Teacher’s guide

DT1 Module 1 Learning

the basics
Task 1 Computers and devices
Teacher

Class Date

Overview Tools & Equipment

The general purpose of this lesson is for students • Motherboard
to recognize the different types of computers, their • CPU
basic parts and the main peripheral devices. • RAM
• HDD
Objectives • Graphic card
• To recognize the types of computers that are • Power supply
used today, according to their size, use and • Monitor
computing power. • Keyboard
• To understand the meaning of “Hardware” and • Printer
“Software”. • Other peripheral devices you may have
• To recognize the basic parts of a Central Unit. • Projector
• To understand the meaning of “Peripheral Devices”. • Whiteboard
• To distinguish peripheral devices.
Learning difficulties
Skills 1. Students may not have a clear idea of what
To understand what type of computer they must a computer is. They may think that a game
use depending on the task they want to do. console or a smartphone is not a computer.
Inside a Desktop PC Explain what a computer is (page 7), giving
• To recognize the motherboard and its usage. examples.
• To recognize the CPU and its usage. 2. Students may think that a laptop or a tablet PC
• To recognize the RAM and its usage. is more expensive and more powerful than a
• To understand the differences between RAM and Desktop PC. Explain the meaning of upgrade
ROM and to be able to recognize ROM. (page 7).
• To understand the role of CPU cache memory. 3. Students may think that a server must be a
• To recognize the HDD and its usage. supercomputer (page 8).
• To recognize the Graphic Card and its usage. 4. They may think that a UPS can give electricity
For the peripheral devices. for an unlimited period of time.
• To understand which peripheral devices are input 5. They may wrongly think that BIOS is hardware.
devices, to enumerate them and describe the 6. Don’t need to analyze the ALU and CU, beyond
usage of each one. what is mentioned on page 9. You don’t need to
• To understand which peripheral devices are mention “form of electricity”, just say that RAM
output devices, to enumerate them and describe memory needs electricity to maintain its data.
the usage of each one. 7. You don’t need to explain why the “speed”
• To understand which peripheral devices are of a CPU is measured in Hz. We use this
input/output devices, to enumerate them and measurement unit to compare the CPUs.
describe the usage of each one. 8. There may be a misunderstanding that when
• To understand that storage devices are input/ we have a fast CPU, we don’t need to have a big
output devices, but not vice versa (e.g. touch RAM or vice versa.
screen) 9. The roles of ROM, RAM and CPU cache memory
are often confused (page 10).
What is needed 10. Although the role of a storage device is very
Resources clear, sometimes we confuse it with RAM (page
• Digital Teens 1 Student’s Book 10)
• T.1.1.1_Hardware.docx 11. Explain on which occasions a computer needs
• T.1.1.1_Computer_Types.pptx to have an onboard graphic card or an add-on.
• T.1.1.1_Worksheet.docx 12. Analyze the meaning of “Input”, “Output” and
Links “Input/ Output” devices. Sometimes students
http://openbookproject.net/courses/intro2ict/ think that because they speak and their mouth
hardware/peripherals.html is like an output device, the microphone is an
http://www.esolcourses.com/topics/computers.html input device. Or they think that a printer is an
http://www.esolcourses.com/content/ict/vocab/ input device because it receives data from the
computerwords/computerwordsquiz1.html computer.
http://www.esolcourses.com/content/ict/vocab/ 13. Students may think that a smartphone is
computerwords/computer-picture-quiz.html an Input/ Output device not because in can
http://www.englisch-hilfen.de/en/exercises/ exchange data with another computer, but
vocabulary16/computer.htm because it has a touch screen. The truth is that

DIGITAL TEENS 1 / MODULE 1 / TASK 1 - 3 - Copyright © 2013-2016 Binary Logic SA

 the touch screen of a smartphone is an Input/ students of each group to be divided into four
Output device, not the smartphone itself. subgroups. The first group will answer questions
14. There may be confusion between the terms about the inner part of the computer, the second
“storage devices” and “storage media” A DVD about input devices, the third about output devices
drive is a storage device whereas a DVD is and the fourth about input/output devices. The
storage media. There are occasions that these groups can cooperate by sharing their knowledge.
terms match e.g. a Hard Disc Drive. Finally, the Your role is supportive. Guide them to discover any
concepts of Input/ Output Device with some information when needed.
storage media, e.g. audio CD-ROM, doesn’t Ε. Comprehension.
always coincide. Show the concept map, that has to do with the
inner parts of the Central Unit (“T.1.1.1_Hardware.
Lesson Description docx”), using the projector and ask the students to
A. Preparation. explain it, in order to see what they have learned.
1st Teaching approach. For every wrong answer try to guide them to find
Place two different groups of broken or outdated/ the correct one.
obsolete computer parts onto two workbenches. Following the same procedure, present the concept
The first group contains a motherboard, CPU, RAM, maps, which refer to the peripheral devices.
HDD, Graphic card and Power supply. The second F. Completion – Evaluation.
contains mainly peripheral devices. • Hand out the evaluation sheet to every student
Have ready printed cards (“T.1.1.1_Hardware. and ask them to complete it.
docx”) to give out to the groups. On these cards • Collect them and see if they understood all the
ask students to write the name of each device and objectives for the lesson.
if it is a computer part or a peripheral device. Ask • Check in which part of the lesson students didn’t
them also to give a short description, of one or understand something completely and make any
two sentences, about the function of the part or changes required in the teaching process.
device.
2nd Teaching approach.
Show the printed image of the computer with its Notes
peripheral devices (“T.1.1.1_Hardware.docx”), either
using a video projector or on each of the group’s
computers. Each group should fill in the gaps next
to each object in the image.
Β. Start.
At the start, discuss what a computer is, what we
can do with a computer and which devices or
machines contain a computer.
Via a projector, or on each of the group’s
computers, show the presentation (“T.1.1.1_
Computer _Types.pptx”), where we show different
computer types from the least to the most
powerful. Explain where we can use each type.
Finally, relate the concept of computer hardware
and software according to the image.
Computer = Hardware + Software
Introduce the overall purpose of the lesson, which
is to learn about the inside of a computer and the
inside of the devices with which it is connected.
C. Brainstorming
Ask students to name the inner parts of a computer
and write them down on the board. On the same
board, but in a different place, write down the
devices which the students believe a computer can
connect to. It is better if the names are in English.
D. Investigation of knowledge –
Development of knowledge
Give out the worksheet, with basic research
questions. Students should fill in the gaps on the
cards or on the paper sheet with a pencil, according
to the teaching approach that we will choose
“T.1.1.1_Hardware.docx”.
Tell students to consult the Student’s Book Digital
Teens 1, Module 1, Task 1, if necessary. Tell the

DIGITAL TEENS 1 / MODULE 1 / TASK 1 - 4 - Copyright © 2013-2016 Binary Logic SA

 Module 1 Learning
the basics
DT1 Task 2 The operating system
Teacher

Class Date

Overview Learning difficulties

The operating system tools which enable the total • Have difficulty in understanding that software is
control of a computer. immaterial.
• Have difficulty in understanding that the
Objectives operating system is not a particular program.
• To understand the operating system as a set of
programs which: Lesson Description
o Control the computer’s hardware operation. A. Preparation
o Manage the available computer memory and Unpin all the programs from task bar and start
allocates the required amount of memory menu.(right click each program and then select
each program needs. Unpin)
o Manage the time the CPU will spend on a B. Start –Brainstorming
specific process. • Make a reference to the previous lesson
o Create the proper environment for the user to regarding hardware.
interact with the computer. • Start asking student questions with reference to
• To identify the LOG ON operation on a computer. hardware operation. For example, ask them:
• To describe the parts that distinguish the Main o What actions must you do in order to print a
Screen of Microsoft Windows. picture?
• To describe the parts that distinguish the Main o Do you know how a printer is controlled?
Window of Microsoft Windows. o Do you do any particular actions while you use
• To distinguish the different operations related to the paint program?
Shut down. o How many programs do you think exist on
• To describe the parts of a typical Window of computer?
Microsoft Windows. o What do you think software is?
• To manage the tools Windows offer you to open o Can we touch the hardware?
and close programs or folders. o Can we touch the software?
• To control devices from the “Computer” icon on o Do you think that software is necessary for the
the Desktop. proper operation of hardware?
• Continue asking students questions in order to
Skills introduce the concept of applications:
• To place programs in the Pin bar. o Can we use the paint program to watch a
• To pin programs on the Start menu. video?
• To open a program using the Start button search o Do you know what we call the type of software
box. that does a particular task?
• To save and open a document. • Make the simile below in order to introduce the
• To shut down computer. concept of an operating system
• To interact with command line Microsoft
Windows environment. The computer
> Orchestra
system
What is needed The hardware > Musicians and instruments
Prerequisites The software > Notes
Basic knowledge of interaction with the operating The operating Conductor who coordinates
system of Microsoft windows. >
system all functions
Resources
• Digital Teens 1 Student’s Book • Ask students:
• T.1.1.2_Worksheet_1.docx o Which operating systems do you know of?
• T.1.1.2_Worksheet_2.docx o Who do you think created the proper
• T.1.1.2_Worksheet_3.docx environment for you to interact with a
• T.1.1.2_Worksheet_4.docx computer?
• T.1.1.2_Worksheet_5.docx C. Development of Knowledge – Implementation
• T.1.1.2_Evaluation_sheet.docx • First,separate students into groups of 2-3.
• “T.1.1.2_Computer system” folder • Then,hand out the “T.1.1.2_Worksheet_1.
• “T.1.1.2_MainScreen” folder docx”and ask students to do the activity.
• “T.1.1.2_MainWindow” folder • In the same way,hand out the next two
Tools & Equipment worksheets(“T.1.1.2_Worksheet_2.docx”, “T.1.1.2_
Microsoft Command Prompt Worksheet_3.docx”) and ask students to fill in the
blanks on the concept maps.

DIGITAL TEENS 1 / MODULE 1 / TASK 2 - 5 - Copyright © 2013-2016 Binary Logic SA

• A ll the cmap files(completed and uncompleted)
are in the folders Computer System,MainScreen
and MainWindow.
• Next hand out the “T.1.1.2_Worksheet_4.docx”.
Ask students to complete the activity. They have
to connect the actions described in each cloud
with the corresponding choice.
• For every wrong answer, try to guide them
towards figuring out the correct answer.
• Finally, hand out the “T.1.1.2_Worksheet_5.docx”
and ask them to complete the activity.
• Tell students to consult the Student’s Book,
Module 1, Task 2, if necessary.
D. Completion – Evaluation
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect them and see if they understood all the
objectives for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 1 / TASK 2 - 6 - Copyright © 2013-2016 Binary Logic SA

 Module 1 Learningthe basics
DT1 Task 3 Files and folders
Teacher

Class Date

Overview Learning difficulties

Data is organized into files and folders. • Being persuaded that it is easier to have files on
the desktop in order to have a direct access to
Objectives them.
• To understand the helpfulness in organizing files • Having difficulty in understanding the tree
using folders and subfolders. structure of folders.
• To recognize the different ways you can copy and • Getting lost during the navigation among the
move a folder or file. Windows system folders.
• To become aware of the different ways to select • Getting confused while practicing the ‘Drag and
files or folders. Drop’ method using their hands.
• To become aware of the different ways you can • Using the ‘Drag and Drop’ method in order to
rename a file or folder. transfer files from one folder to another believing
• To realize that shortcuts are just “links” to that they have copied it.
particular folders, files or programs. • Copying their files without renaming the copied
• To learn how to compress a file or folder in order files, so when they change or add something
to take up less memory. they cannot differentiate between the folders.
• To realize that compressed files or folders can be • Thinking that if they delete the shortcut of an
copied and moved just like files. item they delete the original item.
• To recognize that the amount of compression is • Thinking that they can extract files from a folder
not always the same and depends on the file type. only to the compressed folder location.
• To realize that when you delete a file or folder it • Thinking that when they delete a file or folder it
goes into the recycle bin. is completely removed from the computer.

