Introduction….

Today, you are going to….

• learn about the keyboard

Your teacher will explain to you the functions of all these keys…

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10.

Complete the following tasks online to test your knowledge on what you have learnt so far about the keyboard of your laptop. (You have to click on “OK” to start.)

Task 1 – Keyboard Names I

Task 2 – Keyboard Names II

Task 3 – Keyboard – Key Functions

Task 4 – Key Function I

Task 5 – Key Function II

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THIS PAGE IS STILL UNDER CONSTRUCTION…

Today, you are going to….

• learn about healthy screen time habits
• consider how you use your time
• make a healthy schedule for yourself

1.

Discussion:

How much time do you spend on screens?

What do you do online?

2.

Complete the quiz below. It shows you various activities (e.g., playing outside, watching TV , etc.). You need to decide if it’s too much time spent, or balanced.

3.

Group Work: In small groups, make a “Healthy Screen Time Plan” with a balance of activities.

Here are some tips, showing Key Points to Maintain Balance!

• Outdoor/Physical Play: At least 1-2 hours of physical activity each day is important for health and well-being.
• Screen Time: Limit recreational screen time to about 1-2 hours per day, and use the rest of the time for non-screen activities.
• Socializing: Encourage face-to-face time with family and friends.
• Offline Creativity: Arts, crafts, and other hands-on activities help foster creativity and are important for development.

[This schedule balances the time kids spend using devices with time for physical activity, family interaction, and creative pursuits. It’s designed to keep children active, engaged, and happy while ensuring they have healthy boundaries for screen time.]

Steps to Create a “Healthy Screen Time Plan”

1. Discuss the Importance of Balance
   Start by talking to the students about the importance of balancing screen time with other activities, like playing outside, reading, and spending time with family. Reinforce that too much screen time can affect their health, while a good balance helps them feel happy and healthy.
2. Brainstorm Different Types of Activities
   Ask students to brainstorm different types of activities they enjoy doing (both online and offline). For example:
   • Offline activities: playing sports, drawing, reading, playing board games, spending time with family, etc.
   • Online activities: playing games, watching videos, chatting with friends, educational apps, etc.
3. Set Screen Time Limits
   Help students set a time limit for how much screen time they think is reasonable each day. Based on their age, aim for about 1-2 hours of recreational screen time per day.

Example discussion question: “How much screen time do you think is healthy for you each day? Would you prefer 30 minutes, 1 hour, or 2 hours for fun activities on the screen?”

Write the Plan
Have students write down their plan in a simple format. You could provide a worksheet with times of the day, and they can fill in their activities (both online and offline). They can also use pictures or symbols to make it easier for them to understand and remember.

4.

Create Your Own Schedule

Guide students to fill in their schedule with a balance of screen time and other activities. Here’s how they can use the example to make their own plan:

Morning: They can decide when to wake up and do something healthy, like a short workout or breakfast. This time is also good for offline activities like reading or chatting with family.

Mid-Morning: Set aside time for homework or learning activities that don’t involve screens, followed by screen time (e.g., watching an educational video or playing a fun game).

Afternoon: Include time for creative offline activities (e.g., drawing, building something with blocks), followed by outdoor play or screen-free time.

Late Afternoon/Evening: Schedule family time or quiet activities like reading a book. Then, decide if they want a short time for a movie or playing a game on a device.

Wind Down: End the day with some relaxing offline time, like a story, drawing, or chatting with family.

Personalize the Plan
Students should make choices based on their interests and schedule. Encourage them to think about what they want their day to look like, and let them decide what works best for them.

Questions for reflection:

“What activities do you enjoy doing the most? How can you balance those with your screen time?”

“What can you do during your screen time to make it fun and educational?”

5.

Key Points to Maintain Balance:

• Outdoor/Physical Play: At least 1-2 hours of physical activity each day is important for health and well-being.
• Screen Time: Limit recreational screen time to about 1-2 hours per day, and use the rest of the time for non-screen activities.
• Socializing: Encourage face-to-face time with family and friends.
• Offline Creativity: Arts, crafts, and other hands-on activities help foster creativity and are important for development.

[This schedule balances the time kids spend using devices with time for physical activity, family interaction, and creative pursuits. It’s designed to keep children active, engaged, and happy while ensuring they have healthy boundaries for screen time.]

6.

Set a “Screen-Free Challenge” for one evening and report back!

7.

Create a personal screen-time goal!

8.

Share one way one can balance screen time.

9.

Here are some awesome internet safety games that not only entertain but will also teach you essential online skills.

As you navigate through a virtual city, you will get pop-up questions at different points. By answering these questions, you do in an interactive quiz that helps you to learn essential internet safety skills.

Band Runner blends fast-paced action with important safety lessons. You play as characters Alfie and Ellie. They run from potential dangers. You will help them recognize online predators and make quick, safe decisions. 

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Today, you are going to….

• understand what cyberbullying is
• know how to respond to cyberbullying
• understand the seriousness of cyberbullying
• look at steps one can take to protect yourself from cyberbullies

1.

Cyber Security for kids. (4:09 minutes long)

2.

Have you ever heard of cyberbullying? What does it mean?

3.

What’s Cyberbullying? (1:44 minutes long)

4.

We will now read a few short stories about cyberbullying.

Story 1:

5.

Discussion Points:

This story helps us to understand what cyberbullying looks like, the impact it has, and how to respond appropriately.

Discussion Points for “Jake and the Cyberbully”

1. How did Jake feel when he was being bullied online?
   • Guide students to express how Jake might have felt: sad, frustrated, confused, and hurt.
   • Help them understand that cyberbullying can cause feelings of loneliness.
2. What did Jake do when he first saw the mean messages?
   • Discuss the importance of ignoring bullies and not responding to their hurtful messages.
   • Explore why Jake felt he couldn’t ignore the bullying at first.
3. How did Jake’s friend Leo help him?
   • Leo encouraged Jake to talk to a trusted adult and report the bully. Discuss how friends can help each other when they’re going through tough situations.
4. What would you do if someone was bullying you online?
   • Discuss what actions students should take: don’t respond to the bully, tell an adult, and report the bully.
5. Why is it important to talk to an adult when you experience cyberbullying?
   • Reinforce that adults can help solve problems and protect kids from cyberbullying.
6. Do you think it’s okay to be mean to others online, even if you don’t see them in person? Why or why not?

Encourage students to think about empathy and treating others with kindness online, just like they would in real life.

6.

• It’s important to treat others kindly online.
• If you experience cyberbullying, tell a trusted adult.
• Don’t engage with bullies or respond to mean comments. Instead, report it.

7.

