Teacher's Guide

COMPU-TECH
and
Robotics

Level 3
 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

2
 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 more advanced
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.

3
 Content

Unit 1 § Identify the Hardware and Software

This unit aims to review what the students have
learned previously about hardware and software.

Unit 2 § Output and Input Devices

In this unit, students will learn how input and
output devices work and what they are.

Unit 3 § Desktop Features

In this unit, the students will take a deeper look at
the features of Desktop: How to manage files,
print files, customize a background and set a
screensaver.

Unit 4 § Microsoft Word

In this unit, the students will take a deeper look at
Microsoft Word: Using shortcuts, creating tables,
and typing paragraphs.

4
 § Microsoft PowerPoint
Unit 5 In this unit, the students will be introduced to
Microsoft PowerPoint and will create their first
presentation.

Unit 6 § Windows Movie Maker

In this unit, the students will be introduced to
Windows Movie Maker and will create their first
project.

Unit 7 § ScratchJr – Introduction to

Programming
In this unit, the students will take a deeper dive
into ScratchJr programming: Learning Control
Blocks and more advanced animation features.

5
 Unit 1
Target: This unit aims to review what the students
have learned previously about hardware and
software.

Class Activity: Walk the students through what they

have learned already about Hardware and Software
by asking them questions and solving the exercises
provided.

Instructional videos are provided in the resources as

well.

6
• Ask the students to identify the below images.
• They have to write either “Hardware” or
“Software” on top of each image.
• The solution is provided below.

7
8
9
• Ask the students to solve the following
exercise.
• They are asked to match each word with its
appropriate descriptions.
• The solution is provided below.

10
Solution:

11
 Unit 2
Target: In this unit, students will learn how input
and output devices work and what they are.

Class Activity: Walk the students through what they

have learned already about output devices and input
devices by asking them questions and solving the
exercises provided.

Instructional videos are provided in the resources as

well.

12
• In a turn-based activity, ask the students to
read the below paragraphs.
• Discuss each paragraph with them.
• Watch the videos provided in the additional
resources and discuss them with the students.

13
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• Ask the students to solve the following
crossword exercise.
• The solution is provided below.

15
Solution:

16
• Ask the students to solve the following
exercise.
• They are asked to tick the correct answer for
each row.
• The solution is provided below.

17
Solution:

18
 Unit 3
Target: In this unit, the students will take a deeper
look at the features of Desktop: How to manage
files, print files, customize a background and set a
screensaver.

Class Activity: You will accompany the students to

the computer lab and guide them through using the
different features of a Desktop, following the
instructions in the book.

Instructional videos are provided in the resources as

well.

19
• Ask the students to turn their computers on.
• Ask them to identify the different parts of a
desktop, following the guide in the book.
(Taskbar, start menu, etc…)

20
• In the below section, try to restart the
computer with the students.
• Pass by them individually to make sure they
are working correctly.

21
22
• Now, we will try to print a document.
• Ask the students to read the steps below in a
turn-based activity.
• Follow the steps with the students in order to
print out a document.
• Pass by them individually to make sure they
are keeping up with the book.

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• The following section will summarize the
Printing menu that is displayed once we
choose to print a certain document.
• Various printing options and settings appear,
read the next section with the students to learn
about them.

26
• In the following section, the students will
learn how to change their desktop’s
background.
• Ask them to follow the instructions carefully.
• Pass by them individually to make sure they
are keeping up with the book.
• An instructional walkthrough video is
provided in the additional resources.

27
28
29
30
• Now that we have changed our desktop’s
background, let’s try to set a Screen Saver.
• Ask the students to follow the below
instructions in order to set a Screen Saver.
• Pass by them individually to make sure they
are keeping up with the book.
• An instructional walkthrough video is
provided in the additional resources.

31
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33
• In the following exercise, the students are
asked to match each image with its appropriate
text.
• The solution is provided below.

34
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Solution:

36
• Ask the students to answer the following
questions.
• The solution is provided below.

Solution:

37
• Ask the students to fill in the blanks using one
of the available words.
• The solution is provided below.

38
Solution:

39
 Unit 4
Target: In this unit, the students will take a deeper
look at Microsoft Word (Using shortcuts, creating
tables, and typing paragraphs).

Class Activity: You will accompany the students to

the computer lab and guide them through their
Microsoft Word session, following the instructions
in the book.

Instructional videos are provided in the resources as

well.

40
• Follow the instructions below in order to learn
how to run and close Microsoft Word.

41
• We will now type our first paragraph in
Microsoft Word.
• An instructional walkthrough video is
provided in the additional resources.
• Pass by the students individually to make sure
they are working correctly.

42
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45
• Read the following section with the students
and try out the different keys and their
functions.

• In the following exercise, the students are

asked to copy the below paragraph.
• They have to pay good attention to the use of
the shift key for capital letters and symbols.

