – Brainstorming
5 o multiplication and division are done first and • Ask students questions about the importance
then addition and subtraction. of making calculations and using functions in
o If there are parentheses, first do the Microsoft Excel. More specifically, you could ask
6 calculations inside them and then the rest. them:
• To work with percentages making the proper o How can we analyze imported data in a table?
calculations. o Do you know the proper sequence of math
7 • To realize the different ways to calculate calculations?
percentages. o Have you ever used AutoFill in order to avoid
8 • To understand how to calculate the power of a repeating the same process?
number in different ways. o Have you ever worked with functions in
Microsoft Excel? Have you ever used the
9 SKILLS Power function?
• To perform more complex calculations in a o Do you know how to calculate percentages?
10 formula.
• To transform a number to a percentage and
• Separate students into groups of 2-3.
B. Implementation
more specifically to: • Hand out “T.2.5.1_Worksheet_1.docx.” Ask
11 o Add percentages with the Percent Style button students to do the activity. Open the Excel file
o Determine the decimal places “T.2.5.1_Final.xlsx” to show students an example
• To calculate a power of a number using the of what their table should look like.
12 symbol ^. • Then, hand out “T.2.5.1_Worksheet_2.docx.” Ask
• To use the Power function (x , y). students to complete the activity.
During the activity:
WHAT IS NEEDED o Explain to students that the total area of the
Prerequisites items must be exactly the same as the area of
Basic knowledge of Microsoft Excel (to use AutoFill the square (7,850 m2).
in order to copy, to add columns and rows to a o Help them calculate the percentages if
spreadsheet, to know the correct sequence of necessary.
calculations). o The total building cost must not exceed
Resources $15,000.
• Digital Teens 2 Student’s Book • Tell students that they can consult their Student’s
• T.2.5.1_Worksheet_1.docx Book.
• T.2.5.1_Worksheet_2.docx • Encourage discussion amongst students and add
• T.2.5.1_Evaluation_Sheet.docx that if they have any questions they can ask you.
• T.2.5.1_Final.xlsx C. Completion – Evaluation
Tools & Equipment • Hand out the evaluation sheet to every student
Microsoft Excel and ask them to complete it.
Or a similar program from the list with alternative • Collect the sheets and see if they understood all
tools. the objectives that we had for this lesson.
• Check which part of the lesson students didn’t
LEARNING DIFFICULTIES completely understand and make any changes
• Many students have difficulty in following the required in the teaching process.
Digital Teens 2 | Lesson Plan

proper sequence of math calculations as they

don’t know the basic mathematical rules.
• Some students confuse the function of the NOTES
percent sign of Percent Style on the Formatting
toolbar with the percent sign. When they need to
add a percent sign to a number, they select the
cell first and then click the Percent Style button
on the Formatting toolbar. Doing this, won’t
only add a percent sign to the number, but it will
also multiply the number by 100. On the other

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 1

2
Level 2 Module 5 Task 1 Class
Worksheet Student(s) Date 3

Let’s work with spreadsheets 4

5
As you know, the main reason people use spreadsheets is to organize and analyze information. Imagine
that the mayor of your city assigns some research for the construction of a round square in your 6
neighborhood to your group. Analyze the given data using a spreadsheet in order to get the best results.
First of all, you have to know that: 7
 The radius of the round square is 50 m.
 The budget is $15,000. 8
 You can choose five different items that your square can contain.
 Below is a table of the construction costs which will help you 9
calculate the total building cost.
10
Cost ($) / m2 Cost ($) / Item

11

12
Basketball Mini soccer Tennis
Playground
Grass Fountains Trees Flowers court field court
500 m2
(28x15) m (20 x40) m (37x16)m
2$ 20 $ 1.5 $ 0.5 $ 3000 $ 2500 $ 5000 $ 2000 $

Create a table in a spreadsheet

Now, you have to create a table to analyze this data making calculations and using functions that Microsoft
Excel offers. More specifically:
 Open Microsoft Excel and create a table similar to the one
on the right. More specifically:
o The “Area” column depicts the surface area
which you want to cover with each item in the
square.
Digital Teens 2 | Activity Worksheet

o The “Percentage” column depicts what part of the total area is covered by each item.
o The value column depicts the construction cost of each item.
o In this table cell B7 must contain the total area of the square.