Let’s read another story about cyberbullying.

Story 2:

8.

Discussion Points:

This story highlights a more severe instance of cyberbullying, with a focus on how it can impact a child’s emotions and self-worth. It also emphasizes the importance of talking to trusted adults, reporting the behavior, and recognizing that the bully’s words do not define the victim.

Discussion Points for “Sarah and the Hurtful Messages”

1. How did Sarah feel when she started receiving mean messages from the stranger?
   • Guide students to identify feelings like sadness, hurt, and confusion. Encourage empathy by asking how they would feel if something like that happened to them.
2. What made Sarah stop wanting to share her videos or create new ones?
   • Discuss how cyberbullying can make people feel like giving up on things they enjoy. Reinforce the idea that bullies want to make others feel bad, but their words don’t reflect the truth.
3. How did Mia help Sarah when she found out about the bullying?
   • Discuss how friends can support each other in tough situations, and why it’s important to tell someone you trust when you’re being hurt online.
4. What advice would you give Sarah if she were a friend of yours?
   • Have students share ideas of how they would comfort and encourage Sarah, such as reminding her of her talents, supporting her decision to report the bully, and helping her feel better.
5. How did Sarah’s mom help her?
   • Emphasize the importance of involving a trusted adult to stop bullying. Discuss how parents and teachers can help solve problems and keep children safe online.
6. Why is it important to tell an adult and report a bully?
   • Discuss how reporting helps protect the person being bullied and prevent the bully from hurting others.
7. What would you do if you saw someone else being bullied online?
   • Encourage students to stand up for others who are being bullied by telling an adult or offering kind words of support.

9.

• Cyberbullying can be really hurtful, but it’s never your fault.
• Always talk to a trusted adult when someone is being mean to you online.
• Don’t listen to bullies—what they say is not true. You are valuable and worthy of kindness.
• It’s important to report cyberbullying so it doesn’t happen to you or others.

10.

General Discussion Points for Both Stories…

These discussion points help students understand the seriousness of cyberbullying while also teaching them the steps they can take to protect themselves and others. 😊

1. What is Cyberbullying?
   • Help students define what cyberbullying is: using technology to be mean, hurtful, or threatening to others.
2. How Can Cyberbullying Affect People?
   • Discuss the emotional impact of cyberbullying: it can make people feel sad, angry, or even scared.
3. Why Should We Always Be Kind Online?
   • Reinforce the importance of kindness in the digital world, just like in person. Teach students to treat others how they would like to be treated.
4. What Should You Do If You Are Cyberbullied?
   • Have students share steps they would take if they were cyberbullied: stay calm, don’t reply to the bully, tell a trusted adult, and report the bully.
5. What Should You Do If You See Someone Else Being Bullied?
   • Discuss the importance of standing up for others and helping them feel safe by reporting the situation to an adult.

11.

Safer Kids Online | Hey PUG! – Cyberbullying. (2:16 minutes long)

Is it Cyberbullying? (3:11 minutes long)

Protect Yourself Rules – Cyber Bullying. (3:08 minutes long)

Cyberbullying – How to Avoid Cyber Abuse. (3:00 minutes long)

12.

And now for a bit of role- play! You are going to role-play different scenarios, to practice (1) how to respond to a cyberbully, (2) how to report the behaviour, and (3) to seek help from an adult.

[Students act out different scenarios (e.g., receiving a mean message, seeing someone get bullied) and discuss what to do. These scenarios allow students to practice how they would respond to common cyberbullying situations. Encourage them to role-play different responses and discuss why those actions are helpful. You can also include follow-up questions to reflect on the feelings of the victim and the best ways to support them. Below are five role-play scenarios on cyberbullying, designed to help students practice different responses and discuss what to do when they encounter cyberbullying.]

13.

Finally, together, let’s make a class pledge to “Be Kind Online” .

Sign this pledge as a reminder of your commitment to kindness online. We can also display it in the classroom as a visual reference!

14.

Here are some awesome internet safety games that not only entertain but will also teach you essential online skills.

As you navigate through a virtual city, you will get pop-up questions at different points. By answering these questions, you do in an interactive quiz that helps you to learn essential internet safety skills.

Band Runner blends fast-paced action with important safety lessons. You play as characters Alfie and Ellie. They run from potential dangers. You will help them recognize online predators and make quick, safe decisions. 

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Today, you are going to….

• learn how to recognize safe websites
• examine unsafe websites
• make a “Safe Browsing” poster

1.

Child Focus ‘E-safety’. (1:52 minutes long)

2.

Let’s talk about what makes a website look safe.

3.

Which of these websites do you trust?

Website 1

Website 2

Website 3

4.

We will now consider what makes a website safe:

Things That Make a Website Safe:

The Website Starts with “https”

Look for “https://” at the beginning of the website address. It means the website is safe and keeps your information protected.

It Has a Privacy Policy

Safe websites tell you how they keep your information private and safe. They explain what they do with your information.

Parental Controls

Safe websites let parents check and control what kids can see and do on the website.

It’s from a Trusted Source

The website comes from a company, school, or group you know and trust, like your school website or a well-known store.

No Annoying Pop-Up Ads

Safe websites don’t have annoying pop-up ads that could take you to a bad website.

Clear Contact Information

The website shows where you can contact the people who run the website if you have questions or problems.

Strong Passwords

If you need to make an account, the website asks you to make a strong password with letters, numbers, and symbols to keep your account safe.

5.

We will now consider what makes a website unsafe:

Things That Make a Website Unsafe:

1. No “https” in the Website Address
   If the website doesn’t start with “https://,” it might not be safe to use.
2. No Privacy Policy
   Unsafe websites don’t tell you how they protect your personal information.
3. Pop-Up Ads or Weird Links
   Unsafe websites show pop-up ads or strange links that might trick you into clicking something bad.
4. Asking for Too Much Personal Info
   If the website asks for your address, phone number, or other private information that doesn’t seem needed, it might not be safe.
5. No Way to Contact Them
   If the website doesn’t have a way to contact someone for help or questions, it might be unsafe.
6. Spelled Wrong or Strange Name
   If the website has a funny name or weird spelling, it could be a trick to get you to a fake website.
7. Confusing or Fake Information
   If the website has confusing information or promises things that seem too good to be true, it’s best to stay away.

6.

Let’s look at ways in which websites are unsafe…

This is a fake login page that mimics a real service like Google or PayPal.

How does phishing work?

Phishing is a technique used by cybercriminals to trick people into giving up personal information such as credit card details and login details. It can come in many forms, including telephone phishing, smishing (SMS phishing), phishing emails, and phishing websites.

