Teacher's Guide

COMPU-TECH
and
Robotics

Level 2
 DAR EL CHIMAL PRINTING - PUBLISHING -
INTERNATIONAL Co. DISTRIBUTING

Tripoli, Lebanon - P.O.Box 57 - Tel.: (06) 411311, 411611 - Fax: 9616410263

E-mail: [email protected] - Website: www.darelchimal.net
All rights reserved - First Edition 2022

All rights reserved. No part of this publication may be reproduced or utilized in any form or by
any means, electronic or mechanical, including photocopying, recording or by any information
storage and retrieval system, without prior permission in writing from the publisher.

Edited by: Ms. Mounira El Rabaa - Ms. Danielle Dirk

Programming part by: Mr. Ibrahim Fattal
Teacher’s guide & additional content by: Mr. Adnan Jabbado

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 Introduction
We live in an ever-advancing era. The pace at which technological development
is progressing demands a more immense understanding of how computers think
and an easier approach to practically operate and communicate with the devices
around us.

The introduction and development of computer-oriented skills are becoming a

requirement for both children and adults. This series of books helps close the gap
between the complex concepts of the digital world and the human mind in a way
that enhances our daily interaction with digital systems as a whole.

Highly effective methods have been used in this series to put the students in
direct contact with advanced programming and robotics concepts using very
friendly approaches and ensuring that the students gain a set of benefits.
The benefits of learning about computers and robotics range from personal ones
to career-impacting ones, like improved critical thinking, a stronger independent
work ethic, a greater sense of empowerment, better career options, an open
perspective towards programming, high problem-solving skills, a practice for
curiosity and creativity, and future-proof knowledge.

This book will familiarize the students with the concepts of hardware and
software, running an application, and will introduce them to basic Scratch
programming concepts.

The students’ early exposure to computers in healthy ways will build up to a

more efficient time with digital machines later on as they grow up. This book
aims to strengthen this vision.

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 Content
Unit 1 1. Review from Grade 1
This unit aims to walk the students over computer parts
and computer lab rules previously addressed in Grade 1.

Unit 2 2. Desktop
In this unit, students will learn how to use icons, the
start menu and how to create a folder.

Unit 3 3. Microsoft Paint

In this unit, the students will learn all about Microsoft
Paint: How to start the program, how to use its features,
and how to save a file.

Unit 4 4. Microsoft Word

In this unit, the students will learn how to start a blank
document in word and will learn about the many
features of the program.

5. Storage Device
Unit 5 In this unit, the students will learn about the functions
and uses of USB flash sticks and CD-ROMs.

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Unit 6 6. Robotics
In this unit, the students will learn more advanced
programming concepts in ScratchJr scripts.

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 Unit 1
Target: This unit aims to walk the students over
computer parts and computer lab rules previously
addressed in Grade 1.

Class Activity: You should review the important

rules for the computer lab and use the computer in a
healthy way with the students. Asking them whether
they remember what the rules were is a good start.

Instructional videos are provided in the resources as

well.

1. Split the students into groups and ask them to

fill in the following table.
2. There could be many different answers.
3. Compare the results to the table on the next page
and discuss it with the students.

Example of solution:

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1. Ask the students to solve the following exercise.
2. They are asked to complete the crossword
puzzle.
3. Instructions are provided under the exercise.

1. Ask the students to solve the following exercise.

2. They are asked to match each question with its
correct answer.
3. The solution is provided below.
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Solution:

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1. Ask the students to solve the following exercise.
2. They are asked to tick the correct answer for
each row.
3. The solution is provided below.

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Solution:

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 Unit 2
Target: In this unit, students will learn how to use
icons, the start menu and how to create a folder.

Class Activity: You should accompany the students

to the computer lab and walk them through using
their desktop: Creating a folder, starting a program,
and turning off the computer.

Instructional videos are provided in the resources as

well.

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1. In a turn-based activity, ask the students to read
each paragraph out loud.
2. Execute the instructions in the below section
with the students.
3. Pass by them to make sure they are keeping up
with the book.

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1. Ask the students if they can identify any icon on
their screens.
2. Discuss the results with them
3. Ask them to read the instructions below in a
turn-based activity.

