SCHEDULE – DAY

1
SESSION 1: 11.00AM – 06.30PM SESSION 2: 08.00PM – 10.00PM
Time Activity Time Activity
11.00AM Check In 08.00PM Finding Fadli
- Distribute materials Lesson 2: Lorong Tok Selamat
- Registration of Scratch account 09.00PM Finding Fadli
2.00PM Introduction and Briefing of DT@S Pilot Program Lesson 3: Playback
2.30PM House Rules 10.00PM END
- Go through house rules and culture
3.00PM Ice Breaking
- Technology in a Bag
4.00PM Intro to Pilot program
- CT skills
- Finding Fadli Overview
4.30PM Finding Fadli
Lesson 1: Tracing Back
06.30PM BREAK/DINNER
 SCHEDULE – DAY
2 SESSION 1: 07.00AM – 01.30PM SESSION 2: 02.30AM – 06.30PM
Time Activity Time Activity
7.00AM Breakfast 2.30PM Digital Competency Standard Briefing
8.30AM House Rules Recap 3.30PM Treasure Hunters
8.45AM Lesson 1, 2, 3 Finding Fadli Recap Lesson 1: Mr. Johan
9.00AM Finding Fadli 4.30PM Treasure Hunters
Lesson 4: The Face Lesson 2: The Checkpoints
10.15AM Finding Fadli 5.30PM Team Building
Lesson 5: Message Received - Human Knot
11.30AM Finding Fadli 6.30PM BREAK/DINNER
Lesson 6: Tick Tock
12.45PM Reflection, Feedback and Sharing on Finding SESSION 3: 08.00PM – 11.00PM
Fadli Time Activity
1.30PM BREAK/LUNCH 8.00PM Treasure Hunters
Lesson 3: Break the Code
9.00PM Treasure Hunters
Lesson 4: Surprise!
10.00PM Reflection and Sharing
11.00PM END
 SCHEDULE – DAY
3

7.00AM Breakfast
8.30AM Treasure Hunters
Lesson 5: Back to the Island!
9.30AM Treasure Hunters
Lesson 6: Outsmarting Mr. Johan
10.30AM Reflection, Feedback and Sharing
11.00AM Microteaching
12.00PM Closing
12.30PM END
 Meet Your
Facilitators!
HELLO!

Cikgu Daniel Cikgu Alina Cikgu Felicia Cikgu David

DANIEL RUSSEL ALINA AMIR FELICIA YOON DAVID CHAK

Mechanical Engineer Actuarial Science Actuarial Science Psychology

Multimedia University of Illinois London School of McGill University
University Economics

Engineer at KPH Analyst at Accenture Intern: HSBC , AXA Intern: Leo Burnett
Prop. Management Consulting Gen Insurance Ad, YTL Comms

English, Engineering English, History & Bahasa Melayu, English, Geography,

Drawing ICT Literacy English, PJK, Arts Civics, Bahasa Cina
 HOUSE RULES
FIVE very important house rules:

1 BE ON TIME 3 BE RESPECTFUL

ASK QUESTIONS &

2 4 SILENT YOUR PHONES
PARTICIPATE Please refrain from connecting
to the wifi with your phone

5
CLASS-YES
 YOUR FILES
Here are a few instructions before you start

1. Take one of the sticker card on your 2. Paste it in the inside of your file
table and write:
• Your name
• Your school

ALINA
SMK TAMAN SEJAHTERA
GET INTO YOUR GROUPS

LOOK FOR THE

TABLE WITH YOUR
STICKER ON IT!
 COLLECT POINTS!
Points will be given out throughout the 3-day training for you to win a mystery prize!

There will be 4-5 people in a team who

will compete against each other

Team points will be tracked based on the stickers

each team receives for following rules, showing
collaboration and completing work

Rewards will also be given to individuals for

each individual challenge
 PARKING LOT
Don’t be shy to ask questions!

PARKING LOT
Drop your questions/comments in the parking lot
and the trainers will address them during the next
reflection session
WHAT IS TECHNOLOGY?
Which ones of the below is considered technology?

Everything that is created to solve a problem is a technology!

 THINK! SET! DESIGN!
Let’s make something great!

Follow these instructions:

1 OPEN THE BOX

2 READ THE CHALLENGE CARD

3 SOLVE THE CHALLENGE!

IMPORTANT: Your prototype doesn’t have to work perfectly but the concept must be there!
Computational Thinking Skills (CT Skills)

Data
Data collection Representation Automation

Data Analysis Problem Algorithm and

Decomposition Procedure

Abstraction Simulation Parallelization

Computational Thinking Skills (CT Skills)

The process of gathering appropriate

Data collection
information

Geography
PT3

• Design survey questions

• Gather appropriate information
• Answer questions
Computational Thinking Skills (CT Skills)

Data Depicting and organizing data in appropriate

Representation graphs, charts, words, or images

• Make a graphic representation of the data you have

Geography
PT3 collected. For example, pie chart, bar graph,
histogram, etc.
Computational Thinking Skills (CT Skills)

Making sense of data, finding patterns, and

Data Analysis
drawing conclusions

Geography • After you represent your data in a chart, you need to look at the pattern.
PT3 • Describe trends, patterns, variations, and/or outliers represented in the chart
Computational Thinking Skills (CT Skills)

Problem Breaking down tasks into smaller, manageable

Decomposition parts

Green School • Develop a plan to make the school “green”

• Separate strategies
o recycle paper and cans
Recycling paper
Reduce the use Composting o reduce use of electricity
of electricity food waste o compost food waste.
Computational Thinking Skills (CT Skills)

Abstraction Reducing complexity to define main idea

• Hear a story
• Reflect on main items
• Determine an appropriate title.
Computational Thinking Skills (CT Skills)

Algorithm and Series of ordered steps taken to solve a problem

Procedure or achieve some end.