Skills Lesson Description

• To create folders and subfolders. A. Preparation
• To cut, copy and move file or folders. Copy and paste the folder “T.1.1.3_Continents” in
• To drag and drop an item. the music library’s folder on each computer.
• To delete a folder. B. Start –Brainstorming
• To rename a folder. • Introduce the purpose of the lesson by
• To search for a file or folder. motivating students’ interest in organizing their
• To create a shortcut. files. You could start by asking the students
• To create a shortcut directly on the desktop. questions, such as :
• To compress a file or folder. o Where do you store your worksheets when
• To extract a file from a compressed folder. you complete your activities?
• To uncompress all the files from a compressed o Do you label each folder where you store your
folder. worksheets?
• To change the view of icons. o Do you have a specific folder for the ICT
• To see the size and details of a file. course?
• To change the order in which information o How do you sort your worksheets in the same
appears in a file. folder?
• To restore, cut or delete files or folders from the • Discuss with the students in order to explain to
Recycle bin. them:
• To delete all the items in the Recycle bin. o How important it is to use folders and
subfolders in order to organize their files.
What is needed Explain to them that this way is the best
Prerequisites because they’ll know where they have each file
Basic knowledge of using files and folders. anytime they are looking for something.
Resources o They can find anything among folders and
• Digital Teens 1 Student’s Book subfolders.
• Folder : “T.1.1.3_Continents” o That it is important each folder has a name
• T.1.1.3_Worksheet_1.docx related to its content.
• T.1.1.3_Worksheet_2.docx C. Development of Knowledge – Implementation
• T.1.1.3_Evaluation_sheet.docx • Separate the students into groups of 2-3.
Tools & Equipment • Hand out the “T.1.1.3_Worksheet_1.docx”. In
• Windows live photo gallery this activity students have to create the suitable
• Microsoft PowerPoint folders and subfolders in order to replace their
files.

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

• T hen,hand out the “T.1.1.3_Worksheet_2.docx”. In
this activity students have to:
o Search for a particular folder.
o Extract files from compressed folders to
specific folders.
o Rename files.
o Move and copy files to proper subfolders.
• During the activity:
o Ask the students if they know another way to
cut, copy and paste files using short cuts.
o Help the students extract their files.
o Guide them to discover any information when
needed.
o Tell the students to consult the Student’s
Book, Module 1, Task 3 if it is necessary.
D. Completion – Evaluation
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect them and see if they understood all the
objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

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

 Module 1 Learningthe basics
DT1 Task 4 Basic settings
Teacher

Class Date

Overview Lesson Description

Changing basic settings on computers. A. Preparation
• Change the priorities of the keys on each mouse
Objectives (left and right buttons)
• To manage the function which changes the date • Adjust the resolution of each monitor to 800x600
and time of the computer using the taskbar tool. • Visit the web page http://www.timeanddate.
• To change the screen resolution and to com/timer/ and then mute the sound of internet
distinguish which resolution matches the explorer from the taskbar.
monitor. • Download from the site http://www.google.com/
• To choose themes and pictures in order to create earth/index.html the Google earth program and
the desktop background. More specifically, to set place it on the desktop of each computer. Please
as the desktop background: note: do not install the chrome browser!
o A picture from the proposed list of Microsoft B. Start –Brainstorming
windows. • Introduce the purpose of the lesson motivating
o A picture from any folder on the computer. students’ interest for the basic settings on the
o A picture directly from the Internet. computer. More specifically, you could start by
• To distinguish which application plays a particular asking the students questions such as:
sound in order to adjust it from the audio mixer o Have you ever removed a program from your
area. computer?
o What happens if you want this program again?
Skills o Do you know how to change the date and
• To change the mouse settings. time on your computer?
• To remove a program. o Have you ever wondered what the local time
• To change the date and time of the computer. of a country is in another continent and how
• To change the screen resolution. we can find it using our computer?
• To change the desktop background. o Have you ever changed your desktop
• To adjust the sound. background?
o Have you ever changed the color which
What is needed windows appeared on the desktop?
Prerequisites o Have you ever adjusted your screen
Basic knowledge of using the operating system of resolution?
Microsoft Windows. o What do you think is the best resolution of a
Resources monitor?
• Digital Teens 1 Student’s Book C. Development of Knowledge – Implementation
• T.1.1.4_Worksheet_1.docx • Separate the students into groups of 2-3. Then,
• T.1.1.4_Worksheet_2.docx tell the students to turn on their computers.
• T.1.1.4_Worksheet_3.docx • Hand out the “T.1.1.4_Worksheet_1.docx”.
• T.1.1.4_Worksheet_4.docx Remember that you have to change the priorities
• T.1.1.4_Worksheet_5.docx of the buttons on each mouse (left and right) and
• T.1.1.4_Worksheet_6.docx to mention this to the students. It is necessary to
• T.1.1.4_Evaluation_sheet.docx help them find the mouse properties in order to
Links make the changes.
http://www.timeanddate.com • Then,hand out the “T.1.1.4_Worksheet_2.docx”.
http://www.google.com/earth/index.html You have to adjust the resolution of each monitor
Tools & Equipment to 800x600 and ask students to do the proper
Google earth program changes.
• Hand out the “T.1.1.4_Worksheet_3.docx” and
Learning difficulties ask students to synchronize the time on the
• Students believe that when they want to remove computer.
a program they have to delete the folder where • Then,hand out the “T.1.1.4_Worksheet_4.docx”
the program is located or only to delete the and ask students to do the activity.
shortcut of this program. • Hand out the “T.1.1.4_Worksheet_5.docx”. Help
• Students think that higher resolution means students save a picture of their choice from the
better graphics. Google earth program to their computer. You
• Students think that when the time changes they could suggest to them to copy and paste it to
have to adjust the computer’s clock. Microsoft word or to the paint program in order
to export it as an image.

DIGITAL TEENS 1 / MODULE 1 / TASK 4 - 9 - Copyright © 2013-2016 Binary Logic SA

• G uide them to discover any information when
needed.
• Finally,hand out the “T.1.1.4_Worksheet_6.docx”
and ask students to remove the Google earth
program.
• Tell the students to consult the Student’s Book,
Module 1, Task 4 if it is necessary.
D. Completion – Evaluation
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect them and see if they understood all the
objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 1 / TASK 4 - 10 - Copyright © 2013-2016 Binary Logic SA

 Module 1 Learning
the basics
DT1 Task 5 Hints and tips
Teacher

Class Date

Overview finished.
Changing some extra settings on the computer. • W hen students use the Windows help program,
they usually type whole phrases in the search box
Objectives and not the keywords.
• To arrange the position and size of objects on the • Students often believe they can make changes to
main screen. a “read-only” file.
• To work with many files and folders which are
opened on the desktop. Lesson Description
• To close a program which is not responding A. Preparation
using the task manager. Make the changes below to each computer :
• To remove a storage device properly. • Move the taskbar from the bottom of the screen
• To use Window’s “Help and Support” program for to another side and check that the taskbar is
many useful functions. locked.
• To see what general information is included in a • Put the icons in a random position on the
file or folder’s properties. desktop and uncheck the choices:
o Auto arrange icons
Skills o Align icons to grid
• To move the taskbar to the four sides of the screen. • Change the size of the desktop icons to large.
• To change the size of the icons. • Remove the icons from the desktop by
• To appear, disappear or arrange the icons on the unchecking the corresponding choice.
desktop. • Place the folder “T.1.1.5_Maps” in My Documents
• To arrange opened windows. and then hide the included file with the name
• To add gadgets on the desktop. “World_Map”. Set Microsoft Word as the default
• To close a program using the task manager. program to open this file.
• To safely remove a storage device. B. Start –Brainstorming
• To use Window’s help program. • Start asking students questions with reference to
• To access file properties. the smart actions on the computer. For example,
• To make a file or folder “hidden”. ask them:
• To make a file or folder “read-only”. o Have you ever moved the taskbar’s position
• To make appear the “hidden” files or folder. on the screen?
o How do you arrange the icons on the desktop?
What is needed o Have you ever changed the size of the icons?
Prerequisites o Have you ever put any kind of gadget on the
Basic knowledge interacting with the operating desktop?
system of Microsoft Windows. o How do you react to a not responsive
Resources program?
• Digital Teens 1 Student’s Book o Do you think that the use of the task manager
• T.1.1.5_Worksheet_1.docx is the only way to solve this kind of problem?
• T.1.1.5_Worksheet_2.docx o How do you arrange open windows when you
• T.1.1.5_Worksheet_3.docx work with many programs simultaneously?
• T.1.1.5_Worksheet_4.docx o Do you use Window’s help and support
• T.1.1.5_Worksheet_5.docx program?
• T.1.1.5_Worksheet_6.docx o What keywords would you type if, for example,
• T.1.1.5_Evaluation_sheet.docx you wanted help on how to remove unwanted
• Folder “T.1.1.5_Maps” programs from your computer?
Tools & Equipment o Do you know that you can hide files and
• Microsoft Word office folders?
• Microsoft paint program • Then ask students how they would “disconnect” a
• USB flash memory storage device (for example a USB flash memory)
from a computer and then show them step-by-
Learning difficulties step how to remove a device properly.
• When students use the task manager, they might C. Development of Knowledge – Implementation
accidentally close other running programs and • Separate the students into groups of 2-3.
lose unsaved work. • First,hand out the “T.1.1.5_Worksheet_1.docx”and
• Students often pull the storage device out in help students to customize their desktop if
order to disconnect it from computer without necessary.
knowing if the data writing procedure has • Then, hand out the “T.1.1.5_Worksheet_2.docx”

DIGITAL TEENS 1 / MODULE 1 / TASK 5 - 11 - Copyright © 2013-2016 Binary Logic SA

 and ask students to do the activity.Advise them
not to download any gadgets from the Internet
because it is an unsafe action for their computer.
• Hand out the “T.1.1.5_Worksheet_3.docx” and
ask them to complete the activity.Suggest to
students that when they use Window’s Help and
support program they should type only keywords
in the search box and not whole phrases.
• Then,hand out the “T.1.1.5_Worksheet_4.docx”.
Students have to find the file’s information and
fill in the table.
• Hand out the “T.1.1.5_Worksheet_5.docx”.Ask
students to complete the activity.Remind them
that they have to remove the storage device
safely.
• Finally,hand out the “T.1.1.5_Worksheet_6.docx”
with the last activity. Remind students to be very
careful when they use the task manager.
• Guide them to discover any information when
needed.
• Tell the students to consult the Student’s Book,
Module 1, Task 5 if it is necessary.
D. Completion – Evaluation
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect them and see if they understood all the
objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 1 / TASK 5 - 12 - Copyright © 2013-2016 Binary Logic SA

 Module 2 Creating
a document
DT1 Task 1 Formatting text
Teacher

Class Date

Overview formatting a text. For example, you could ask them:

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

Learning difficulties
• Many students have difficulty using the rulers in
order to align their text, such as to determine the
indent of the first line of a paragraph.
• Students have difficulty changing the indentation
of a paragraph.
• Sometimes students press enter to start a new
paragraph. This adds an unintentional space
before the new paragraph.