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1. Try to click on the Start menu and turn the
computer off with the students.
2. Pass by them to make sure they are working
correctly.
3.

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1. Ask the students to read the following section in
a turn-based activity.
2. They will be guided to create their first folder
and name it “My Folder”.
3. Pass by them to make sure they are working
correctly.

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1. Ask the students to solve the following exercise.
2. They are asked to fill in the blanks using one of
the words available above.
3. The solution is provided below.

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 Solution:

1. Ask the students to execute the instructions in

the following exercise.
2. Pass by them individually to make sure they are
working correctly.

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3. Ask the students to execute the instructions in
the following exercise.
4. Pass by them individually to make sure they are
working correctly.

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 Unit 3
Target: In this unit, the students will learn all about
Microsoft Paint: How to start the program, how to
use its features and how to save a file.
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Class Activity: You should accompany the students
to the computer lab and walk them through using
Microsoft Paint as you follow the instructions in the
book.

Instructional videos are provided in the resources as

well.

1. Follow the instructions below to run Paint on the

computer.
2. Ask the students to follow the instructions step
by step.
3. Pass by them individually to make sure they are
progressing correctly.

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1. Ask the students to draw the following exercise
on their own.
2. Pass by them individually to make sure they are
working correctly.

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1. Ask the students to solve the following exercise.
2. They are asked to fill in the blanks using one of
the available words above.
3. The solution is provided below.

Solution:

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1. Ask the students to draw the following exercise
on their own.
2. Pass by them to make sure they are working
correctly.

1. In the following exercise, the students are asked

to replicate a certain drawing.
2. The results may vary from one student to
another.
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3. Pass by them individually to make sure that they
are working correctly.
The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

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 Unit 4
Target: In this unit, the students will learn how to
start a blank document in word and will learn about
the many features of the program.

Class Activity: You should accompany the students

to the computer lab and walk them through using
Microsoft Word as you follow the instructions in the
book.

Instructional videos are provided in the resources as

well.

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1. In a turn-based activity, ask the students to read
the following instructions.
2. The students should execute the instructions in
the section below step by step.
3. Pass by them individually to make sure they are
keeping up with the book.
The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

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1. Ask the students what they know about
keyboards.
2. Discuss their answers, then ask them to read the
following section.
3. Continue following the instructions in the book.

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1. Ask the students to copy the following text in
Word and fill it with the names of their
classmates.
2. An example of the solution is provided below.

Example of the solution:

1. Continue reading and following the instructions

below.

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2. Ask the students to type the following text in
their Word documents.

3. Continue reading and following the instructions

below.

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4. Ask the students to create the same lists like the
ones below using bullets.

5. Continue reading and following the instructions

below.

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6. Ask the students to create the same list like the
one below using numbers (or alphabets).

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7. The students are now asked to copy the
documents they saved and drag/drop them inside
a newly created folder.

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8. The students are asked to copy the following
text and fill it with names of their choice.
9. Then they have to apply the formatting
instructions mentioned below.
10. Pass by them individually to make sure they are
working correctly.
11. An example of the solution is provided below.

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 Example of Solution:

1. Continue reading and following the below

instructions.

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2. Ask the students to copy the following text into
their Word document and include a Sun shape.
3. They have to identify its position with reference
to the text (However they like).

1. Continue reading and following the instructions

below.

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2. Ask the students to apply the new alignment
features they learned in the following exercise
3. They are asked to copy the letter below and add
their name and their friend’s name.
4. Pass by them individually to make sure they are
working correctly.
5. Make sure they are aligning the paragraphs
correctly.
6. An example of the solution is provided below.

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Example of Solution:

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1. Continue reading and following the below
instructions.

2. Ask the students to follow the below instructions

in order to write a story of their own.
3. They have to create a story of 3 paragraphs and
follow the formatting mentioned in the exercise.
4. An example of the solution is provided below.
5. Pass by them individually to make sure they are
working correctly.

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 Example of Solution:

1. Ask the students to follow the below instructions

in order to write the process of how they get
ready for school.
2. An example of the solution is provided below.