This is a flashing pop-up claiming “Your computer is infected! Click here to scan now!”

Some scare-war sites ask you to “contact a Helpline”. When you call the number, you would be asked to allow the technician to take remote control of your computer.

Does Your Computer Have A VIRUS? (5:46 minutes long)

This is a website that looks like amaz0n.com instead of amazon.com, showing ads or malware downloads.

Typo-squatting, is a form of URL hijacking, where criminals register domain names that are slightly misspelled versions of legitimate websites. They do this to trick users into thinking that they use the real website.

This is a page that locks the browser and displays a fake Microsoft or Apple warning with a phone number to call.

This is a a download page for popular software that includes multiple misleading “Download” buttons.

7.

Do you remember these online safety tips?

8.

Can you identify which websites may be unsafe to use and which are probably safe?

9.

10.

Create a “Safe Browsing” poster for the classroom.

You will need the following materials: glue scissors, pen, poster title, poster images, and the “key safety tips” sheet.

11.

Here are some awesome internet safety games that not only entertain but will also teach you essential online skills.

As you navigate through a virtual city, you will get pop-up questions at different points. By answering these questions, you do in an interactive quiz that helps you to learn essential internet safety skills.

Band Runner blends fast-paced action with important safety lessons. You play as characters Alfie and Ellie. They run from potential dangers. You will help them recognize online predators and make quick, safe decisions. 

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Today, you are going to….

• learn what exactly is meant by personal information
• consider online scenarios where people ask you for information
• see how to create strong passwords
• test the strength of passwords

1.

What does “personal information” mean?

Here are some examples of “personal information”:

2.

Complete the following Quizzes. You need to sort the different pieces of information into “Safe to Share” and “Not Safe to Share.”

3.

In pairs, you are going to practice responding to an online situation where someone asks for personal info… (Each pair will get a role play card.)

4.

Now, let’s talk about the importance of strong passwords…

Weak passwords are easy to guess and unsafe!

1. 123456 (Common and predictable)
2. password (One of the most commonly used passwords)
3. qwerty (Straight from the keyboard layout)
4. john2008 (Includes a name and birth year, which is easy to guess)
5. letmein (A simple phrase that hackers often try)

Strong passwords are difficult to guess and more secure!

1. G8f$3mLp@Xz (Random mix of letters, numbers, and symbols)
2. R@!nB0w_C@t99 (Uses a mix of uppercase, lowercase, symbols, and numbers)
3. Zebra4!Pine#Tree (A combination of three unrelated words with symbols)
4. Yt@#79LpQv! (Completely random mix of characters)
5. S!llyB@nana_34 (Uses a mix of words and symbols but is still unique)

5.

So…

✅ Is at least 12 characters long
✅ Uses uppercase and lowercase letters
✅ Includes numbers and symbols
✅ Does not contain personal information
✅ Isn’t a common word or phrase

6.

Before the next activity, look ate these tips for creating a strong password.

• Use at least 12 characters
• Mix uppercase, lowercase, numbers, and symbols
• Avoid using your name, birthday, or common words
• Use a passphrase (e.g., “Blue$ky!Jumps#Fast”)
• Never share your password with others

7.

Now, let’s see if you can create a strong password, following this strategy!

(Write the password on the worksheet provided.)

Swap the worksheet with a partner and check if the password follows all the strong password rules.

(This is just an exercise – you will not actually use these passwords online).

Can you come up with a fun but strong password you could actually use in the future?

(Just think about it – do not share this with the class!!!)

8.

• What was easy or difficult about making a strong password?
• How will you remember your password without writing it down in a place where someone can see it?
• Why is it important not to share your password with anyone except a trusted adult?

9.

Complete the rest of the worksheet.

First, you need to test the strength of the password that you created, using the password checker below.

Then also test the strengths of the rest of the passwords on the worksheet.

Use this password checker. Click on GO to check if the passwords are strong or not…

10.

Here are some awesome internet safety games that not only entertain but will also teach you essential online skills.

As you navigate through a virtual city, you will get pop-up questions at different points. By answering these questions, you do in an interactive quiz that helps you to learn essential internet safety skills.

Band Runner blends fast-paced action with important safety lessons. You play as characters Alfie and Ellie. They run from potential dangers. You will help them recognize online predators and make quick, safe decisions. 

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Today, you are going to….

• learn how to stay safe online
• decide what is safe to do online and what is not safe
• make a cyber safety pledge

1.

Internet Safety Tips for Kids. (2:08 minutes long)

2.

What do you know about using the internet?

3.

This video teaches children about the importance of online privacy and offers tips on staying safe while using the internet.

Online Privacy for Kids – Internet Safety and Security for Kids. (3:18 minutes long)

Aimed at young students, this presentation covers essential internet safety topics in an age-appropriate manner.

Second and Third Grade Internet Safety. (7:33 minutes long)

This video provides practical advice for children on how to navigate the internet safely, including handling uncomfortable situations online.

Being Safe on the Internet. (2:58 minutes long)

4.

Let’s read a short story about a child who encounters a cyber safety issue:

5.

Complete the worksheet about the story.

6.

Say if the following are “safe” or “unsafe”?

7.

Now, let’s see what you have learnt. Also sign our Cyber Safety Pledge, so that you will always remember to stay safe online!

8.

Here are some awesome internet safety games that not only entertain but will also teach you essential online skills.

As you navigate through a virtual city, you will get pop-up questions at different points. By answering these questions, you do in an interactive quiz that helps you to learn essential internet safety skills.

Band Runner blends fast-paced action with important safety lessons. You play as characters Alfie and Ellie. They run from potential dangers. You will help them recognize online predators and make quick, safe decisions. 

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Today, you are going to….

• practise coding with Scratch
• create a project with a bouncy ball

1.

You are going to create a simple bouncing ball!

Read through the instructions provided. The use it to create codes in Scratch for your “Bouncy Ball Project”.

2.

Access SCRATCH here.

3.

RIGHT-mouse click on the cat and select ‘delete’.

4.

Click on the ‘new sprite’ button.

5.

Select the Ellipse tool. Make sure the ‘solid’ fill is selected below.

6.

Draw a very small ellipse.

(Holding down SHIFT, will make sure it’s a perfect circle.)

Click OK.

7.

Drag and drop the command blocks and fill in as shown.

This might take some time to begin with!

(The reason why it moves back MINUS 20 steps is to prevent the ball from getting ‘stuck’ on the edge.)

8.

Click on the ‘start/stop’ buttons (green flag/red dot) and see what happens!

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Today, you are going to….

• learn about coding with Scratch
• modify a sprite
• create a moving crab

1.

