Semi Detailed Lesson Plan Computer 8

WEEKLY LESSON PLAN FOR COMPUTER GRADE 8
CHAPTER 1-LESSON 1
I. OBJECTIVES
At the end of the lesson, the student should be able to:

1.1 Define database
1.2 Differentiate a relational database from a flat file database
1.3 Give example of databases, both manual and electronic
1.4 Understand the role of DBMS in our society
1.5 Describe how information in a database is organized
1.6 Appreciate the advantages of a computerized database
1.7 Explain the stages or phases in database design
1.8 Show awareness of the importance of planning and designing a database
1.9 Write a summary of the lesson (MAPEH Integration)
II. SUBJECT MATTER

Topic: What is Database
What is DBMS
Example of DBMS
Advantages of DBMS
Kinds of Electron Database
Tables, Fields, and Records
Phases of the Database Design
III. MATERIALS: books, chalk and board, computer, Teacher’s Manual
IV. REFERENCE: Database and Application Development Using Microsoft Office Access 2007 and
Microsoft , Visual Basic 2008 Express Edition
Duration: June 13,14 & 20, 21, July 4
V. PROCESS
a. PREPARATION
1. Prepare examples of manual databases that your students are familiar with such as
teacher’s class record, students’ class records, telephone directory, slum book, etc.
2. List down the examples of common compute databases enrolment system , library
system, Point-of-sales (POS) system , inventory and membership system
3. Print an example of a data entry form of a computerized database
4. List all of the possible fields needed for the students, Transactions, and Books tables
of the database system to show the data definition stage.
VI. MOTIVATION
A geographical representation of table relationships for the Whizkids High School Library
System Project.
Students Transactions Books
Student ID Borrower ID BOOK ID

First Name Book Number Title
Last Name
Date Borrowed Category
City
Home Phone Due date
Year Level Date Returned
VII. PRESENTATION (Lesson Proper)
1. Ask your students how they organize information. For example, they might have been
keeping records of their friends’ cell phone numbers in directory. Or they might use
calendars with important dates pencilled in, notes on a refrigerator, or Post-it” notes on
a bedroom bulletin board If they do, they are doing well. That is database management.
2. Show them some examples of manual database, such as teacher’s class record, students
record cards, telephone directory, etc.
3. Define database
4. Differentiate the two kinds of database manual database and computerized database
5. Discuss that banks today are using computerized databases for ATMs and other
transactions; and scientific organizations such as the PHIVOLCS and PAG-ASA are using
database to study volcanoes and storm
6. Relate instances in which the students encounter computerized databases, such in a
grocery checkout counter when paying their bills, in a video rental shop, or in school.
They are able to use their landline or cellular phones, in part, because of databases.
7. Explain the advantages of computerized databases over manual databases: fast,
compact, flexible and capable of reducing the probability of inconsistent data.
VIII. GENERALIZATION
1. As a recap of the lesson, ask the students to get a piece of paper and let them
answer the question below
 Why is the study of the database management system (DBMS) important?
 As a student, give some instances in which you encounter DBMS
 Describe the importance of planning as a first step in the creations of a database.
 What are the stages in database design? What is essence of following these
stages?
 Based on your observation, how will you compare table to spread sheet?
 Call someone to read the lesson summary
IX. APPLICATION
Make the basic concepts of a database: tables, fields and records.
Student ID Last Name First Name
X. EVALUATION.
After the Chapter 1
Prepared by:
MONCHITO B. PORTEZA
Subject teacher
CHAPTER 1 – LESSON 2
I. OBJECTIVES