 = 3.14*B8^2
Assuming that the shape of the square is a circle,
 = 3.14*POWER(50^2)
put a  if the following calculations calculate the
area correctly.  = 3.14*POWER(2,50)
 = 3.14*POWER(50,2)

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 1

2
Level 2 Module 5 Task 1 Class
Worksheet
3 Student(s) Date

4 Let’s work with spreadsheets

5
Make calculations and enter data
6
Now you have to enter the proper data into your Excel table. Remember that:
7 The total building cost must not exceed $15,000.
The total area of the items must be equal to the area of the square.
8 However, do you know which calculations and functions you have to use in order to get the desired result?
Look carefully at the spreadsheet below. Then select what we have to write in the cells in order to have the
9 correct content.

10

11

12

1. D2
 = B2^2  = C2 * 1.5
 = B2 * C2  = B2 * 1.5

2. C2
 = B2/B7 %  = B2/B7*100 %
 = D2/B7 %  = B7/B2 %

3. C5
 = B7/B5 %  = 30*20/B7*100 %
Digital Teens 2 | Activity Worksheet

 = 30*20/B7*100  = (30*20) + B7*100

4. B7
 = SUM (B2:B8)  = SUM (B2:B6)
 = B2*4  = B1+B2+B3+B4+B5+B6

Now, it’s time to enter data in your table making the proper calculations. Then fill in the table below:

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2
Level 2 Module 5 Task 1 Class
Worksheet Student(s) Date 3

4
Which items will you
use for the square in the
end? 1 ..................... 2 ..................... 3 ..................... 4 ..................... 5 .....................
5
Which item takes up the 6
most space?
Item: ............................ Percentage: …….
What is the total 7
building cost?
Total cost: ……………
8

10

11

12

Digital Teens 2 | Activity Worksheet

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 1

2 Level 2 Module 5 Task 1 Class

Self Evaluation
3 Student Date

4 1. Put a  if the sentence is correct

1. The correct sequence of calculations is addition and subtraction first and then
5 multiplication and division. 
6 2. If there are parentheses in an equation, first we do the calculations inside the
parentheses and then the rest. 
7 3. To calculate the area of a circle with a radius of 5 cm,

we type = 3.14 * POWER(2,5)
8 4. To calculate the area of a circle with a radius of 5 cm,
we type = 3.14 * POWER(5,2) 
9
5. The only way to add percentage to a cell is to press shift+5. 
10
2. Select what we have to write in the cells in order to have the correct content on
11 the spreadsheet below.

12

1. E3
 = B3-D3*B3  = D3*B3+B3

 = 12*B3+B3  = D3*B3-B3
2. E6
 = 0.12*B6+B6  = 0.12*(B6+B6)
Digital Teens 2 | Self-Evaluation Sheet

 = 0.12*B6-B6  = 1.2 *B6+B6

3. G3
 = B3*3  = B3*2
 = E3*2  = E3*3
4. G6
 = (0.12*B6+B6)*3  = (0.12*B6+B6)*5
 = 0.12*B6+B6*3  = 0.12*B6+B6*5

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Online Teaching Resources Syllabus 1
Handling databases
2
Digital Teens 3 1. Structured information