Go to Scratch.

Access SCRATCH here.

2.

Click “create”.

3.

Close this box:

4.

Delete the Scratch character (“sprite”).

5.

Choose the Crab character:

(You need to click on this “sprite” button on the screen.)

6.

Also make a blue crab, by clicking on “costumes”.

7.

Change the colour of crab b:

8.

Choose this colour:

9.

Click on the different parts of the crab to change the colours.

10.

The blue crab should look like this:

11.

Use the blocks on the handout (also shown below) to make an algorithm that will make the crab move in a circle.

12.

See how the crab moves by clicking on green flag!

13.

You can now also add sound…

14.

Click on the green flag to see the final version of the “Crabby Project”!

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Today, you are going to….

• practise coding with Scratch
• create a project with a rocket, sun and star

1.

In coding, a loop is a command used to repeat a part of code until the desired process is complete.

Programmers can use infinite loops, and count-controlled loops.

2.

Complete this worksheet to test your knowledge of block coding:

ANSWERS

3.

Use the worksheet to create codes in Scratch for your “Rocket Project”.

Access SCRATCH here.

4.

Remember to add start blocks as well!

(You can decide which start block you want to use.)

This is the original lesson source:

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This lesson is based on teachcomputing.org lessons.

Today, you are going to….

• explain that in programming there are infinite loops and count controlled loops
• modify loops to produce a given outcome
• choose when to use a count-controlled and an infinite loop
• recognise that some programming languages enable more than one
  process to be run at once

1.

In coding, a loop is a command used to repeat a part of code until the desired process is complete.

2.

Programmers can use infinite loops, and count-controlled loops.

Do you know what ‘infinite’ mean?

‘something that is infinite has no limit or end’

Let’s think of some examples of things that are infinite…

Sunrise & Sunset

Breathing

Time

Can you think of any more examples of things that are infinite?

3.

Programmers can use infinite loops, where the commands within the loop are repeated over and over again, without an end point.

In Scratch, this is called the repeat forever block.

For example, in the code below, the sprite will keep changing to the next costume continually. This means it will keep changing the way it looks.

4.

Different types of repeats

Look at the three dancing dinosaurs in this Scratch project.

What actions are they doing?

Click See inside to show the code for the three dancing dinosaurs.

Look at the blue dinosaur first. Click on the code for the blue dinosaur and carefully examine what actions it is doing, and how many times it does them. To stop the code, click on the red octagon next to the green flag.

Now, do the same for the green and the red dinosaurs.

How many times do they repeat the actions?

Have you noticed the repeat forever block inside the red dinosaur’s code?

What does it mean?

The actions will be repeated over and over again…

5.

Complete the ‘Dancing dinosaurs’ worksheet.

Use the ‘Dancing dinosaurs’ worksheet. Look carefully at what each dinosaur is doing in turn (on the sheet), and then fill in the sheet. Carefully look at the number of times these actions are repeated.

Have you noticed that the blue and red dinosaurs repeat forever, but the green dinosaur stops after a few moves?

6.

Different kinds of repetition…

What kind of repetition loop does the red dinosaur sprite use?

How many times will the blocks inside be repeated?

7.

Why does the green dinosaur stop dancing?

What kind of repetition loop does the green dinosaur sprite use?

How many times will the blocks inside the loop be repeated?

The green dinosaur uses a count-controlled loop of repeat 2, rather than an infinite loop.

8.

Different kinds of repetition:

In an infinite loop, any blocks within the loop will be repeated over and over again without an end point (forever).

The count-controlled loop repeats the blocks for a set number of times.

(Programmers don’t use infinite loops very often because they can get stuck, and the only way to stop them is to close the program and start again.)

9.

Modifying the dinosaur code

Let’s look at the dancing dinosaurs again.

Can we get all the dinosaurs to repeat their moves forever?

We need to modify the code for the green dinosaur. We need to swap the count-controlled loop for an infinite loop!

Here is a bit of guidance…

Watch the video (or look at a live demonstrate) how to move the blocks out of the count-controlled loop and into a forever loop.

Loop Changing. (0:30 minutes long)

Reference Costumes. (0:49 minutes long)

Modifying code — different kinds of loops:

Use the ‘Modifying code’ worksheet to write down the algorithms, and then modify the Scratch code. (You need to circle the code that needs to be changed to match the tasks.)

Then modify the Scratch code for each sprite (using the “same “Dancing Dinosaurs” Scratch project used previously) on a computer to check that the changes are correct.

10.

Test your knowledge:

— Question 1 —

You want to make your dinosaur sprite a bit bigger and pause for a few times before it starts dancing. Which loop would you use?

Infinite Loop

Count-controlled Loop

ANSWER

A count-controlled loop would be more suitable, as an infinite loop would mean the character would keep getting bigger until it is too big to see properly.

— Question 2 —

You want to make a bird sprite fly backwards and forwards across the top of the screen. Which loop would you use?

Infinite Loop

Count-controlled Loop

ANSWER

An infinite loop would be more suitable, as it would keep the bird flying. A count-controlled loop would mean that the bird would fly a short way and then stop.

— Question 3 —

What is the problem with this code?

ANSWER

The move 100 block is outside the forever loop, so it will never be run.

— Question 4 —

What will happen when the green flag is pressed?

ANSWER

The sprite will turn, wait, and move, and keep repeating the sequence, as all the blocks are within the forever loop.

— Question 5 —

If there are two processes on the code area, what will happen when the green flag is pressed?

ANSWER

Both processes would be started, so the sprite would move and turn at the same time. (In Scratch, the green flag can be used to start lots of different things happening at the same time.)

11.

ANSWERS

12.

Use this worksheet to create the codes in Scratch.

Access SCRATCH here.

This is the original lesson source:

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This lesson is based on teachcomputing.org lessons.

Today, you are going to….

• list an everyday task as a set of instructions including repetition
• predict the outcome of a snippet of code
• modify a snippet of code to create a given outcome

1.

Computer programmers use codes and algorithms to tell computers what to do. One type of coding that we can use is called “block coding”.

2.

The videos below explain what block coding is.

ALL Scratch Blocks Explained in 2 Minutes. (2:10 minutes long)

Beginners Guide to Scratch – Blocks Explained! (5:51 minute long)

Scratch explained by a child…

3.

In coding, a loop is a command used to repeat a part of code until the desired process is complete.

In the coding blocks that we used to draw the cat we used “commands” and “loops”?

4.

We can create moving images and even games, using websites like SCRATCH.

Scratch is a programming website that makes it easy to create interactive art, stories, and games. In the next lesson you will create a moving image, using Scratch.