Write a set of instructions to make Nasi Lemak Mathematics solutions

Computational Thinking Skills (CT Skills)

Having computers or machines do repetitive or

Automation
tedious tasks.

Create a program in Scratch to act as a calculator.

https://scratch.mit.edu/projects/53212446/
Computational Thinking Skills (CT Skills)

Representation or model of a process. Simulation

Simulation
also involves running experiments using models.

Create an animation to demonstrate the Science experiments: Combustion

understanding of a process.
https://scratch.mit.edu/projects/70617232/?fro
mexplore=true
Computational Thinking Skills (CT Skills)

Organize resources to simultaneously carry

Parallelization
out tasks to reach a common goal.

• Student teams plan production of a video:

o Script
o Props
o roles of the team
• Identify tasks that will be carried out simultaneously
• milestones where they check in, plan and put things together
 DIGITAL TECH @ SCHOOLS MODULES OUTLINE
Each module follows a specific story of 6 main lessons
STANDARD 6
FINDING FADLI
Fadli is missing. An investigator team
tries to look for clues of his whereabouts.
❑ Lesson 0: Preparatory Lesson
❑ Lesson 1: Data collection, Data
Analysis, Algorithm
❑ Lesson 2: Flowchart, Storyboard
❑ Lesson 3: Scratch programming
❑ Lesson 4:Flow diagram, Scratch
programming
❑ Lesson 5: Pixels, Problem Solving,
Planning
❑ Lesson 6: Final Scratch Project
FORM 1
TREASURE HUNTERS
4 friends found a treasure map and goes
on an adventure.
❑ Lesson 0: Preparatory Lesson
❑ Lesson 1: Prob Decomposition,
Algorithm & Procedures
❑ Lesson 2: Parallelisation, Scratch
Programming
❑ Lesson 3: Problem
Decomposition, Binary
❑ Lesson 4: Scratch
❑ Lesson 5: Scratch Programming
❑ Lesson 6: Final Scratch Project
 FINDING
FADLI
Fadli, a Standard 6 pupil mysteriously disappeared after school. Help find Fadli!

LESSON 6:
Tick Tock
LESSON 3:
Playback

LESSON 5:
LESSON 4:
Message Received
LESSON 1: The Face
Tracing Back

LESSON 2:
Lorong Tok
Selamat

LESSON 0:
Preparatory Lesson
 FINDING
FADLI
Lesson 1: Tracing Back
Trace Fadli’s route before he disappeared

LESSON 1:
Tracing Back

LESSON 0:
Preparatory Lesson

Students will...
1. get into character as an investigator
2. collect clues from newspaper report and witness accounts
3. arrange the clues in sequence
4. identify the shortest route
5. identify Fadli’s last location before he disappeared
 FINDING
FADLI
BREAKING NEWS!
 FINDING
FADLI
We need you!

CAN YOU FIND FADLI?

 FINDING
5 MINUTES
FADLI
This is a newspaper report on Fadli’s disappearance:
Worksheet 1

Based on the newspaper report, answer the

following questions:

1. Who went missing?

2. How old is Fadli?
3. What time did school end?
4. What time is football practice?
5. What did Fadli wanted to get from home?
6. What did Fadli buy before he went for Football
practice?
7. What kind of a boy is Fadli?
8. What does Fadli love to do?
 FINDING
5 MINUTES
FADLI
This is a newspaper report on Fadli’s disappearance:
Worksheet 1
Answer
Based on the newspaper report, answer the
following questions:

1. Who went missing? Fadli

2. How old is Fadli? 12 years old
3. What time did school end? 2.30pm
4. What time is football practice? 3.00pm
5. What did Fadli wanted to get from home? Football
boots
6. What did Fadli buy before he went for Football
practice? Ice cream and water
7. What kind of a boy is Fadli? Athletic
8. What does Fadli love to do? Trying new routes
 FINDING
7 MINUTES
FADLI
Let’s play witness BINGO!
Worksheet 2

2. Fill in Worksheet 2 with witness account

from group members.

1. Receive a witness card each

• Fill in Worksheet 2 based
on the information on
the witness card

ASK
 FINDING
10 MINUTES
FADLI
Let’s play witness BINGO!
Worksheet 2
HOW TO ASK THE RIGHT QUESTION?

Information provided: Location

Question: Did your witness see Fadli at Home?/
Where did your witness see Fadli?