2. Data entry forms 3

3. Queries

4. Reports 4
5. Import and export data
5
6. Project.

Documents for a purpose

6
1. Text documents
7
2. Spreadsheets

3. Presentations 8
4. Project 1 – Leaflet

5. Project 2 – Labels
9
6. Project 3 – Market research
10
Programming the computer
11
1. What is a program?

2. Variables and commands 12

3. Conditions and branching

4. Functions and subroutines

5. Have fun!

6. Project

Deep diving

1. Advanced networking

2. Servers and storage

3. I’m an IT administrator

4. Data and network security

5. Cloud storage

6. Project

Samples of ICT is fun

> Lesson Plans 1. Design your website

2. Science projects
> Activity Worksheets 3. Robotics

> Self-Evaluation Sheets 4. Design your own game

5. Build your own radio station

6. Project
 DT3
MODULE 5 ICT is fun TEACHER
1 TASK 4 Design your own game CLASS DATE

2
OVERVIEW the fish in the lake and catches the fallen apples.
3 To design your own computer game using Kodu Explain that they will create a lake with fish and
Game Lab. some trees with apples.
• The first thing is to create the terrain using the
4 OBJECTIVES Raise tool. Then, they have to add a round lake in
• To understand that Kodu is a visual programming the middle of the terrain and add water and fish
5 language used for creating games in a simple,
direct and intuitive manner.
to it. They also have to make fish move around
inside the lake using a random path.
• In addition, they will add some trees and some
6 SKILLS apples around the lake.
• To create a new world or use an existing world in • In order to complete their game they have to
order to design your own game. add the game character, which is the Kodu. Ask
7 • To use the terrain tools to create the world for them to add the Kodu using the Object tool and
your game. adjust its size and color. Then they have to make
8 • To create a terrain, add colors and select the Kodu:
brush type and adjust its size. o eat fish when he bumps into them.
• To add objects to a game and adjust them. o move when they press the arrows of the
9 • To add Kodu code rules to a game. keyboard.
o grab fallen apples when he bumps into them:
WHAT IS NEEDED
10 Resources
• Digital Teens 3 Student’s Book
11 • T.3.5.4_Worksheet.docx
• T.3.5.4_Evaluation_Sheet.docx
• T.3.5.4_Kodu2.Kodu2 • Mention that they can press the Play button each
12 • “T.3.5.4_cmap files” folder time they want to check and test their game. Also
Tools & Equipment remind them that they can use their Student´s
Kodu Game Lab Book as a guide.
• At the end, ask them to play their game or ask a
LEARNING DIFFICULTIES classmate to play.
• While students are adding fish to the lake they • The file “T.3.5.4_Kodu2.Kodu2” is an example of a
should be careful and change their height so completed game.
that when the Kodu tries to eat them they are D. Completion – Evaluation.
at the same level and not inside the water! They • Hand out the evaluation sheet to every team and
can rotate the camera and see if the fish are high ask them to complete it.
enough from the bottom of the lake. • Collect them and see if they understood all the
objectives that we had for this lesson.
LESSON DESCRIPTION • Check which part of the lesson students didn’t
A. Preparation completely understand and make any changes
Install Kodu Game Lab on each computer. Make required in the teaching process.
sure that there is a shortcut to it on each Desktop.
B. Start – Brainstorming
• Start a discussion with students about video NOTES
games. All students have probably played at least
one game.
• Hand out the worksheet and ask them to read
the questions and the first paragraph. Encourage
Digital Teens 3 | Lesson Plan

them to have a discussion amongst themselves

in order to answer the questions. This is a subject
that students can discuss and analyze for many
hours!
C. Implementation
• The first thing that students have to do is
open Kodu. Explain that this is a free program
for creating games! Ask them to open it and
navigate through its interface.
• Mention the main idea of the game: Kodu eats

66 © Binary Logic SA 2013-2017. All rights reserved.

 1

Level 3 Module 5 Task 4 Class

2
Worksheet Student(s) Date 3

My first game! 4

5
 Do you play video games?
 What is your favorite?
6
 If you were a game character what would you be like?
7
It’s really difficult to create a computer game using a specific programming language. However, there are
some free labs online that allow you to create your own game, such as Kodu Game Lab. Are you ready to 8
create your own computer game? Let’s try!

Using Kodu Game Lab! 9

Open Kodu Game Lab and click LOAD WORLD. 10
From “All categories” select the First Tutorial world.
Press Esc (keyboard) to edit the world. 11

12
Use the Raise tool and select the last magic brush

to raise the terrain.

Add a lake in the middle!

Now select the circle brush, adjust its size and click in
the middle of the square. Go to the Raise tool again,
select the same magic brush and lower the round area
using the left mouse button. Digital Teens 3 | Activity Worksheet

The lake is ready! The only thing left is to add water!

Select the Water tool and natural color, click in the
middle of the lake and hold the left mouse button in
order to fill the lake with water! Be careful that the
water doesn’t overflow!

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 1

2 Level 3 Module 5 Task 4 Class

Worksheet
3 Student(s) Date

4
Let’s add some fish!
5 Go to the Object tool and choose a fish to add. (Hint: you can rotate the camera in order to handle
the tools better.)
6 Choose the color of your fish and rotate it as you want.
Change the Height of the fish, so they are at the level of the grass.
7
Let’s make the fish move in the lake and make your game more exciting!
8

9
You have to add a path. Click on the Path tool and click on the
10 lake in order to create a path for your fish! You can see an
example in the picture on the right:
To end the path just right click!
11

12

Now you have to make the fish move along the path! Right-click
the fish, click Program and then click move on path.
Click the play button to try your game!