1.1 Differentiate MS Access 2007 from its earlier versions
1.2 Give the new features of MS Access 2007
1.3 Appreciate the new features of MS Access 2007 over earlier versions.
II. SUBJECT MATTER
Topic: Database Templates
Security Alert
New UI look
Navigation Pane
Attachment Data Type
Multivalued Fields
New Auto format Themes
Split View
Enhanced Sorting and Filtering
Calendar Control
Duration: July 4, 5 & 11, 12 & 25
V. PROCESS
a. PREPARATION
1. Prepare a presentation showing the new features of MS Access 2007 over earlier
versions. Open MSA new features.pptx inside the accompanying CD
2. Prepare or install earlier version of MS Access 07 in a demo unit.
3. Prepare a short quiz
VI. PRESENTATION (Lesson Proper)
 Have a recap of the previous lesson. Ask someone to read the summary of the previous
lesson
 Ask the students of any database software they know, if any
 Give example of database software such as oracle, MySQL, Sybase, Microsoft Office
Access and etc.
 Define MS Access. Show to the class earlier version of MS Access
 Ask your students why there is a need for a change. They may say that it is for
improvement. Relate to this to software updates
 Show to the class the new version of MS Access 2007. Let the students its new features
using your presentation
 In their notebooks, let the students make a summary of the differences of MS Access
2007 from its earlier versions.
VII. GENERALIZATION
As a recap of the lesson, ask the students to get a piece of paper and let them answer
the question below.
1. What is the role of ADO and ODBC in MS Access 07
2. What can you comment on the new IU of MS Access 07
3. List down at least five new features found in MS Access 07.
VIII. EVALUATION
After the end of the chapter
CHAPTER 1- LESSON 3
I. OBJECTIVES

1.1 Launch Microsoft Office Access 2007 in any ways
1.2 Identify the parts of MS Access 2007 Fluent User Interface
1.3 Enumerate the different database objects
1.4 Use the Access Help as an on-line help resource
1.5 Become familiar with the basic geography of the Philippines
II. SUBJECT MATTER
Topics:
What is the New for MS Access 2007 Software
Starting Microsoft Office Access
Exiting Microsoft Office Access 2007
The MS Access 2007 Fluent User Interface
Different database Objects

Duration: July , 26 August 1, 2, & 8, 9
V. PROCESS
a. PREPARATION
1. Please make sure that Microsoft Access 2007 is installed in all the students’ computers,
and in the demo unit
2. Prepare the following materials:
 A blank map of the Philippines that is large enough to be seen by the entire class
 Pictures of tourist spots
 yarn
3 Prepare printed copy of tables, forms, queries, reports, macros, and modules that you
can show to the class
 What would make travel to a place a lot easier and enjoyable? It is familiarity with the
environment. For example, wouldn’t it be more fun to go different places in the
Philippines if you know, at least, where they are on map
 Post the map of the Philippines and the pictures around it. Ask the students to connect
the pictures with the map using the yarn
Map of the Philippines
 To sustain the student interest in these places, you can relate to them highlights of
these places that make them famous.
 You can ask your students to open their work text to page 20 and then to look at the
Access 2007 UI. Highlight the importance of being familiar with the MS Access 2007 user
interface. Your student will be able to work faster better in Access if they know where to
locate certain commands and objects
 Using a demo unit, demonstrate how you students can run Microsoft access 2007 from
the start menu. Explain that they can also open MS Access using the Search box by
typing in ‘’msaccess’’ and then prssing Enter, or by using the shortcut icons on the
desktop and on the taskbar.
 Create asample database from the available templates. Discuss the different parts of MS
2007 UI. They will notice that Access environment has parts very similar to those of the
word oe Wxcel, except for the new elements in Access such as the Record navigation
Bar, Tabbed Documents, and Navigation Pane
 Explain the purpose of the Access Help. Tell them that it is there as reference when one
needs help on how to perform certain tasks
 Demonstrtate how to close Access. Tell them that it is the same as closing other office
applications. They can use keyboard shortcut Alt+F4 if they want to
 As a seatwork let the students define the terms listed in the Whiz Words in their
notebook.
 Discuss the different database objects and their functions
VII. GENERALIZATION
As a recap of the lesson, ask the students to get a piece of paper and let them answer
the question below.
1. Have a recap of the lesson
2. Access key of the following:
Office button-----------
Home--------------------
Create-------------------
External data----------
Database Tools
3. Commands per group
4. External data tab groups
VIII. EVALUATION
Refer to page
Prepared by:
Sir M.B.P
Subject teacher
CHAPTER 2-LESSON 1
I. OBJECTIVES

