2016-2017

User

Information Technology for Grade 5

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Information Technology Compiled by: Tharina Candler

Index:

Unit 1: File Management

Students will be able to create folders in their username.

Students will gain knowledge of copyright.

Unit 2: ICT and the personal computer

In this unit you will:

Students will gain knowledge of technology all around them.

Students will gain knowledge about computer system,(input, output and processing)

Students will establish the difference between inkjet printer and laser printer.

Unit 3: What is Algorithm?

In this unit you will:

Students will understand what is Algorithm?

Students will be able to create a flowchart.

Students will practice some logical thinking.

Unit 4: Kodu

In this unit you will:

Students will have knowledge navigate the Kodu interface.

Students will have knowledge how create an object and program it.

Unit 5: Digital Footprint and Social Media

In this unit you will:

Students will be able to apply their digital footprint in presentation.

Students will understand the purpose of social media.

Students will understand the advantages and disadvantages of social media.

Unit 6: Scratch

In this unit you will:

Students will be able to create sprite and apply loops.

Students will be able to create various background and sounds.

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Information Technology Compiled by: Tharina Candler

Unit 1: File Management:

It is important for any users to be organized and well prepared. Always make a backup of

your work. Save your work in the Homework drive and also on a memory stick.

Create the following folders.

In the Homework shared drive.

1. Create a folder with your name and surname.

2. Inside the folder should be 5 Folders.

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Rules:

All files should be saved with an appropriate filename and a capital letter.

All work in your folders should be your own work.

Make a print screen of all your folders and save into Microsoft Word.

Save as: Task 1 and your name and surname

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Unit 2: ICT and the personal computer

A large proportion of the machines we take for granted at home are controlled by microprocessors, including:

microwave ovens washing machines dishwashers central heating boilers

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iEntertainment

Activities we do in our leisure time are increasingly dependent on information technology, such as:

watching digital or satellite TV watching DVDs, Blu-ray and online videos playing computer games listening to music on CD and MP3 players and online browsing the internet

Online booking

Online bookings are growing as fast as online shopping. Theatre, cinemas, concerts, air tickets, train tickets, hotels and package holidays are all available on the web, often at cheaper prices than buying them from high street shops. Bookings can be made across the world by internet connection.

Advantages

Instantly find out availability.

Book out of office hours.

Pay and receive confirmation (via email) immediately.

Lower prices - access to a greater number of retailers increases competition and prices fall.

Disadvantages

Risk buying from a website setup to scam money out of customers, ie the tickets never come.

Even when buying from genuine websites, the tickets may not arrive in the post in time (where confirmation email cannot be used).

Websites may not be able to cope with high demand (making them inaccessible).

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Information Technology Compiled by: Tharina Candler

Computers today are all around us.

Whilst you are reading this page, how many computers are you aware of in the room? Maybe you are in a classroom right now and you are near to a:

Mobile phone Calculator Watch Interactive white board Projector Printer Desktop computer Laptop

The point is, that computers come in all shapes and sizes and are often built into other devices. But they share some common features.

There are three types of personal computers (pc) in common use.

1. Desk-top: designed to be used at

home or in the office in one place.

Desk- tops are often linked together or

networked to share software and data.

Each PC is then called a workstation.

2. Notebook or laptop: small, light and

with built –in screen, mouse,

speakers, microphone and mode. It

has a rechargeable battery.

3. Palmtop: extremely small, designed to

be carried in a pocket and used anywhere.

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Computer System

Computer system allows you to enter

data, process data, store data and then

output the result.

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Computer processing

Processing is the stage where the input data is

manipulated in order to produce meaningful

information.

Processing can include a number of stages

such as sorting, searching, calculations,

graphing.

iiWhat is the purpose of the CPU?

The purpose of the CPU is to process data. The CPU is where processes such as calculating, sorting and searching take place. Whatever is done on our computers, such as checking emails, playing games and doing homework, the CPU has processed the data we use.

The CPU is made up of three main components, the control unit, the immediate access store and the arithmetic and logic unit.

The control unit

The control unit controls the flow of data within the system.

The control unit controls and monitors communications between the hardware attached to the computer. It controls the input and output of data, checks that signals have been delivered successfully, and makes sure that data goes to the correct place at the correct time.

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Immediate access store

The immediate access store is where the CPU holds all the data and programs that it is currently using. You can think of it like the numbers typed into a calculator – they are being stored inside the calculator while it processes the calculations. The immediate access store is often referred to as the registers in the CPU.