Create more than one fish! Copy and paste 6 more fish into the
lake and rotate them as you want!
Digital Teens 3 | Activity Worksheet

Now, add three trees around the lake. To do this, click on the Object Tool and click the tree icon.
Add some fallen apples around the trees:

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Level 3 Module 5 Task 4 Class

2
Worksheet Student(s) Date
3

8
It’s time to add the game character, Kodu! 9
Add Kodu with the Object tool, adjust its size and then rotate it. The role of Kodu is to eat the
fish when he bumps into them. So, program the Kodu to do this: 10

11

12
But in order for Kodu to bump into the fish you have to be able to move him. So, program Kodu
to move with the proper rules:

Click the play button and use the arrows to move Kodu to bump into the fish.
Finally, program Kodu with the proper rules in order to grab the fallen apples!
Export it as “My first game” to My Documents.

Your game is ready! Play your game and have fun!

Digital Teens 3 | Activity Worksheet

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 1

2 Level 3 Module 5 Task 4 Class

Self Evaluation
Student Date
3

5
Fill in the underlined blanks 1. core 8. hearing
6 with the proper word/phrase 2. create 9. creating games
3. vision 10. behavior
7 4. Kodu 11. simple
5. intuitive 12. direct
8 6. free 13. icon-based
7. programming language 14. time
9

10

11

12
Digital Teens 3 | Self-Evaluation Sheet

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Online Teaching Resources Syllabus 1
Computer science basics
2
Digital Teens 4 1. Data manipulation

2. Computer architecture 3
3. Operating systems

4. Network fundamentals 4
5. Computers in society
5
6. Project

Working online
6
1. Working with documents online
7
2. Online meetings

3. Presentation broadcasting 8
4. Notes management

5. Mind mapping
9
6. Project
10
Advanced imaging
11
1. Image essentials

2. Layers 12
3. Image adjustments

4. Retouch and enhance

5. 2D animation creation

6. Project

Desktop Publishing

1. From etching to DTP

2. Basic Tools

3. Single-page design

4. Multi-page document I

5. Multi-page document II

6. Project

Samples of Developing applications

> Lesson Plans 1. Programming concepts

2. Decisions and repetition

> Activity Worksheets 3. Database management

> Self-Evaluation Sheets 4. Classes, objects and inheritance

5. User interface and testing

6. Project
 DT4
MODULE 2 Working online TEACHER
1 TASK 1 Working with documents online CLASS DATE

2
OVERVIEW • Microsoft Office
3 Use Office programs online, like OneDrive (former • Internet Explorer
SkyDrive) and Google Drive, in order to create, edit, • Whiteboard
share or collaborate on documents with friends, Or a similar program from the list with alternative
4 using any Web browser. tools.

5 OBJECTIVES LEARNING DIFFICULTIES

• To understand that by using the OneDrive Office Students should be careful with the files they
Online Application you can have access to share with web storage services like OneDrive and
6 your documents anywhere that has an Internet Google Drive. If they want their friends to be able
connection. to edit the shared files, they should select the “Edit”
• To be able to share documents with others. checkbox. Also, if they don’t want the shared files to
7 • To be able to collaborate with others online. be edited by people other than their friends, they
• To understand that online Office Applications should select the “Require everyone who accesses
8 are similar to Microsoft Office programs on the this to sign in” checkbox.
desktop and have the same basic controls and
functions. LESSON DESCRIPTION
9 • To collaborate with others using OneDrive in A. Preparation
order to edit files. • Make sure that each team has an account on
10 • To understand that Google Drive is an alternative
cloud storage service with integrated online
Google Drive and OneDrive. Otherwise create
one for each team. Write the username and
capabilities. password of each team on the whiteboard.
11 • To understand that Google Drive allows multiple • Create a new blank document in Google
people in different locations to collaborate Drive called “World Wetlands Day.” Share this
simultaneously on the same file from any document with all the teams with the ability to
12 computer with Internet access. edit enabled.
B. Start – Brainstorming
SKILLS • To start with, discuss the reasons why we use the
• To start the OneDrive Office Online application. Internet. Hand out “T.4.2.1_Worksheet_1.docx”
• To use the Word Online application. and ask students to read the questions and the
• To use the Excel Online application. first paragraph. Ask students to mention some
• To use the PowerPoint Online application. cases in which they needed to use the Web and
• To upload a document to OneDrive from the what would have happened if they didn’t have
computer. Internet access.
• To download a file from OneDrive. • Help them by asking more questions like:
• To download the OneDrive application on any o Have you ever desperately needed to access a
device. file saved on your computer but were too far
• To share documents with others safely. away from it?
• To start Google Drive. o Is there a way to access your personal files
• To upload a document to Google Drive. from any computer that has Internet access?
• To create a new file in Google Drive with an • Introduce the general purpose of the lesson,
available application. which is the usage of some web storage services
• To share documents with others and collaborate and to help create and edit files from anywhere
on Google Drive. with Internet access.
C. Investigation of knowledge – Development of
WHAT IS NEEDED knowledge
Prerequisites Then, ask students to read the rest of the
Digital Teens 4 | Lesson Plan