1.1 identify the database templates in Access 2007
1.2 create a database based on a template
1.3 demonstrate how to open database objects in different views
1.4 create a blank database
II. SUBJECT MATTER
Topics:
Creating databases using featured templates
Different objects in Multiple Views
Opening an existing Database
Creating a Blank database

Duration: August 22& 23
V. PROCESS
a. PREPARATION
1. Prepare illustrations of Access objects in different views
2. Create an illustration of the Navigation buttons
1. Relate a scenario: Assuming we have a company named “House of Seeds”. Our main
business is to sell seeds to farmers, gardeners, etc. some of our products include:
PRODUCT PRICE
Php. 370.00
Cabbage
Php. 360.00
Carrot
Php. 380.00
Celery
Php. 375.00
Lettuce
Let us say that the order totals p8,650. 00. How much would be the sales tax (assuming
the sales tax rate is 6% ) and the total amount the customer has to pay after added?
Compute.
Subtotal : 8,650.00
Tax : 519.00 (8650x6)/100
Total : 9,169.00 (8650+519)
To simplify this task, we need a database program that computes the customer’s bill
depending on the number of products ordered. Moreover, we need to add the
specified sales tax to the total.
2. Discuss the two ways your students can create a database:
a. By using a database template
b. By building the database from scratch
3. Talk about the database templates available in MS Access 2007.
4. Demonstrate how to create a database using templates and the proper way of serving
their databases.
VII. APPLICATION
1. Now, it’s the student’s turn to create a database. Ask them to do Hands-on Exercise 2.1-
creating a Database Using Templates on pp.32
 Explain that database objects can be shown in different views, depending on what they
want to accomplish these objects
2. To get them skilled in opening objects in different views, ask them to do hands-on
exercise 2.2 opening a database and Changing Objects Views Using the Navigation Pane
on p.36
3. To start creating a blank database, let them do hands-on exercise 2.3 Creating a Blank
Database on pp.38
VIII. GENERALIZATION
Recap the lesson
IX. EVALUATION
After the end of the chapter
Prepared by:
Sir M.B.P
Subject teacher
CHAPTER 2- LESSON 2
I. OBJECTIVES

1.1 Understand the roles of table in an Access database
1.2 Observe how table design determines database efficiency
1.3 Create their own Access tables using different methods
1.4 Differentiate the different data types
1.5 Modifying table properties such as creating a lookup field, specifying the default values, or
adding an input mask
1.6 Become familiar with the basic geography of the Philippines
II. SUBJECT MATTER

Topics:
Creating a Table
Naming a Table
Deleting a Table
Different Data Types
Defining Fields Name
Adding Field Templates
Changing Data Display through Field Properties
Entering and Editing Data
Moving Among Records
Customizing Rows and Columns
Deleting records and Columns