3. Exchange information of
witnesses with friends by asking
questions
Information provided: Fadli’s last activity
• Identify the information provided Question: Did your witness see Fadli near a
• Ask question based on the truck?/ What did your witness see Fadli do?
information

ASK
 FINDING
5 MINUTES
FADLI
Discuss the answers!
Worksheet 2
Answer

ASK
 FINDING
15 MINUTES
FADLI
Where were the witnesses? Based on Worksheet 2, place the witnesses in the map below:
Map

IMAGINE
 FINDING
10 MINUTES
FADLI
EXTRA INFORMATION! Fadli would have taken the fastest route. Place the right sequence in the map
Worksheet 3

1. Determine the shortest route

• Fill the boxes of each checkpoint
with the right number sequence

PLAN
 FINDING
2 MINUTES
FADLI
EXTRA INFORMATION! Fadli would have taken the fastest route. Place the right sequence in the map
Worksheet 3
Answer
1. Determine the shortest route
• Fill the boxes of each checkpoint
with the right number sequence

PLAN
 FINDING
FADLI

Reflection and Reinforcement

1. Did you think you gathered enough information to plan? How do you
know?
2. How did you identify which accounts were true and which were false?
3. Could you improve on the planning of your map? What would you do
different?
 FINDING
FADLI
Lesson 2: Lorong Tok Selamat
Find out what really happened to Fadli

LESSON 1:
Tracing Back

LESSON 2:
Lorong Tok Selamat

LESSON 0:
Preparatory Lesson

Students will... Key learning Assessment

• solve a problem using flowcharts
• create correct sequence using
flowchart flashcards
• decide what happened to Fadli
• draw a comic strip of Fadli’s last
few minutes before he
disappeared
• match the actions to given Scratch
blocks
1. Flowchart and its symbols
2. Arranging flowchart correctly
3. Algorithm & Procedures
4. Pseudocode – actions of each
characters (Sprite)
5. Basic Scratch blocks
• Ice-cream flowchart challenge
• Arrange flowcharts correctly
• Comic strip
• Actions to Scratch blocks matching
 FINDING
FADLI
RECAP: What happened to Fadli? Where was he last seen? What was his last few actions?
 FINDING
FADLI
How to be a great detective?

Great detectives can put

things into the right sequence.
But how?
 FINDING
FADLI
Solve the riddle!

How do you put an

elephant into the
refrigerator?
 FINDING
FADLI
Solve the riddle!

How do you put an

elephant into the
refrigerator?
1.Open fridge
2.Put elephant in
3.Close fridge
 FINDING
2 MINUTES
FADLI
Let’s try to make a sandwich. What would your steps be?

How to make a
sandwich?
 FINDING
5 MINUTES
FADLI
Flowchart: Use the different symbols to rearrange the steps from before on making a sandwich

Let’s try to do this together:

Start

Process

Decision
 FINDING
10 MINUTES
FADLI
Complete the ice cream flowchart and see what you can get for RM5?
Worksheet 4

1. Follow the sequence of

the flowchart

1. How many scoops and

sprinkles can you get for
RM5?
 FINDING
FADLI
Complete the ice cream flowchart and see what you can get for RM5?
Worksheet 4

1. Follow the sequence of

the flowchart

1. How many scoops and

sprinkles can you get for
RM5?
 FINDING
10 MINUTES
FADLI
Complete the ice cream flowchart and see what you can get for RM5?
Worksheet 4
 FINDING
10 MINUTES
FADLI
Complete the ice cream flowchart and see what you can get for RM5?
Worksheet 4
Answer

1. How many EXTRA scoops of ice-cream can you get? 3

2. How many times can you add sprinkles? 3
3. What is the maximum combination of scoops and
sprinkles can you get for RM 5?
3 scoops. 3 sprinkles. (3 scoops because you will
need to add in the initial scoop that costs rm1.50)
1. How many times did you have to go through “A” to
get an answer for Question 3? 2
2. How many times did you have to go through “B” to
get an answer for Question 3? 3
 FINDING
5 MINUTES
FADLI
Find out what Fadli was doing with the flowchart clues:
Worksheet 5

1. Each group will 2. Work in a group to 3. Complete Worksheet

receive a pack of arrange the flashcards 5 individually
flowchart accordingly
flashcards
 FINDING
5 MINUTES
FADLI
Find out what Fadli was doing with the flowchart clues:
Worksheet 5

3. Complete Worksheet 5 individually

 FINDING
5 MINUTES
FADLI
Find out what Fadli was doing with the flowchart clues:
Worksheet 5
Answer
 FINDING
3 MINUTES
FADLI
IMAGINE: Someone took of 10 second video right before Fadli disappeared. What is
Scratch Plan 1
happening in the video?

1. Complete Scratch Plan 1

• What is the
background?
• What are the
sprites?

NOTE: SPRITES are the characters that moves. For example: animals, people etc.
 FINDING
10 MINUTES
FADLI
IMAGINE: Someone took of 10 second video right before Fadli disappeared. What is
Scratch Plan 1
happening in the video?

2. Fill up the comic strip of

what you see at the
checkpoint
• What is the
background?
• What are the sprites?

NOTE: SPRITES are the characters that moves. For example: animals, people etc.
 FINDING
8 MINUTES
FADLI
IMAGINE: Someone took of 10 second video right before Fadli disappeared. What is
Scratch Plan 1
happening in the video?

3. Match the actions to the blocks

that you think best describe the
actions.

4. Think of actions that you can

come up with, given the blocks.
 FINDING
FADLI
Reflection and Reinforcement

1. Does using the flowchart helpful? Why or why not?

2. What else can they use a flow chart with?
3. What happens if a step is missing?
 FINDING
FADLI
Lesson 3: Playback
Re-create the kidnapping scene
LESSON 3:
Playback

LESSON 1:
Tracing Back

LESSON 2:
Lorong Tok Selamat

LESSON 0:
Preparatory Lesson

Students will... Key learning Assessment

• code using the different Scratch 1. Algorithm & Procedures • Scratch animation of the crime scene
blocks and its functions 2. Simulation
• make own animation with Scratch 3. Parallelisation
of the kidnapping scene based on 4. Scratch Programming
the comic strip drawn in lesson 2
• write down the characters used, its
actions and the Scratch blocks used
to make the actions work
 FINDING
FADLI
RECAP: What are the information/clues you remembered so far?

