ICT S4 Notes 2025 PDF

**Experimental version** This book is property of the Government of Rwanda. Credit must be given to REB when the content is quoted. **FOREWORD** **Dear Teacher,** Rwanda Education Board is honored to present Senior Four Teacher's Book which serves as a guide to competence-based teaching and lea...

**Experimental version** This book is property of the Government of Rwanda. Credit must be given to REB when the content is quoted. **FOREWORD** **Dear Teacher,** Rwanda Education Board is honored to present Senior Four Teacher's Book which serves as a guide to competence-based teaching and learning to ensure consistency and coherence in the learning of the ICT in general education. The Rwandan educational philosophy is to ensure that student achieve full potential at every level of education which will prepare them to be well integrated in society and exploit employment opportunities. In line with efforts to improve the quality of education, the government of Rwanda emphasizes the importance of aligning teaching and learning materials with the syllabus to facilitate their learning process. Many factors influence what they learn, how well they learn and the competences they acquire. Those factors include the relevance of the specific content, the quality of the teacher's pedagogical approaches, the assessment strategies and the instructional materials available. Special attention was paid to the activity that facilitate the learning process in which student can develop ideas and make new discoveries during concrete activity carried out individually or with peers. With the help of teachers, student will gain appropriate skills and be able to apply what they have learnt in real life situations. Hence, they will be able to develop certain values and attitudes allowing them to make a difference not only to their own lives but also to the nation. This is in contrast to traditional learning theories which view learning mainly as a process of acquiring knowledge from the more knowledgeable who is mostly the teacher. In competence-based curriculum, learning is considered as a process of active building and developing of knowledge and understanding, skills, values and attitudes by the learner, where concepts are mainly introduced by an activity, situation or scenario that helps the learner to construct knowledge, develop skills and acquire positive attitudes and values. In addition, such active learning engages student in doing things and thinking about the things they are doing. They are encouraged to bring their own real experiences and knowledge into the learning processes. In view of this, your role is to: - Plan your lessons and prepare appropriate teaching materials. - Organize group discussions for student considering the importance of social constructivism suggesting that learning occurs more effectively when the learner works collaboratively with more knowledgeable and experienced people. - Engage student through active learning methods such as inquiry methods, group discussions, research, investigative activity and individual work activity. - Provide supervised opportunities for student to develop different competences by giving tasks which enhance critical thinking, problem solving, research, creativity and innovation, communication and cooperation. - Support and facilitate the learning process by valuing learners' contributions in the class activity. - Guide student towards the harmonization of their findings. - Encourage individual, peer and group evaluation of the work done in the classroom and use appropriate competence-based assessment approaches and methods. To facilitate you in your teaching activity, the content of this Teacher's Book is self-explanatory so that you can easily use it. It is divided in 3 parts: **The part 1:** Explains the structure of this book and gives you methodological guidance; **The part 2:** Gives the sample lesson plans as reference for your lesson planning process; **The part 3:** Provides details on the teaching guidance for each concept given in the student's book. Even though this Teacher's Book contains the answers for all activity given in the learner's book, you are requested to work through each question and activity before judging learner's findings. I wish to sincerely appreciate all people who contributed towards the development of this Teacher's Book, particularly REB staff who organized the whole process from its inception. Special gratitude goes to the University of Rwanda which provided experts in design and layout services and teachers who diligently worked to the successful completion of this book. Any comment or contribution would be welcome for the improvement of this teacher's guide for the next edition. **Dr. MBARUSHIMMANA Nelson** **Director General of REB** **ACKNOWLEDGEMENT** I wish to express my appreciation to all the people who played a major role in the development of this ICT Teacher's book for general education. It would not have been successful without active participation of different education stakeholders. I owe gratitude to different universities and schools in Rwanda that allowed their staff to work with REB in the production of these textbooks. I wish to extend my sincere gratitude to lecturers from the University of Rwanda, teachers from schools and all other individuals whose efforts in one way or another contributed to the success of writing of this textbook. Special acknowledgement goes to the University of Rwanda which provided experts in design and layout services. Finally, my word of gratitude goes to the Rwanda Education Board staff particularly those from the Curriculum, Teaching and Learning Resources Department (CTLR) who were involved in the whole process of writing General Education program textbooks. **Joan MURUNGI,** **Head of CTLR Department** **TABLE OF CONTENTS** [PART I. GENERAL INTRODUCTION 1](#part-i.-general-introduction) [I.0. The structure of the guide 1](#i.0.-the-structure-of-the-guide) [I.1. Methodological guidance 3](#i.1.-methodological-guidance) [I.1.1. Developing competences 3](#i.1.1.-developing-competences) [I.2.2. Addressing cross cutting issues 4](#i.2.2.-addressing-cross-cutting-issues) [I.2.3. Attention to special educational needs specific to each subject 5](#i.2.3.-attention-to-special-educational-needs-specific-to-each-subject) [I.2.4. Guidance on assessment 7](#i.2.4.-guidance-on-assessment) [I.2.5. Student learning styles and strategies to conduct teaching and learning process 7](#i.2.5.-student-learning-styles-and-strategies-to-conduct-teaching-and-learning-process) [I.2.6. Teaching methods and techniques that promote the active learning 8](#i.2.6.-teaching-methods-and-techniques-that-promote-the-active-learning) [PART II. SAMPLE LESSON PLAN 12](#part-ii.-sample-lesson-plan) [PART III. UNIT DEVELOPMENT 16](#part-iii.-unit-development) [UNIT 1: COMPUTER MAINTENANCE 16](#unit-1-computer-maintenance) [1.1. Key Unit competence 16](#key-unit-competence) [1.2. Prerequisites 16](#prerequisites) [1.3. Cross-cutting issues to be addressed 16](#cross-cutting-issues-to-be-addressed) [1.4. Guidance on introductory activity 16](#guidance-on-introductory-activity) [1.5. List of lessons 16](#list-of-lessons) [1.6. Summary of the unit 26](#summary-of-the-unit) [1.7. Additional information for teachers 26](#additional-information-for-teachers) [1.8. End Unit assessment 26](#end-unit-assessment) [1.9. Additional activities 27](#additional-activities) [1.9.1. Remedial activities 27](#remedial-activities) [1.9.2. Consolidation activities 27](#consolidation-activities) [1.9.3. Extended activities 28](#extended-activities) [UNIT 2. ADVANCED WORD PROCESSING 29](#unit-2.-advanced-word-processing) [2.1. Key unit competence: 29](#key-unit-competence-1) [2.2. Prerequisite 29](#prerequisite) [2.3. Cross-cutting issues to be addressed: 29](#cross-cutting-issues-to-be-addressed-1) [2.4. Guidance on introductory activity 29](#guidance-on-introductory-activity-1) [2.5 List of lessons 30](#list-of-lessons-1) [2.6. Summary of the unit 36](#summary-of-the-unit-1) [2.7. Additional Information for teachers 36](#additional-information-for-teachers-1) [2.8. End unit assessment 37](#end-unit-assessment-1) [2.9. Additional activities 37](#additional-activities-1) [2.9.1. Remedial activities 37](#remedial-activities-1) [2.9.2. Consolidation activities 37](#consolidation-activities-1) [2.9.3. Extended activities 37](#extended-activities-1) [UNIT 3. ADVANCED SPREADSHEET I 38](#unit-3.