Microsoft, Visual Basic 2008 Express Edition
Duration : August 29- 30
V. PROCESS
a. PREPARATION
1. Read the accompanying activity, “My Favourite Destinations.” See page 24 of this
manual)
2. Prepare your own finished products of the activity, such as the index cards with the
information and the box for the cards.
3. Have the materials needed for this activity assigned to students prior to this session.
 At least two (2) 5’’x8’’ index cards per students
 Two (2) index card boxes (for the whole class)
1. Introduce this lesson through its main goal and objectives
2. Give the definition of an Access table and its importance.
3. To help your students understand the relationship between tables, fields, records, and
data types, have an activity that will allow them to work with these elements manually.
Give the accompanying suggested activity, ‘’My Favourite Destinations”. The activity can
be done in a library so that the students could reach research on the information about
their favourite places. Refer to page 24 of this manual for the details
4. Show sample finished index cards
5. Point out the needed information to be written on the index card. Refer to these
examples:
Record No. If in US Dollars
Visited?
Destination
Visited on
Province
Website
Description
Photo
Est. Travel expense
6. After the activity, collect all the index cards and put them inside a box
VII. GENERALIZATION
1. Recap the previous lesson.
2. Demonstrate and discuss the number of ways to create a table
3. Explain the importance of naming a table and how to delete unnecessary tables in a
database.
4. Discuss the different data types: Text, Memo, Number, Date/Time, Currency,
AutoNumber, Yes/No, OLE Object, Hyperlink, Lookup Wizard, and Attachment, the
new in Access 2007
5. Demonstrate the different ways of defining fields names, especially adding fields
from templates.
VIII. APPLICATION
1. Let the students do Hands-on Exercise 2.4- Defining Fields Using Datasheet and Design
Views and Adding Field Templates on pp. 49
2. Let the students do hands-on Exercise 2.5- Customizing Field Properties on pp. 52
 Check the students’ works. Make sure they have customized the fields in
preparation for their data entry
 For those students who are done with the exercises, ask them to define the terms in
the Whiz Words in their notebook
IX. EVALUATION
Inform the students of a short quiz next meeting.
Prepared by:
Sir M.B.P
Subject teacher
CHAPTER 2- LESSON 3
I. OBJECTIVES

1.1 Define primary key
1.2 Explain table relationships correctly
1.3 Appreciate the referential integrity feature
1.4 Create tables and establish relationships accurately
1.5 Become familiar with the chemical elements
II. SUBJECT MATTER
Topics:
Understanding the Primary Key
Defining and modifying Table Relationship
Types of relationships
Enforcing Referential Integrity

Duration : September 5-6
V. PROCESS
a. PREPARATION
1. Prepare the materials needed for the activity “Chemical elements Database”
(See pp. 30 of this manual)
3. Prepare an illustration that shows the model table relationships you will for your
database.
 Have a short review of tables discussed in the preceding lesson.
 Explain what table relationships among our tables. Then, differentiate the three types of
relationships
 Explain the importance of assigning primary keys to tables before establishing a
relationship
 Explain that one-to-many relationship is needed for the library system. Demonstrate
how to create a one-to-many relationship
 To help your students understand table relationship, let them do the activity “Chemical
Elements Database” on p. 30 of this manual.
VII. APPLICATION
1. Let the students do Hands-on Exercise 2.7- assigning a Primary Key on p. 65.
2. Let them do Hands-on Exercise 2.8-creating One-to-Many and Many-to Many
Relationships with Referential Integrity on p.73
3. Have someone from the class read Lesson Summary. Then, ask the students to define
the terms listed in Whiz Words.
4. For seatwork, let them answer Lesson Review on pp. 74-75
5. Refers to page 30-32
VIII. EVALUATION
PART I- IDENTIFICATION
PART-11 ARRANGING ITEMS
CHAPTER 2- LESSON 4
I. OBJECTIVES

1.1 Explain correctly how queries work
1.2 Appreciate the importance of queries in a relational database
1.3 Construct and modify queries and reports correctly
1.4 Become familiar with the chemical elements
II. SUBJECT MATTER
Topics:
Types of Queries
Two ways to create a Query
Create or modify Query InDesign View
Working with Query Window
Run a Query
Save and Close a Query
Set Query Properties

Duration : September 19-20
V. PROCESS
a. PREPARATION
1. Prepare an illustration of how a select query works or you may use the figure on p.76
2. Prepare a demo unit and a projection device
VI. PRESENTATION (lesson proper)
 Discuss the different types of Access queries and differentiate each. Don’t focus too
much on other types of queries. Concentrate on select and Crosstab queries since these
two are the one as we will be using for the exercises.
 Demonstrate the two ways to create a query. Query Wizard and Design view. Let the
students be familiar with the parts of the Query window.
 Demonstrate the exercises on the lesson. Modify some fields in the Query Property
Sheet.
 As a seatwork, ask the students to create a summary of the lesson. Also, define the
meaning of the terms in the Whiz Words
VII. GENERALIZATION
Recap the lesson
VIII. APPLICATION
1 To help your students fully understand Select and Crosstab queries, let them do hands-
on Exercise 2.9 Creating and Modifying Select Query in Design View on pp. 85, 2.10-
Creating and Modifying Crosstab Queries Using the Crosstab Query Wizard on pp. 86,
and 2.11- Setting Fields Using the Query Property Sheet on p.89
2 Check their work.
IX. EVALUATION
At the end of this chapter
CHAPTER 2- LESSON 5
I. OBJECTIVES