Good detective tips!

#1 Good in visualising a crime scene.

#2 Good in remembering information.

 FINDING Imagine & Plan
FADLI
RECAP: What were the blocks for?
 FINDING
10 MINUTES
FADLI
Let’s get started with Scratch
Scratch
1. Sign into Scratch

2. Follow teachers’ instructions

1. Sprite 5. Events
2. Motion 6. Control
3. Looks 7. Background*
4. Sound

Create
 FINDING
FADLI

TIME TO CLEAR YOUR CANVAS!

LET’S START SOMETHING NEW!
 FINDING
20 MINUTES
FADLI
Create your Scratch project! Scratch

1. Refer to Scratch Plan 1 to to 2. Start drawing on Scratch

guide you
 FINDING REFLECTION & REINFORCEMENT
FADLI
How do you do your assignment?

Example:

Sprite: Ali Sprite: Bus Stop Sprite: Bus Sprite: Smoke from the bus
Draw Sprite Draw Sprite Draw Sprite Draw Sprite
Walk towards the bus stop Show the sprite Hide the sprite Hide the sprite
Stop at the bus stop and
wait
Bus appears Smoke appears behind
the bus
Bus moves towards Smoke moving behind
the bus stop the bus
Bus stops Smoke disappear
Walk towards the bus
Hide the sprite
Bus moves away Smoke appears behind
the bus
 FINDING REFLECTION & REINFORCEMENT ASSIGNMENT
FADLI
This is how the assignments look like:
 FINDING
FADLI
Reflection and Reinforcement

1. Did the pseudocode helped them to make better animation?

2. What interesting fact that they noticed about Scratch?
3. What did they like about their friends’ Scratch projects?
4. What would they have added on if they had time?
 SCHEDULE – DAY
2 SESSION 1: 07.00AM – 01.30PM SESSION 2: 02.30AM – 06.30PM
Time Activity Time Activity
7.00AM Breakfast 2.30PM Digital Competency Standard Briefing
8.30AM House Rules Recap 3.30PM Treasure Hunters
8.45AM Lesson 1, 2, 3 Finding Fadli Recap Lesson 1: Mr. Johan
9.00AM Finding Fadli 4.30PM Treasure Hunters
Lesson 4: The Face Lesson 2: The Checkpoints
10.15AM Finding Fadli 5.30PM Team Building
Lesson 5: Message Received - Human Knot
11.30AM Finding Fadli 6.30PM BREAK/DINNER
Lesson 6: Tick Tock
12.45PM Reflection, Feedback and Sharing on Finding SESSION 3: 08.00PM – 11.00PM
Fadli Time Activity
1.30PM BREAK/LUNCH 8.00PM Treasure Hunters
Lesson 3: Break the Code
9.00PM Treasure Hunters
Lesson 4: Surprise!
10.00PM Reflection and Sharing
11.00PM END
 FINDING
FADLI
Lesson 4: The Face
Find out what the kidnapper look like
LESSON 3:
Playback

LESSON 1:
Tracing Back

LESSON 4:
LESSON 2: The Face
Lorong Tok Selamat

LESSON 0:
Preparatory Lesson

Students will...
1. take down information from a new witness that claimed to have seen Fadli’s kidnapper’s face
2. use flow diagram to decide how the kidnapper look like
3. make an animation on Scratch about the kidnapper
 FINDING
FADLI
RECAP: What are the information/clues you remembered so far?
 FINDING
FADLI
Exclusive interview with a witness!
 FINDING
20 MINUTES
FADLI
What are the features of the kidnapper?
Worksheet 6A/6b
 FINDING
FADLI

Your task:
Create a wanted poster for the suspect
 FINDING
10 MINUTES
FADLI
Let’s make an animation to show the public the kidnapper’s face. Scratch Plan 2
 FINDING
FADLI
 FINDING
FADLI
Let’s get started with Scratch
Scratch
1. Sign into Scratch

2. Follow teachers’ instructions

Create
 FINDING
20 MINUTES
FADLI
Your Scratch must look like the below:
Scratch

He has big nose

He has big eyes
He has big mouth
 FINDING
10 MINUTES
FADLI
For each of your sprite, write out the action and corresponding Scratch blocks used. Post Scratch 2
 FINDING
FADLI
Reflection and Reinforcement

1. How did we figure out the suspect’s face?

2. What program did we use to draw out the suspect’s face?
3. How many sprites did you draw?
4. What do you think could be improved in your drawing?
 FINDING
FADLI
Lesson 5: Message Received
Decode Fadli’s secret message of his location
LESSON 5:
LESSON 3:
Message Received
Playback

LESSON 1:
Tracing Back

LESSON 4:
LESSON 2: The Face
Lorong Tok Selamat

LESSON 0:
Preparatory Lesson

Students will...
1. decode a secret message sent by Fadli using pixels method
2. piece together all the secret messages to find out where Fadli is being held
3. plan how to get to Fadli
 FINDING
FADLI
RECAP: What are the information/clues you remembered so far?
 FINDING
FADLI
 FINDING
FADLI
What can you see in the video?
 FINDING
FADLI
What is pixel?
 FINDING
FADLI
What is pixel?