-advanced-spreadsheet-i) [3.1. Key unit competence: 38](#key-unit-competence-2) [3.2. Prerequisite 38](#prerequisite-1) [3.3. Cross-cutting issues to be addressed: 38](#cross-cutting-issues-to-be-addressed-2) [3.4. Guidance on introductory activity 38](#guidance-on-introductory-activity-2) [4.5. List of lessons 38](#list-of-lessons-2) [3.6. Summary of the unit 42](#summary-of-the-unit-2) [3.7. Additional Information 42](#additional-information) [3.8. End unit assessment 42](#end-unit-assessment-2) [3.9. Additional activities 43](#additional-activities-2) [3.9.1 Remedial activities 43](#remedial-activities-2) [3.9.2. Consolidation activities 43](#consolidation-activities-2) [3.9.3. Extended activities 44](#extended-activities-2) [UNIT 4: SEARCHING THE INTERNET 45](#unit-4-searching-the-internet) [4.1 key unit competence 45](#key-unit-competence-3) [4.2. Prerequisites 45](#prerequisites-1) [4.3. Cross-cutting issues to be addressed 45](#cross-cutting-issues-to-be-addressed-3) [4.4. Guidance on introductory activity 45](#guidance-on-introductory-activity-3) [4.5. List of lessons 46](#list-of-lessons-3) [4.6. Summary of the unit 53](#summary-of-the-unit-3) [4.7. Additional information for teachers 53](#additional-information-for-teachers-2) [4.9 Additional activities 54](#additional-activities-3) [4.9.1. Remedial activities 54](#remedial-activities-3) [4.9.2. Consolidation activities 54](#consolidation-activities-3) [4.9.3. Extended activities 55](#extended-activities-3) [UNIT 5: Online Google Applications 56](#unit-5-online-google-applications) [5.1. Key Unit competence 56](#key-unit-competence-4) [5.2. Prerequisites 56](#prerequisites-2) [5.3. Cross-cutting issues to be addressed 56](#cross-cutting-issues-to-be-addressed-4) [5.4. Guidance on introductory activity 56](#guidance-on-introductory-activity-4) [5.5. List of lessons 57](#list-of-lessons-4) [5.6. Summary of the unit 67](#summary-of-the-unit-4) [5.7. Additional information for teachers 68](#additional-information-for-teachers-3) [5.8. End Unit assessment 68](#end-unit-assessment-3) [5.9. Additional activities 70](#additional-activities-4) [5.9.1. Remedial activities 70](#remedial-activities-4) [5.9.2. Consolidation activities 70](#consolidation-activities-4) [5.9.3. Extended activities 70](#extended-activities-4) [BIOGRAPHY 71](#biography) PART I. GENERAL INTRODUCTION ============================ **About the teacher's guide** I.0. The structure of the guide ------------------------------- **Overall structure** - **Part I: General Introduction.** - **Part II: Sample lesson plan** - **Part III: Unit development** - **Unit title:** from the syllabus - **Key unit competence**: from the syllabus - **Prerequisites (knowledge, skills, attitudes and values)** - **Cross-cutting issues to be addressed** - **Guidance on the introductory activity** - **List of lessons/sub-heading** This section presents in a table suggestion on the list of lessons, lesson objectives copied or adapted from the syllabus and duration for each lesson. Each lesson /subheading is then developed. - **End of each unit** - - - - **Structure of each sub heading** **Lesson /Sub heading title 1**: - **Prerequisites/Revision/Introduction:** - **Teaching resources** - **Learning activities** I.1. Methodological guidance ---------------------------- ### I.1.1. Developing competences +-----------------------------------+-----------------------------------+ | **Generic competence** | | +===================================+===================================+ | Critical thinking | - Describe the relationship and | | | interdependence of sciences | | | | | | - Observe, record, interpret | | | data recorded during | | | experiments | | | | | | - Identify and use the | | | applications of ICT concepts | | | to solve problems of life and | | | society | +-----------------------------------+-----------------------------------+ | Research and Problem | - - - | | | | | solving | | +-----------------------------------+-----------------------------------+ | Innovation and creativity | - Create an experiment | | | procedure to prove a point | | | | | | - Develop a graph to illustrate | | | information | | | | | | - Design a data collection | | | survey/questionnaire | | | | | | - Conduct experiments with | | | objectives, methodology, | | | observations, results, | | | conclusions | | | | | | - Identify local problems and | | | ways to resolve them | +-----------------------------------+-----------------------------------+ | Cooperation, Personal and | - - - | | Interpersonal management | | | | | | and life skills | | +-----------------------------------+-----------------------------------+ | Communication | - Organise and present in | | | writing and verbally a | | | complete and clear report of | | | an experiment | | | | | | - Observe, record, interpret | | | the results of a measurement | | | accurately. | | | | | | - Select and use appropriate | | | formats and presentations, | | | such as tables, graphs and | | | diagrams. | +-----------------------------------+-----------------------------------+ | Lifelong learning | | +-----------------------------------+-----------------------------------+ ### I.2.2. Addressing cross cutting issues +-----------------------------------+-----------------------------------+ | **Cross-cutting issues** | | +===================================+===================================+ | Inclusive education | | +-----------------------------------+-----------------------------------+ | Gender | | +-----------------------------------+-----------------------------------+ | Peace and Values | | | | | | Education | | +-----------------------------------+-----------------------------------+ | Standardization culture | | +-----------------------------------+-----------------------------------+ | | - In addition, when performing | | | experiments students have to | | | record data accurately. | | | | | | - For tasks involving | | | calculations, they have to | | | always present accurate | | | results. | +-----------------------------------+-----------------------------------+ | Environment and | - In order to avoid the | | | environment pollution, | | sustainability | before, during or after | | | experiments students avoid | | | throwing away chemicals | | | anywhere; special places or | | | appropriate containers should | | | be used. | | | | | | - Students also have to be | | | aware of the impacts of the | | | use of hydrocarbons as fuels, | | | halogenoalkanes, and plastics | | | on the environment. | +-----------------------------------+-----------------------------------+ | Financial Education | | +-----------------------------------+-----------------------------------+ ### I.2.3. Attention to special educational needs specific to each subject - Remember that students learn in different ways so they have to offer a variety of activities (e.g. role-play, music and singing, word games and quizzes, and outdoor activities). - Maintain an organized classroom and limits distraction. This will help students with special needs to stay on track during lesson and follow instruction easily. - Vary the pace of teaching to meet the needs of each student. Some students process information and learn more slowly than others. - Break down instructions into smaller, manageable tasks. Students with special needs often have difficulty understanding long-winded or several instructions at once. It is better to use simple, concrete sentences in order to facilitate them understand what you are asking. - Use clear consistent language to explain the meaning (and demonstrate or show pictures) if you introduce new words or concepts. - Make full use of facial expressions, gestures and body language. - Pair a student who has a disability with a friend. Let them do things together and learn from each other. Make sure the friend is not over protective and does not do everything for the student. Both students will benefit from this strategy - Use multi-sensory strategies. As all students learn in different ways, it is important to make every lesson as multi-sensory as possible. Students with learning disabilities might have difficulty in one area, while they might excel in another. For example, use both visual and auditory cues. **Strategy to help students with developmental impairment:** **Strategy to help students with visual impairment:** - Help students to use their other senses (hearing, touch, smell and taste) to play and carry out activities that will promote their learning and development. - Use simple, clear and consistent language. - Use tactile objects to help explain a concept. - If the students have some sight, ask them what they can see. Get information from parents / caregivers on how the student manages their remaining sight at home. - Make sure the student has a group of friends who are helpful and who allow the students to be as independent as possible. - Plan activities so that students work in pairs or groups whenever possible. **Strategy to help students with hearing impairment:** - Strategies to help students with hearing disabilities or communication difficulties  Always get the students attention before you begin to speak. - Encourage the student to look at your face. - Use gestures, body language and facial expressions. - Use pictures and objects as much as possible. - Ask the parents/caregivers to show you the signs they use at home for communication use the same signs yourself and encourage other students to also use them. - Keep background noise to a minimum. **Strategies to help children with physical disabilities or mobility difficulties:** - Adapt activities so that student who use wheelchairs or other mobility aids, or other students who have difficulty moving, can participate. - Ask parents/caregivers to assist with adapting furniture e.g. The height of a table may need to be changed to make it easier for a student to reach it or fit their legs or wheelchair under. - Encourage peer support friends can help friends. - Get advice from parents or a health professional about assistive devices. ### I.2.4. Guidance on assessment **Continuous/ formative assessment** **Summative assessment** ### I.2.5. Student learning styles and strategies to conduct teaching and learning process b. **Sensing and intuitive learners** c. **Visual and verbal learners** d. **Sequential and global learners** ### I.2.6. Teaching methods and techniques that promote the active learning **The role of the teacher in active learning** - The teacher engages students through active learning methods such as inquiry methods, group discussions, research, investigative activities and group and individual work activities. - He/she encourages individual, peer and group evaluation of the work done in the classroom and uses appropriate competence-based assessment approaches and methods. - He provides supervised opportunities for students to develop different competences by giving tasks which enhance critical