1.1 Create a calculated field
1.2 Understand what “Expression” are
1.3 Create crosstab and aggregate functions in queries
1.4 Appreciate the practical use of Arithmetic
II. SUBJECT MATTER
Topics:
Introduction to Query Criteria
Creating a more Complex Expression Using the Expression Builder
Advanced Query using Parameter Query
Creating a parameter Query with Multiple Criteria Using the Query Parameter tool
Adding Calculated Field to a Query Design View
Using Aggregate Functions in Queries

Duration : September 26-27 & October 3
V. PROCESS
a. PREPARATION
1. Prepare an illustration of how a select query works or you may use the figure on p.76
2. Prepare a demo unit and a projection device
1. List down examples of common functions and expressions such as Date(), Count()<
Sum()< etc.
2. Prepare the flashcards, such as:
COMBO MEAL RUBBER SHOES

Polo shirt
80.00
375.00 2,500
WATER JUG MEMBERS T-SHIRT

HIP
1,000
VII. PRESENTATION
 Explain what a query criteria or an expression is all about. Give examples of the most
commonly used expressions in Access, such as DueDate=Date()+(No. of Days Allowed),
etc. Refer to commonly used criteria or expression on page 92.
 Discuss the purpose of a calculated field in query. Discuss the additional topic on page
40 of this manual.
 Show to class the first card. For Example:
Polo Shirt
375.00
20% OFF
Ask them. “ how much will you pay for the discounted item?’’
The first need to get how much is the 20% of p375.00. it goes something like this: 375 x
20 =7500; divide the answer by 100 and they get 75. Then subtract the answer (75) from
the original price and they get 300. They will pay p300.oo. It’s bargain.
 Show them more flashcards and ask the students to write the solutions (expressions) on
the board.
VIII. APPLICATION
DAY 2
 Discuss and demonstrate how to create a more complex criteria or expression using the
Expression Builder.
 Let the students do Hands-on Exercise 2.12- Creating Basic Criteria on pp. 96 and Hands-
on Exercise 2.13- Adding Calculated Field to Query Design View on page 99.
Answer to hands-on Exercise 2.12
BorrowerID Firstname Lastname
#2
BookNumber Title
DAY 3
 Discuss an advanced query using Parameter Query. Cite some examples on how this
type of query is being used: price inquiry on grocery stores, drugstore, etc.
 Explain that a parameter query can have more than one criterion. For example, they can
create a parameter query of a beginning date and an ending date; or query based on the
students’ year level and section.
 Demonstrate how to create a parameter query.
 Let the students do Hands-on Exercise 2.14-creating a parameter Query by Entering the
Parameter on page 104, 2.15- Creating a parameter Query with Multiple Criteria Using
the Query Parameter Windows on page 104, and 216- Using aggregate Functions in
Queries on page 105.
DAY 4
 Ask your students to create a parameter query in Access for Chemical Elements using
the fields they used in their index cards. The procedure is as follows:
a. Create a blank database in Access with the filename Chemical Elements Query.mdb.
b. Create a table with the following fields. Refer to page 39 of Teacher’s Manual
c. Save it as chemical Elements table
d. Create a select query based on Chemical Elements table. Include all fields
e. Make this a parameter query by typing [Type Element Name] in the Criteria row
under the element column
f. Save the changes and close query.
g. Though forms will be discussed in detail in the next chapter yet, you may want to
create a form for this parameter query using the Auto form. To do that, select the
query then on the create tab, in the Forms group, click form
h. Type an element and press OK
i. Name this chemical Elements form.
IX. EVALUATION
Refer to page 41-43 of the Teacher’s Manual
CHAPTER 3- LESSON 1
I. OBJECTIVES