5W 5B 8W 2B 5Y 2B 3W 11W 6B 23W 1B 6R 1B 12W

12W 6B 18W 3B 6BL 1B 8W
 FINDING
FADLI
Let’s try to decipher the message!

5B2W1B4W1B4W1B4W1B2W
 FINDING
FADLI
Let’s try to decipher the message!

5B2W1B4W1B4W1B4W1B2W
 FINDING
FADLI
Let’s try to decipher the message!

5B2W1B4W1B4W1B4W1B2W
 FINDING
FADLI
Let’s try to decipher the message!

5B2W1B4W1B4W1B4W1B2W
 FINDING
FADLI
Let’s try to decipher the message!

5B2W1B4W1B4W1B4W1B2W
 FINDING
FADLI
Let’s try to decipher the message!

5B2W1B4W1B4W1B4W1B2W
 FINDING
FADLI
What is the hidden message in the video? Worksheet 7A

1. Write out all the secret code you are going

to decode.
 FINDING
10 MINUTES
FADLI
What is the hidden message in the video? Worksheet 7B
2. Use these blocks in worksheet 7B to decode
the codes in worksheet 7A.

Find out
from the
other
teams!
 FINDING
FADLI
What is the hidden message in the video?

ABAH KILANG

RUBBER TREES

TRAIN SOUND

RUBBISH SMELL

LOTS OF WOOD
 FINDING
15 MINUTES
FADLI
Where is Fadli? Worksheet 8

ABAH KILANG
RUBBER TREES
TRAIN SOUND
RUBBISH SMELL
LOTS OF WOOD
 FINDING
10 MINUTES
FADLI
What is the shortest route to get to the factory? Worksheet 8
 FINDING
10 MINUTES
FADLI
Let’s discuss the answer! Worksheet 8
 FINDING
10 MINUTES
FADLI
We need to know how the factory look like: Worksheet 9A
 FINDING
FADLI
Reflection and Reinforcement

1. What will happen in the factory?

2. How many kidnappers are there?
3. All the details that happened from the moment the enter the factory to
safe Fadli to finally rescuing him out of the factory.
4. The details of the factory. (Use adjectives. Big, Dark,etc)
 FINDING
FADLI
Lesson 6: Tick Tock
Time to rescue Fadli!
LESSON 5:
LESSON 3:
Message Received
Playback LESSON 6:
Tick Tock
LESSON 1:
Tracing Back

LESSON 4:
LESSON 2: The Face
Lorong Tok Selamat

LESSON 0:
Preparatory Lesson

Students will...
1. recap all of the clues from Lesson 1 to 5
2. make a Scratch animation that shows how they will rescue Fadli
3. go on a gallery walk and give feedback to peers on their animation
 FINDING
FADLI
RECAP: What are the information/clues you remembered so far?
 FINDING
SCRATCH
FADLI
How to use “sensors” in Scratch?

1. Sign into Scratch

2. Follow teachers’ instructions

 FINDING
10 MINUTES
FADLI
Go on Scratch!
Worksheet 9B
Scratch
 FINDING
FADLI

Message from the kidnappers:

You have 45 minutes to

deliver the ransom!
 FINDING
10 MINUTES
FADLI
How to use “sensors” in Scratch?
Scratch
1. Sign into Scratch

2. Follow teachers’ instructions

 FINDING
40 MINUTES
FADLI
Scratch

Instructions:
Make a story animation on SCRATCH
using last lesson’s assignment plan.

Create
 FINDING
FADLI

TIME’S UP!
 FINDING
1 HOUR
FADLI

Gallery Walk & Lunch

Checkout your friends’ projects all throughout lunch

Using the stickers, vote for your top 3 favourite project

 FINDING
FADLI
AWARD
Best Storyline

Best Effects

Most Interactive

People’s Choice

Best Animation
 FINDING CLOSING
FADLI
 DIGITAL TECH @ SCHOOLS MODULES OUTLINE
Each module follows a specific story of 6 main lessons
STANDARD 6
FINDING FADLI
Fadli is missing. An investigator team
tries to look for clues of his whereabouts.
❑ Lesson 0: Preparatory Lesson
❑ Lesson 1: Data collection, Data
Analysis, Algorithm
❑ Lesson 2: Flowchart, Storyboard
❑ Lesson 3: Scratch programming
❑ Lesson 4:Flow diagram, Scratch
programming
❑ Lesson 5: Pixels, Problem Solving,
Planning
❑ Lesson 6: Final Scratch Project
FORM 1
TREASURE HUNTERS
4 friends found a treasure map and goes
on an adventure.
❑ Lesson 0: Preparatory Lesson
❑ Lesson 1: Prob Decomposition,
Algorithm & Procedures
❑ Lesson 2: Parallelisation, Scratch
Programming
❑ Lesson 3: Problem
Decomposition, Binary
❑ Lesson 4: Scratch
❑ Lesson 5: Scratch Programming
❑ Lesson 6: Final Scratch Project
 TREASURE HUNTERS
4 friends found a treasure map while on a holiday. Join in their adventure to look for the treasure!
LESSON 0:
Preparatory Lesson
LESSON 1:
Mr. Johan
LESSON 2:
The Checkpoints

LESSON 4:
LESSON 3: Surprise!
Break the Code

LESSON 5:
Back to the Island!