46
47
• Practice the different shortcuts and functions
of the Ctrl button with the students in the next
exercise.

48
• Note that the results may vary depending on
each student’s answer.
• The target of this exercise is to make sure that
the students are indeed using Ctrl for
shortcuts. (Copying, selecting, and applying
formatting).
• Pass by the students individually to make sure
they are working properly.

49
• In the upcoming section, we will talk about
creating tables in Word.
• Follow the below instructions with the
students.
• Pass by them individually to make sure they
are keeping up with the book.

50
51
52
• In the following exercise, the students are
asked to fill in the blanks using one of the
words available above.
• The solution is provided below.

53
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Solution:

55
• Ask the students to create the table in the
below exercise.
• Pass by them individually to make sure they
are working properly.

56
 Unit 5
Target: In this unit, the students will be introduced
to Microsoft PowerPoint and will create their first
presentation.

Class Activity: You will accompany the students to

the computer lab and guide them through their
Microsoft PowerPoint session, following the
instructions in the book.

Instructional videos are provided in the resources as

well.

57
• Follow the instructions below to run Microsoft
PowerPoint.

58
59
• In the following section, we will learn about
the different menus in the interface of
Microsoft PowerPoint.

60
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64
• In the following section, we will learn how to
input texts and text boxes.

65
66
• In the following exercise, the students are
asked to type a title, subtitle, and a textbox
containing respectively their school’s name,
its slogan, and their names.

67
• The result should look like the image below.
• The names may vary from one student to
another.

• In the following section, we will be covering

font formatting and changing colors and
themes for each slide.

68
69
• In the next section, the students will learn how
to insert images and shapes and how to edit
their formatting and style.
• Ask the student to execute the instructions one
by one.
• Pass by them individually to make sure they
are keeping up with the book.

70
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72
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74
75
• In the following exercise, the students are
asked to create a PowerPoint slide with an
image and a shape.
• Pass by them individually to make sure they
are working properly.

The result should look like this:

76
• Try to create a new slide with the students.
• Follow the below steps.

77
• Follow the instructions below with the
students to learn how to save a PowerPoint
Presentation.

78
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80
• In the following exercise, the students are
asked to create a 10 slide Presentation about
them being proactive in their house and
family.
• An instructional walkthrough video is
provided in the additional resources.
• Pass by the students individually to make sure
they are working properly.

81
82
• The students are asked to create a 4 slide
presentation about penguins.
• Instructions are given in the below exercise.
• Pass by them individually to make sure they
are working properly.

83
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 Unit 6
Target: In this unit, the students will be introduced
to Windows Movie Maker and will create their first
project.

Class Activity: You will accompany the students to

the computer lab and guide them through their
Windows Movie Maker session, following the
instructions in the book.

Instructional videos are provided in the resources as

well.

86
• In the upcoming section, we will learn the
basics of Windows Movie Maker and get to
know the different parts of its interface.
•

87
• Follow the below instructions, step by step,
with the students in order to create a video in
Windows Movie Maker.

88
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91
• In the following exercise, the students are
asked to create a project that contains images
and transitions about the caterpillar’s
transformation into a butterfly.
• They can use images from the internet.
• An instructional walkthrough video is
provided in the additional resources.
• Pass by the students individually to make sure
they are working correctly.

92
• The students are asked to create a Windows
Movie Maker video about their favorite
celebrity.
• They can follow the same steps executed in
the previous exercise to get images from the
internet and create transitions.
• Pass by them individually to make sure they
are working correctly.

93
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 Unit 7
Target: In this unit, the students will take a deeper
dive into ScratchJr programming: Learning Control
Blocks and more advanced animation features.

Class Activity: You will accompany the students to

the computer lab and guide them through their
ScratchJr session, following the instructions in the
book.

Instructional videos are provided in the resources as

well.

95
• We will now talk about new blocks and will
learn how to use them in more advanced
scripts.

96
• Ask the students to try the next practice on
their own.
• From now on, each exercise may have more
than one solution. This is how programming
works.
• Examples of possible solutions are provided
below.

97
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102
• We will now be practicing more advanced
scripts.
• Follow the instructions below to learn how to
create a bouncing basketball that disappears
when it touches the hoop.

103
• Try to create the next scene with the students.
• Follow the instructions carefully.
• Pass by the students individually to make sure
they are working correctly.

104
105
• Now we will try to execute an “On-click”
trigger scene.
• Follow the instructions in the exercise below.
• Pass by the students individually to make sure
they are following the instructions.

106
107
• In the next exercise, we will try a combination
of everything we have learned so far.
• An instructional walkthrough video is
provided in the additional resources.
• Pass by the students individually to make sure
they are working correctly.

108
109
• In the following exercises, the students are
asked to circle the correct answers and write
down the meaning of each script.
• The solution is provided below.

110
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• Ask the students to create the following scene
in ScratchJr.
• An instructional walkthrough video is
provided in the additional resources.

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