1.1 Define the purpose of forms
1.2 Create forms using the Wizard
1.3 Create forms in Design View
II. SUBJECT MATTER
Topics:
Creating a Form
Creating Forms Using the Form Wizard
Creating Form Design

Microsoft, Visual Basic 2008 Express Edition pp. 45
Duration : October 4
V. PROCESS
a. PREPARATION
1. Prepare a demo unit and projection device.
2. Prepare illustrations that show the design of the forms needed for My First Database.
Accdb: Books form and students form
 Discuss the different kinds of forms and the ways that they can be used.
 Discuss the different ways of creating forms: using the Wizard or using a blank form.
 Demonstrate how to create form using the form Wizard.
 Explain how a form can be created in design view as well as how to add fields into its
form’s grid.
 As seatwork, let the students make a summary of the lesson. Define the terms in the
Whiz Words on p.112
 Also, let them answer Lesson Review on pp. 122
VII. GENERALIZATION
1. What is the importance of forms in Access database?
2. How do we navigate through records in forms?
3. What is the easiest way to creating a form?
4. What are the different ways of creating a form?
5. How do you reposition the fields in the form’s grid?
VIII. APPLICATION
1. Do Hands-on Exercise 3.1- Creating Forms Using the Form Wizard and Form Tools on
p.119 and 3.2- Creating Forms Using the Forms Design on pp. 120
2. Check their work.
End OF CHAPTER 3- LESSON 1
CHAPTER 3- LESSON 2
I. OBJECTIVES

1.1 Modify and form’s and Field’s Properties
1.2 Add a predesigned format and special elements
1.3 Use and add different controls available in MS Access
1.4 Create a simple Point-of-Sales system
II. SUBJECT MATTER

Topics:
Modifying and form’s and Field’s Properties
Adding Elements to a form
Using Form Controls
Types of Controls

Duration : October 11-12
V. PROCESS
a. PREPARATION
1. Study and prepare for the activity “Cash Register” on page 49 of this manual.
2. Prepare illustrations that show the design of the forms needed for My First
Database.accdb: Books forma and Students form.
3. Prepare a presentation showing the different types of controls.
 Demonstrate how to modify the form and fields properties and apply predefined
format to make the form more attractive
 Explain also the importance of adding elements to form such as logo, title, date and
time, and page numbers.
 Using the presentation, discuss what form controls are and how each control works.
 Let the students identify what controls are bound, unbound, or calculated.
 Demonstrate how to add and modify the properties of a control.
 Call a student who can add a command button, label, textbox, etc.
VII. APPLICATION
1. Do Hands-on Exercise 3.5- Adding tab Control on a form on pp. 132.
2. Do Hands-on Exercise 3.6- Adding Buttons to a form on p.135
3. Hands-on Exercise 3.6- Modifying the library System Forms’ Properties and adding
Calculated Control on p.137
VIII. EVALUATION
END OF CHAPTER 3- LESSON 2
CHAPTER 3- LESSON 3
I. OBJECTIVES