LESSON 6:
Outsmarting Mr. Johan
 TREASURE HUNTERS Lesson 1: Mr. Johan
The 4 friends tells Mr. Johan all about the treasure map

Students will...
1. analyze map and the checkpoint location
LESSON 1: 2. draw out snapshot by snapshot what they see at each of
Mr. Johan
LESSON 2: the checkpoint
The Checkpoints
3. write down the actions in specifics of the characters they
choose to be in these snapshots and match to Scratch
LESSON 3:
Break the Code blocks

LESSON 4:
Surprise!
LESSON 5:
Back to the Island!

LESSON 6:
Outsmarting Mr. Johan
TREASURE HUNTERS Lesson 1: Mr. Johan
The 4 friends tells Mr. Johan all about the treasure map
TREASURE HUNTERS Lesson 1: Mr. Johan
The 4 friends tells Mr. Johan all about the treasure map
TREASURE HUNTERS Lesson 1: Mr. Johan
The 4 friends tells Mr. Johan all about the treasure map

1. Do you think this map is real?

2. Do you think the four friends should
follow the map? Why? Why not?
3. Do you think the inscriptions on the
door is the next clue?
 TREASURE HUNTERS Lesson 1: Mr. Johan
The 4 friends tells Mr. Johan all about the treasure map
Meet Mr. Johan
 TREASURE HUNTERS Lesson 1: Mr. Johan
The 4 friends tells Mr. Johan all about the treasure map 27 MINUTES
Scratch Plan 1
IMAGINE: You are now one of the four friends. Choose 1 checkpoint from the map and describe what you see to
convince Mr. Johan that you and your friends are not lying about the map.

1. Choose a checkpoint 2. Complete Scratch Plan 1

each (2 MINUTES) (5 MINUTES)
• What is the background?
• What are the sprites?
IMPORTANT NOTE:
BACKGROUNDS should not change
SPRITES are the characters that moves. For example: animals, people etc.
 TREASURE HUNTERS Lesson 1: Mr. Johan
The 4 friends tells Mr. Johan all about the treasure map 27 MINUTES
Scratch Plan 1
IMAGINE: You are now one of the four friends. Choose 1 checkpoint from the map and describe what you see to
convince Mr. Johan that you and your friends are not lying about the map.

3. Fill up the comic strip of what you see at the checkpoint

(20 MINUTES)
• What is the background?
• What are the sprites?
 TREASURE HUNTERS Lesson 1: Mr. Johan
The 4 friends tells Mr. Johan all about the treasure map 10 MINUTES
Scratch Plan 1
PLAN THE ACTIONS!

2. Match the actions

to the blocks that
you think best
describe the actions.

3. Think of actions
that you can come
up with, given the
blocks.
1. For each of your sprite,
plan out the specific actions
TREASURE HUNTERS Lesson 1: Mr. Johan
The 4 friends tells Mr. Johan all about the treasure map

Reflection and Reinforcement

1. Does writing out the steps of the characters help you imagine the
scene better? Why or why not?
2. Was it hard to write out the specific steps? Why or why not?
3. What do you think would happen if you miss one step?
 Lesson 2: The Checkpoints
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail

LESSON 0: Students will...

Preparatory Lesson 1. code using the different Scratch blocks and its
functions
LESSON 1:
Mr. Johan
2. make own animation with Scratch of the kidnapping
LESSON 2: scene based on the comic strip drawn in lesson 2
The Checkpoints 3. write down the characters used, its actions and the
Scratch blocks used to make the actions work

LESSON 3:
Break the Code

LESSON 4:
Surprise!
LESSON 5:
Back to the Island!

LESSON 6:
Outsmarting Mr. Johan
 Lesson 2: The Checkpoints
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
RECAP: We’ve met the four friends and Mr. Johan in our last lesson

We know how the checkpoints look like now!

 Lesson 2: The Checkpoints
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
Create your Scratch project! 25 MINUTES
Scratch Plan 1

1. Refer to Scratch Plan 1 to look to 2. Clear your Scratch canvas and

guide you start drawing on Scratch
 Lesson 2: The Checkpoints
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
Let’s bring your checkpoints come to life by using Scratch! 25 MINUTES
Scratch Plan 1
1. Sign into Scratch Scratch
Background

Available sprites

Draw Sprites
2. Follow teachers’ instructions

Action blocks
 Lesson 2: The Checkpoints
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
For each of your sprite, write out the action and corresponding Scratch blocks used. 5 MINUTES
Post Scratch 1

Use the blocks reference to fill up the

Worksheet!
 Lesson 2: The Checkpoints
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail

Reflection and Reinforcement

1. Did the pseudocode helped them to make better animation?

2. What interesting fact that they noticed about Scratch?
3. What did they like about their friends’ Scratch projects?
4. What would they have added on if they had time?
BRAIN BREAK
HUMAN KNOT
1. PLEASE FILL UP THE EXIT FORM
2. PLEASE BE BACK AT 8.00PM SHARP
 Lesson 3: Break the Code
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail

LESSON 0: Students will...

Preparatory Lesson 1. break the secret binary code inscribed on the door by
LESSON 1: decoding the binary message into alphabets to get the
Mr. Johan
LESSON 2: next clue
The Checkpoints
2. combine all secret messages to make sense of the clue
3. draw out the correct map of the treasure based on the
LESSON 3:
Break the Code clues given

LESSON 4:
Surprise!
LESSON 5:
Back to the Island!