Basic knowledge of Microsoft Office and Internet worksheet. They have to fill in a concept map. While
Explorer. completing this map:
Resources • They will realize that Google Drive is an
• Digital Teens 4 Student’s Book alternative cloud storage service that offers them
• T.4.2.1_Worksheet_1.docx the ability to have real-time collaboration with
• T.4.2.1_Worksheet_2.docx their friends in different locations.
• T.4.2.1_Worksheet_3.docx • They can use Google Drive in order to create a
• T.4.2.1_Evaluation_Sheet.docx new document, upload files from their computer
• Folder “T.4.2.1_cmap files” or edit files online.
Tools & Equipment • With Google Drive we can create:

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72 © Binary Logic SA 2013-2017. All rights reserved.

 o Documents
o Presentations
1
o Spreadsheets NOTES
o Forms 2
o Drawings
o Folders
• Then, hand out “T.4.2.1_Worksheet_2.docx” and 3
ask students to complete the activity. They have
to fill in another concept map.
• In this concept map students will realize how
4
OneDrive works, namely that it gives them the
ability to upload or create a new file. They can 5
also edit a file simultaneously with others, using
different devices.
• With OneDrive we can create: 6
o Word documents
o Excel workbooks 7
o PowerPoint presentations
o OneNote notebooks
They can use the Student’s Book as a guide if 8
necessary.
D. Implementation.
• Hand out “T.4.2.1_Worksheet_3.docx.” Ask
9
students to read the activity on the worksheet.
Introduce the aim of this activity which is the 10
creation of a presentation about the wetlands
around the world. Students have to collaborate
amongst themselves in order to decide on and 11
create their presentations.
• Separate the students into 5-6 teams. Each
team should have a Google Drive account and
12
OneDrive account.
• Ask them to read the activity and execute the
steps. Your role is to be supportive.
o In the first part they should use the file
“World Wetlands Day” in order to edit it
simultaneously. They will realize that Google
Drive gives them the ability to collaborate
in real-time on any computer with Internet
access. At this point you can observe their
discussions and jump in if necessary.
o In the second part they have to create their
own file about a wetland and share it with all
teams in order for it to be edited and then
corrected again. The email addresses of each
team are written on the whiteboard. They also
have to upload a picture. At this point mention
that they can upload any type of file. Finally
they should download all the files that the
teams created and shared on OneDrive.
• Explain that they can download OneDrive onto
any device, in order to have access to their
Digital Teens 4 | Lesson Plan

OneDrive files. They can use the Student’s Book

as a guide.
E. Completion – Evaluation.
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect them and see if they understand all the
objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

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 1

2
Level 4 Module 2 Task 1 Class
Worksheet
3 Student(s) Date

4 Share your documents

5
Why do you use the Web?
6 Can you save your files “somewhere” on the Internet?

7 We use the Internet mainly to search for information or send emails. But recently, it has become possible to use
the Internet to save our files and have access to them from anywhere. We can also edit and collaborate on a file
8 simultaneously with our friends in different locations by using various Web sites. Two Web sites that offer us
this ability are onedrive.live.com and drive.google.com.
9
Fill in the following concept map in order to understand what OneDrive and Google Drive are:
10
Fill in the underlined blanks with the proper word/phrase
11

12 1. office
2. with
3. your computer
4. collaboration
5. create files
6. documents
7. Google Drive
8. offers
9. account
10. Documents
11. storage service
12. upload
13. Spreadsheets
14. Drawings
15. online
Digital Teens 4 | Activity Worksheet

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74 © Binary Logic SA 2013-2017. All rights reserved.
 1

2
Level 4 Module 2 Task 1 Class
Worksheet Student(s) Date 3

Share your documents 4

5
Fill in the underlined blanks with the proper word/phrase
6

1. editing your documents 9. downloaded 7

2. sharing 10. Windows Phone
3. upload 11. access 8
4. to any 12. collaboration
5. Microsoft OneDrive 13. documents 9
6. any browser 14. Excel
7. Android 15. PowerPoint 10
8. Word 16. installed
11

12

Digital Teens 4 | Activity Worksheet

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 1

2
Level 4 Module 2 Task 1 Class
Worksheet
3 Student(s) Date

4 Share your documents

5
February 2nd is World Wetlands Day. Your Geography teacher has asked you and your classmates to present
6 some files about the Wetlands of the world or your country.