Arithmetic and logic unit

The arithmetic and logic unit (ALU) is where the CPU performs the arithmetic and logic operations. Every task that your computer carries out is completed here. Even typing into a word processor involves adding binary digits to the file, and then calculating which pixels on the screen should change so that you can see the characters. The ALU’s operations fall into two parts:

the arithmetic part, which deals with calculations, e.g. 1 + 2 = 3 the logic part, which deals with any logical comparisons, e.g. 2>1

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Some examples of processing could include:

1. Searching sales data to find which products in a supermarket have sold the most

2. Sorting a list of customer data into alphabetical order

3. After a barcode has been scanned (input), retrieving the price of the item from the

supermarket database and using this data to calculate the customer's bill

4. Auto tune software: You are at a concert of a world famous singer. The singer

knows their voice is a bit wonky this evening with some 'off' notes. So they use a

computer processing system between the microphone and the main sound system

to 'correct' these duff notes in real-time. The audience enjoys a perfect delivery.

This is real-time processing in action.

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Information Technology Compiled by: Tharina Candler

Type of printers

You will need to decide which is the most suitable printer to use for your particular

graphic. There may be a limit to the printers you can use, depending on the make and

model you have access to at home or school.

Laser printer

Laser printers work through electronically charging a

piece of paper with the digital images selected for

printing. They use a type of powdered ink called

toner, which sticks to the paper where it has an

electronic charge and is permanently melted to the

paper using a hot fusing wire.

Laser printers are much more efficient than ink-jet

printers, capable of producing several thousand prints from one toner cartridge.

The advantage of using a laser printer is that it produces a high quality print, very quickly

and quietly.

The disadvantage is that colour laser printers are very expensive and tend to produce

images that have a shiny, artificial look. They are more suited to printing text than

graphics.

Ink-jet printer

An ink-jet printer works through spraying minute dots of

ink onto paper to create an image. The dots use a

combination of different colours to create photo-realistic

images.

The advantage of using an ink-jet printer is that they

offer excellent colour output and are cheaper than laser

printers.

The disadvantage is that they are much slower than laser printers, particularly when

printing text and the ink cartridges have to be replaced quite frequently.

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Information Technology Compiled by: Tharina Candler

Switching between the two printers.

As a general rule, you should use a laser printer to print documents that contain a lot of

text, and an ink-jet printer for images.

When you choose to print something from your computer, you can select the printer you

want by clicking on print, from the file menu. You'll get an options box, with a drop-down

menu showing you the choice of printers you have.

Resolution

The number of pixels in a digital image is known as the image resolution. The resolution

is measured in dots per inch (sometimes called pixels per inch).

The greater the resolution, the more detailed the image and the bigger the file size will be.

When you are preparing images for print, you should aim to use the highest resolution

possible, especially if your prints are large, otherwise the image will appear pixelated.

The resolution of the image on the left is 300dpi - ie it has 300 dots per square inch. The

image on the right has a resolution of 100dpi - ie it has 100 dots per square inch.

Colour

To create more realistic images, a good ink-jet printer will use more than five independent

colors. If you want to print photographs, it is better to use a color printer that is specifically

designed for producing photo-quality results.

Figure 2 Resolution 300dpi Figure 1 Resolution 100dpi

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Information Technology Compiled by: Tharina Candler

Paper

The quality of your printed images will also depend on the paper you use. Plain paper is

ideal for printing text, but images might require something else.

To print images that have been taken using a digital camera, you will need to use photo-

quality paper.

Transparency paper is ideal for printing colour overhead slides.

T-shirt transfer paper allows you to print an image that can then be transferred onto a t-

shirt. However, you must remember to reverse the image before you print.

Task 2:

You can work in a group of 2 or 3. In a team you should research these 5 questions.

Present your information in any Multimedia Software. Such as Microsoft Word or

Microsoft PowerPoint.

Your project needs to have a front page cover and a bibliography.

1. Explain and demonstrate (print screen) the correct procedure for shutting down a

computer system.

2. Name the parts of the computer system and describe the purpose of each, e.g.

input, output, storage.

3. Explain the advantage and disadvantage of ink – jet and laser - printers.

4. Describe the many uses of a computer in everyday life and recognize how

computers can be used as a tool in other subject’s areas, e.g. graphing.

5. Describe the different sizes of computers, e.g. Desktop, laptop, palmtop and

explain the advantages and disadvantage of each

Bonus points will be allocated for the following:

1. Group work during IT lesson time.

2. Work should be in your own words.

Save your project: The group member’s names and Task 2

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Information Technology Compiled by: Tharina Candler

Test:

The process of Input, Processing, Output and Storing also occurs in other electronic

devices. Indicate in each of the following cases whether the phrase refer to Input,

Processing, Output and Storage.

1. Typing an SMS message into your cellular phone.

2. Sorting of numbers and names in alphabetical order on a computer.

3. The name and phone numbers stored in your cellar phone

4. The song stored on your MP3 player

5. The sound of school alarm going off.

6. The movie stored on DVD.

7. The printer that print color posters for the school.

8. Students use a QWERTY keyboard to type a document.

9. Mums are using a touch screen to search for shops in a shopping mall.

10. You use a joystick to play video games.

Save as: The group member’s names and Task 3

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Information Technology Compiled by: Tharina Candler

Teacher will used the

BBC website to teach

Algorithm.

http://www.bbc.co.uk/gu

ides/zqrq7ty

Unit 3: What is Algorithm?