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1. Continue reading and following the instructions
below.

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2. The students are asked to create a word
document that uses borders and shading options.
3. They should follow the instructions below.
4. An example of the solution is provided below.

Example of solution:

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1. In order to test their skills, the students can solve
the following exercises on their own.
2. Try to offer them minimal help, or no help at all
if possible.

1. The students are asked to fill in the blanks using

one of the words available above.
2. The solution is provided below.

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 Solution:

1. Ask the students to solve the following exercise.

2. Instructions are given below.
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3. Pass by them individually to make sure they are
working correctly.

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 Unit 5
Target: In this unit, the students will learn about the
functions and uses of USB flash sticks and CD-
ROMs.

Class Activity: You should accompany the students

to the computer lab and try out the functions of
different storage devices following the instructions
in the book.

Instructional videos are provided in the resources as

well.

4. Ask the students if they ever encountered or

used a storage device. Ask questions like “Do
you know what a USB flash stick is?” or “Have
you ever used a CD?”
5. Discuss the answers with the class.
6. Ask the students to read the following
paragraphs in a turn-based activity.
7. Instructional videos are provided in the
additional resources, watch them with the
students and discuss what they learned so far.
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8. Ask the students to plug their USB sticks into
their computers and guide them through
renaming their storage device and copying data
to it.
9. Follow the below instructions.
10. Pass by the students individually to make sure
they are following the steps correctly.

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11. In the following section, the students will learn
about CDs and how to burn files unto them.
12. In a turn-based activity, ask the students to read
the following paragraphs.
13. Guide them through burning their first CD,
following the steps below.
14. Pass by them individually to make sure they are
following the steps correctly.
15. An instructional video is provided in the
resources, watch it with them and follow the
steps for additional practice.

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16. The students are now asked to burn a Word file
unto a CD on their own, following the steps they
have just learned.

17. Ask the students to test their skills using the

below activities.
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18. Ask the students to solve the following exercise.
19. They are asked to match each device with its
appropriate description.
20. The solution is provided below.

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 Solution:

21. In the following exercise, the students are asked

to fill in the blanks using one of the words
available above.
22. The solution is provided below.

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Solution:

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 Unit 6
Target: In this unit, the students will learn more
advanced programming concepts in ScratchJr scripts.

Class Activity: You should accompany the students

to the computer lab and try out the new ScratchJr
scripts with them.

Instructional videos are provided in the resources as

well.

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23. In the upcoming section we will be talking about
new blocks we can use in our SratchJr scenes.
24. We will talk about two new types of blocks:
1. Triggering blocks:
1. Triggering blocks are what we call
“flow control”. They are responsible for
starting or kicking off certain actions or
scripts when a certain condition is met
(Character bumps into another, for
example).
2. Looks blocks:
1. Looks blocks are directly connected to
the looks of a certain character (size,
visibility), they are also used to make a
character show a speech bubble.
25. Read the following section with the students.

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26. In the next practice, we will be creating the first
page in our story.
27. The students should follow the below
instructions in order to create a new character
and their first bump trigger block when two
characters bump into each other.
28. An instructional walkthrough video is provided
in the additional resources.
29. After each instruction, pass by the students to
make sure they are keeping up with the book.

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30. In the next section, we will learn how to add a
new page to our story and how to transition from
one page to another.
31. Ask the students to follow the instructions.
32. An instructional walkthrough video is provided
in the additional resources.
33. Pass by the students individually to make sure
they are keeping up with the book.

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34. We will now talk about “Sound blocks” and
“End blocks”.
1. Sound blocks are used to trigger certain
sounds in the scene (Like a pop sound or a
pre-recorded sound).
2. End blocks are used either to ask the
program to repeat something when the scene
ends or to indicate that the scene has indeed
ended.

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35. In the following exercise, the students are asked
to create an infinitely bouncing ball.
36. An instructional walkthrough video is provided
in the additional resources.

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37. In the next exercise, the students are asked to
follow the instructions in order to create a
ScratchJr scene.
38. An instructional walkthrough video is provided
in the additional resources.
39. Pass by the students individually to make sure
they are working correctly.

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