7 Part 1
8 Firstly you should visit drive.google.com. Type in your Google email address and password.
There is a shared file called “World Wetlands Day” that your teacher created. Find and open it (it is in the
9
folder “Shared with me”).
10 This document is blank. You will use it in order to chat with the members of the other teams and decide
which wetlands you will create a file presentation on. Type your wetlands suggestion, wait and then read
11
the other suggestions. Collaborate simultaneously on the same file and observe the colored tile with the
12 teams’ names that appear on screen when someone is typing something.

Part 2

Now find information and download pictures from the Web about the wetlands you have decided to
present. Save them in a folder on your desktop and name it appropriately.
Visit onedrive.live.com and sign in using your Microsoft account email and password.
Create a new file (Word document or PowerPoint presentation). Type the information you found and
insert some images about the wetlands. Office online applications have the same basic functions as
Microsoft Office programs.
Upload a picture of the wetlands you chose.
When you finish your work share your file with the rest of the teams. Adjust the settings so recipients are
able to edit the file but if they forward it to someone else then those recipients are unable to open it.
Digital Teens 4 | Activity Worksheet

You will also receive their work. Open, read and type your comments on them.
Finally open your file, read the comments from the others and make any necessary corrections in order
for your file to be presented on February 2nd!
When all teams have completed their work, download all the files from all the teams and save them in a
folder on your desktop.

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 1

2
Level 4 Module 2 Task 1 Class
Self Evaluation
Student Date 3

5
1. Select the correct answer
 share documents with your
6
friends
 chat with one friend only
7
1. Microsoft OneDrive offers you the ability to
 open and edit any document 8
that is saved on your
computer from any Web
browser 9
 a computer
10
 an iPhone
2. You can have easy access to your OneDrive files by using  any smartphone 11
 an iPad
12
 all of the above
 Word document
 Access database
3. With OneDrive you can’t create a(n)  Excel workbook
 PowerPoint presentation
 OneNote notebook
 collaborate with them
4. On Microsoft OneDrive you can share documents with
 ask them to edit files
your friends, but you can’t
 start a video chat with them
 only one minute after you
upload it
 not simultaneously
Digital Teens 4 | Self-Evaluation Sheet
5. In the Word/Excel/OneNote Online you and your friends
can edit a document  instantly
 none of your friends can edit
your documents

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 2. Select the correct answer
1 Web browser

2  storage service
1. Google Drive is a  social networking site
3  chat room
text editor
4 
 create documents
5  edit documents
2. Google Drive offers you the ability to  share documents
6
 collaborate on documents
7  all of the above
 Facebook account
8
 Gmail account
3. You can use Google Drive if you already have a
9  Yahoo account
 Skype account
10
 “Can edit”
4. In order to collaborate at the same time with many
11 people in real-time, you should check the following  “Can comment”
selection when you share the document:
 “Can view”
12
 simultaneous processing of
two or more documents by
one person
 simultaneous processing of
one document by many
5. Your ability to use Google Drive to create a virtual people
chat is due to  sequential processing of
one document by many
people
 sequential processing of
two or more documents by
one person
Digital Teens 4 | Self-Evaluation Sheet

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78 © Binary Logic SA 2013-2017. All rights reserved.

Online Teaching Resources Syllabus 1
Building a website
2
Digital Teens 5 1. Design a web page

2. Web hosting and SEO 3

3. HTML and CSS

4. Insert content 4
5. Web forms
5
6. Project

Graphics design
6
1. Vector graphics
7
2. Coloring and shaping

3. Adding text and reshaping 8

4. Making curves

5. More design tools

9
6. Project
10
Interactive applications
11
1. Getting started

2. Designing the UI 12
3. Animating objects

4. Adding interactivity

5. Working with sound and video

6.Project

Advanced multimedia

1. Video shooting

2. Video editing

3. Visual effects

4. The final touch

5. 3D animation

6. Project

Samples of Project management

> Lesson Plans 1. What is a project?