An algorithm is a set of precise

instructions to solve a problem or

achieve a goal.

Role play:

Students: Should work in groups of 2 or 3.

One group should demonstrate how to make toast.

Second Group: Cleaning teeth.

Flow Chart show sequences of events.

They are made of shapes such as

rectangles and diamonds

All the flow charts begin with a START

symbol and finish with the End symbol

Action / processing/ instructions

represented using rectangles and decisions

represented through diamonds. Diamonds

are used for asking questions.

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Information Technology Compiled by: Tharina Candler

Task 3:

Algorithms can be represented with diagrams, instructions or a combination of both.

Again working with your partner, you are to attempt to come up with a flowchart and step-

by-step instructions of how to cook spaghetti. Work together with one of you creating

the flowchart and the other the instructions. Use the symbols below for the flowchart:

Save as: The group member’s names and Task 3

Task 4:

Challenge yourself to explore more programming activities.

Visit the website https://code.org

Try the Hour of code.

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Information Technology Compiled by: Tharina Candler

Unit 3: Kodu – Visual Programming language

Kodu is a new visual programming language made

specifically for creating games. It is designed to be

accessible for children and enjoyable for anyone. The

programming environment runs on the Xbox, allowing

rapid design iteration using only a game controller for

input.

Open the Kodu Activities .

Students will work in groups of 2 or 3 members.

Students need to complete all the activities before designing own game.

Activity 1:

Task 1:

1. Add apples and Kodu to your world. 2. Programmed the Kodu to find the apples and to eat the apples.

First, let us start by adding 3 apples to your world.

Congratulations! In this tutorial you have programmed the Kodu to eat apples. (5)

You can use the same techniques to add and program other characters now. (10)

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Information Technology Compiled by: Tharina Candler

Activity 2A:

Objectives:

How to use scores in your game

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Activity 2B:

Program the tree to end the game when 5 apples are eaten.

Activity 2C:

In the last tutorial we’ve learned to use scores to count apples and then use the count to end the game.

What ideas can you come up with? (15)

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Activity 3:

To program an object to follow To program an object to avoid

This is a Fish

This is a submarine

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Information Technology Compiled by: Tharina Candler

Unit 4: Digital footprint and Social Media.

Digital footprint: On the Internet a digital footprint is the word used to describe the trail,

traces or footprints that people leave online. So that means anytime you do or write

something online, there will remain a trace even if you delete it

Visit this introduction to a Digital Footprint from TeacherTube and then the Common

Sense Media video about the impact of Digital Footprint.

http://www.teachertube.com/video/digital-citizenship-digital-footprint-286117

https://www.commonsensemedia.org/videos/understanding-impact-digital-footprints#

Task 4:

Play the game Top Secret and see if your information is protected online.

http://media.commonsensemedia.org/games/top-secret.swf

Task 5:

Open the Digital footprint PDF. (OPTION: if you

don’t want to print the foot or your printer isn't

working, you may grab a piece of 8 ½ x 11

papers, trace around your foot with a pencil and

write about your digital footprint in the hand drawn

foot).

Make a list of sites you visit a lot. These

might include social networking sites

(Twitter, Facebook), gaming sites,

shopping sites, learning sites.

Organize your list into categories and

write them onto the footprint, for example,

all social networking sites together, all

gaming sites together, etc.

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Information Technology Compiled by: Tharina Candler

Project

Social Media Research

(Scenario)

The teachers are concerned about students spending too much time on social networking

sites such as Facebook. They are also concerned about the dangers these sites pose

and are considering informing parents about this and asking the network administrator at

school to block access to these sites.

The students are unhappy about this and you are requested to investigate the matter and

write a report to the teachers and present your findings and recommendations to support

the decision or not.

Your investigation should focus on aspects such as:

What social networks are

Uses and/or purpose of social networks

Dangers of social networks

Advantages of social networks

Save as: The group member’s names and Social Media

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Information Technology Compiled by: Tharina Candler

Unit 5: Scratch

SCRATCH ACCOUNT

Get started by creating your scratch account!

Open a web browser and navigate to the Scratch website: http://scratch.mit.edu

On the homepage, click on “Join Scratch” at the top on the right or in the blue

circle.

FINISHED?!

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Information Technology Compiled by: Tharina Candler

CAN YOU MAKE THE

SCRATCH CAT DO

SOMETHING

SURPRISING?

In this activity, you will create a new project with Scratch and explore different Scratch blocks to make the cat do something surprising! What will you create?