thinking, problem solving, research, creativity and innovation, communication and cooperation. - Teacher supports and facilitates the learning process by valuing students' contributions in the class activities. - Communicates and shares relevant information with other learners through presentations, discussions, group work and other learner-centred activities (role play, case studies, project work, research and investigation) - Actively participates and takes responsibility for their own learning - Develops knowledge and skills in active ways - Carries out research/investigation by consulting print/online documents and resourceful people, and presents their findings - Ensures the effective contribution of each group member in assigned tasks through clear explanation and arguments, critical thinking, responsibility and confidence in public speaking - Draws conclusions based on the findings from the learning activities. **Some active techniques that can be used in Biology** **A. Practical work/ experiments:** - **Preparation of experiment:** Checking materials to ensure they are available and at good state; try the experiment before the lesson; think of safety rules and give instructions to lab technician if you have any. - **Performance of experiment:** Sitting or standing arrangement of students; introduction of the experiment: aims and objectives; setting up the apparatus; performing the experiment; write and record the data. - **Discussion:** Observations and interpreting data; make generalisations and assignment: writing out the experiment report and further practice and research. B. **Research work** C. **Project work** D. **Field trip** - agree on aims and objectives - gather relevant information prior to visit - brainstorm on key questions and share responsibilities - discuss materials needed and other logistical and administrative issues - discuss and agree on accepted behaviours during the visit - Visit the area before the trip if possible to familiarise yourself with the place **Main steps for a lesson in active learning approach** 1. **Introduction** 2. **Development of the new lesson** - **Discovery activity Step 1** - The teacher discusses convincingly with students to take responsibility of their learning - He/she distributes the task/activity and gives instructions related to the tasks (working in groups, pairs, or individual to instigate collaborative learning, to discover knowledge to be learned) - The teacher let the students work collaboratively on the task. - During this period the teacher refrains to intervene directly on the knowledge - He/she then monitors how the students are progressing towards the knowledge to be learned and boost those who are still behind (but without communicating to them the knowledge). - **Presentation of students' productions** - In this episode, the teacher invites representatives of groups to present the students' productions/findings. - After three/four or an acceptable number of presentations, the teacher decides to engage the class into exploitation of the students' productions. - **Exploitation of student's productions** - The teacher asks the students to evaluate the productions: which ones are correct, incomplete or false - Then the teacher judges the logic of the students' products, corrects those which are false, completes those which are incomplete, and confirms those which correct. - **Institutionalization (summary/conclusion/ and examples)** - The teacher summarises the learned knowledge and gives examples which illustrate the learned content. - **Exercises/Application activities** - Exercises of applying processes and products/objects related to learned unit/sub-unit - Exercises in real life contexts - Teacher guides students to make the connection of what they learnt to real life situations. At this level, the role of teacher is to monitor the fixation of process and product/object being learned. 3. **Assessment** PART II. SAMPLE LESSON PLAN =========================== +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | 40 | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | **Timi | | **Gene | | | | | | | ng | | ric | | | | | | | for | | compet | | | | | | | each | | ences | | | | | | | step** | | and | | | | | | | | | cross | | | | | | | | | cuttin | | | | | | | | | g | | | | | | | | | issues | | | | | | | | | addres | | | | | | | | | sed** | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | **Intr | | | Commun | | | | | | oducti | | | icatio | | | | | | o | | | n | | | | | | n (20 | | | in | | | | | | min)** | | | offici | | | | | | | | | al | | | | | | | | | langua | | | | | | | | | ges | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | The | | | | | | | | | teache | | | | | | | | | r | | | | | | | | | announ | | | | | | | | | ces | | | | | | | | | that | | | | | | | | | at | | | | | | | | | least | | | | | | | | | everyo | | | | | | | | | ne | | | | | | | | | will | | | | | | | | | be | | | | | | | | | able | | | | | | | | | to | | | | | | | | | format | | | | | | | | | a text | | | | | | | | | or | | | | | | | | | docume | | | | | | | | | nt | | | | | | | | | by the | | | | | | | | | end of | | | | | | | | | the | | | | | | | | | | | | | | | | | | lesson | | | | | | | | | and | | | | | | | | | write | | | | | | | | | the | | | | | | | | | new | | | | | | | | | topic | | | | | | | | | | | | | | | | | | The | | | | | | | | | topic | | | | | | | | | of the | | | | | | | | | day is | | | | | | | | | writte | | | | | | | | | n | | | | | | | | | on the | | | | | | | | | writin | | | | | | | | | g | | | | | | | | | board | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | **Crea | | | | | | | | | tivity | | | | | | | | | ** | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ +-----------+-----------+-----------+-----------+-----------+-----------+ | | | The | | | | | | | teacher | | | | | | | asks | | | | | | | students | | | | | | | to change | | | | | | | the | | | | | | | existing | | | | | | | Font Type | | | | | | | to new | | | | | | | Font | | | | | | | Type. | | | | | | | | | | | | | | The | | | | | | | teacher | | | | | | | asks | | | | | | | students | | | | | | | to change | | | | | | | the | | | | | | | existing | | | | | | | font | | | | | | | color to | | | | | | | new Font | | | | | | | Color | | | | | | | | | | | | | | Teacher | | | | | | | asks | | | | | | | students | | | | | | | to make | | | | | | | text | | | | | | | bold, | | | | | | | italic, | | | | | | | and | | | | | | | underline | | | | | | | d | | | | | | | | | | | | | | Teacher | | | | | | | demonstra | | | | | | | tes | | | | | | | how to | | | | | | | Changing | | | | | | | text case | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ -- -- -- -- -- -- -- -- PART III. UNIT DEVELOPMENT ========================== UNIT 1: COMPUTER MAINTENANCE ============================ 1.1. Key Unit competence ------------------------ 1.2. Prerequisites ------------------ 1.3. Cross-cutting issues to be addressed ----------------------------------------- 1.4. Guidance on introductory activity -------------------------------------- Though the guidance of the teacher, referring to the image in student book instruct students to observe the image on the computer being repaired carefully Teacher let students discuss about the image observed 1.5. List of lessons -------------------- +-----------------+-----------------+-----------------+-----------------+ | **\#** | | | | +=================+=================+=================+=================+ | 1 | | | | +-----------------+-----------------+-----------------+-----------------+ | 2 | Computer | Apply computer | | | | maintenance | maintenance | | | | principles | principles to | | | | | ensure that | | | | | computer | | | | | remains in | | | | | normal working | | | | | condition | | +-----------------+-----------------+-----------------+-----------------+ | 3 | Computer | Identify the | | | | capacity: | measurements of | | | | | computer | | | | | capacity and | | | | | read memory | | | | | size and | | | | | processor speed | | | | | of a computer | | +-----------------+-----------------+-----------------+-----------------+ | 4 | Identifying and | Identify and | | | | addressing | address | | | | hardware issues | | | | | | hardware | | | | | problems and | | | | | fix them | | +-----------------+-----------------+-----------------+-----------------+ | 5 | Assembling a | To assemble and | | | | computer & | disassemble a | | | | Disassembling a | computer by | | | | computer | respecting the | | | | | procedural | | | | | steps | | +-----------------+-----------------+-----------------+-----------------+ | 6 | Software | Identify types | | | | installation | of computer | | | | principles | software and | | | | | system | | | | | requirement to | | | | | install any | | | | | software | | +-----------------+-----------------+-----------------+-----------------+ | 7 | Computer | Identify | | | | software | operating | | | | issues: | system issues | | | | | and software | | | | | issues and fix | | | | | them | | +-----------------+-----------------+-----------------+-----------------+ | 8 | Computer | Explain and | | | | software | apply different | | | | | steps to | | | | installation: | install an | | | | Installation of | operating | | | | an OS, | system | | +-----------------+-----------------+-----------------+-----------------+ | 9 | Computer | Explain and | | | | software | apply different | | | | installation: | steps to | | | | | install an | | | | Installation of | application | | | | an | software | | | | | | | | | Application | | | | | software | | | +-----------------+-----------------+-----------------+-----------------+ | | End Unit | | | | | assessment | | | +-----------------+-----------------+-----------------+-----------------+ **Lesson 1: Elements of the computer system unit and their role** a. **Learning objectives** Identifying the elements of the computer system unit and give their roles b. **Teaching resources:** This lesson needs regular used materials such as computers connected to the internet to conduct more research, projector, computers for maintenance, a student text book with teacher's guide and manufacturer's manual. c. **Prerequisites:** Students have basic knowledge and skills about input and output devices learnt in ordinary level, they should also be familiar with some internal components that they find in phones and other electronic devices. d. **Learning activities** - **Guidance** This topic introduces the students to the various components found inside system unit of a typical computer. Due to the sensitivity of most of these components, during demonstration intended to practically identify these components, let the students observe caution when handling the components. In this case: a. Under the guidance of the students observe the image in the activity 1.1. They identity the parts they see in the image b. Teacher opens the computer case of some available computers for the students to be able to see the internal components. c. Students identify the different components and their roles d. The teacher gives guidance on how to do activity 1.1 and application activity 1.1 - **Answers to Activity 1.1** 1a&b) Through observations students identify various components inside the system unit and their role. Refer to the students book various components inside the system unit and their role. **e) Application activity** **Answers to application activity 1.1:** - **Primary storage**: Also known as Main memory is a type of storage that is directly accessible by the processor. Example of primary memory are ROM and RAM **Secondary storage:** Secondary storage, also referred to as auxiliary storage, are devices that provide alternative long-term storage for programs, data and information. Because of their large capacity they also referred to as mass storage devices. They are regarded as secondary because unlike primary storage, they are not directly accessible by the CPU. **Tertiary storage:** The main purpose of tertiary computer storage is to store data on a very large scale. This includes optical jukeboxes and tape libraries. They require a database to organize the data stored in them. - Some storage devices are called mass storage because they can store large amount of data for a long time. **Lesson 2: Computer maintenance principles** - **Learning objectives** Apply computer maintenance principles to ensure that computer remain in normal working condition - **Teaching resources:** Devices like computers, projector, and repair tool kit, some samples of ergonomics equipment like mouse, keyboard, screen, and chair are needed to conduct the lesson in an effective manner. - **Prerequisites** Students are aware and familiar with the problems related to malfunction of electronic devices such as radio, computer and printer. They also have knowledge and skills on proper use of cleaning tools learnt in ordinary level - **Learning activities** - **Guidance** - Teacher groups students into small groups so that they share ideas on the principles of maintaining a computer - Teacher walk around the group to guide the groups and to make sure every member is participating - Group representative to present their finding to the rest of the class - With the guidance of the teacher a summary on computer maintenance principles is done - The activity in question one requires the student to identify factors such as poor sitting posture, prolonged use of computers, ventilation, poor display unit and electric shock, etc. - Drinks by drop on computer accessories causing short circuit or damage to electrical parts while solid food substances may cause blockage of moving parts or keys on the keyboard **Answers to application activity 1.2** - Maintenance keeps the computer working at optimum level and prevents unnecessary breakdowns caused by dirt, water or other kinds of misusing computer. - Use different preventive maintenance such as using blower to blow out dust, wipe the computer clean with a soft absorbent piece of cloth and non-water based cleaner liquid, etc. **Lesson 3: Computer capacity** Identify the measurements of computer capacity and read memory size and processor speed of a computer **b) Teaching resources:** This lesson could be conducted in computer lab with a projector for presentation, different removable devices such as flash disk, memory card, hard disk, CD/DVD will also be needed for more clarification on memory capacity. The syllabus and the student book are also needed. c. **Prerequisites:** Students have knowledge about the size of different storage devices (memory card, flash disk, CD/DVD) used in some electronic devices such as phone, radio and computers d. **Learning activities** - On the instruction of the teacher, students analyze the scenario in the activity 1.3 and answer the questions in that activity - Students identify the measurements of the computer capacity (memory and processor speed) and brainstorm on how to view those properties in the computer - The teacher demonstrates using a projector how to view the memory size and processor speed of a computer and students follow suit - Teacher walks around and checks if students doing as per the given demonstration. - Teacher gives guidance on how to do application activity 1.3. - The activity 1.3 require students to use their brainstorming, some suggestions may be to advise Peter to buy a flash a disk of higher capacity - The size of each film is 512 MB as 1GB is equivalent to 1024MB but for simplicity reasons 1GB is equal to 1000MB. First convert the capacity of the DVD in MB The 4.7GB are equal to 1024MB \* 4.7=4812.8MB The number of CDs in one DVD equal to 4812.8MB/700MB= 6.87 As there cannot be parts of a CD the total number of CDs is 7 (**A DVD can store data that can be stored on 7 CDs)** If 4Mb are downloaded in to 6sec Then 1 MB is downloaded in 6sec/4 **Lesson 4: Identifying and addressing hardware issues** a. **Learning objectives** Identify and address hardware problems and fix them b. **Teaching resources** The needed resources are computers as the lesson will be conducted in the computer, there is also a need for a projector for displaying examples to students and a tool to use in case the issue requires opening the computer case. The lesson will also require having the student book and the syllabus. **c) Prerequisites** Students should have knowledge and skills related to computer maintenance, General precautions, power connectivity and precautions for connecting the mouse, keyboard, and other external peripherals. They will have acquired these basic competences from lower secondary. - The teacher takes one computer with an issue and present it to the class under the guidance of the students identify the problem may have - The teacher switch on a computer with improperly fixed hardware component so that the computer emits a POST sound of warning - For every other problem (Blank monitors, Mouse Problems. Computer does not recognize USB, Keyboard Problems, Power Cord Problems...) the teacher shows a computer or an image or a video with such a problem and students brainstorm on it. - **Answers to Activity 1.4** To connect both projector and monitor to a single computer requires that the computer have two VGA ports or an adapter having two VGA ports **Answers to application activity 1.4** This activity requires students to discuss about hardware problems of their school computer lab. Students also discuss about possible solutions to the identified problems. **Lesson 5: Assembling a computer & disassembling a computer** a. **Learning objectives** To assemble and disassemble a computer by respecting the procedural steps b. **Teaching resources:** The needed materials for this lesson are: computer preferably with internet connectivity to facilitate additional researches, projector, screw driver set, electric blower, internal parts of a computer that can be used to replace those with issues. c. **Prerequisites** Students have knowledge of tools used to open and connect together electronic devices like radio, phones and some of them are similar to those to assemble and disassemble a computer. They are familiar with some problems of computers though they are not able to solve them. d. **Learning activities** - **Guidance** This topic requires practical approach to take the students through step-by step process of assembling and disassembling a computer. a. The teacher shows the different components found in the computer case and tells students that they are going to assemble them in the computer case b. Step by step and under the guidance of the students assemble the dismantled computer - **Answers to Activity 1.5** - This is an observation activity that requires the students to identify various tools such as extended extractor, antistatic wrist member, screw drivers and Ethernet crimping tools in a computer repair toolbox. - Students explain the reason s that may prompt a technician to remove any internal part of a computer - **Answers to application activity 1.5** 1. This is a practical activity that requires the guidance of the teacher or qualified lab technician to assist the students mount a motherboard in the system unit. This procedure should be handled with care to avoid electric shock or damaging the motherboard. 