Lesson Description
A. Preparation
• Place the folder “T.1.2.1_The earth’s climate” in
the “My Documents” folder.
B. Start –Brainstorming
• Start asking students questions with reference to

DIGITAL TEENS 1 / MODULE 2 / TASK 1 - 13 - Copyright © 2013-2016 Binary Logic SA

 Module 2 Creating
a document
DT1 Task 2 Advanced font formatting
Teacher

Class Date

Overview them:
Applying more advanced formatting features to a o Have you ever applied a page border to a text?
text. o H  ave you ever applied a custom paragraph
border?
Objectives o Do you know how to determine the space
• To apply a hanging indent to a paragraph before and after a paragraph?
• To determine the left and right indentation of a o Do you know how to determine the space
paragraph between the lines of a paragraph?
• To determine the space before and after a o Do you know how to choose if the first line of
selected paragraph a paragraph is to be indented or hanging?
• To indent the first line of a paragraph. o Do you know how to change the space and
• To determine the amount of space between the width between the letters of a word?
the lines of a whole document or of a selected C. Development of Knowledge – Implementation
paragraph • Separate the students into groups of 2-3.
• To apply a custom paragraph border • Hand out the “T.1.2.2_Worksheet_1.docx” and ask
• To apply a page border students to do the activity.During the activity ask
• To use the necessary tools in order to format fonts students to analyze the document and try to find
• To determine the distance between the letters of out what kind of format has been applied to it.
a word • Then, hand out the “T.1.2.2_Worksheet_2.docx”.
• To move selected characters above or below the Check that students apply the proper formats to
position of the rest of a text the text according to the worksheet.
• Encourage discussion amongst students and if
Skills they have any questions they should ask you.
• Applying more advanced formatting features to • Guide them to find particular information when
an unformatted text. needed.
• Identifying the kind of format that has been D. Completion – Evaluation
applied to a text. • Hand out the evaluation sheet to every student
and ask them to complete it.
What is needed • Collect the sheets and see if students understood
Prerequisites all the objectives that we had for this lesson.
• Basic knowledge of formatting text using • Check which part of the lesson students didn’t
Microsoft Word. completely understand and make any changes
Resources required in the teaching process.
• Digital Teens 1 Student’s Book
• T.1.2.2_Worksheet_1.docx Notes
• T.1.2.2_Worksheet_2.docx
• T.1.2.2_Evaluation_sheet.docx
• “ T.1.2.2_Carbon Dioxide” folder
Tools & Equipment
Microsoft Word

Learning difficulties
• Sometimes students get confused determining
exactly the space before and after a selected
paragraph because they have already selected
the option “Add space before/after paragraph”
• Students have difficulty changing the indentation
of a paragraph.

Lesson Description
A. Preparation
• Place the folder “T.1.2.2_Carbon Dioxide” in My
Documents.
B. Start –Brainstorming
• Ask students questions with reference to more
advanced formatting features they could be
applied to a text. For example, you could ask

DIGITAL TEENS 1 / MODULE 2 / TASK 2 - 14 - Copyright © 2013-2016 Binary Logic SA

 Module 2 Creating
a document
DT1 Task 3 Images and graphics
Teacher

Class Date

Overview shape. Some of them select “Behind Text” as the

Insert images and graphics in a document. text wrapping of the shape in order for the text
to appear in shape.
Objectives
• To insert an image in a document. Lesson Description
• To insert shapes in a document. A. Preparation
• To write inside a shape. • Place the following into My Documents:
• To modify a picture or a shape. o “T.1.2.3_Sport pictures” folder
• To insert a picture in a specific place on a o “T.1.2.3_Popular sports” file
document. o “T.1.2.3_Sports and countries” file
B. Introduction
Skills • Introduce the topic of the lesson which is adding
• To insert an image from Clip Art. images and shapes to a document.
• To insert an image from a folder on the • Explain to them that using images means they
computer. can use less text, it helps make the meaning
• To crop, move and resize an image. more understandable and it makes the text more
• To remove the background of an image and appealing.
change the background colors from the color list. C. Development of Knowledge – Implementation
• To change the style of an image. • Separate the students into groups of 2-3.
• To change the color of the picture border. • Hand out the “T.1.2.3_Worksheet_1.docx” and ask
• To use picture effects in order to change a students to do the activity.
picture. • During the activity:
• To determine how the text will appear around the o Ask the students in each group to look at the
pictures. formats applied to the article named “Sports
• To identify the kind of format that has been and countries”.
applied to a text. o Help them if necessary to fill in the table
with reference to the images and shapes
What is needed formatting.
Prerequisites • Then, hand out the “T.1.2.3_Worksheet_2.docx”
• Basic knowledge of formatting text using and ask students to complete the activity.
Microsoft Word. • While they are creating their article:
Resources o Remind them that they can search and add an
• Digital Teens 1 Student’s Book image from clip art.
• T.1.2.3_Worksheet_1.docx o Check that students apply the proper formats
• T.1.2.3_Worksheet_2.docx to the text according to the worksheet.
• T.1.2.3_Evaluation_Sheet.docx • Point out that if they make a mistake they can
• “ T.1.2.3_Sport pictures” folder use “undo”.
• “ T.1.2.3_Popular sports” file • Don’t forget to ask them to save the document
• “ T.1.2.3_Sports and countries” file frequently.
Tools & Equipment • Guide them to find particular information when
Microsoft Word needed.
D. Completion – Evaluation
Learning difficulties • Hand out the evaluation sheet to every student
• When students insert an image, they usually do and ask them to complete it.
not pay attention to the cursor and sometimes • Collect the sheets and see if the students
the image is inserted in the wrong place. In understood all the objectives that we had for this
fact, even in a multiple page document it may lesson.
be inserted in the wrong page as well. Another • Check which part of the lesson students didn’t
student may place the cursor to the right section completely understand and make any changes
but may find it difficult to drag it to its final required in the teaching process.
position.
• Removing a background is not always easy,
especially if the background is small compared to Notes
the image or if it has different colors.
• Students often get confused using the text
wrapping function.
• Students often confuse the way to add text in a

DIGITAL TEENS 1 / MODULE 2 / TASK 3 - 15 - Copyright © 2013-2016 Binary Logic SA

 Module 2 Creating
a document
DT1 Task 4 Working with tables
Teacher

Class Date

Overview B. Introduction
Add and format tables. • Introduce the purpose of the lesson: creating and
formatting a table.
Objectives • First, mention the use of tables. Students can
• To create a table. use tables when they want to show organized
• To insert a table. information in a text document. A table has rows,
• To format a table. columns, and cells like a spreadsheet, but without
• To edit a table. names.
• Then, tell students that it is easy to format their
Skills table not only by using the Table Styles group
• To insert a table, setting specific parameters for but also by creating a custom format. This is
the number of columns and rows. a good way to improve readability. Creating a
• To determine the “AutoFit” behavior of the custom format means that students can change
inserted table. the borders and shading styles and colors.
• To format tables with Styles and to create a Of course, make sure that your students are
custom format. careful in selecting where they want to make the
• To add rows and columns to a table. changes.
• To delete a row or column. • Explain students that in this lesson they are going
• To change the size of a column or row. to insert a table and format it.
• To use the AutoFit feature to automatically adjust C. Development - Implementation
the size of a table. • Hand out the “T.1.2.4_Worksheet_1.docx” and ask
• To align the text in a cell. students to do the activity.During this activity:
• To change the direction of the text. o Ask students to place the mouse cursor at
• To identify the kind of format that has been various places in the text in order to identify
applied to a table. the kind of format that has been applied to
the table. Furthermore, you could propose that
What you need students add text in the existing cell of the
Prerequisites table (table_1) in order to identify the AutoFit
Basic knowledge of formatting text using Microsoft behavior of the table.
Word. • Hand out the “T.1.2.4_Worksheet_2.docx” and ask
Resources students to complete the activity.Ask students to
• Digital Teens 1 Student’s Book use the Internet in order to find information for
• T.1.2.4_Worksheet_1.docx the particular countries. During this activity:
• T.1.2.4_Worksheet_2.docx o Suggest that they visit the site: http://www.
• T.1.2.4_Evaluation_Sheet.docx infoplease.com/countries.html
• “T.1.2.4_My table” folder o Tell students to insert pictures in their table
Links from ClipArt.
http://www.infoplease.com/countries.html o Don’t forget that your role is to guide.
Tools & Equipment o Monitor the order in which the steps of the
Microsoft Word activity are executed and check if students
have saved their texts.
Learning difficulties D. Completion – Evaluation
• Sometimes students have a problem adding a • Hand out the evaluation sheet to every student
row to an existing table. They probably know and ask them to complete it.
that they can add a row to the end of a table by • Collect the sheets and see if students understood
pressing Tab in the last column. However they all the objectives that we had for this lesson.
get confused when they want to insert new rows • Check which part of the lesson students didn’t
or columns between existing ones. completely understand and make any changes
• Sometimes students have a problem customizing required in the teaching process.
format changes applied to a table. They may not be
able to modify a specific cell in the table because
they haven’t selected the end-of-cell marks
Notes
Lesson Description
A. Preparation
Place the “T.1.2.4_My table” folder in My
Documents.

DIGITAL TEENS 1 / MODULE 2 / TASK 4 - 16 - Copyright © 2013-2016 Binary Logic SA

 Module 2 Creating
a document
DT1 Task 5 Check and print
Teacher

Class Date

Overview synonyms. But if a word isn’t spelled correctly the

Check and print a document. results might be incorrect. Students may replace
a verb with a noun or an adjective.
Objectives • When students want to print specific pages from
• To find mistakes in spelling, grammar and context a document, they print the whole document and
in a text. then they choose which pages they want.
• To realize that Microsoft Word cannot find all • When students change the orientation from
mistakes. landscape to portrait they do not check if it has
• To replace a word with another word. created new pages.
• To view a document in different ways. • Students often click the button “Print” to print
• To use the zoom slider. their document but they do not check if the
• To print a document. chosen printer is the correct one.