LESSON 6:
Outsmarting Mr. Johan
 Lesson 3: Break the Code
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
RECAP: We animated the checkpoints in our last lesson

We know how to use Scratch now!

 Lesson 3: Break the Code
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
What is written on the temple door?
 Lesson 3: Break the Code
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
How do computers receive and store information?
 Lesson 3: Break the Code
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
What is the difference between binary and decimal numbers?

BINARY DECIMAL

Base 2 Base 10

Binary means 2. A Binary Decimal means 10. A Decimal

Number is made up of only Number is made up of 0s, 1s,
0s and 1s. 2s, 3s, 4s, 5s, 6s, 7s, 8s, 9s.

Example: Example:
All the numbers we use
1011001012 110 1110 1510
every day!!
 Lesson 3: Break the Code
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
Can you see a pattern?

2 x 2 x2 x 2 2 x 2 x2 2x2 2x1 1

24 23 22 21 20
 Lesson 3: Break the Code
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
Converting base 2 to base 10 Worksheet 1

Binary 1: Write out the binary number

1 1 0 0 1
number

STEP 1 16 8 4 2 1 2: Starting from RIGHT to LEFT, write out in

sequence 1, 2, 4, 8, 16 and so on

STEP 2 16 8 0 0 1 3: If binary digit 1, repeat number in STEP 1

If binary digit 0, write 0

Expanded Notation:

110012 = 16 + 8 + 1
= 25
 Lesson 3: Break the Code
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
Solve the mystery of the temple door! 25 MINUTES
Worksheet 1

Use the same method to decode the message on the temple door.
 Lesson 3: Break the Code
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
What is the secret message?
 Lesson 3: Break the Code
TREASURE HUNTERS Animate the scenes at different checkpoints to show Mr. Johan the trail
Let’s go through Assignment 3 briefly 25 MINUTES
Assignment 3
TREASURE HUNTERS Lesson 1: Mr. Johan
The 4 friends tells Mr. Johan all about the treasure map

Reflection and Reinforcement

1. How else can you use binary numbers?

2. Does writing out the steps of the characters help you imagine the
scene better? Why or why not?
3. Was it hard to write out the specific steps? Why or why not?
4. What do you think would happen if you miss one step?
 TREASURE HUNTERS Lesson 4: Surprise!
The secret message is an extended map to the treasure!

LESSON 0: Students will...

Preparatory Lesson 1. Use conditionals blocks in their Scratch project
LESSON 1: 2. create a map on Scratch using the conditional blocks
Mr. Johan
LESSON 2: 3. do gallery walk to look at their friend’s project and give
The Checkpoints
peer-to-peer feedback

LESSON 3:
Break the Code

LESSON 4:
Surprise!
LESSON 5:
Back to the Island!

LESSON 6:
Outsmarting Mr. Johan
 TREASURE HUNTERS Lesson 4: Surprise!
The secret message is an extended map to the treasure!
RECAP: We animated the checkpoints in our last lesson

We broke the code!

 TREASURE HUNTERS Lesson 4: Surprise!
The secret message is an extended map to the treasure!
REVIEW: Take out Assignment 3 10 MINUTES
Assignment 3

How did your planning go? Share with the class!

 TREASURE HUNTERS Lesson 4: Surprise!
The secret message is an extended map to the treasure!
Use Scratch to draw out the treasure map 10 MINUTES
Scratch
1. Sign into Scratch
Conditional blocks

Sample map

Make treasure map!

2. Follow teachers’ instructions
 TREASURE HUNTERS Lesson 4: Surprise!
The secret message is an extended map to the treasure!
Create your Scratch project! 20 MINUTES
Assignment 3

1. Refer to your Assignment 3 of the map you have 2. Draw out the map in Scratch
drawn
 TREASURE HUNTERS Lesson 4: Surprise!
The secret message is an extended map to the treasure!
Complete your post Scratch Worksheet 2 by describing the actions and the appropriate blocks for it 10 MINUTES
Post Scratch 2

Use the blocks reference to fill up the

Worksheet!
TREASURE HUNTERS Lesson 4: Surprise!
The secret message is an extended map to the treasure!

Reflection and Reinforcement

1. Which map amongst your friends is the best? Why?

2. What is so special about your friend’s map?
SEE YOU TOMORROW AT 8.30AM!
 SCHEDULE – DAY
3

7.00AM Breakfast
8.30AM Treasure Hunters
Lesson 5: Back to the Island!
9.30AM Treasure Hunters
Lesson 6: Outsmarting Mr. Johan
10.30AM Reflection, Feedback and Sharing
11.00AM Microteaching
12.00PM Closing
12.30PM END
 TREASURE HUNTERS Lesson 5: Back to the Island!
The 4 friends go back to the island with Mr. Johan and a twist unfold…

LESSON 0: Students will...

Preparatory Lesson 1. find out that Mr. Johan is trying to steal the treasure
LESSON 1: 2. go through the Pong Game tutorial on Scratch
Mr. Johan
LESSON 2: 3. plan their own version of Pong Game to trap Mr. Johan and
The Checkpoints
escape from him
4. share their plan with the rest of the class
LESSON 3:
Break the Code

LESSON 4:
Surprise!
LESSON 5:
Back to the Island!

LESSON 6:
Outsmarting Mr. Johan
 TREASURE HUNTERS Lesson 5: Back to the Island!
The 4 friends go back to the island with Mr. Johan and a twist unfold…
RECAP: We animated the treasure map on Scratch

We now have the complete map!