5.

Code blocks in Scratch

This sequence of code is from this programming tool, Scratch. It uses coloured blocks of code.

What will this code snippet do?

What each block might do…

• The pen down block might use a pen to draw on screen.
• The repeat block might repeat something four times.
• The move steps block may instruct how to move.
• The turn degrees block may instruct something to turn.

Can you predict what might be created on-screen once the code has been run?

The code blocks shown will draw a square on the screen. The repeat happens four times, and each turn is through 90 degrees.

6.

Here is another way of programming , called Logo.

What similarities can you see in these code snippets?

7.

Complete the ‘Code blocks in Scratch’ on the worksheet. You need to create Scratch code snippets by using the Logo code snippets as a guide.

Code blocks in Scratch

Use the Logo code snippets on the ‘Code blocks in Scratch’ worksheet to help you complete the Scratch code snippets.

EXAMPLE

8.

What is what in Scratch…?

9.

Let’s get Scratch ready for you to do some coding!

-1-

Click on the picture open Scratch.

-2-

Click on Create

-3-

Close the instruction video

-4-

Close on the “extension button”. (It is a purple box at the bottom of the screen.)

-5-

Click on the pen to add draw option coding blocks.

-6-

Click on the pen to add draw option coding blocks.

-7-

Drag the “erase all” coding block to the code area.

(You will need this block later on to clear the stage, every time after you have run a code.)

Now you are ready to start programming!

10.

Let’s use Scratch to create different shapes!

Drawing a Square. (0:50 minutes long)

11.

Drag these coding blocks to the code area to create a square.

Let’s change the block used to run the code. The triangle must be drawn when the ‘S’ key on the keyboard is pressed.

Event Handler Keys. (1:35 minutes long)

Click on the “erase all” block to clear the stage:

Remove this block:

Use this block:

Chance the instruction to “when ‘S’ key pressed”.

12.

Click on the “erase all” block to clear the stage:

Change the coding blocks in the code area in this way, to create a triangle:

Let’s change the block used to run the code. The triangle must be drawn when the ‘T’ key on the keyboard is pressed.

Click on the “erase all” block to clear the stage:

Remove this block:

Use this block:

Chance the instruction to “when ‘T’ key pressed”.

13.

Click on the “erase all” block to clear the stage:

Change the coding blocks in the code area in this way, to create a hexagon:

Let’s change the block used to run the code. The triangle must be drawn when the ‘H’ key on the keyboard is pressed.

Click on the “erase all” block to clear the stage:

Remove this block:

Use this block:

Chance the instruction to “when ‘H’ key pressed”.

14.

Click on the “erase all” block to clear the stage:

Change the coding blocks in the code area in this way, to create an octagon:

Let’s change the block used to run the code. The triangle must be drawn when the ‘O’ key on the keyboard is pressed.

Click on the “erase all” block to clear the stage:

Remove this block:

Use this block:

Chance the instruction to “when ‘O’ key pressed”.

15.

Click on the “erase all” block to clear the stage:

Change the coding blocks in the code area in this way, to create a decagon:

Let’s change the block used to run the code. The triangle must be drawn when the ‘D’ key on the keyboard is pressed.

Click on the “erase all” block to clear the stage:

Remove this block:

Use this block:

Chance the instruction to “when ‘D’ key pressed”.

16.

A Quick Test:

Look at this Scratch code and say what shape it will make:

Which of the three images below would be produced after running the code. Explain your reasoning.

The correct answer is A, as the loop repeats the forward and turn blocks three times before stopping.

This is the original lesson source:

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Today, you are going to….

• learn about block coding
• use block coding to follow instructions
• use block coding to write an algorithm

1.

The videos below explain what block coding is.

What is Block-Based Programming? | Block Coding for Kids. (1:44 minutes long)

Block Coding for Kids. (3:53 minutes long)

2.

Remember:

3.

We will now complete worksheet to learn how block coding works. The worksheet shows us how to draw pictures using algorithms. The algorithms are shown in the form of coding blocks. Each coding block gives an instruction, or command.

4.

5.

6.

In coding, a loop is a command used to repeat a part of code until the desired process is complete.

Have you noticed that there are “commands” and “loops” in the coding blocks that we used to draw the cat?

7.

Using block coding, can you write an algorithm for drawing this house?

Here are the blocks that you will need:

8.

Complete the worksheet.

9.

Here is a bit more about Block Coding.

PROGRAMMING for kids 👦 Block Programming 💻 Part 2. (5:44 minutes long)

10.

We can create moving images and even games, using websites like SCRATCH.

Scratch is a programming website that makes it easy to create interactive art, stories, and games. In the next lesson you will create a moving image, using Scratch.

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Today, you are going to….

• learn more about algorithms
• discover how to write an algorithm

1.

Algorithms are instructions given in a specific sequence.

The video below explain sequencing.

Sequencing | Coding & Computer Science Song. (3:53 minutes long)

2.

Use this “6-squares worksheet” to draw paths from A to A, B to B, C to C, and D to D.

3.

The video below explains more about coding and algorithms.

PROGRAMMING for kids 👦 Basic concepts 💻 Part 1. (4:27 minutes long)

4.

Can you write the algorithm for moving from point A to point A?

(You need to use instructions like 2 steps R, 3 steps up, 2 steps L, 1 step down, etc.)

A little bit of guidance:

Here are the algorithms for “moving in the first green square”:

5.

6.

Coding for Kids Explained | Why is Coding Important. (3:30 minutes long)

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Today, you are going to….

• learn about algorithms
• discover how computers follow instructions

1.

Watch video below. It explains what an algorithm is.

BBC Learning What Is An Algorithm. (1:07 minutes long)

2.

Also watch this video to learn more about what algorithms are. 

Introduction to Algorithms | All About Computers | Tynker. (4:48 minutes long)

3.

A student will now demonstrate how a computer uses algorithms to perform certain tasks…          

(Give a student instructions to make his way from point A to point B, and back to point A again, by giving instructions in the form of an algorithm. E.g.: 2 steps forward, turn L, 5 steps forward, turn R, etc.)

4.

Use the algorithm (in the previous video, at 1:54 minutes)) for making a paper aeroplane!           

1) Take an A4 sheet of paper, plus a pen.           

2) First write your name all over the paper!

3) Then, follow the steps to fold the aeroplane.

5.

Line up in front of the class and throw your paper planes for fun!

6.

Now you need to follow the algorithm for drawing a computer! Draw while following the instructions in the video below.

(Give each student another peace of A4 paper.)          

How To Draw A Computer Step By Step 🖥️ – Easy. (1:54 minutes long)

7.