Skills Lesson Description

• To use the Spelling and Grammar window in A. Preparation
order to: Place the folder “T.1.2.5_Climate change” in My
o Correct spelling mistakes in the text. Documents.
o Correct grammar mistakes in the text B. Introduction
o Correct syntax mistakes in the text Introduce the purpose of the lesson by arousing
o Add a word to dictionary students’ interest in a riddle game they are going
• To operate Thesaurus effectively in order to find to play. The solution of the riddle will be a word
and then replace a word with a synonym. that opens the “T.1.2.5_The_Secret_file” file. The
• To operate Find and Replace effectively in order solution of this riddle will be based on the spelling
to find and then replace a word with another corrections for the “T.1.2.5_Climate change” text
word. document. Separate the students into groups of
• To read and edit a text when you are in the Full 2-3.
screen reading view area. C. Investigation
• To create a “Table of contents” when you select Hand out the “T.1.2.5_Worksheet_1.docx”. Students
the Outline view operation. open the “T.1.2.5_Climate change” file and notice
• To print a document and more specifically to: the wavy underlines. Explain that they will find three
o Find the school’s printer from the printer list different types of errors. Each one is underlined in a
o Determine the number of copies you want to different color (red, green or blue). Ask them to fill
print in the table at the begining of the worksheet– using
o Print only the page you are previewing a pencil - with the wrong words and in the next
o Print a specific range of pages from the whole column to write the correct ones without using spell
document check.
o Choose between Portrait operation and D. Implementation
Landscape operation • Next, students can use spell check to correct the
mistakes in the document as well as their own
What is needed mistakes, if they have made any. You have to
Prerequisites explain that they must always check their spelling
Basic knowledge of using Microsoft Word. and not to trust spell check blindly.
Resources • Then ask students to fill in the next table of the
• Digital Teens 1 Student’s Book worksheet.Explain them that they should always
• T.1.2.5_Worksheet_1.docx check a word that they put into the thesaurus,
• T.1.2.5_Worksheet_2.docx especially if they type it themselves. Also if they
• T.1.2.5_Worksheet_3.docx use a multi-language document they must
• T.1.2.5_Evaluation_Sheet.docx always check the language drop-down list.
• “T.1.2.5_Climate change”folder • At the end of this worksheet, the goal is for every
Tools & Equipment student to discover the key word. If a student is
Microsoft Word unable to, guide them to find the right answer
(FACTORIES).
Learning difficulties • After they open the secret files, hand out the
• Spell check sometimes underlines words that are “T.1.2.5_Worksheet_2.docx”. Students have to
correct. Students may not know how a word is view their document in outline view in order to
spelled and may change it even if it was correct. make the proper changes.
• Thesaurus is a very powerful tool for finding • Hand out the “T.1.2.5_Worksheet_3.docx” and

DIGITAL TEENS 1 / MODULE 2 / TASK 5 - 17 - Copyright © 2013-2016 Binary Logic SA

 ask students to complete the activity.When
students change the orientation from portrait to
landscape tell them to check if it has created a
new page. In that case suggest that they resize
the picture.
• Finally tell the students to look at the printer list
carefully in order to find the computer lab printer.
E. Completion – Evaluation
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if students understood
all the objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 2 / TASK 5 - 18 - Copyright © 2013-2016 Binary Logic SA

 Module 3 Getting
online
DT1 Task 1 Surfing the web
Teacher

Class Date

Overview • “T.1.3.1_cmap files”folder

To use any browser in order to search for Tools & Equipment
information, visit websites, create a list of favorite Internet Explorer
web pages and set a home page.
Learning difficulties
Objectives • Explain that in order to visit a website, students
• To understand that the Internet is a huge have to type the URL in the address text box.
computer network that provides its users with
information, photos, videos and music. Then they have to press Enter or click .
• To realize that in order to connect to the Internet • M
 ention that in order to get better search results
we need a computer, a phone line, a router and using a search engine it’s a good idea to type
an ISP. more than one related words so as to make our
• To understand that an ISP is a telecommunication search more specific. Search engines are very
company that provides us with access to the smart and try to find the best web pages for
Internet. what we need. If we want to search for pages
• To use a web browser in order to start accessing that contain a particular phrase, than we should
the Internet. type it inside quotation marks.
• To recognize the parts of a web page:
o Hypertext transfer protocol Lesson Description
o www A. Preparation
o page name • Make sure that the Internet Explorer icon is on
o extension the taskbar.
• To use search engines to search for and find • Set www.bing.com as home page on each web
websites that are related to specific keywords. browser.
• To create a list of websites you visit often in order B. Introduction
to visit them quickly and easily. • Introduce the purpose of the lesson: Surfing the
• To understand that the Home page is the page web using appropriate programs and websites.
that appears on the screen when we open any • Hand out the “T.1.3.1_Worksheet_1.docx” to
browser and can be any web page or a just blank students. Ask them to read the introduction and
page. try to answer the given questions. Urge them
to discuss amongst themselves and exchange
Skills ideas about how to visit a webpage or search for
• To open a web browser. specific information, images, videos or anything
• To navigate through a web browser and else on the Web.
distinguish the following areas: C. Investigation – Development of knowledge
o Back/Forward button • Then students have to fill in the concept map.
o Address text box • Hand out the “T.1.3.1_Worksheet_2.docx” and ask
o Refresh button them to complete the activity. They have to fill in
o Stop button a concept map,again.
o Home button • These concept maps will help students to
o Settings investigate the following:
o Favorites o The Internet and what it consists of.
• To open a web page. o How computers are connected through the
• To visit a search engine and use it to find a Internet.
website. o What we can search for and find on the Web.
• To add a website to Favorites. o What an ISP is and why we need one in order
• To delete a website from Favorites. to have Internet access.
• To set the Home page for a web browser. • After students complete them, ask them some
questions to make sure that they understood the
What you need basic concept of the Internet.
Resources • Then, hand out the “T.1.3.1_Worksheet_3.docx”.
• Digital Teens 1 Student’s Book There is a diagram that represents what we need
• T.1.3.1_Worksheet_1.docx in order to have access to the Internet. Ask them
• T.1.3.1_Worksheet_2.docx to write the correct word/phrase in the blanks.
• T.1.3.1_Worksheet_3.docx D. Implementation
• T.1.3.1_Worksheet_4.docx Finally hand out the “T.1.3.1_Worksheet_4.docx”. Ask
• T.1.3.1_Evaluation_Sheet.docx students to do the activity. They have to:

DIGITAL TEENS 1 / MODULE 3 / TASK 1 - 19 - Copyright © 2013-2016 Binary Logic SA

 • O pen a web browser (Internet Explorer). Ask
them which browsers they know of or use more.
• Visit a web page using its URL. At this point
explain that URL means Uniform Resource
Locator and instead of it, they may sometimes
meet an IP (Internet Protocol) address that is the
digital address of an Internet device. Ask them to
find an IP address and mention what it is.
• Change the Home page and set it to blank or any
web page they want.
• Navigate through the browser using:
o Back/Forward button
o Address text box
o Refresh button
o Stop button
o Home button
o Settings
o Favorites
• Use a search engine to find specific information.
Ask them which other search engines they know
of (Bing, Google, Yahoo, Netscape, AltaVista, etc.).
• Add and delete websites to/from Favorites so as
to have easy and quick access to highly-visited
sites.
E. Completion – Evaluation
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if students understood
all the objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 3 / TASK 1 - 20 - Copyright © 2013-2016 Binary Logic SA

 Module 3 Getting
online
DT1 Task 2 Use online resources
Teacher

Class Date

Overview Learning difficulties

Be able to use online resources in order to gather • Students sometimes copy and paste text from a
information / images / videos, define or translate web page and present it as in their own. Inform
words and to solve mathematical problems. students that this is not moral. They should
always change the text and write it in their
Objectives own words. Also, mention that we always learn
• To realize that wikis are online encyclopedias that something better when we study it and try to
provide general knowledge information. write it on our own.
• To use the options that a search engine (www.
bing.com) offers to search for and find a specific Lesson Description
image: A. Preparation
o Size • Make sure that the Internet Explorer icon is on
o Color the taskbar.
o Type • Set blank page as the home page on each of the
o Layout computer’s browsers.
o People B. Introduction
• To modify the text you find on the Web and write • Introduce the purpose of the lesson: Gathering
it in your own words in order to present it as your different types of data from the Web.
own work. • Hand out the “T.1.3.2_Worksheet_1.docx” to
• To download videos that are free to use. students. Ask them to read the introduction and
• To understand that search engines have become try to answer the given questions. Urge them to
very useful, as they not only help us search for discuss amongst themselves and exchange ideas.
information but also to find definitions, translate C. Investigation – Development of knowledge
web pages and solve mathematical equations. • Introduce Wikis, by explaining that they are
online encyclopedias that offer us knowledge
Skills and information on any given subject.
• To use a Wiki page in any language. • Then, ask them to match the wikis that are on the
• To gather information from a web site and paste left side of the table with its content on the right
it onto a text document. side:
• To search the Web for images using a search
engine. Wikipedia = encyclopedia
• To save a picture from the Web to your computer. Wiktionary = dictionary & thesaurus
• To search the Web for videos, using the duration Wikisource = library
filters that search engines offer. Wikinews = news site
• To listen to and download audio files from a
Wikibooks = text & manual bank
website.
• To define words and find synonyms using a Wikispecies = species directory
search engine. Wikiversity = learning materials bank
• To translate a word, phrase or text using a search
engine. D. Implementation
• To calculate math equations, using a search • Hand out the “T.1.3.2_Worksheet_2.docx”.
engine. In this activity:
• First they have to choose the proper word and
What is needed write it in the gap to complete all the sentences.
Prerequisites • Then they have to find a definition for each
Opening a web browser and searching for word. Urge them to visit the www.bing.com
information using a search engine. search engine in order to find the definition.
Resources Mention that they should type the word define
• Digital Teens 1 Student’s Book or definition before the main word in the search
• T.1.3.2_Worksheet_1.docx text box.
• T.1.3.2_Worksheet_2.docx • Finally they have to find a synonym and translate
• T.1.3.2_Worksheet_3.docx the words to another language. They should use
• T.1.3.2_Evaluation_Sheet.docx the same search engine.
Tools & Equipment • Urge them to use the Student’s Book if necessary.
• Internet Explorer • Hand out the “T.1.3.2_Worksheet_3.docx”.
• Microsoft Word In this activity:
• Download Helper • Students have to gather data from the Internet.

DIGITAL TEENS 1 / MODULE 3 / TASK 2 - 21 - Copyright © 2013-2016 Binary Logic SA

 They have to gather information from a wiki (for
example Wikipedia) about the subject. Let them
search alone to find information. Remind them to
change the text by typing it in their own words.
• Then they have to search for and download three
images using www.bing.com. Ask them to find
pictures related to the invention of the radio and
small in size.
• Finally they have to download a relevant sound
and video and save them to the same folder with
the word file in My Documents. They can visit
www.soundjay.com to search for the sound file.
E. Completion – Evaluation
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if students understood
all the objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 3 / TASK 2 - 22 - Copyright © 2013-2016 Binary Logic SA

 Module 3 Getting
online
DT1 Task 3 Send and receive email
Teacher

Class Date

Overview What is needed

Send, receive, reply and forward emails with Prerequisites
attachments to one or more recipients. Use a web browser to find information on the Web.
Resources
Objectives • Digital Teens 1 Student’s Book
• To recognize the use of email as a method of • T.1.3.3_Worksheet_1.docx
exchanging digital messages between one or • T.1.3.3_Worksheet_2.docx
more recipients. • T.1.3.3_Worksheet_3.docx
• To realize the advantages of using email: • T.1.3.3_Evaluation_Sheet.docx
o It’s fast. Tools & Equipment
o It’s free. • Windows Live Mail
o You can send any type of file. • Internet Explorer
• Distinguish the parts of an email address • Microsoft Word
([email protected]):
o Name = is unique Learning difficulties
o @ = a symbol that separates the name from • A mistake that students often make is that they
the other part of the address open emails from unknown senders (or spam) or
o ISP = the name of the ISP that provides the forward an email to all their contacts.
email account
o Ending = the web address. Lesson Description
• To understand that any file that is added to a A. Preparation
message is called an attachment. • Make sure that all teams have an email account.
• To distinguish the difference between Cc and • Write all of the teams’ email addresses on the
Bcc: Everyone in the Cc list can see who else whiteboard.
is receiving the message, but not with the Bcc B. Start-Brainstorming
list. • At the beginning of the lesson, discuss the
• To follow the rules to improve an email message: opportunities that the Internet offers us. Ask
o Check spelling students to mention why and how they use the
o Be polite Web in their daily life.
o Be short and to the point • Hand out the “T.1.3.3_Worksheet_1.docx” and
ask them to read the first paragraph and the
Skills questions that follow. In order to answer them
• To open Windows Live Mail. start a discussion about the use of email. Urge
• To navigate through the program and locate them to discuss amongst themselves and
each of the following folders: exchange ideas. Introduce the purpose of the
o Inbox lesson: how to send and receive email.
o Drafts • To the question, “What are the advantages
o Sent items of sending emails?” mention some common
o Junk emails answers such as:
o Deleted emails o It’s fast
• To send an email by typing a message, subject o It’s free
and adding one or more email addresses. o You can send any type of file
• To format and customize a message. o You can send a message from anywhere,
• To attach a file to a message. provided that you have Internet access
• To receive and open email messages with o You can send the same message to many
attachments. people simultaneously
• To reply to an email message. C. Investigation – Development of knowledge
• To forward an email message. • In order for students to understand what options
• To use the Cc and Bcc options. Windows Live Mail (or any email service) offers,
• To create a photo album in order to send ask them to match the two columns of the
multiple photos. worksheet (the icons with the actions).
• To correct mistakes in a message. • Hand out the “T.1.3.3_Worksheet_2.docx”. In the
• To create a message with a specific structure: activity students have to decide and write what
o Greeting they should do with some emails:
o Main subject o For the first email they have to Reply.
o Signing off o For the second email they have to Forward it.
o For the third email they have to Delete it.