2. The question 2 in application activity require teacher to let student to use their brainstorming and discuss about different types of expansion card here below are some suggestion: - Industry Standard Architecture (ISA), Extended ISA (EISA), - Peripheral Component Interconnect (PCI); - Accelerated Graphics Ports (AGP); - Video Electronics Standards Association (VESA); - Audio Modem Riser (AMR); - Communication Network Riser (CNR). Network Card, Sound Card, Video capture card, Video Card, etc. **Lesson 6: Software installation principles** a. **Learning objectives** Identify types of computer software and system requirement to install any software b. **Teaching resources:** Student book, manual user guide and computer, internet connectivity for research, different software to install, computers to use in carrying out installations c. **Prerequisites** Students have knowledge and skills on computer capacity learned in "lesson 3: Computer capacity" in which they were also taught about processor speed d. **Learning activities** - **Guidance** - Before the introduction of this topic, it is important that teacher searches for basic requirement needed so that user can install any software. The reason is not every computer - The teacher connects a computer to a projector and tries to install a software on a computer that does not have the necessary system requirements - Students brainstorm the reason why the software failed to install - Students brainstorms the system requirements for common software found in the school's computers - Under the guidance of the teacher system requirements of Windows 10 are discussed and examples of applications software incompatible with it are also discussed  **Answers to Activity 1.6** 1. Importance of reading the user manual before installing new software is helpful for different reasons such as: The manufacture's user manual is important in identifying the hardware specifications required in order to install the new software; It helps to know the procedures to follow in order to install the new software, it can also help to know whether the software being installed is genuine or not 2. Students give the factors to consider while purchasing application software 3. For this question refer to the student book **Answers to application activity 1.6** Students do the questions in application activity 1.6 and the teacher guides them **Lesson 7: Computer software issues** a. **Learning objectives** Identify operating system issues and software issues and fix them b. **Prerequisites:** Students are familiar with the use of computer and other electronic devices they also have basic knowledge bad software like viruses as they learnt it in ordinary level c. **Teaching resources** To teach this lesson requires: - Having computers preferably one for each student, - Computer with software issues that are going to be solved - Internet connectivity for additional researches and downloading some software that will be needed - ICT student's book and the syllabus - - - - **Answers to Activity 1.7** Let students carry out the activity in their respective groups and guide them to describe what happens to the computers after doing the activity. Let students discuss the measure that can be taken **e) Application activity** **Answers to application activity 1.7** 1. The first question in application activity 1.7 requires the student to search on the internet other common sources of computer virus that have not been seen in student book 2. This is an exploratory activity that requires the student to brainstorm on various means of acquiring software such as download, buying from vendors or developing their own software. 3. The activity requires the student practically perform disk cleanup procedure by following the steps provided in the student's book or using cleanup in the search box to display Disk Cleanup utility on the startup menu. **Lesson 8: Computer software installation** *(Installation of an Operating System)* a. **Learning objectives** Explain and apply different steps to install an operating system b. **Teaching resources** For teaching this lesson we will need Computers, Projector, Software, External Hard Disk, bootable Flash Disk or Windows Genuine installation DVD. c. **Prerequisites** Students are familiar with software installation skills applied in ordinal level senior three. They may also have basic skills about the installation of some application software in the phones. **d) Learning activities** - **Guidance** - This activity takes place in the computer lab where teacher form group of at least five students - Teacher starts the lesson by asking student to give the name of the program they likely to use - The teacher asks students to carry out Activity 1.8 in their respective groups. - An operating system is installed on a computer connected to the projector and at each step of the installation student describe what they see. - In groups students install an operating system and describe each step  **Answers to Activity 1.8** The first program that teacher or lab technician need to install first is the operating system because it is the only software which manages hardware and application software resources and without operating system computer cannot boot. **Answers to application activity 1.8** Referring to the steps provided in the student book, students do questions in application activity 1.8 **Lesson 9: Computer software installation** **(***Installation of application software)* a. **Learning objectives** Explain and apply different steps to install an application software b. **Teaching resources** To conduct this lesson requires having computers as the lesson will be conducted in the computer lab. There will also be a need of a projector for displaying examples to students, installation CD/DVD for Microsoft Office 2013, flash disk to use for installation. There will be a need for internet connectivity in case some software need to be downloaded. c. **Prerequisites** Students are already familiar with installation of some application in their smart phone which is so much like the installation of application software into a computer. They also have basic skills and knowledge about installation of software from known manufactures acquired in senior three **d) Learning activities** - **Guidance** - The teacher starts the lesson by doing a theory recapitulation on basic principle of software installation together with the process of installing operating system. - teacher organizes students in pairs in order to do the lesson's activity. - Students give examples of application softwares and state which ones they know to install - One student comes and install office by using a computer connected to a projector. With other students each step reached is explained - Students install other application software on their computers like VLC, YouTube downloader, - **Answers to Activity 1.9** a&b ) Teacher summarizes the contents and explains to students that the problem of John's computer is regarding to the missing of specialized programs to carry out each desired task. To overcome the issue John needs to install appropriate program to play music VLC for example and other appropriate program to helping him to open his document such as Microsoft office **e) Application activity** **Answers to application activity 1.9** This activity requires the students to install Microsoft Office 2016 by referring to General procedure to Install Software in student book 1.6. Summary of the unit ------------------------ Hardware refers to any physical or tangible part of a computer. It can be either external or internal. Internal components are all components that are found inside the system unit such as disk drives, motherboard, processor power supply, memory, etc. While external components of a computer also known as peripherals refer to all external devices connected to central housing known as the system unit such as mouse, keyboard, scanner, monitor, printer or storage devices such as a hard drive or flash drive, memory card. Peripherals devices are connected to the system unit through port. Computer maintenance can be done on hardware and software. It requires addressing hardware and software issues and finding solutions to overcome those issues. In this topic computer Assembling and disassembling procedures have been discussed together with how to install software such as operating system and application software. 1.7. Additional information for teachers ---------------------------------------- To conduct computer maintenance students must be participative because most lessons of the topic require practical activities; different devices for practical should also be made available in order to enhance learning. The use of modern technology such as us projector and internet is crucial because this enhance the quick lesson delivery and make students to be more attractive during the lesson delivering. 1.8. End Unit assessment ------------------------ 1. Students reflect on the rules followed while being in either computer lab, chemistry lab or physics lab. 2. This is a practical activity that requires the guidance of the teacher or qualified lab technician to assist students identify and replace CMOS battery mounted on a motherboard. The same procedure is repeated to replace the RAM. Notice that these procedures should be handled with care to avoid electric shock or damaging the motherboard 3. a\) An operating system refers to a type of system software that manages the hardware resources and control execution of application programs installed on the computer. Basic functions of operating system: 4. There are many factors to consider before purchasing application software some of them are software license, the use needs, the operating system environment, the hardware requirements needed to run the software, etc. 5. Motherboard is the first element to be installed because it is where all internal components of computer are interconnected and communicate one each other. Thus, you need to first install it and attach another internal device after The reason why it is the last to be uninstalled is that during uninstall process you start by disconnecting all those parts connected to it and thus terminate by removing the motherboard which hold any attachable device. 