Go to the Scratch website:

http://scratch.mit.edu

Sign into your account.

Click on the “Create” tab located at the

top left of the browser to start a new

project.

Time to explore! Try clicking on

different parts of the Scratch interface

to see what happens.

Play with different Scratch blocks!

Drag and drop Scratch blocks into the

scripting area. Experiment by clicking

on each block to see what they do or

try snapping blocks together.

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THINGS TO TRY FINISHED?

DANCING CAT

In this activity, you will follow the Step-by-Step Intro in the Tips Window to create a

dancing cat in Scratch. Once you have completed the steps, experiment by adding other

Scratch blocks to make the project your own.

START HERE

Follow the Step-by-Step Intro in the

Tips Window.

Add more blocks.

Experiment to make it your own!

What blocks do you want to experiment with?

Try recording your own sounds.

Create different backdrops.

Turn your project into a dance

party by adding more dancing

sprites!

Try designing a new costume for

your sprite.

+ Add your project to the Step-by-Step Studio:

http://scratch.mit.edu/studios/475476

+ Challenge yourself to do more! Play with adding

new blocks, sound, or motion.

+ Help a frien.

+ Choose a few new blocks to experiment with. Try

them out!

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FINISHED?

10 BLOCKS

WHAT CAN YOU CREATE WITH ONLY 10 SCRATCH BLOCKS?

Create a project using only these 10 blocks. Use them once, twice, or multiple times, but use each block at least once.

START HERE

Test ideas by experimenting with

each block.

Mix and match blocks in various

ways.

Repeat!

Test ideas by trying out different block

combinations. Mix and match blocks until

you find something that interests you!

Try brainstorming ideas with a neighbor!

Explore other projects to see what others

are doing in Scratch. This can be a great

way to find inspiration!

Add your project to the 10 Blocks

Studio:

http://scratch.mit.edu/studios/475480

Play with different sprites, costumes, or

backdrops.

Challenge yourself to do more! See

how many different projects you can

create with these 10 blocks.

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Information Technology Compiled by: Tharina Candler

BUILD A BAND:

HOW CAN YOU UTILIZE SCRATCH TO CREATE SOUNDS, INSTRUMENTS, BANDS, OR STYLES OF MUSIC THAT REPRESENT THE MUSIC YOU LOVE MOST?

In this activity, you will build your own music-inspired Scratch project by pairing sprites with sounds to design interactive instruments.

START HERE

Create a sprite.

Add sound blocks.

Experiment with ways to make

your instruments interactive.

Choose instruments from the sprite library or create your own.

THINGS TO TRY

FINISHED?

Use repeat blocks to make a sound play

more than once.

Import or record your own sounds or

experiment with the Sounds editor.

Try playing with the tempo blocks to speed

up or slow down the rhythm.

Add your project to the Build-A-Band

Studio:

http://scratch.mit.edu/studios/475523

Challenge yourself to do more! Invent a

new instrument or record your own

sounds.

Help a neighbor!

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Information Technology Compiled by: Tharina Candler

upload sounds from a file record your own sounds

choose sounds from library

choose sprite from library

paint your own sprite

upload sprite from file

new sprite from camera

MUSIC VIDEO:

HOW CAN YOU COMBINE ANIMATION WITH MUSIC TO CREATE YOUR OWN SCRATCH-INSPIRED MUSIC VIDEO?

START HERE

Add sound.

Create and animate a sprite.

Make them interact together!

In this project, you will explore ideas related to theatre, song, dance, music, drawing, illustration, photography, and animation to create a personalized music video!

Use costumes to help bring your animations to life!

Make your sprite interactive by adding scripts that have the sprite respond to clicks, key presses, and more.

Add instructions on the project page to explain how people can interact with your program.

THINGS TO TRY

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BLOCKS TO PLAY WITH

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Information Technology Compiled by: Tharina Candler

Bibliography

Unit1: File Management

https://www.youtube.com/watch?v=YXSGSYr0eAQ

Unit 2: ICT and the personal computer

http://www.bbc.co.uk/schools/gcsebitesize/dida/graphics/printingrev3.shtml

Unit 3: What is Algorithm?

https://code.org/learn

Unit 4: Kodu

Teacher’s notes and YouTube

Unit 5: Digital Footprint and Social Media

http://www.21things4students.net/21/3-digital-footprint/mission-briefing/

TeacherTube

http://www.teachertube.com/video/digital-citizenship-digital-footprint-286117

Common Sense Media

https://www.commonsensemedia.org/videos/understanding-impact-digital-footprints#

Top Secret Game:

http://media.commonsensemedia.org/games/top-secret.swf

Unit 6: Scratch

Teacher’s note

https://scratch.mit.edu/

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i http://www.bbc.co.uk/education/guides/z4s39j6/revision ii http://www.bbc.co.uk/education/guides/zws8d2p/revision