Do you want to follow a more complicated algorithm? Complete the drawing as instructed in the video below.

Drawing Tutorial | How to Draw a Computer 🖥️. (3:59 minutes long)

8.

Let’s look at another type of algorithm. Can you write the arrow codes to help the Robot find his home…

9.

Also write the arrow codes to help Mario find his home…

10.

Building Algorithms | All About Computers | Tynker. (3:56 minutes long)

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Today, you are going to….

• continue with the Christmas creations started in the previous lesson

1.

ICT Tasks for Christmas….

Decorate a Virtual Christmas Tree

You need to decorate the virtual Christmas tree by dragging ornaments.

Skills Developed: Basic mouse skills, & creativity.

Christmas-Themed Games

Play online Christmas-themed educational games like matching games, jigsaw puzzles, or memory games.

Skills Developed: Problem-solving & cognitive skills.

Decorate a Virtual Christmas E-Cards

Use a card-making app or website to create and send a Christmas e-card to family or friends.

Skills Developed: Basic design, creativity, sharing online.

Holiday-Themed Typing Practice

Use fun, Christmas-themed typing games to improve your keyboard skills.

Skills Developed: Typing, & hand-eye coordination.

OR

Christmas Coloring Pages

Color Christmas-themed pages using online coloring books.

Skills Developed: Creativity, digital drawing, & basic mouse skills.

OR

Christmas Music Coding

Use Scratch Jr. to create a simple project where characters move or play sounds in time with a Christmas song.

Skills Developed: Basic coding, pattern recognition.

How to make a Christmas Game with Scratch FAST. (9:57 minutes long)

2.

If there is still time, you may do an extension task…

(Click on the button below to access more activities.)

3.

Create a Christmas Picture in Paint…
Task: Use a simple drawing tool like Microsoft Paint or a tablet app to draw a Christmas scene (snowman, tree, presents, etc).
Skills Developed: Digital art, mouse control, creativity.
Tools: Microsoft Paint, Paint 3D, Procreate.

OR

Create a Christmas Story with Stickers and Animations…
Task: Use apps like Toontastic 3D or ChatterPix Kids to create simple
Christmas stories by adding stickers, voice recordings, and animations.
Skills Developed: Storytelling, basic animation, creativity.
Tools: Toontastic 3D, ChatterPix Kids. (These apps need downloading…)

OR

Make a Christmas Collage…
Task: Use apps like Pic Collage to make a fun Christmas collage with family photos, stickers, and text.
Skills Developed: Creativity, basic digital manipulation.
Tools: Pic Collage, Adobe Spark for Kids. (These apps need downloading…)

OR

Build a Christmas Scene in a Block-Based Game…
Task: In simple block-based building games like Toca Blocks or Lego Builder, kids can create a Christmas-themed world.
Skills Developed: Spatial awareness, creativity, basic problem-solving.
Tools: Toca Blocks, Lego Builder. (These apps need downloading…)

4.

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Today, you are going to….

• use the internet, online tools, or word processing programmes to create something related to Christmas…

1.

ICT Tasks for Christmas….

Decorate a Virtual Christmas Tree

You need to decorate the virtual Christmas tree by dragging ornaments.

Skills Developed: Basic mouse skills, & creativity.

Christmas-Themed Games

Play online Christmas-themed educational games like matching games, jigsaw puzzles, or memory games.

Skills Developed: Problem-solving & cognitive skills.

Decorate a Virtual Christmas E-Cards

Use a card-making app or website to create and send a Christmas e-card to family or friends.

Skills Developed: Basic design, creativity, sharing online.

Holiday-Themed Typing Practice

Use fun, Christmas-themed typing games to improve your keyboard skills.

Skills Developed: Typing, & hand-eye coordination.

OR

Christmas Coloring Pages

Color Christmas-themed pages using online coloring books.

Skills Developed: Creativity, digital drawing, & basic mouse skills.

OR

Christmas Music Coding

Use Scratch Jr. to create a simple project where characters move or play sounds in time with a Christmas song.

Skills Developed: Basic coding, pattern recognition.

How to make a Christmas Game with Scratch FAST. (9:57 minutes long)

2.

If there is still time, you may do an extension task…

(Click on the button below to access more activities.)

3.

Create a Christmas Picture in Paint…
Task: Use a simple drawing tool like Microsoft Paint or a tablet app to draw a Christmas scene (snowman, tree, presents, etc).
Skills Developed: Digital art, mouse control, creativity.
Tools: Microsoft Paint, Paint 3D, Procreate.

OR

Create a Christmas Story with Stickers and Animations…
Task: Use apps like Toontastic 3D or ChatterPix Kids to create simple
Christmas stories by adding stickers, voice recordings, and animations.
Skills Developed: Storytelling, basic animation, creativity.
Tools: Toontastic 3D, ChatterPix Kids. (These apps need downloading…)

OR

Make a Christmas Collage…
Task: Use apps like Pic Collage to make a fun Christmas collage with family photos, stickers, and text.
Skills Developed: Creativity, basic digital manipulation.
Tools: Pic Collage, Adobe Spark for Kids. (These apps need downloading…)

OR

Build a Christmas Scene in a Block-Based Game…
Task: In simple block-based building games like Toca Blocks or Lego Builder, kids can create a Christmas-themed world.
Skills Developed: Spatial awareness, creativity, basic problem-solving.
Tools: Toca Blocks, Lego Builder. (These apps need downloading…)

4.

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Today, you are going to….

• learn more about the keyboard
• practise typing

1.

This song tells you more about the keyboard:

2.

What is on the keyboard?

And what is AltGr?

2.

Let’s learn a bit more about the position of our hands and fingers on the keyboard!

(Click on the image below to learn more…)

3.

Let’s practice our typing skills!

(Click on the button below to start with the exercises.)

4.

Here are more typing exercises!

(Click on the button below to do the excercises…)

5.

And, even MORE typing exercises!!!

(Click on the images below to do the exercises.)

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This is Lesson 6 on Computing Systems & Networks – the Internet, taken from teachcomputing.org.

Today, you are going to….

• evaluate the reliability of content
• consider the consequences of unreliable content
• realise that not everything on the internet is true
• explain why some information we find online may not be honest, accurate, or legal
• explain why I need to think carefully before I share or re-share content online

1.

Revision…

A website is a set of web pages located under a single name, typically produced by a single person or organization. Basically, it is a place you visit on the internet, like a page in a book, with pictures, words, and videos, on specific topics.

2.

What do you think of these pictures?

1. Are these pictures real?
2. Do you think they have anything in common?
3. How do you think they were created?
4. Why were they created?