1.1 Define the purpose of reports
1.2 Utilize reports wisely and effectively
1.3 Construct and modify reports correctly
1.4 Add report to cash Register.accdb
II. SUBJECT MATTER
Topics:
Choosing a Record Source
Creating a Report Using the Report Wizard
Creating a Report Using Report Tools
Creating a Report Using Report Design
Understanding the Report Sections
Modifying Reports
Adding Calculated Controls to a Report Section
Printing and Sending your Report as an e-mail message
Creating labels
Duration : October 18-19
V. PROCESS
a. PREPARATION
1. Please read and study the activity “Creating POS Receipt” on p.56 of this manual. You
should be able to create your own POS with receipt to teach it effectively.
 Define reports and emphasize their importance
 Discuss also the importance of choosing a record source before creating a report.
 Discuss and demonstrate how to create a reports using different methods
 Explain the sections of the report window: Report Header, Page Header, Group Header,
Detail, Group Footer, and Report Footer.
 Show how to modify the appearance of the report using the Formatting and Page
Layout tools.
VII. APPLICATION.
DAY 2
1. Hands-on Exercise 3.8- Creating a report Using the Report Tool, p.148
2. Hands-on Exercise 3.9- Creating a report Using the Report Wizard, p.149
3. Hands-on Exercise 3.10- Creating a report Using the Report Design, p.151
4. Hands-on Exercise 3.8- Adding Calculated Controls to a report Section,p.152
5. Hands-on Exercise 3.12- Printing a Report, p.154
DAY 3
1. Design a report for the POS system that they have created in the previous activities.
POS RECEIPT details Refer to page 56-59
VIII. EVALAUATION
PART 1 Fill in the Blanks 1-8
PART 2 Arranging Items 1-10
PART 3 Multiple Choice 1-15
CHAPTER 4- LESSON 1
I. OBJECTIVES

1.1 Explain how macro works
1.2 Create their own macro
1.3 Understand the basic programming logic
1.4 Write a simple program using the VBA
II. SUBJECT MATTER
Topics:
Creating a simple Macro
Adding Conditions in Macro
Basic Database Programming
Convert Macro to VBA
Attaching VBA Functions to an Event Property

Microsoft, Visual Basic 2008 Express Edition pp.
Duration : November 7-8 & 14-15
V. PROCESS
a. PREPARATION
1. Create a sample macro in your demo unit that will help the students understand how
macro works. For example:
MsgBox “This program will demonstrate how macro works”
MsgBox “This is the second macro.”
OpenForm [ Assign any form]
Maximize [This task maximizes the form.]
2. Prepare sample Visual Basic programs created with Access VBA.
 Explain what a macro is and its uses.
 Demonstrate how to create a macro using the macro builder and explain what
conditional macro is and it uses.
 Explain the different buttons that can be used in creating macro found in the Design tab.
 Introduce the Visual Basic for Applications editor and demonstrate how to create a
simple program.
 Discuss the MsgBox Function and the use of if-Then-Else statement.
VII. APPLICATION
DAY 2
1. Hands-on Exercise 4.1- Creating a Simple Macro on p.162
2. Hands-on Exercise 4.2- Creating a Conditional Macro on p.164
3. Hands-on Exercise 4.3- Converting a Macro to VBA and Associating it with an Event
Property on p.169.
VIII. EVALUATION
END OF CHAPTER 4-LESSON 1
CHAPTER 4- LESSON 2
I. OBJECTIVES

1.1 Integrate Access with other applications, such as Excel
1.2 Appreciate the convenience of integrating Access with other applications
1.3 Import data from other databases or export them to other applications
1.4 Encrypt, split, compact, repair, and back up a database
II. SUBJECT MATTER
Topics:
Sorting Data
Filtering Data
Identifying Object Dependences
Using Datasheet, PivotChart, Web page, and Layout Views
Creating a Switchboard
Encrypting a Database
Exporting Access data
Splitting a Database
Saving to other file format

Microsoft, Visual Basic 2008 Express Edition pp.
Duration : November 21-22 & 28-29
V. PROCESS
a. PREPARATION
1. Prepare an Access database. There should be at least one table that you can use later
to demonstrate sorting, filtering, and exporting of data. You can use any of the sample
database templates available in Access.
 Differentiate SORTING from FILTERING.
 Demonstrate how to use the sort and filter commands.
 Explain what “Identifying Object Dependences” feature is all about.
 Demonstrate how the students can view an Access table in PivotChart view for a better
way of analysing the data.
 Discuss what a switchboard is all about and demonstrate how to create one.
 Explain the capability of Access to encrypt your database so that only one can access it.
 Demonstrate how to export data from an Access database going to an Excel file.
Emphasize that by doing this they can save a lot of time from retyping those data all
over again.
 Explain why it is important to compact a database.
 Highlight the importance of backing up a database. They can minimize the risk of losing
their work when the computer fails.
 Prepare a set of questions written on an index card and have a quiz next meeting.
VII. GENERALIZATION
 Let someone from the class e=read Lesson Summary on p.191. then, ask the students to
give the definition of terms listed in Whiz Words.
VIII. APPLICATION
DAY 2- DAY 4
1. Hands-on exercise 4.4- Sorting Records in Tables and Forms on p.174
2. Hands-on exercise 4.5- Filtering Data by Selection on p.175
3. Hands-on exercise 4.6- Identifying Object Dependences and Using Pivot Chart View on
p.179
4. Hands-on exercise 4.7- Creating a Switchboard and Encrypting Your Database on p.183
5. Hands-on exercise 4.8- Compacting and Repairing Your database and saving it as. accde.
on p.190
IX. EVALUATION
MULTIPLE CHOICES 1-15 refer to page 68-70 of Teacher’s Manual

