Changes

====How is a computer different from a fridge====

====How is a computer different from a fridge====

#The first level requires four 3-period block: each block has 1 period for demonstration and 2 periods for the hands-on work.

#The first level requires four 3-period block: each block has 1 period for demonstration and 2 periods for the hands-on work.

#It will be useful to go through the additional links given for this discussion; the classroom must have projection enabled for this session.  The labs should have sufficient computers for students to practise switching on and off.

#It will be useful to go through the additional links given for this discussion; the classroom must have a projection enabled for this session.  The labs should have sufficient computers for students to practise switching on and off.

#In small groups ask students to come up why a computer is different from a fridge and this can be compiled digitally using a mind mapping tool

#In small groups ask students to come up why a computer is different from a fridge and this can be compiled digitally using a min mapping tool

#Project this for discussion and encourage students to classify the different things a computer does

#Project this for discussion and encourage students to classify the different things a computer does

#Introduce to the children that computer understands data and applications communicate data; distinguish between an operating system and application software

#Introduce to the children that computer understands data and applications communicate data; distinguish between an operating system and application software

#In small groups encourage students to switch on the computer, get familiar with the various applications.

#In small groups encourage students to switch on the computer, get familiar with the various applications.

#Show them some common applications like text editor, mind mapping tool, painting tool, browser, etc.

#Show them some common applications like Text processor, Mind mapping tool, Painting tool, browser, etc.

#Help the students create their own folders in which they will save their work

#Help the students create their own folders in which they will save their work

#In small groups let the students talk about any application they are familiar with and list out the steps involved (this can be a flow chart or mind map).  This can be used to introduce the idea of computing - the ability to describe a process to get to an outcome.

#In small groups let the students talk about any application they are familiar with and list out the steps involved (this can be a flow chart or mind map).  This can be used to introduce the idea of computing - the ability to describe a process to get to an outcome.

#Student created mind maps can be digitized (you can take a photograph of their hand drawn map) and added to their cumulative portfolio.

#Student created mind maps can be digitized (you can take a photograph of their hand drawn map) and added to their cumulative portfolio.

====What all can a computer do====

====What all can a computer do====

This activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.<br>

This activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.<br>

==={{font color|brown|Level 2 -> 2 weeks}}===

==={{font color|brown|Level 2 -> 2 weeks}}===

{{font color|brown|At this level, the activities require an ability to understand ideas of society and choices made by society.  If the class does not have the intellectual level to handle this, this entire section can be moved to the end of the year or combined with Level 3 activities.}}

{{font color|brown|At this level, the activities require an ability to understand ideas of society and choices made by society.  If it seems difficult to transact this with the class, this entire section can be moved to the end of the year or combined with Level 3 activities.}}

==== When did it all begin and the human story ====

==== When did it all begin and the human story ====

# These are two activities in Nature of ICT level 2 to introduce students to the idea that technology developed in society.

# These are two activities in Nature of ICT level 2 to introduce students to the idea that technology developed in society.

# Each activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.

# Each activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.

#There is an example given in the textbook of a potter; ask the students to find out about other occupations in their locality and ask them to write a short note about how technology can impact the person and the occupation.

#There is an example given in the textbook of a potter; ask the students to find out about other occupations in their locality and ask them to write a short note about how technology can impact the person and the occupation.

# Depending on the understanding of the students, you can talk to them about computer development was given importance during the second world war.  Show the slideshow of Alan Turing and tell students the story of Enigma

# Depending on the understanding of the students, you can talk to them about computer development was given importance during the second world war.  Show the slideshow of Alan Turing and tell students the story of Enigma

#Students can express their ideas and work in the form of picture stories.  If there is adequate time available, students can add text to their picture stories. If students are typing their text document, you can teach them how to insert their pictures.

#Students can express their ideas and work in the form of picture stories.  If there is adequate time available, students cad add text to their picture stories. If students are typing their text document, you can teach them how to insert their pictures.

==={{font color|brown|Level 3 -> 5 weeks}}===

==={{font color|brown|Level 3 -> 5 weeks}}===

##* Search for two more newspaper websites

##* Search for two more newspaper websites

## Resource repositories

## Resource repositories

##* [http://nroer.gov.in/welcome NROER]

##* NROER

##* [http://vidyaonline.net]

##* vidyaonline.net  

##* [http://karnatakaeducation.org.in/KOER/en/index.php/Main_Page KOER]

##* KOER  

##* Identify two more resource websites

##* Identify two more resource websites

## Video downloads / photograph sharing (youtube, teacher tube, geogebratube)

## Video downloads / photograph sharing (youtube, teacher tube, geogebratube)