3.

4.

Click on the image to do some research on Google!

“best mobile phone ever”

5.

Are these the best mobile phones?

Did you get the same results?

6.

Not all information on the internet is true…

7.

Why would people create or share false information on the web?

News that is not true is also sometimes called ‘fake news’.

Reasons people might share false information:

• To make money — People might make false claims about products or post false reviews to encourage other people to spend money.
• To be popular — Many people seek popularity through social media, so may post false information to gain more shares or likes.
• To gain power — People may post false claims in order to gain votes in elections.
• By mistake — Sometimes people may not be aware that what they are sharing is not true.

8.

Sharing information

What should I think about before I share information online?

If you are not sure…

9.

• not everything on the internet is true
• some online information may not be honest, accurate, or legal
• we need to think carefully before we share content online

10.

Complete the following task online to test your knowledge on what you have learnt so far about websites on the world wide web. (You have to click on “OK” to start.)

This is the original lesson source:

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This is Lesson 5 on Computing Systems & Networks – the Internet, taken from teachcomputing.org.

Today, you are going to….

• realise that the content of the World Wide Web is created by people
• consider who owns the content on websites
• discover that there are rules to protect content

1.

Revision…

A website is a set of web pages located under a single name, typically produced by a single person or organization. Basically, it is a place you visit on the internet, like a page in a book, with pictures, words, and videos, on specific topics.

2.

What is “web content”?

What do we mean by “content”?

Content is the stuff on a website.

For example, any text, image, audio, or video that is part of the website is web content.

3.

Click on the logos to display the following websites, to see what they are about:

a YouTube channel

LEGO website

Scratch website

Who owns the content on each of these websites?

The content can belong to:

• individuals (e.g. Dan TDM)
• organisations (e.g. LEGO)
• collective groups (e.g. Scratch)

4.

What can we do with content on someone’s websites?

• Some content we may only view.
• Some content we may also download.
• Some we may even use as our own!

5.

Imagine you came across this on a website:

Click on the button to access the web page:

Consider the following:

1. Who owns this information?
2. Who wrote the article? (How do you know?)
3. Who does the content belong to? (How do you know?)
4. Does any of the content belong to anyone else? (Can you give an example?)

ANSWERS

6.

Do you understand what it means to:

get permission…?

give credit to…?

“to get permission” means…

to get approval to access or use some content that does not belong to you

“to give credit to” means…

to mention them as owner or creator of the content

7.

Let’s think about sharing images…

What should you think about
before sharing a picture online?

We need to think about:

• Who does the image belong to? (ownership)
• Has the person the picture belongs to said it can be shared? (permission)
• Do I need to give the person who created it credit?
• Where will I share it?
• Who will see it if I share it?
• Is the image appropriate to be shared?

8.

• Websites and their content are created and owned by people.
• The content can be text, images, or media (audio and video.)
• Websites have owners.
• There are rules to protect the content. (For example, one needs to get permission.)
• Sometimes we may use content but we have to give credit to the person who created it.

This is the original lesson source:

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This is Lesson 4 on Computing Systems & Networks – the Internet, taken from teachcomputing.org.

Today, you are going to….

• discover how content can be added and accessed on the WWW
• explain what media can be found on websites
• see how you can add content to the WWW
• examine how internet services can be used to create content online

1.

Revision…

The World Wide Web is part of the internet.

The World Wide Web refers to all the websites or pages that users can access on their local computers and other devices through the internet.

2.

A website is a set of web pages located under a single name, typically produced by a single person or organization. Basically, it is a place you visit on the internet, like a page in a book, with pictures, words, and videos, on specific topics.

3.

What is on a website?

So, on websites we find:

• Titles
• Pictures
• Text
• Logos
• Links (to other websites / pages)
• Videos
• Sound

4.

Which of the features above are the most important on:

1. a shopping website?
2. an information website?
3. a news websites?

5.

Videos, sound, images and text are called “media”.

6.

Some websites allow you to make your own creations!

There are also websites where we can create material. We can create new content online and add these to the WWW. We can create media which can be found on websites.

7.

Let’s look at some examples of what we can create.

We can create games, using websites like SCRATCH.

Scratch is a programming website that makes it easy to create interactive art, stories, and games — and share those creations online.

Scratch 2.0 Overview Video. (1:37 minutes long)

We can create animated videos, using websites like SIMPLESHOW.

Meet simpleshow video maker. (1:06 minutes long)

We can create and edit music, using websites like MUSICLAB.

Introducing Chrome Music Lab. (1:29 minutes long)

We can create word puzzles, using websites like NEPAZING.

We can create and edit images, using websites like PICSART.

Picsart is a photo editor used to create popular photo effects.

How to Create AWESOME Photo and Video Edits. (0:37 minutes long)

We can create drawings, using websites like PAINTZ.

PaintZ is a simple paint program for creating and editing drawings and other images.

Introducing Paintz app. (0:57 minutes long)

8.

We will now complete a few tasks online!

Make some music, using an online tool. Click on the button below to access the tool.

Then, in the website, click on the drawing that looks like this:

Making sounds with drawing: pitch

Try drawing lines at the top of the screen. Try drawing lines at the bottom of the screen. What is this website enabling you to do?

Making sounds with drawing: duration

Try drawing short lines. Try drawing long lines.

You have used a tool on the World Wide Web to create your own content!

Make a word search on “colours”, using an online tool. Click on the image below to access the tool.

The following words must be in the word search:

This is how you will make the word search:

You have used a tool on the World Wide Web to create your own content!

Create a picture, using an online tool. Click on the image below to access the tool.

You have used a tool on the World Wide Web to create your own content!

9.

Here are links to all the online creation websites that we looked at today:

This is the original lesson source:

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Today, you are going to….

• finish any incomplete tasks
• play some educational online games

1.

Finish any tasks from previous lessons that you have not completed yet.

2.

Now you may use the links below to play some educational games on the internet:

Click on the button below for more games:

The following games can only be used in the UK:

3.

If not already completed, revise the “internet words” from previous lessons, by completing this quiz:

QUIZ

You can revise the “internet words” below:

4.

If there is still time, you may play some games from Friv…

(Click on the image below to access the games.)

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This is Lesson 3 on Computing Systems & Networks – the Internet, taken from teachcomputing.org.

Today, you are going to….

• see how information can be shared via the World Wide Web (WWW)
• discover the types of media that can be shared on the WWW
• describe where websites are stored when uploaded to the WWW
• learn how to access websites on the WWW

1.

Can you remember what the Internet is?

The internet is a network of networks, connected by lots of routers.