 TREASURE HUNTERS Lesson 5: Back to the Island!
The 4 friends go back to the island with Mr. Johan and a twist unfold…
Mr Johan is not who he seems to be
 TREASURE HUNTERS Lesson 5: Back to the Island!
The 4 friends go back to the island with Mr. Johan and a twist unfold…
We need to stop Mr Johan! 25 MINUTES
Scratch
1. Open Scratch.
2. Click on
3. Look for “Create a Pong Game” and click it.
4. Follow the instruction and make a Pong Game.

1. Describe the Pong Game. How does it work?

2. What blocks did you use to create the Pong Game?
3. How can you use the Pong Game to solve your
problem with Mr. Johan?
 TREASURE HUNTERS Lesson 5: Back to the Island!
The 4 friends go back to the island with Mr. Johan and a twist unfold…
Modify your Pong Game to stop Mr Johan 15 MINUTES
Worksheet 2

1. Delete the Pong Game you have just created.

2. Plan a new Pong Game that can be used to stop Mr
Johan.
3. Fill in Worksheet 2 with your new Pong Game plan.

Your game must:

• make the ball hit Johan

• Johan must say something
• It must display the score
 TREASURE HUNTERS Lesson 5: Back to the Island!
The 4 friends go back to the island with Mr. Johan and a twist unfold…
Volunteer to show your project! 10 MINUTES

3 Volunteers to share their plan! Volunteers will get a badge each!

TREASURE HUNTERS Lesson 5: Back to the Island!
The 4 friends go back to the island with Mr. Johan and a twist unfold…

Reflection and Reinforcement

1. What blocks did you use to create the Pong Game?

2. What new blocks and commands did you add to your game to escape
from Mr. Johan?
 TREASURE HUNTERS Lesson 6: Outsmarting Mr. Johan
The 4 friends finds a way to outsmart Mr. Johan and keep their treasure

LESSON 0: Students will...

Preparatory Lesson 1. create the Pong Game planned in the previous lesson in
LESSON 1: Scratch
Mr. Johan
LESSON 2: 2. do gallery walk to look at their friend’s project and give peer-
The Checkpoints
to-peer feedback
3. give out “Rock Star” to friends that they think did a good job
LESSON 3:
Break the Code with the pong game
4. get a chance to receive stickers from friends
LESSON 4:
Surprise!
LESSON 5:
Back to the Island!

LESSON 6:
Outsmarting Mr. Johan
TREASURE HUNTERS Lesson 6: Outsmarting Mr. Johan
The 4 friends finds a way to outsmart Mr. Johan and keep their treasure
RECAP: We animated the treasure map on Scratch

We now have the complete map!

TREASURE HUNTERS Lesson 6: Outsmarting Mr. Johan
The 4 friends finds a way to outsmart Mr. Johan and keep their treasure
 TREASURE HUNTERS Lesson 6: Outsmarting Mr. Johan
The 4 friends finds a way to outsmart Mr. Johan and keep their treasure
REVIEW:

1. What blocks are needed to make a Pong game?

2. How did you improve the Pong game in your final
project?
 TREASURE HUNTERS Lesson 6: Outsmarting Mr. Johan
The 4 friends finds a way to outsmart Mr. Johan and keep their treasure
How to use “sensors” in Scratch?
Scratch
1. Sign into Scratch

2. Follow teachers’ instructions

TREASURE HUNTERS Lesson 6: Outsmarting Mr. Johan
The 4 friends finds a way to outsmart Mr. Johan and keep their treasure

40 MINUTES
Scratch

Instructions:
Make a Scratch animation using last
lesson’s assignment plan.

Create
TREASURE HUNTERS Lesson 6: Outsmarting Mr. Johan
The 4 friends finds a way to outsmart Mr. Johan and keep their treasure

TIME’S UP!
TREASURE HUNTERS Lesson 6: Outsmarting Mr. Johan
The 4 friends finds a way to outsmart Mr. Johan and keep their treasure
1 HOUR

Gallery Walk
Using the stickers, vote for your top 3 favourite project
TREASURE HUNTERS Lesson 6: Outsmarting Mr. Johan
The 4 friends finds a way to outsmart Mr. Johan and keep their treasure

AWARD
Best Storyline

Best Effects

Most Interactive

People’s Choice

Best Animation
 TEACHERS’ GUIDE & MODULES
Lesson plans, worksheets, tracker, rubric and your pen drive!
 TEACHERS’ GUIDE & MODULES
Lesson plans, worksheets, tracker, rubric and your pen drive!
 TEACHERS’ GUIDE & MODULES
Lesson plans, worksheets, tracker, rubric and your pen drive!
 TEACHERS’ GUIDE & MODULES
Lesson plans, worksheets, tracker, rubric and your pen drive!
 TEACHERS’ GUIDE & MODULES
Lesson plans, worksheets, tracker, rubric and your pen drive!
 TEACHERS’ GUIDE & MODULES
Lesson plans, worksheets, tracker, rubric and your pen drive!
 ASSIGNMENT
Teachers have 6 assignments to complete by the end of the year
 PROFESSIONAL LEARNING COMMUNITY
We want to provide as much support and hear stories from your classes!

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DT@S Connect Week!

 REFLECT & SHARE
Share your final thoughts with us!

1. What do you think of DT@S?

2. What challenges do you foresee?
3. How can we help the teachers better?
4. What role would you like to play?