1.9. Additional activities -------------------------- 1. a\. Open at least three different documents from different application program installed on your computer b. Press a combination of CTLR +ALT+ Delete. Go to the Task Manager. c. Right click on first document, click on End Task. What do you observe? Does it still open or not? In which condition does the above combination can be helpful can be 2. Explain the steps followed once you need to uninstall application software from a computer: ### 1.9.1. Remedial activities a. b. c. d. a. b. c. ### 1.9.2. Consolidation activities 1. a\) Differentiate the term scanning from updating 2. The process of installing more than one operating system inside one computer is known as "multi booting system" then you are asked to install window 10 and window 8 into your computer. Search on internet how to proceed this activity. ### 1.9.3. Extended activities UNIT 2. ADVANCED WORD PROCESSING ================================ 2.1. Key unit competence: ------------------------- Apply advanced skills to create suitable word documents 2.2. Prerequisite ----------------- Students learnt in ordinary level how to open Microsoft word, save a document, identify Microsoft word tool bar, insert object, etc. they have basic skills which can allow them to acquire competences they are supposed get in advanced word processing. 2.3. Cross-cutting issues to be addressed: ------------------------------------------ - **Financial education:** Through typing scenario related to money management and do related application - **Gender education:** All students must get involved in class activities regardless of gender - **Inclusive Education:** Learners with and without disabilities participate together in the same classes during teaching and learning process - **Peace and value** through typing a text describing peace 2.4. Guidance on introductory activity -------------------------------------- The activities shown in the introductory activity are given to students as a homework at the end of Unit 2. The only thing to do in class is to project the different elaborated documents. - Teacher makes students read the questions in the introductory activity and discuss on them - Students are put into groups so as to perform activities shown in the introductory activity which is given to them as a homework - Time is set aside to project the different groups' documents - By analyzing the look of different documents presented the teacher becomes aware of the level of students in word and builds on that 2.5 List of lessons ------------------- -- -- --- --- 2 1 -- -- --- --- **Lesson 1: Formatting a document** - Describe different way of formatting a text - Apply different methods to format a text of a word document **b) Teaching resources** Instructional materials required for teaching and learning this lesson are Computers, projector, soft documents, text books, and the internet c. **Prerequisites** Ordinary level ICT: how to underline text, put it in italic, use bullets numbering etc. d. **Learning activities** - Teacher tell students to type a text and apply the required steps to change font type, font size, font color. - Under the teacher's guidance students put written text in upper case, underline it , make it bold and put it in italic Students do this activity individually. Students open a blank document in Ms Word then type in the document this text "Hano Hari inzu ikodeshwa "and save it as"Inzu.docx" then apply on it the following: 1. Changing the font size to 36 2. Changing the font -- type to Book Antiqua. 3. Changing the text font color to red. 4. Changing text to Bold Italic and Underline it. 5) Changing text to the UPPERCASE. All steps on how to accomplish this are available in the students' book. 1. Students type the text of 3 paragraph describing peace and apply on it different font following the steps provided in student's book: Change the first and second sentence to the font type = "Poor Richard" font size ="14", font color = "Blue" and finally make sentences italic 2. Individually; students change the third and fourth sentence to the font type" Tahoma", font size "**12**", font color" Red" and underline those sentences of the PEACE document all question two question will be done using steps found in student's book on section formatting a document **Lesson 2: Paragraph group** a. **Learning objective** Create and insert indent, spacing, bullets, numbering and alignment b. **Teaching resources** Computers, projector, soft documents, text books, and the internet c. **Prerequisites** Students have prior knowledge about bullets numbering and numbering list, add or remove borders, shading paragraph, find on paragraph group of Home tab. d. **Learning activity** - **Guidance** - Students write the text that is going to be used in different formatting - Teacher demonstrates how to perform different actions shown in the student book and learners follow suit - As students are doing what is demonstrated, the teacher moves around to help those that may be having difficulties - **Answers to activity 2.2** 1\. Students type text which describe last holidays and try to apply on asked paragraph format find in paragraph group. And Teacher facilitate them so that to enter in new lesson with prior knowledge/ skills. **Application activity 2.2** Student has to type a text from an English book and apply on it all asked format following all steps in student book: indenting the first sentence, changing the font type to "Time New Roman ", size ="12" , line spacing ="2.0, changing the alignment from Left to Justified alignment **Lesson 3: Referencing a Word document** a. **Learning objective** Create and insert footnotes and endnotes b. **Teaching resources** Computers, projector, soft documents, text books, and the internet c. **Prerequisites** In Ordinary level ICT, student learnt how to insert page number as they read book they always seen the header, footer even if they not yet know how to call them. This, will facilitate them to acquire new knowledge of describing inserting header, footer, footnote, endnote, based on that past experience d. **Learning activity 2.3** - - - 1&2&3) For answers to question 1, 2 and 3 consult the Student book in the section on Header and Footer 1. Difference between footnotes and endnotes is that footnotes appear at the bottom of the same page, while endnotes appear at the end of the paper. 2. Students open file crated in activity 2.3 and create 5 endnote on their choice in that document 3. Here the students convert the above created endnote to footnote. **Lesson 4: Creating and updating a table of contents** a. **Learning objectives** Create and update a table of content b. **Teaching resources** In teaching and learning this lesson, computers, projector, soft documents, text books, and the internet for research are needed for effective learning. c. **Prerequisites** Students learnt in ordinary level Microsoft words window environment and have prior knowledge about **Heading** on home tab. And while reading books they often looking in table of content of given book. So constructing new knowledge, skills, will be based on that past experience. **d) Learning activity 2.4** - **Guidance** - Teacher asks and guides students to brainstorm the advantages of creating table of content in pairs - For managing time, teacher tells students to copy a text of 3 pages from the softcopy book available on REB website. - Using projector, teacher demonstrate step by step the process of creating table of content. And on their computers, students follow all the steps shown by teacher then create table of content - After creating table of content, teacher demonstrate how to update created table of content then the students practice the process on their computers - **Answers to activity 2.4** Students copy a text of 3 page which describe computer hardware and software save it as "*information, communication technology" from softcopy books available on REB website*. The process of applying all asked things on this activity is shown in students book on both two sections font and creating table of content. 