2. Organizing tasks
> Activity Worksheets 3. Create a Gantt chart

> Self-Evaluation Sheets 4. Create a diagram

5. Changing colors and fonts

6. Project
 DT5
MODULE 1 Building a website TEACHER
1 TASK 4 Insert content CLASS DATE

2
OVERVIEW students to read the first paragraph: There are
3 To insert images, sound and photos on a web page, some questions that students have to answer.
but also to create a navigation bar with links to • Help them, asking questions such as:
other web pages. o Can you add audio and pictures to a web
4 page?
OBJECTIVES o How many pictures or photos you can add
5 • To realize that a navigation bar helps us move into a website?
from one page to another on a website. o Do you know what the navigation bar is?
• To be able to add an image to a website from the • Explain that in this lesson they will learn how to
6 computer or the Web as a hyperlink. insert images, sound and photos onto a web
• To search for “free photo gallery for website” page, but also how they can link web pages and
in order to find detailed instructions on how to move from one to other page.
7 include photos on web pages. C. Investigation of knowledge – Development of
• To understand the steps that need to be taken in knowledge
8 order to create a photo gallery on a web page. • Then ask students to read and complete the
activity of the worksheet. There is HTML code on
SKILLS the worksheet. They should look at it carefully
9 • To create a navigation bar. and recognize the tags. The correct tags have
• To add images to a web page. been written down in the following table:
10 • To change the image’s dimensions on a web
page. Write down the tags of the:
• To add sound to any web page. Navigation toolbar <nav> … </nav>
11 • To create a photo gallery to display photos on a Title <title> … </title>
web page.
Video <video controls> … </video>
12 WHAT IS NEEDED Image <img … />
Prerequisites Sound <audio controls> … </audio>
Create and upload a web page to a free web Links “http:// … ”
hosting service. List <ul> … </ul>
Resources
CSS rule Body { … }
• Digital Teens 5 Student’s Book
• T.5.1.4_Worksheet_1.docx
• T.5.1.4_Worksheet_2.docx • T
ell them to consult the Student’s Book if
• T.5.1.4_Evaluation_Sheet.docx necessary. Explain that each tag performs a
Tools & Equipment specific task.
• Adobe Dreamweaver D. Implementation
• Internet Explorer Then, hand out the “T.5.1.4_Worksheet_2.docx”. In
• Firefox Mozilla this activity students will create a complete web
Or similar programs from the list with alternative page with content:
tools. • First they have to download the pictures and
sound file(s) that they want to add to their web
LEARNING DIFFICULTIES page. You can download the national anthem of
• Sometimes students get confused when they see your country and paste it in My Documents on
code in HTML language. Tell them that they can each computer.
work in Split view in order to see the code and the • Then ask them to open Dreamweaver and create
results next to it. a new HTML file with the files they downloaded.
They can format it as they have learned in the
Digital Teens 5 | Lesson Plan

LESSON DESCRIPTION previous lessons. Urge them to discuss and

A. Preparation decide how to format the file.
Install Dreamweaver on each computer. • The third step is to make a connection between
B. Start-Brainstorming the two files. Mention that they should have the
• At the beginning, have a discussion with students files in the same folder and rename the starting
about the web page they created in the previous page as “index.html.” The navigation bar will
lesson. Ask them to find and open it using the help them make this connection. Tell students
proper program (Dreamweaver). Then they to consult the Student’s Book, if necessary. They
should describe the elements they have inserted. have to create two links on the navigation bar.
• Hand out the “T.5.1.4_Worksheet_1.docx”. Ask • Remind them to save their files any time they

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80 © Binary Logic SA 2013-2017. All rights reserved.

 make a change. In the end they can review the
files and should upload both of them to the web- 1
hosting service.
• If there is time, ask students to create a photo 2
gallery in the file “Photos.html” with photos of
the most interesting places in their town.
E. Completion – Evaluation 3
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect them and see if they understood all the
4
objectives that we had for this lesson.
• Check which part of the lesson students didn’t 5
completely understand and make any changes
required in the teaching process.
6
NOTES
7

10

11

12

Digital Teens 5 | Lesson Plan

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© Binary Logic SA 2013-2017. All rights reserved. 81

 1

2
Level 5 Module 1 Task 4 Class
Worksheet
3 Student(s) Date

4
A completed website
5

6
It’s time to insert new content on your web page
7
In the previous lesson you created a web page that contains text (in paragraphs and lists), links and a video.
8 Now, you will add images and sound to your web page. Follow the instructions and make your web page
more appealing!
9
Download two images of your town from the Web and save them on your desktop with the names
10 “my_town1” and “my_town2”. Also, search for and download the national anthem of your country, unless
your teacher has already saved it in My Documents.
11 Open Dreamweaver and create a new HTML file called “Photos of my town”. Add the header “Photos” and
below it add the images you downloaded. Change the images’ dimensions from the Properties panel in order
12 to fit onto the page.