DIGITAL TEENS 1 / MODULE 3 / TASK 3 - 23 - Copyright © 2013-2016 Binary Logic SA

 o For the fourth email they have to Reply to All.
• Explain what each action does. They can use the
Student’s Book as a guide.
D. Implementation
• Then hand out the “T.1.3.3_Worksheet_3.docx”
and ask students to do the activity. In this activity
they will learn how to exchange emails with
attachments.
• First you have to choose a planet that each team
has to find information about. Make sure that
you choose a different planet for each team.
• Students have to write an email asking each
other for help using the Cc function. Explain
the importance of creating an attractive and
interesting email so that their friends will help
them. They should be polite and to the point. At
this point explain that the mails should have a
certain structure (greeting – main subject – sign
off). Also explain that the subject should be
always relative to its content.
• Then, they have to open the emails that received
from the other teams and search for information
and files on the Web.
• They have to send the files as attachments.
• Finally they have to open the reply messages,
read them and save the attached files in a new
folder in My Documents. Remind them to reply
asking for their help.
E. Completion – Evaluation.
• Hand out the evaluation sheet to every team and
ask them to complete it.
• Collect them and see if they understood all the
objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 3 / TASK 3 - 24 - Copyright © 2013-2016 Binary Logic SA

 Module 3 Getting
online
DT1 Task 4 Organizing email
Teacher

Class Date

Overview see it and then delete the categories.

Create contacts and categories in order to send
emails quickly and easily, as well as to organize Lesson Description
them into folders and use the Calendar to organize A. Preparation
events. • Make sure that all teams have an email account.
• Write all the teams’ email addresses on the
Objectives whiteboard.
• To understand that the Contacts list or Address B. Start-Brainstorming
Book in Windows Live Mail is a special area • At the beginning of the lesson, discuss contacts
where we keep our friends’ information. with students. Ask them to mention when in
• To realize that categories are useful if we often their daily life they use saved contacts. They may
send emails to groups of people. answer: on their cell phone, in an address book,
• To organize emails into folders and group them in their email account, etc.
according to our needs. • Ask them some questions such as:
• To distinguish messages which have flags in o Why do we use contacts?
order to pay more attention to them. o What criteria do we use to organize our contacts?
• To realize which messages need to be checked. C. Investigation – Development of knowledge
• To use the Calendar in order to organize our • Hand out the “T.1.3.4_Worksheet_1.docx” and
schedule (homework, studying, free time) and ask them to read the first sentence. In order for
generally to note all the important things we students to understand what options Windows
don’t want to forget. Live offers ask them to match the two columns
(the icons with the actions).
Skills • After student finish matching, explain what each
• To add/delete a contact in Windows Live Mail. action is. Say two things about each one.
• To create a category in contacts. D. Implementation
• To send an email to a contact or a category. • Then, hand out the “T.1.3.4_Worksheet_2.docx”
• To edit a contact or a category. and ask students to do the activity. In this activity
• To create/delete a folder in Windows Live Mail. they will learn to:
• To find an email using one or more criteria: o Add new contacts and save more information
o From about a person. At this point mention that the
o To contacts list is also called the address book.
o Subject o Create categories that include relative
o Message contacts.
o Attachments o Use the Calendar to organize anything they
o Flags have to do. Mention that they can add events
• To attach a flag to a message. that they don’t want to forget.
• To apply watch to an email message. o Send an email to all contacts of a category.
• To use the Calendar function in Windows Live o Create folders in order to organize messages
Mail. and group them according to their needs.
E. Completion – Evaluation.
What is needed • Hand out the evaluation sheet to every team and
Prerequisites ask them to complete it.
Send and receive emails with Windows Live Mail, • Collect them and see if they understood all the
using the Reply, Reply to all and Forward buttons. objectives that we had for this lesson.
Resources • Check which part of the lesson students didn’t
• Digital Teens 1 Student’s Book completely understand and make any changes
• T.1.3.4_Worksheet_1.docx required in the teaching process.
• T.1.3.4_Worksheet_2.docx
• T.1.3.4_Evaluation_Sheet.docx Notes
Tools & Equipment
Windows Live Mail

Learning difficulties
• A common misunderstanding is that students
believe a contact can’t be in two different
categories. Explain that a contact can be in one
or more. You can ask them to apply it in order to

DIGITAL TEENS 1 / MODULE 3 / TASK 4 - 25 - Copyright © 2013-2016 Binary Logic SA

DIGITAL TEENS 1 / MODULE 3 / TASK 4 - 26 - Copyright © 2013-2016 Binary Logic SA
 DT1 Module 3 Getting
online
Task 5 Be safe online
Teacher

Class Date

Overview actually a program.

Be informed about the dangers of the Internet and • M
 ost of the times students don’t allow the
learn how to be protected from them. computer to update programs. Explain that this is
necessary for better computer performance.
Objectives
• To realize that a computer virus is a program that Lesson Description
can replicate itself, spread from one computer to A. Start-Brainstorming
another and infect the computers. At the beginning of the lesson, discuss the
• To describe some malware (MALicious softWare) dangers of using the Web. Hand out the “T.1.3.5_
like: Worksheet_1.docx” and ask them to read the
o Trojan horse questions of the first paragraph. Urge them to
o Worm discuss and exchange ideas about computer viruses
o Spyware and their impact. Your role is supportive.
o Adware B. Investigation – Development of knowledge
• To understand that they shouldn’t open emails • Then ask students to fill in the concept map of
from unknown senders because they can contain the worksheet.
malware and infect their computer.  In this concept map:
• To describe some dangerous emails, like: Students will learn about the dangerous emails
o Spam/Junk that exist: Spam or Junk, Phishing and Chain
o Phishing mails or Chain letters. Explain that computer
o Chain mails/Chain letters viruses are often spread by attachments in
• To understand the necessity to constantly update email messages or instant messages. This is
all programs on their computer. why it is essential that they never open email
• To describe the function of a Firewall (controls attachments unless they know who it’s from and
network traffic, analyzes data and determines if it are expecting it. The purpose of these dangerous
will allow it through or not.) messages is to infect our computer and gather
• To recognize the padlock icon on websites that personal information so as to use them to send
are trustworthy and safe to visit. advertisements to people.
• To realize that the use of usernames and • Then, hand out the “T.1.3.5_Worksheet_2.docx”
passwords is a way to protect our personal ask students to fill in the concept map of the
information on websites. worksheet.
 In this concept map:
Skills Students will learn what a computer virus is and
• To use an antivirus program, like Microsoft that there are many categories of viruses, like
Security Essentials, in order to scan the computer Trojan horses, Worms, Spyware and Adware.
and delete possible viruses. Explain that their purpose is to harm computers,
• To update an antivirus program. delete files and gain access to our personal
• To turn on/off Windows Firewall. information. At this point mention that a
• To create a strong password to protect accounts virus is created by people with knowledge of
from dangers. programming.
C. Implementation
What is needed • Then, hand out the “T.1.3.5_Worksheet_3.docx”
Resources and ask students to do the activity on the
• Digital Teens 1 Student’s Book worksheet.
• T.1.3.5_Worksheet_1.docx • The purpose is to teach students what antivirus
• T.1.3.5_Worksheet_2.docx software is and how it works. Discuss the
• T.1.3.5_Worksheet_3.docx antivirus program that is installed on the
• T.1.3.5_Worksheet_4.docx computers. Urge them to open it and scan for
• T.1.3.5_Worksheet_5.docx malware and if they find anything help them
• T.1.3.5_Evaluation_Sheet.docx delete it.
• Folder “T.1.3.5_Concept maps” • Then, hand out the “T.1.3.5_Worksheet_4.docx”.
Tools & Equipment Ask students to complete the activity. The
• An antivirus program purpose is to teach students why it is necessary
• Internet Explorer to update an antivirus program. Explain that
new viruses appear every day, so we need to be
Learning difficulties connected to the Internet and download updates
• Students don’t realize that a computer virus is almost every day!

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• F inally, hand out the “T.1.3.5_Worksheet_5.
docx”. Ask students to complete the activity.
The purpose is to get students to search on the
Web and find information about usernames
and passwords in order that they use them
safely. In this activity they have to understand
that a password should be long (at least 8 to
10 characters long), avoid common words and
personal information, not use the same password
and username, use symbols and numbers and
change them every 6 to 12 months.
D. Completion – Evaluation.
• Hand out the evaluation sheet to every team and
ask them to complete it.
• Collect them and see if they understood all the
objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 3 / TASK 5 - 28 - Copyright © 2013-2016 Binary Logic SA

 Module 4 Working
with numbers
DT1 Task 1 Rows and columns
Teacher

Class Date

Overview • S tudents have difficulty wrapping text. If all the

To become familiar with Microsoft Excel’s wrapped text is not visible, students usually
environment and formatting information. change the row height or the column width.
• Students have difficulty identifying the
Objectives information included in a particular cell as it
• To understand the importance of working with cannot be displayed on the table. In that case
spreadsheets. they have to observe the formula bar while
• To become familiar with Microsoft Excel’s clicking on each cell and then they can change
environment. the column’s width and row’s height.
• To know the unique name which a particular cell
has. Lesson Description
• To understand how a selected sequence of cells A. Preparation
is written. Place the folder “T.1.4.1_Countries” in the My
• To realize the different ways you can add text or Documents folder.
numbers to a cell. B. Start – Brainstorming
• To format data in a table. • Ask students questions about the importance of
• To realize the different ways a column’s width can working with spreadsheets. More specifically you
be changed. could ask them:
• To insert columns and rows in a worksheet. o How do people and businesses organize
• To realize the different ways a row’s height can be information and data?
changed. o Do you know how spreadsheets analyze
information and produce graphs and pie-
Skills charts?
• To insert text and numbers in a spreadsheet. o Have you ever worked with Microsoft Excel in
• To format the data of a table and more order to store, organize and manipulate data?
specifically: o Do you know how to format data so that you
o To align text in the cell can read it easier?
o To change the type of content • Then start a discussion with students in order
o To choose an alternate currency format for a to guide them on the way they have to work in
selected cell order to format cells. You could tell them that:
• To change column width. o They have to change the column width or the
• To change the size of multiple rows. row height when they cannot see the whole
• To insert new columns in a worksheet. word or phrase in a cell.
• To insert new rows in a worksheet. o They can merge some cells to make data more
• To wrap text. attractive or to create a title.
• To merge cells. o They can wrap text if they want to enter text
• To add a new worksheet. that is very long and don’t want to make a
• To delete a worksheet. column wider.
• To rename a worksheet. o You can insert or delete rows and columns.
o They can align text and numbers differently
What is needed than the default alignment of Excel which is
Resources text on the left side and numbers on the right
• Digital Teens 1 Student’s Book side of a cell.
• T.1.4.1_Worksheet_1.docx • Separate students into groups of 2-3.
• T.1.4.1_Worksheet_2.docx C. Implementation
• T.1.4.1_Worksheet_3.docx • Hand out the “T.1.4.1_Worksheet_1.docx”. Ask
• T.1.4.1_Worksheet_4.docx students to do the activity. They have to open the
• T.1.4.1_Evaluation_Sheet.docx file “T.1.4.1_Countries’ Information” which is in
• “T.1.4.1_Countries”folder the “T.1.4.1_Countries” folder.During the activity:
Tools & Equipment o Help students identify the table’s format
Microsoft Excel o Explain to them that they have to change the
column width or the row height when they
Learning difficulties cannot see the whole word or phrase in a cell,
• Many students have difficulty merging cells e.g. the capital of Argentina.
together. If the cells contain text or numbers only • Then, hand out the “T.1.4.1_Worksheet_2.docx”.
the text in the top left cell is shown when they Students will insert three new columns into the
merge them. table.