1&2) Students create headings as instructed in the question **Lesson 5: Page layout tab command** a. **Learning objective** Make page set up by putting margin, page orientation and column b. **Teaching resources** Instructional materials needed for this lesson are Computers, projector, soft documents, text books, and the internet for more research. c. **Prerequisites** Students have basic skills in Word got from Ordinary Level in ICT subject d. **Learning activity 2.5** - **Guidance** - To start this lesson teacher tells learners to click **on layout tab** and discuss on the use of the page setup items. - Using projector, teacher model the steps of setting marge and guide learners to apply this process in their computers - Students apply the process of page orientation guided by teacher's demonstration - Using required steps students create predefined column and user defined column helped by teacher - **Answer to activity 2.5** 1&2&3) For answers to question 1, 2 and 3 consult the Student book in the section **on page setup** To answer this application activity, the student writes a document which describe their school environment then split the paragraph into 2 columns. For making the page Landscape follow the steps in students 'book. **Lesson 6: Protecting a document from unauthorized access and changes** a. **Learning objective** Practice the way of protecting documents from unauthorized changes and authorize reviewer to insert comment and tracked changes only b. **Teaching resources** Instructional materials needed for this lesson are Computers, projector, soft documents, text books, and the internet for more research. c. **Prerequisites** Students are familiar with word as they learnt it in Ordinary Level ICT d. **Learning activity 2.6** - Teacher asks students to discuss the benefits of protecting a document in small groups - Teacher demonstrates the steps of protecting a document from unauthorized users and then the students practice the process on their computers - Guided by teacher; students do practice on how to unlock protected documents - Individually students practice on how to set permission on making change to restricted document. The process of protecting a document with password is in student book on section Protecting Word files with a password e. **Answer to application activity 2.6** **Answer** 1. Open a document which describes the benefits of learning in your option that you protected and remove password. The steps are available in the Students Book on section of unlock protected document. 2. After typing a text related their career, students apply the steps of Protect it and mark the parts that can be changed 2.6. Summary of the unit ------------------------ Advanced Word Processing enables learners to acquire skills in referencing a word document where Header and footer, Creating and inserting footnotes and endnotes, converting footnotes to endnotes, Creating and updating a table of contents are given much emphasis. Learners also study Page layout tab command which include Page set up group, Margin, Orientation and Column. Students have acquired skills to secure a word document by protecting it from unauthorized changes, setting a password to open and modify a document, restricting formatting and editing of a document, allowing editing in a protected document, authorizing reviewers to insert comments and track changes only, authorize reviewers to insert comments only and removing document protection 2.7. Additional Information for teachers ---------------------------------------- **How to Cross Reference Footnotes and Endnotes?** If you want to use the same footnote or endnote more than once throughout the text, there's an easy way to do it without having to insert the same thing over and over again. **Step 1**: Place your insertion point where the reference is inserted in the text. On the **References tab**, click the **"Cross-Reference"** button. **Step2:** In the Cross-Reference w i n d o w , choose e i t h e r "Footnote" or "Endnote" from the "Reference Type" dropdown menu. **Step 3:** Next, click the **"Insert Reference To**" dropdown menu. Word lets you create hyperlinks between cross-references so you can easily find the same footnote everywhere it appears in the document. 2.8. End unit assessment ------------------------ (Answers) 1. The answer of both concept formatting and paragraph are in student's book in section of formatting a document 2. To answer this question, students have to type a document (one page) about XO laptop hardware apply all asked font, insert given footer, and header and protect created document with a password 2.9. Additional activities -------------------------- ### 2.9.1. Remedial activities Write a paragraph of at least 4 lines and do the following: 1. First line: Arial 16, bold 3 2. Second line: 14, bold, underlined 4. 3. Bullets: right aligned ### 2.9.2. Consolidation activities 1\. Write a text on any topic of ICT and do the following a. Change the Header "your name at the top left of the top margin" b. Change the Footer: "I am enjoying the ICT class " c. Change your left and right margins to 1.5", double space, Centre the page when finished. 2\. Write a text on why to make a budget and format it accordingly to make it look more beautiful. This text should have at least 5 lines. ### 2.9.3. Extended activities Make a text on the use of money that you are going to get from the internet and do the following: 1. Create a space at the top of the document and type the heading "Make budget plan", font size 20 points, italicized, bold, centered, and underlined. 2. Change the line spacing of the second paragraph to 1.5 spacing. 3. Split text into 2 columns UNIT 3. ADVANCED SPREADSHEET I ============================== 3.1. Key unit competence: ------------------------- Apply conditional formatting and filtering and integrate spreadsheet to other applications 3.2. Prerequisite ----------------- Students have learnt Microsoft Excel in Ordinary Level, Mathematics (Statistics) which will facilitate them to learn some skills related to advanced spreadsheet. 3.3. Cross-cutting issues to be addressed: ------------------------------------------ - **Financial Education:** Is covered when students working on sales data in conditional formatting, through interpreting chart created in spreadsheet. - **Gender education:** Students must be aware that both girls and boys must be involved equally in all teaching and learning activities. Programming is appropriate for both sex not for boys. 3.4. Guidance on introductory activity -------------------------------------- - Learners open Spreadsheet software available in the school computer. They create a Spreadsheet file and save it as "***Burera Ltd Sales data***" into ICT work folder at the desktop. - After saving the file, learners enter data into Spreadsheet software. ***Burera Ltd sales data*** describe sales of 6 months in Burera Ltd. This file is going to be used throughout this unit. 3.5. List of lessons -------------------- +-----------------+-----------------+-----------------+-----------------+ | **\#** | | | | +=================+=================+=================+=================+ | **1** | | | | +-----------------+-----------------+-----------------+-----------------+ | **2** | | - - | | +-----------------+-----------------+-----------------+-----------------+ | **3** | | | | +-----------------+-----------------+-----------------+-----------------+ | **4** | | | | +-----------------+-----------------+-----------------+-----------------+ | | | | | +-----------------+-----------------+-----------------+-----------------+ | | | | | +-----------------+-----------------+-----------------+-----------------+ - Teacher introduces the lesson by guiding students to brainstorm the meaning of conditional formatting and asking them the necessity of applying conditional formatting on given data in small group. Then teacher add explanation on student's findings. - Using projector, the teacher demonstrates the steps of highlighting cell rules and students themselves do that practice on their computer using inserted data in activity 4.1 - Students apply the steps of clearing rules and discuss reason of clearing cell rules. - Teacher guide learners the benefit of creating top/bottom rules and follow the steps of creating top/bottom rules - Teacher present available options of creating a formula based conditional formatting and choose one or two options to follow their steps together with student on their computers.  **Answers to activity 4.1** a. **Learning objective** - Create, and format charts, labels and axes - Interpret a chart data b. **Teaching resources:** c. **Prerequisites** d. **Learning Activity 4.2** - Students open the spreadsheet software and enter data in the table below and save the file as "Cereal Production" - With the help of the teacher, students in pairs are going to use them to create a Chart e. **Application activity 4.2** 1&2) Students create charts as instructed in the questions and by using the steps shown in the student book. c. **Prerequisites** d. **Learning Activity 4.3** - **Guidance** - Guided by teacher, Students open Burera Ltd Sales data using spreadsheet software. Students update the worksheet by adding a new column "Region". - Using updated Burera Ltd Sales file, students start to do the activity 4.3 and apply there the process of filtering and sorting data - **Answers activity 4.3** e. **Application activities 4.3** a. **Learning objective:** b. **Teaching resources:** c. **Prerequisites** d. **Learning activity 4.4** - **Guidance** - Teacher asks students to brainstorm the importance to export excel files to PDF - Students open Burera Ltd Sales data using spreadsheet software. Then teacher use that file demonstrate them how to export excel files to PDF, other file types and students do the same. - **Answers to activity 4.4** 1. Students export Burera Ltd Sales Data File to web page file format y using the steps described in the student book 2. For this question students will apply the process of exporting the above file to PDF and discuss the benefit of saving excel worksheet tom PDF 3.6. Summary of the unit ------------------------ 3.7. Additional Information --------------------------- **How to filter with a search** Excel allows you to **search** for data that contains an exact phrase, number, date, and more. This can be done in this way: **Step 1:** Select the **Data** tab, and then click the **Filter** command. A **drop- down arrow** will appear in the header cell for each column. **Note:** If you've already added filters to your worksheet, you can skip this step. **Step 2:** Click the **drop-down arrow** for the column you want to filter. **Step 3:** The **Filter menu** will appear. Enter a **search term** into the **search box**. Search results will appear automatically below the **Text Filters** field as you type. Click OK when done 3.8. End unit assessment ------------------------ 1. 