The World Wide Web is part of the internet.

On the world wide web we can visit web pages and websites.

2.

The World Wide Web is part of the internet.

The World Wide Web refers to all the websites or pages that users can access on their local computers and other devices through the internet. These pages and documents are interconnected by means of hyperlinks that users click on for information. This information can be in different formats, including text, images, audio and video. 

The World Wide Web is also known as the web, WWW or W3.

3.

What can we share on the world wide web?

Click on OK to complete the task below:

Let’s recap: (Swipe the slides to see the answers.)

4.

Look at this web address:

The address of the website tells you where it was created.

Where were these websites created?

5.

Here are the ends of some web addresses. Some tell you where the website may originate from. Where do you think these are from?

Some tell you more about the content of the website. What do you think these mean?

6.

Where are websites kept? (Or “hosted”?)

Most websites are hosted in large data centres.

Data centres are large buildings full of powerful computers.

Data centres distributed around the world. (They can be anywhere in the world!)

Some of the largest data centres are owned by companies such as Google, Amazon, Apple and Microsoft.

7.

How can I access the World Wide Web?

We access the world wide web on devices like these ones below:

8.

So, what is a web browser?

A web browser lets you look at (or “browse”) web pages on the internet. For example, Google Chrome is a web browser.

Chrome can be found on many computers and mobile devices.

Here are examples of other web browsers:

9.

• The web is part of the internet.
• Web browsers allows us to access (or look at) information on the web.
• Web pages are stored in big computers called data centres.

10.

Test yourself!

Complete this short quiz…

What do you know about sharing information on the web?

Click on OK to complete the task below:

This is the original lesson source:

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This is Lesson 2 on Computing Systems & Networks – the Internet, taken from teachcomputing.org.

Today, you are going to….

• see how networked devices make up the internet
• describe networked devices and how they connect
• examine how the internet is used to provide many services
• realise that the World Wide Web is the part of the internet that contains websites and web pages

1.

Can you remember what a computer network is?

A computer network is a set of computers sharing resources. 

2.

Here is a reminder:

The internet is a worldwide system of interconnected computer networks, that communicate with each other. 

Sometimes the internet is simply called the net.

3.

The internet provide us with different services.

We can share files on the internet, send emails on the internet, and we can use the World Wide Web.

Routers use routes (or paths) to get messages from one computer to another computer in the internet.

4.

Finding Routes

Networks use routes to get messages from one computer to another computer.

Have a look at these routes:

1. Find three possible routes to B.

2. What’s the quickest way to A? (Look for the fewest steps…)

3. How could you get from 3 to 4?

4. How could you get to C without going through 6.

5.

Use the route below to make up your own question and answer.

6.

Exploring websites

Have a look at these websites:

What things can you find on each of them?

Use the worksheet below. (You have to name three things for each website.)

7.

Finally, click on the link below to fill in the missing information about the internet:

The internet is connected by lots of _______. The ________ is part of the ___________, where we can visit _______ and ________.

8.

• The internet is a network of networks.
• The networks are connected to each other with routers.
• The internet provide services, like sharing files, sending emails, and letting us use the World Wide Web.
• the World Wide Web is the part of the internet that contains websites and web pages.

This is the original lesson source:

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This is Lesson 1 on Computing Systems & Networks – the Internet, taken from teachcomputing.org.

Today, you are going to….

• learn about the internet as a network of networks
• demonstrate how information is shared across the internet
• discuss why a network needs protecting

1.

The internet is a worldwide system of interconnected computer networks, that communicate with each other. 

Sometimes the internet is simply called the net.

2.

What is a network?

A computer network is a set of computers sharing resources 

3.

Messages are sent from one computer to another in a network.

The computers in a network are connected with a switch.

Imagine your table is a network.
All the computers will get a message to pass to the switch, who will then pass the message to the computer it is meant for.

4.

Messages can also be send from one network to another network.

The networks are connected to each other with a router. (Routers enable messages to be passed between networks via switches.)

A message follows a certain path, to go from one network to another network :

• it goes from one computer
• to that network’s switch
• to a router
• to the switch of the other network
• to the receiving computer

5.

It is a worldwide system of computer networks.

It is a network of… networks!

All across the world, networks on the internet are joined by physical cables.

6.

It is important to keep a network safe.

Let’s look at network security.

A firewall is a network security device that monitors traffic to or from your network. It allows or blocks requests, based on a set of security rules.

There are different reasons why it may not be a good idea to pass on a message. For example:

• Some information is private
• Some information is not relevant to others
• Some information can be harmful (e.g. a computer virus)

Let’s pretend some of you are ‘routers’. The routers have built in “firewalls”. These accept a message, or block it…

Would you allow the following messages to enter your network, or would you reject some of the messages?

Alternatively, do this task also as a roleplay, with some students being “routers” and others “computers”. The “computers” draw messages out of a hat, and take it to the “routers”, who either allow or block the messages.

7.

• A network is two or more computers that are linked in order to share information.
• A device, called a switch, sends information between computers.
• The internet is a network of networks.
• A device, called a router, connects two or more networks.
• It is important to protect networks from information that is private or harmful.
• A firewall is a device that monitors traffic to or from your network. It allows or blocks traffic based on security rules.

This is the original lesson source:

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Today, you are going to….

• revise different parts of a computer
• complete a word search about computer parts

1.

Can you remember the different parts of a computer?

Here is a video to remind you…

2.

Let’s draw a computer!

How To Draw A Computer Step By Step. (1:54 minutes long)

3.

Can you name / label the different parts of the computer?

ANSWERS

4.

Complete this online word search!

(Click on the button to open the word search.)

5.

You can also complete this online word search!

(Click on the button to open the word search.)

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Additional Information:

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Today, you are going to….

• learn about the different parts of a computer
• complete the word processing task from the previous lesson

1.

2.

WATCH VIDEO

3.

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Complete the task from the previous lesson.

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Additional Information:

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Introduction….

Today, you are going to….

• learn about the keyboard
• learn about word processing
• learn how to open a document, save a document, and close a document
• use a word document to write about yourself

1.

Your teacher will explain to you the functions of all these keys…

2.

Make a Word document about yourself.

Below are some ideas…

• Write your Name and Surname.
• Write about your Family – their names, and how old your siblings are.
• Write about your Favourite things… (mention at least 10)
• Write about things that you do not like… (name 5)
• Write about the job you want to do one day: “One day, I want to be a …” 

• log on?
• open a document?
• save new work?
• log off?

3.

So, let’s start with the task!

Open the document that the teacher has prepared for you to use in this lesson. It is in the Y3 ICT – Mrs LI folder.

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