Now add your national anthem below the images.

Customize the web page as you like. You can add a background color or add ids and classes to format each
element separately.

Save the web page as “Photos.html” in the same folder you saved the web page of your town in the previous
lesson. Rename the web page of your town to “index.html.”

Now you will link the two pages. Open “index.html” and below the header add a navigation bar. Create the
links “Photos” and “Contact me”.

Connect the link “Photos” with the new web page “Photos.html” you created.

Preview your page in a browser to see how it looks. Upload both files to your web hosting service.
Digital Teens 5 | Activity Worksheet

Your website is ready!

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 1

2
Level 5 Module 1 Task 4 Class
Worksheet
Student(s) Date 3

A completed website 4

Up until this point you’ve learned how to create a single web page. But how many web pages could a website 6
consist of? What elements can you add to a web page? Let’s investigate these questions.
7
Let’s recognize tags
8
In the following script you can see the HTML code of a web page. Can you recognize the different tags? Look
at it carefully and then fill in the table: 9

10

11

12

Digital Teens 5 | Activity Worksheet

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© Binary Logic SA 2013-2017. All rights reserved. 83
 1

2
Level 5 Module 1 Task 4 Class
Worksheet
3 Student(s) Date

6 Write down the tags of the:

7
Navigation toolbar
8

10 Title

11

12 Video

Image

Sound

Links
Digital Teens 5 | Activity Worksheet

List

CSS rule

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84 © Binary Logic SA 2013-2017. All rights reserved.
 1

Level 5 Module 1 Task 4 Class

2
Self Evaluation
Student Date 3

4
1. Select the correct answer
 images 5
 videos 6
1. On a web page you can insert
 audio
7
 all of the above
8
 an unordered list
2. In order to move between the pages of a  a navigation toolbar 9
website we should create
 a header 10
 <h1> … </h1> 11
 <p> … </p>
12
 <head> … </head>
3. The tags of a navigation toolbar are:
 <body> … </body>
 <nav> … </nav>
 <tag> … </tag>
 only under the page’s title
 only on pages with the name
4. You can add an image
“photo.html”
 anywhere on a web page
 upload many pictures from your Digital Teens 5 | Self-Evaluation Sheet
computer to the web page
5. In order to create a photo gallery in your  follow some instructions on how to
web site you have to include it in your web page
 create a subfolder named “photos” in
the folder with the web page

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© Binary Logic SA 2013-2017. All rights reserved. 85

Get the Online Teaching Resources at:

binary-academy.com
Digital Teens 6 Syllabus 1
Teacher
2
> Practice your ICT skills through The gradebook

real-life projects A school event 3

A topic presentation
4
A school trip

The school newspaper 5

The school blog
6
Sales manager

Make a proposal 7
Daily report

Sales notebook
8
Sales reports
9
A new product

A customer database 10
Digital marketer 11
Plan your marketing stategy

Email marketing campaign 12

A brand blog

Create blog content

Blog and social media

Social media audit

Web designer

A web designer

Newsletter template

Code an email newsletter

Design a one column website

Code a one column website

Design a two column website

Build a two column website

Application developer

Organize the data

Handling a database

Start building your app

Images and videos

Add a new record

Search with a filter

 1

2
COMPUTING AND ICT

3 Online
Teaching Resources
4 SAMPLER

5
ISBN: 978-960-698-411-2
6 PN: C1903005021-1438

7 © Binary Logic SA 2017. All rights reserved. No

parts of this publication may be reproduced,
stored in a retrieval system or transmitted in any
8 form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without
permission in writing from the publishers.
9 Under no circumstances may any part of the
material be photocopied for resale or any
other use.

10
Produced in the EU
11

12

http://binary-academy.com/dnld
Download the sample pages
of the Student’s Books
Digital Teens 6 | Sample pages

[email protected]
www.binarylogic.net

88 © Binary Logic SA 2013-2017. All rights reserved.

 COMPUTING AND ICT

Online
Teaching Resources
SAMPLER

Complete computing and ICT series

that adopt an innovative approach to
presenting and practicing ICT skills.

Key features
> Presentation of computing concepts
in meaningful contexts and realistic
situations.
> Comprehensive coverage of
international ICT curricula and exams.
> Fun, real-world scenarios and carefully
graded activities to motivate students.
> Clear step-by-step walkthroughs of
the operating system and software
applications.
> Effective student and teacher support.

binarylogic.net

ISBN: 978-960-698-411-2