2. 3. 4. 5. 6. 3.9. Additional activities -------------------------- ### 3.9.1 Remedial activities -- -- -- -- -- -- -- -- -- -- -- -- 1. 2. 3. ### 3.9.2. Consolidation activities -- -- ---------- -- -- -- -- ---------- -- -- -- -- -- -- -- **Exam** **Test** -- -- ---------- -- -- -- -- ---------- -- -- -- -- -- -- -- iii. Highlight in red and bold students who scored less than5 points in each subject iv. Use Green fill and with dark green text to Highlight students who have total above 15 in ### 3.9.3. Extended activities **English** -- -- -- ------------- -- -- -- -------- -- **um** i. Display in red color the Total Points of KANEZA in 3 subjects. ii. Display in blue color the Average Points of RUKUNDO in 3 subjects. iii) Highlight Maximum Points of all these Students in these 3 Subjects? iv) What is the Minimum Points of all these Students in these 3 Subjects? v) Did ISIMBI and SUGIRA fail or pass? UNIT 4: SEARCHING THE INTERNET ============================== 4.1 key unit competence ----------------------- Use ethically the internet in doing researches 4.2. Prerequisites ------------------ Students are familiar with the internet as they learned related concepts in Ordinary level and use it for research in everyday lesson activities 4.3. Cross-cutting issues to be addressed ----------------------------------------- - **Inclusive Education:** students with and without disabilities participate and learn together in the same classes. - **Peace and Values Education:** students must be aware of internet-based crimes like hacking and prevent accessing people's data without permission - **Financial Education:** to be covered when explaining students cost related to anti spyware and firewall used in the web security - **Standardization culture:** To be covered through the rationalization of internet ethics relating to the increasing technology of computing device and to avoid actions that are against Rwandan culture such as pornography, hacking... 4.4. Guidance on introductory activity -------------------------------------- - The teacher makes students observe the image and describe what they see - Students brainstorm the importance of such a room and the materials needed to create one - Guide students to list all possible elements that make this communication possible - Teacher guides students to identify devices and transmission medium used to facilitate sending and reception of the email - Teacher let students express themselves about the use of emails. Remember the goals/objective is to introduce students to the concept of internet ethics. Therefore, do not spend much time on email. 4.5. List of lessons -------------------- +-----------------+-----------------+-----------------+-----------------+ | **\#** | **Lesson | **Learning | **Number** | | | title** | objectives** | | | | | | **of periods** | +=================+=================+=================+=================+ | 1 | Internet ethics | Show interest | 2 | | | | in using | | | | | internet | | | | | | | | | | appropriately | | | | | by respecting | | | | | all the related | | | | | ethic | | | | | principles | | +-----------------+-----------------+-----------------+-----------------+ | 2 | **Web | Describe | 1 | | | security:** | various web | | | | spyware, | security | | | | | mechanism and | | | | hacking, | tools | | | | firewall | | | +-----------------+-----------------+-----------------+-----------------+ | 3 | **URL and its | Identify and | 2 | | | parts:** | explain | | | | Protocol, host | components of | | | | name, domain | URL | | | | name, sub | | | | | | | | | | domain | | | +-----------------+-----------------+-----------------+-----------------+ | 4 | **Search on the | Explain the | 3 | | | internet:** | internet search | | | | | strategies for | | | | Simple search | better search | | | | techniques | results | | | | (keyword | | | | | searching) | | | +-----------------+-----------------+-----------------+-----------------+ | 5 | **Search on the | Apply internet | 3 | | | internet:** | search | | | | | techniques so | | | | Advanced search | as to get | | | | techniques | better search | | | | | results | | | | (Boolean | | | | | operators, | | | | | quotation | | | | | marks, tilde | | | | | sign...) | | | +-----------------+-----------------+-----------------+-----------------+ | 6 | **Search on the | Apply acquired | 3 | | | internet:** | knowledge to | | | | Searching for | request for a | | | | documents, | service online | | | | books, images, | | | | | video on the | | | | | internet | | | +-----------------+-----------------+-----------------+-----------------+ | 7 | **Search on the | Apply acquired | 3 | | | internet:** | knowledge and | | | | Searching by | skills to | | | | image | request for | | | | | information | | | | | online | | +-----------------+-----------------+-----------------+-----------------+ | 8 | **Browser's | Apply different | 2 | | | Techniques for | mechanism of | | | | remembering:** | revisiting a | | | | | website easily. | | | | Cookies, | | | | | Bookmark, Cache | Understand | | | | and Browser | strategies used | | | | history | to make the | | | | | internet | | | | | remember its | | | | | users | | +-----------------+-----------------+-----------------+-----------------+ | 9 | **End Unit | | 2 | | | assessment** | | | +-----------------+-----------------+-----------------+-----------------+ **Lesson 1: Internet ethics** a. **Learning objectives** Show interest in using internet appropriately by respecting all the related ethic principles b. **Teaching resources** Computers with internet connectivity and internet browsers, Projector, books c. **Prerequisites** Students have learnt some concepts of computer internet in Ordinary level. They ideally have some knowledge and skills related to computer network and data communication. d. **Learning activities** - Teacher guide students by forming small group of at least five students per group - Teacher guide student to think about the scenario in the activity 4.1 - Teacher walks around to see if everyone is participating actively - The teacher can use this exercise to make students aware that in today's world people pretend to be who they are not and may trick someone using the internet - Groups present their ideas on the given scenario and present other behaviors that are against internet ethics The activity 4.1 requires student to use their brain storming as there is no specific answer The application activity 4.1 requires student to appreciate the impact of ICT and internet on ethics, privacy and intellectual property. Let the students explore various policy that safeguard or regulate effects of internet on these issues **Lesson 2: Web security: spyware, hacking, firewall** a. **Learning objective** Describe various web security mechanism and tools b. **Teaching resources** Computer lab, Internet and textbooks to facilitate research c. **Prerequisites** Students and teacher are aware with computer security; they also have knowledge about internet ethics issues learnt from previous lesson. d. **Learning activities** The activity 4.2 in student book is used to introduce the lesson. Students visit the school computer lab and observe how computers are arranged and protected. The teacher asks students to take notes of what they observed and to reply the questions in the activity. By using technical explanations teacher helps students to understand the importance of computer security. Teacher organizes students in pairs in order to do activity. - Teacher asks students to form small groups to do the learning activity 4.2 and to state other ideas related to Web security spyware, hacking, firewall - Teacher walks around and sees if students are doing the given activity  Teacher lets students present their answer to the rest of class. - Teacher lets Students react on the finding/ answers from other groups. - From the presentations and additions by the teacher, a summary on Web security spyware, hacking, firewall is done - In the computer lab, some computers are secured with password other are not. Depending - The second question require students to reflect about the malpractices done on internet such as stealing the identity of customer bank and get the money without permission, stealing information(hacking) using internet, different online harmful services such as human trafficking, etc. - Web security helps to keep safely data and equipment functioning and provide access only to appropriate people. - Web security is important as it helps keep information protected. Helping to prevent uploading or downloading malware and helping programs run more smoothly. - Web security is important for preventing theft of data, software, services and equipment a. The type of security used here is authentication b. It is important because authentication grant someone permission to do or have something. - The activity requires students to use internet to search about the five categories of firewall. The five types of firewalls are these: Packet filtering firewall, circuit-level gateway, stateful inspection firewall, Application-level gateway, Next-generation firewall. Students describe them extensively. **Lesson 3: URL and its parts (Protocol, host name, domain name, sub domain)** a. **Learning objective** Identify and explain components of URL b. **Teaching resources** The successful implementation of this lesson requires students and teacher the need of regular materials such as Computers with internet connectivity and internet browsers, Projector. There will also be a need for a student book books. c. **Prerequisites** Students have basic knowledge about the use of