DIGITAL TEENS 1 / MODULE 4 / TASK 1 - 29 - Copyright © 2013-2016 Binary Logic SA

• H elp them find information on various countries
using the Internet.
• Next, hand out the “T.1.4.1_Worksheet_3.docx”.
Ask them to format the table.
• Suggest that they insert a row and then merge
the cell in order to add a title to the table
• Finally, hand out the “T.1.4.1_Worksheet_4.docx”.
In this activity students will work with worksheets.
Ask them to complete the activity.
• Encourage discussion amongst students and if
they have any questions they can ask you.
D. Completion – Evaluation
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives that we had for this
lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 4 / TASK 1 - 30 - Copyright © 2013-2016 Binary Logic SA

 Module 4 Working
with numbers
DT1 Task 2 Advanced formatting
Teacher

Class Date

Overview
To apply a more advanced formatting to a table. Lesson Description
A. Preparation
Objectives Place the folder “T.1.4.2_Countries_2” in the My
• To change numbers into a currency format. Documents folder.
• To choose a variety of date formats. B. Start – Brainstorming
• To apply a more advanced formatting. • Ask students questions about the importance
• To insert images in a spreadsheet. of applying a more advanced formatting. More
specifically you could ask them:
Skills o Do you know how to apply a currency format
• To apply currency, accounting and percentage to a table?
formats. o Did you know that Excel gives you a variety of
• To apply a date format. date formats to choose from?
• To apply a time format. o Do you know how to apply borders and colors
• To change the indentation of a text. to a table?
• To change the orientation of a text. o Do you think that importing images to a table
• To Wrap text. would make it look more appealing? How can
• To Merge cells. we insert an image?
• To apply borders to a table. o Do you know how to format an inserted
• To apply different styles to each side of a table. image?
• To apply colors to a table and more specifically to o Do you know how to apply shadows to an
fill cells with color. image or how to rotate an image like a 3D
• To insert images into tables placing them object?
wherever desired and more specifically: • Separate students into groups of 2-3.
o to insert images from Clipart C. Implementation
o to insert images from a file • First, hand out the “T.1.4.2_Worksheet_1.docx”.
o to format inserted images During the activity:
Help students identify the table’s format and
What is needed more specifically:
Prerequisites o With reference to the style’s borders, you
Basic table formatting. could suggest they select each column in
Resources order to ensure that the format gets applied.
• Digital Teens 1 Student’s Book o Regarding the format that has applied to
• T.1.4.2_Worksheet_1.docx the Region’s column text, explain that the
• T.1.4.2_Worksheet_2.docx orientation of the text has been changed.
• T.1.4.2_Worksheet_3.docx o Explain how they can apply a date format.
• T.1.4.2_Evaluation_Sheet.docx • Then, hand out the “T.1.4.2_Worksheet_2.docx”.
• “T.1.4.2_Countries_2” folder Ask them to do the activity. Students have to
Tools & Equipment apply a date format, borders and colors to the
Microsoft Excel table.
• Finally, hand out the “T.1.4.2_Worksheet_3.
Learning difficulties docx”. Suggest using Clipart to insert pictures or
• Many students have difficulty applying a date finding some on the Internet. If necessary, help
format. This happens when students have to type them resize their pictures and apply the proper
the date in a particular cell in a specific order formats.
(MM/DD/YY). • Encourage discussion amongst students and if
• Some students think that they cannot apply they have any questions they can ask you.
different styles for each side in a table. D. Completion – Evaluation
• While students are inserting pictures into a table • Hand out the evaluation sheet to every student
they do not know the kind of formats they can and ask them to complete it.
apply. More specifically they think that: • Collect the sheets and see if they understood all
o they can control how the text appears around the objectives that we had for this lesson.
the picture. • Check which part of the lesson students didn’t
o they can determine how the text and the completely understand and make any changes
picture can fit together. required in the teaching process.

DIGITAL TEENS 1 / MODULE 4 / TASK 2 - 31 - Copyright © 2013-2016 Binary Logic SA

Notes

DIGITAL TEENS 1 / MODULE 4 / TASK 2 - 32 - Copyright © 2013-2016 Binary Logic SA

 Module 4 Workingwith numbers
DT1 Task 3 Simple calculations
Teacher

Class Date

Overview • S ome students confuse the function of the

To make simple calculations in Microsoft Excel. percent sign of percent Style on the Formatting
toolbar and the percent sign. When they need to
Objectives add a percent sign to a number, they select the
• To understand that when you have a sheet with cell first and then click the Percent Style button
calculations and you change the numbers, the on the Formatting toolbar. By doing this, it won’t
resulting formulas change automatically in a split only add a percent sign to the number, but
second also multiply the number by 100. On the other
• To understand what the correct order of hand, if they just want to add a percent sign to a
calculations is. More specifically to know that: number without multiplying the number by 100
o multiplication and division are first and then they just need to type the symbol.
addition and subtraction. • Sometimes students want to fill in some cells
o If there are parentheses, first do the with a formula that they have inserted in another
calculations inside the parentheses and then cell but they don’t know about the auto fill
the rest. option.
• To understand the importance of using the
AutoFill tool and furthermore that Autofill not Lesson Description
only copies a formula, but also the formatting of A. Preparation
a cell. Place the folder “T.1.4.3_Temperatures” in the My
• To realize that we can use only Latin characters in Documents folder.
Formulas. B. Start – Brainstorming
• To use simple functions like Sum, Average, • Start asking students questions about the
Max and Min in different ways like clicking the importance of making calculations and using
functions or typing them. functions in Microsoft Excel. More specifically you
• To understand the structure of functions. could ask them:
o How can we analyze data imported into a
Skills table?
• To make various calculations; to subtract, add, o Do you know the proper sequence of math
multiply and divide numbers. calculations?
• To use the AutoFill tool. o Have you ever used the AutoFill tool in order
• To use simple functions like: to avoid repeating the same process?
o The Sum function. o Have you ever worked with functions in
o The Average function. Microsoft Excel?
o The Max and Min function. • Separate students into groups of 2-3.
C. Implementation
What you need • Hand out the “T.1.4.3_Worksheet_1.docx”. Ask
Prerequisites them to complete the activity. Students have
To know how to insert data into a table and to to match the cells with the correct functions or
format a table. calculations of the table.
Resources • Then, hand out the “T.1.4.3_Worksheet_2.docx”.
• Digital Teens 1 Student’s Book During the activity students should fill in the
• T.1.4.3_Worksheet_1.docx table with the proper data:
• T.1.4.3_Worksheet_2.docx o If necessary, help students explore the website
• T.1.4.3_Worksheet_3.docx (http://www.weatherbase.com) in order to
• T.1.4.3_Evaluation_Sheet.docx find the proper records. The data appears at
• “T.1.4.3_Temperatures” folder the bottom of each page in the table named
• “T.1.4.3_Final temperatures.xlsx” file “Average Temperature”.
Links o Suggest that student apply the copy/paste
http://www.weatherbase.com method in order to transfer the data easily and
Tools & Equipment quickly.
Microsoft Excel o While students are formatting their table you
could show them the excel file named “Final
Learning difficulties temperatures” in order to show them how
• Many students have difficulty following the their table could look like.
proper order of operations in math calculations • Finally, hand out the “T.1.4.3_Worksheet_3.docx”.
as they don’t know the basic mathematical rules While students fill in the worksheet table about
and they do not follow the proper sequence. the “Average temperatures” explain to them the

DIGITAL TEENS 1 / MODULE 4 / TASK 3 - 33 - Copyright © 2013-2016 Binary Logic SA

 importance of using the AutoFill tool.
•  While students are trying to calculate the
percentage of temperature change, help them if
necessary with the math calculations that they
have to follow:
(Final value – Original value)/Original value
* 100 %
D. Completion – Evaluation
• Hand out the evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if they understood all
the objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 4 / TASK 3 - 34 - Copyright © 2013-2016 Binary Logic SA

 Module 4 Working with numbers
DT1 Task 4 Logical functions
Teacher

Class Date

Overview
To use logical functions in order to make more
complicated calculations. o Do you think we can make calculations with
the If function?
Objectives o How can we have a formula as a text value box?
• To understand the different types of values. • Separate students into groups of 2-3.
• To understand that when typing criteria in the C. Implementation
Function Argument window they have to select • First, hand out the “T.1.4.4_Worksheet_1.docx”.
the proper comparison operators. Ask them to do the activity. While students are
• To understand that they can make calculations matching the Function Argument windows ask
with the If function. them to open the Excel file they created in the
previous task in order to perform logical tests.
Skills • Then, hand out the “T.1.4.4_Worksheet_2.docx”.
• To insert an If function onto a spreadsheet. Students will make calculations with the If
• To insert an If function with formulas. function in order to analyze their data on Italy :
• To have a formula as a value text box. o Explain to them that they have to calculate the
average temperature of June, July and August.
What you need Then if this average is greater than 19 oC
Prerequisites then students have to display the message
• To insert new columns/rows onto a spreadsheet. “Summer”
• To use the AutoFill tool. o If necessary help them fill in the Function
• To format a table. Argument table correctly
• To use simple functions like “Sum,” “Average,” • While students are trying to make the message
“Max,” and “Min.” “Continental” appear next to each country you
Resources should:
• Digital Teens 1 Student’s Book o Explain to them that this type of climate is
• T.1.4.4_Worksheet_1.docx characterized by important annual variation in
• T.1.4.4_Worksheet_2.docx temperature (we use 28oC as an example.)
• T.1.4.4_Evaluation_Sheet.docx o Help them work. Tell them that they have to
Tools & Equipment insert the If logical function and then use the
Microsoft Excel Auto fill tool in order for the corresponding
message to appear next to each country.
Learning difficulties o The countries where the climate isn’t
• When inserting a value that students want to characterized as “Continental” will get a blank
have returned if the Logical_test is True or False, value between quotes (tell them to type “ ” if
they think that they can combine text with the criterion is false.)
numbers. o Regarding the logical_test: explain to them
• Many students repeat the same logical function that they have to calculate the variation
with the same operation in each cell of a column between the highest average temperature and
and they do not use the Auto Fill tool. the lowest average temperature of a country.
Then they have to compare this result with the
Lesson Description value 28.
A. Preparation o Finally, the countries that should have
If the file “World temperatures.xlsx” which we used “Continental” in the “Type of climate” column
in the previous task doesn’t exist, place it in My are
Documents folder. > Uzbekistan
B. Start – Brainstorming > Russia
• Ask students some questions about the > Canada
importance of using Logical Functions in D. Completion – Evaluation
Microsoft Excel. More specifically you could ask • Hand out the evaluation sheet to every student
them: and ask them to complete it.
o Do you think it’s possible to analyze data in a • Collect the sheets and see if students understood
more advanced way? all the objectives that we had for this lesson.
o What about using Logical functions? • Check which part of the lesson students didn’t
o What type of values do you think we could completely understand and make any changes
type in a function argument window? required in the teaching process.

DIGITAL TEENS 1 / MODULE 4 / TASK 4 - 35 - Copyright © 2013-2016 Binary Logic SA

Notes

DIGITAL TEENS 1 / MODULE 4 / TASK 4 - 36 - Copyright © 2013-2016 Binary Logic SA

 DT1 Module 4 Workingwith numbers
Task 5 Create a chart
Teacher

Class Date

Overview o How do you know which chart you should

To represent information using charts or graphs. choose each time?
o Which type of chart should you use in order to
Objectives show values over a period of time?
• To understand which type of chart is more o Which type of chart should you use when
suitable to present data in any given case. you want to show percentages or parts of
• To format a graph in different ways. something compared to the total?
• To understand what the Vertical Axis and o Separate students into groups of 2-3.
Horizontal Axis show. C. Implementation
• To understand what the Legend explains. • First, hand out the “T.1.4.5_Worksheet_1.docx“.
• During the activity remind students that:
Skills o In Brazil the temperature varies the least.
• To insert a chart in order to represent the data of o In Brazil and Argentina the winter months are
a table or a part of a table. June, July and August.
• To change the style of a chart. o The climate in Canada is Continental because
• To change a chart’s layout. of the large variation in temperatures during
• To format a chart by changing the colors and the year.
adding outlines. • Then, hand out the “T.1.4.5_Worksheet_2.docx“.
• To change the shape of an existing chart. Ask them to complete the activity.
• To change the style of a chart’s characters. • During the activity help students insert the
proper chart layout (Layout 9) in order to be
What is needed able to add a Vertical Axis and Horizontal Axis
Prerequisites title.
• Inserting new columns/rows onto a spreadsheet. • If necessary help them format their graphs.
• Forming and editing a text in an Excel file. D. Completion – Evaluation
Resources • Hand out the evaluation sheet to every student
• Digital Teens 1 Student’s Book and ask them to complete it.
• T.1.4.5_Worksheet_1.docx • Collect the sheets and see if they understood all
• T.1.4.5_Worksheet_2.docx the objectives that we had for this lesson.
• T.1.4.5_Evaluation_Sheet.docx • Check which part of the lesson students didn’t
Tools & Equipment completely understand and make any changes
Microsoft Excel required in the teaching process.

Learning difficulties
• Some students get confused and can’t decide Notes
which chart they should create in a given
case. They think that they can use any chart.
For example, the pie chart is preferred when
presenting something, which is totally wrong.
• Some students have difficulty in understanding
that it’s never too late to change the type, the
layout and the style of a chart. There is no need
to delete and create a chart again.

Lesson Description
A. Preparation
If already doesn’t exist, place the file “World
temperatures.xlsx” which we used in the previous
tasks in the My Documents folder.
B. Start – Brainstorming
• Ask students questions about the importance of
inserting a chart or graph in their spreadsheet in
order to represent the information on the table.
More specifically you could ask them:
o How can you represent data in order to
make it easier to understand and analyze the
numbers?

DIGITAL TEENS 1 / MODULE 4 / TASK 5 - 37 - Copyright © 2013-2016 Binary Logic SA

DIGITAL TEENS 1 / MODULE 4 / TASK 5 - 38 - Copyright © 2013-2016 Binary Logic SA
 Module 5 Presenting your ideas
DT1 Task 1 Slides, text and images
Teacher

Class Date

Overview Before the lesson starts paste the folder “T.1.5.1_

Students create and format slides of a presentation Countries” in My Documents on each computer.
as they wish. Place the PowerPoint program on the Taskbar and
Desktop.
Objectives B. Start - Brainstorming
• To realize that PowerPoint is a presentation • At the start, discuss the topic of the worksheets,
program that helps us to present an idea or which are the countries of the world. Ask
information about ONE subject. students some general knowledge question such
• To distinguish that a presentation consists of as:
“pages” that are called slides. o How many continents are there in the world?
• To realize that a presentation can include text but o How many countries are there in the world?
also pictures and clip arts. o How many people are there in the continent
• To make the presentation more interesting and that your country belongs to?
appealing by modifying the theme. o Do you know the capitals of all countries?
• To be aware of the different views that can be • Then hand out the “T.1.5.1_Worksheet_1.docx”
applied to make working easier. and ask them to read the introduction. Then,
they have to select five countries and find some
Skills information about them. Allow them to use the
• To create a new presentation. Web to find this information.
• To add text to slides. C. Investigation of knowledge – Development of
• To insert the proper type of slide in a knowledge
presentation. • Then motivate students to present these
• To navigate through slides. countries. Ask them questions such as:
• To insert images or clip arts and move, resize and o How can you present this information about
rotate them. the countries?
• To add headers and footers choosing the o Have you ever used a presentation program?
information you want to display. o What does a presentation consist of?
• To apply a theme. o Have you ever seen a presentation about a
• To change the colors and background style. topic?
• To change the view of the presentation. • Have a discussion with students in order to
explain to them that a very good and easy way
What is needed to present information is to create a presentation
Prerequisites using Microsoft PowerPoint where we can
Basic knowledge of Internet Explorer. combine text, pictures, videos and sound.
Resources D. Implementation
• Digital Teens 1 Student’s Book • After students fill in the table hand out the
• T.1.5.1_Worksheet_1.docx “T.1.5.1_Worksheet_2.docx”. Students have to
• T.1.5.1_Worksheet_2.docx create their own presentation about European
• T.1.5.1_Evaluation_Sheet.docx countries.
• T.1.5.1_Countries.pptx • They have to recognize the different types of
• Folder “T.1.5.1_Countries” slides and use the proper one each time. Explain
Tools & Equipment to them that each presentation consists of slides,
• Microsoft PowerPoint i.e. “pages” with information.
• Internet Explorer o On some slides they have to type text and
format it (color and size).
Learning difficulties o Also, they have to insert pictures that are
When students open PowerPoint, the program saved on the computer. They can move, resize
assumes that they will begin the new presentation and rotate them.
with a Title slide. If they click above the icon o On each slide they have to add footer and a
New slide then the default slide layout inserts header as the worksheet describes. Be sure
automatically. This type is Title and Content. When that all students insert the proper information
students want to insert a different slide type, they in the footers and headers.
click New slide arrow pointing down and choose a o As, they create the slides, they have to change
type. Then, the default slide type is the current slide. the color and background style of the slides.
Your role is supportive. Guide them to discover
Lesson Description any information when needed.
A. Preparation o Finally, students learn to change the theme

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 of the presentation in order to make it more
appealing. Mention that they can use the
Undo button in case of a mistake.
• In creating this presentation, students will realize
that they are able to present their ideas with
slides which they can format as they wish.
E. Completion – Evaluation.
• Hand out the evaluation sheet to every team and
ask them to complete it.
• Collect them and see if they understood all the
objectives we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 5 / TASK 1 - 40 - Copyright © 2013-2016 Binary Logic SA

 Module 5 Presentingyour ideas
DT1 Task 2 Transitions and animations
Teacher

Class Date

Overview file1.pptx”, “T.1.5.2_Human_Body_file2.pptx” and

To add transition and animation effects to a “T.1.5.2_Countries.pptx” in My Documents on each
presentation. computer.
Place the PowerPoint program on the Taskbar and
Objectives Desktop.
• To add different or the same transition effects B. Start-Brainstorming
to a presentation in order to make it more At the beginning, discuss presentations. Mention
appealing. the presentation that students have created in
• To be able to add animation effects to the the previous lesson. Then hand out the “T.1.5.2_
objects in a slide in order to define the way of Worksheet_1.docx” and ask students to read the
their: introduction. Help them answer the question on
o Entrance the worksheet with a discussion. Ask them some
o Emphasis questions in order to motivate their interest in ways
o Exit we can create a presentation that is “alive” and
• To select the proper animation effect in order to won’t make us bored. Ask some questions such as:
present the information in the best way. • What can you add to a presentation to make it
more appealing?
Skills • Is it possible to make slides that appear or
• To apply transition effects to slides. disappear gradually and pictures that become
• To set the duration of a transition effect. smaller or bigger in size?
• To set a sound effect every time the slide • Can we define the duration of a presentation or
changes. does it depend on the information?
• To add animation effects to the text or images of Have a discussion with students in order for them
slides. to understand that a presentation can be enriched
• To define the order in which the animation effect with some visual effects that will make it very
will occur. interesting.
• To set the Duration or the Delay of the animation C. Investigation of knowledge – Development
effects. of knowledge
• To change the effect options. Students have to read and complete the activity of
the worksheet.
What is needed • In this activity they have to watch the same file
Prerequisites but in two different forms. The first one has no
Basic knowledge of Microsoft PowerPoint. transition or animation effect and the second one
Resources has many.
• Digital Teens 1 Student’s Book • After they watch them they have to choose which
• T.1.5.2_Worksheet_1.docx one they liked more and why. To watch them they
• T.1.5.2_Worksheet_2.docx can press F5.
• T.1.5.2_Evaluation_Sheet.docx • Finally, they have to write down two differences
• Folder “T.1.5.2_Presentations” between these files. Suggest that they watch
Tools & Equipment them again if they want. Some differences are:
Microsoft PowerPoint o In the presentation there is no transition effect
but in the second one there are different
Learning difficulties transition effects for each slide.
• Make sure that students understand what o In the presentation there is no animation
transitions and animations are. Explain that they effect but in the second one there are different
can apply a transition to slides but they apply an animation effects applied to some text boxes
animation to an object (text box, picture, clipart). and images.
• Mention that they can see the animation effects o In the first presentation you have to click the
that they have applied on the Animation Pane mouse in order to change the slides but in the
and that if they click it a pane appears on the right second, the presentation is fully automated
sight of the screen. There they can click and drag as the slides change automatically after 3
them to in the order they want them to appear. seconds.
With this comparison, students will draw their
Lesson Description conclusions and realize that a presentation with
A. Preparation some visual effects is really amazing to watch.
Before the lesson starts paste the folder “T.1.5.2_ D. Implementation
Presentations” with the files “T.1.5.2_Human_Body_ Hand out the “T.1.5.2_Worksheet_2.docx”. In the

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second activity students will apply transition and
animation effects to a presentation.
• They have to open the file “T.1.5.2_Countries.
pptx” which is a presentation they created in the
previous lesson. Ask them to watch it first.
• Then, they have to add transition effects. Explain
that a transition effect is a motion effect that
occurs when we move from one slide to the next
during a presentation. Urge them to experiment
with effects and apply some before making a
final decision. They can apply a transition to
all slides, or different ones for each slide. Also,
mention that they can change the duration of
them in order to make the presentation more
coherent.
• In addition, they have to add animation effects.
Explain that the animations are applied to text
boxes or to images and not to slides. They have
to select the object first and then click on an
animation. Urge them to experiment with the
animations that PowerPoint offers. They have to
customize the animation they applied, i.e. change
the duration and delay, or change some effect
options. The duration of an animation effect is
the time that it will last and the delay is the time
that it will start after the slide appears.
• Explain that they can define the order that the
animated objects will appear, by pressing the
buttons: Move Earlier/Later.
• Then, students have to make the presentation
fully automated. The presentation should last
28 seconds at least. So, they have to make the
calculation 28/7=4. (7 is the number of slides).
So, they have to set the duration of each slide
to 4 seconds at least. Urge a discussion among
them in order to decide the duration of each
slide.
• Finally, they will present and watch their new
presentation. Remind them to save it and then to
close the file.
E. Completion – Evaluation
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect them and see if they understood all the
objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

DIGITAL TEENS 1 / MODULE 5 / TASK 2 - 42 - Copyright © 2013-2016 Binary Logic SA

 Module 5 Presenting
your ideas
DT1 Task 3 Sound and video
Teacher

Class Date

Overview read the first paragraph and the questions. Help

Combine text, pictures, sounds and videos in order them answer the question of the worksheet by
to create a multimedia presentation. discussing what a multimedia presentation is. Ask
some questions such as:
Objectives • Is a presentation more interesting with sound
• To understand that a presentation can include clips?
text, images, sound and video. • Where can we find a sound clip in order to add it
• To be able to combine sound and video in the to a presentation?
same slide. • Why would someone add a video to a
• To recognize each button of the playback tab for presentation?
sound and video. • Can we add audio and video to the same slide of
• To manage audio and video in order to create a a presentation?
cool multimedia presentation. C. Development of knowledge - Implementation
Ask students to read the activity on the worksheet.
Skills In this activity they have to create a presentation
• To insert an audio clip or record audio into a about some animals. They are going to insert text,
presentation. pictures, audio and video to the slides and then
• To change the audio icon. format them. Explain that this is called a creation of
• To get a smoother intro or ending to the sound. a multimedia experience.
• To trim the sound of a presentation. • Firstly, they have to add a Title slide, typing a title
• To define when and how a sound will start. and formatting it as the wish. Also urge them to
• To define if the sound will be repeated. add an animation effect as they learned to do in
• To insert a video into a presentation. the previous lesson.
• To adjust the duration of a video in a • Then, they have to present four animals using
presentation. four slides. On each slide they have to add a title
with the name of the animal, a video clip and an
What is needed audio clip:
Prerequisites o This video is saved to the computer and
Basic knowledge of Microsoft PowerPoint and students have to trim it in order to present the
Internet Explorer. correct animal each time. At this point they
Resources have to manage the video using the Playback
• Digital Teens 1 Student’s Book tab. Explain the buttons of this tab if it is
• T.1.5.3_Worksheet.docx necessary.
• T.1.5.3_Evaluation_Sheet.docx
• Folder “T.1.5.3_Sounds” It is used to play the sound and it is
Play
for test purposes.
Tools & Equipment
• Microsoft PowerPoint Cut the sound if you don’t want to
Trim Audio
• Internet Explorer use the whole clip.
Have a smoother intro and ending of
Fade In/Out
Learning difficulties the sound clip.
Sometimes students believe that they are not able Start
Decide when you want your sound to
to insert sound and video onto the same slide. start.
Explain that this is possible and they can add any Loop until Repeat the sound until you change
number of them, but they should be careful not to Stopped the slide.
overdo it! Volume Change the volume.
Hide During The sound icon doesn’t appear during
Lesson Description
Show the presentation.
A. Preparation
Rewind after When the sound ends, it automatically
Before the lesson starts paste the folder “T.1.5.3_ Playing rewinds to the beginning.
Sounds” on each computer. Place PowerPoint and
Internet Explorer on the Taskbar and Desktop. o The sounds are saved in the folder “T.1.5.3_
B. Start-Brainstorming Sounds” in My Documents. They are .mp3 and
At the beginning, discuss the objects that we are .wav files. Students have to change the icon
able to add to a presentation. Ask students to of these sounds with pictures that they will
mention these objects (text boxes, pictures, clipart). download from the Web. Mention that this
Write them down on the whiteboard. icon is important because when giving their
Then hand out the worksheet and ask students to presentation, it works as a big play button.

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 o Mention that they can preview the slides in
order to see if they need to change anything
on them.
• Then students have to insert a sound that will
play during the whole presentation, so they have
to adjust it to play across slides.
• Finally, they have to add a theme, transition
effects and specific duration to the slides.
The final presentation that they have to create is in
the file “T.1.5.3_Animals.pptx”.
Ask them to present their presentation by pressing
F5. Remind them to click on the audio icons in
order to hear the sounds of each animal. At the end
students have to save their work and close the file.
By doing this activity students will realize that a
sound or a video or a combination of the two can
totally change a presentation and make it truly
attractive and appealing!
D. Completion – Evaluation
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect them and see if they understood all the
objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

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 Module 5 Presenting
your ideas
DT1 Task 4 Charts and graphs
Teacher

Class Date

Overview students are able to create on Microsoft

Use charts and graphs in order to present a number PowerPoint. Ask them what objects they can
of things with only one picture. insert into slides in order to create an exciting and
interesting presentation.
Objectives Then hand out the worksheet and ask them to read
• To use the most suitable SmartArt to present the first paragraph and the questions. Help them
information correctly. answer the questions in order to realize that there
• To customize a SmartArt using the SmartArt are some objects with which they can represent
Tools ribbon. lots of information in a very simple way. Ask some
• To use a chart in order to represent a set of questions such as:
numbers. • How can you present the research data using
• To format the charts without overdoing it. only a picture?
• How have you learned to present information in
Skills Excel?
• To insert a SmartArt. • Do you remember what a chart is?
• To change the order of the SmartArt. • What kind of information do you add in a chart?
• To change the color of the SmartArt. • Do you remember what a graph is?
• To add more shapes to a SmartArt. • Have you ever used a chart or a graph? If yes,
• To try different Layouts. why?
• To use different Styles. Follow up with a discussion in order to motivate
• To add a Chart. students to use charts and graphs in presentations.
• To edit a Chart as in Excel. B. Introduction
• To change the style and color of a Chart. Ask students to read the introduction of the activity
in order to realize the aim of this lesson. They have
What is needed to present the products that were sold last year in
Prerequisites a company. Students have to present the results of
Basic knowledge of Microsoft PowerPoint and a table using PowerPoint. Explain that there are two
Microsoft Excel. ways to present information on a slide: graphs and
Resources charts. Mention a few things about each one.
• Digital Teens 1 Student’s Book C. Investigation of knowledge
• T.1.5.4_Worksheet.docx After students create and format a title slide, they
• T.1.5.4_Evaluation_Sheet.docx have to decide what type of graph they will use.
• T.1.5.4_Computer World Statistics.pptx Ask them to select the best option, which is the
Tools & Equipment pyramid. Explain that each graph is used for specific
• Microsoft PowerPoint purposes and mention some examples. Try to make
• Microsoft Excel students understand that when we don’t select the
correct graph, the presentation of our information
Learning difficulties may be wrong.
• There are times that a chart doesn’t look good. D. Implementation
In such cases, students can use design options. • Ask students to read the rest activity. First they
It is never too late to change the chart type, the will create a SmartArt Graphic and then a Chart:
layout and the style. All these can be found on SmartArt Graphic
the Design tab. The pyramid that students have to insert
• Sometimes students have difficulty in choosing represents the order in which the products were
the proper graph or chart in order to represent sold. Students have to understand which product
their information correctly. had the most sales by looking at the Sum row of
• When students insert a SmartArt graph, mention the table. The correct order is: Mouse > Keyboard
that they are able to add any shapes they want. > Printer > Monitor.
There are two ways to do this: Then they have to format it and change its color
1) They can click on Add shape in the Design and style as they wish. Mention that they can
tab on the Create Graphic group. insert an animation as they have learned.
2) They can click in the window [Type your Chart
text here] and press Enter. In the third slide, students have to insert a
chart. When they click on Chart to insert it,
Lesson Description a spreadsheet will appear on screen. They
A. Start-Brainstorming should type the data of the table correctly and
At the beginning, discuss presentations that then PowerPoint will create the selected chart

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 automatically. They don’t need to type the last
row of the table with the sums.
They have to format as with a Graph. Also, they
can use the Student’s Book as guide.
The final form of this presentation is in the file
“T.1.5.4_Computer World Statistics.pptx”.
• Have them present their presentation by pressing
F5. At the end students have to save their work
and close the file.
• With this activity students will realize that charts
and graphs are a very easy way to present data
using only one picture. Explain that it’s much
easier for an audience to see a picture and draw
conclusions, than by reading a big table with
numbers.
E. Completion – Evaluation
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect them and see if they understood all the
objectives that we had for this lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

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 Module 5 Presentingyour ideas
DT1 Task 5 Tips and tricks
Teacher

Class Date

Overview presentations they created in the previous

Apply some tips and tricks to a presentation in lessons. They learned how to add new slides, text,
order to improve it. images, sound, videos, transitions, animations,
charts and graphs. But explain that there are
Objectives some tips and tricks that they can apply in order
• To be extra careful with timing while creating a to make their presentations change from good to
presentation. better.
• To define the main concept of a presentation B. Investigation – Development of knowledge
before starting to create it. • Hand out the “T.1.5.5_Worksheet_1.docx” and ask
• To be positive, energetic and enthusiastic while students to read the activity. They have to fill in
presenting. the gaps with the given words.
• To decide where you will show your presentation. • Urge them to discuss amongst themselves in
• To summarize the main point in one sentence. order to fill in the gaps correctly.
• To keep the audience’s interest in the content of C. Implementation
the presentation, not how it is presented. • Hand out the “T.1.5.5_Worksheet_2.docx”. At this
• To accept any criticism and opinions. point students have to apply the tips and tricks
in the presentation that they have already done.
Skills Help them if necessary.
• To create a presentation with a proper duration • They can use their Student’s Book as a guide.
in order for the audience not to get bored. D. Completion – Evaluation.
• To adjust the content of a presentation according • Hand out the evaluation sheet to every team and
to the audience’s age. ask them to complete it.
• To use the proper equipment for your • Collect them and see if they understood all the
presentation, according to the room. objectives that we had for this lesson.
• To use valid information in a presentation. • Check which part of the lesson students didn’t
• To create slides with soft, non-intense colors, as completely understand and make any changes
well as shades of each. required in the teaching process.
• To use transitions and animations in a
presentation. Notes - Feedback
• To practice in presenting with notes, before
showing it.

What is needed
Prerequisites
Create a presentation adding slides, text, images,
transitions, animations, sound, videos, charts and
graphs.
Resources
• Digital Teens 1 Student’s Book
• T.1.5.5_Worksheet_1.docx
• T.1.5.5_Worksheet_2.docx
• T.1.5.5_Evaluation_Sheet.docx
Tools & Equipment
Microsoft PowerPoint

Learning difficulties
• Students often try to create a presentation to
impress their audience. They usually use many
colors and transitions. Explain that we don’t need
to overdo it with animations and colors, as the
audience will get bored and they won’t be able
to take in the information you’re presenting.

Lesson Description
A. Start - Brainstorming
• Start a discussion with students about
presentations. Ask them to talk about the

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