CHAPTER 5- LESSON 1
I. OBJECTIVES

1.1 Recognize the basics of computer programming
1.2 Show the differences among programing languages
1.3 Illustrate the steps of the program development process
1.4 Understand Visual Basic 2008 Express
II. SUBJECT MATTER
Topics:
What is Computer Programming?
What is a computer program?
What is Programming?
What is Programming Languages?
A brief History of Programming Languages
Classifications of Programming Languages
Machine Language
Assembly Language
High-Level Languages
Object-Oriented/Event-Driven Programming Languages
The Program Development Process
Planning
Coding
Testing and Debugging
Documentation
Maintenance
Introducing Microsoft Visual Basic 2008 Express Edition

Duration : December 5-6 & 12-13
V. PROCESS
a. PREPARATION
1. In the introductory part of the lesson, prepare the moviemaker file: intro2prog (refer
to the accompanying CD)
2. Write the classifications of programing languages and illustration of the program
development process on a manila paper.
3. Research sample programs created in different programming languages stated in the
work text to show the differences among the classifications of programming
languages. This may interest the students to use Visual Basic as one of the easiest
programming languages in creating not only simple programs but even the tough
ones.
DAY 1
 Show the Intro2Prog file to the class. This is to encourage the students create or make
their own programs using Visual Basic.
 At first, do not allow the students to open their work text. Ask the following questions:
a. What is computer programming?
b. What is a program?
c. Why are programs important in using computer?
d. Why does one crate computer programs?
 Present the classifications of programming languages. Discuss the classifications and
their differences and how a programming language is classified.
 Divide the class into four groups and assign each group to write on small pieces of paper
examples of programming languages.
 As each group finishes it, have them post their work on the board according to
classification.
 Show them the sample programs you have researched or prepared the one created for
each programming language.
 Show the illustration of the programs development process and discuss the
import6ance of each stage. Explain the type of errors committed in creating a program
and how to resolve them.

CHAPTER 5- LESSON 2
I. OBJECTIVES

1.1 Browse through the different menus of the menu bar
1.2 Identify the different buttons of the Standard tool
1.3 Identify the parts and functions of the different major components of Visaul Basic
1.4 Manipulate Visual Basic’s development environment
1.5 Launch and close the application in many ways
II. SUBJECT MATTER
Topics:
How to start Visual Basic Express
The Visual Basic 2008 Express Edition IDE
Closing the VB Express Development Environment

Duration : January 9-10 & 16-17
V. PROCESS
a. PREPARATION
1. Draw the Visual Basic Environment on ½ illustration board
2. Assign the students to bring the following:
a. 4”x 4” illustration board
b. Pencil
c. Coloring pen/crayons
 Show to the class the illustration of the Visual Basic environment. Let them identify each
of the parts, especially the major parts.
 Explain the importance of each part in creating a program.
 Assign each of your students to draw a particular button found on the Standard toolbox
on a 4”x4” illustration board. Record this as their first project. Give them 5-10 minutes
for this.
 After they have drawn it, let them discuss it to the class. Explain its uses and
importance.
VII. APPLICATION
DAY 2
1. Let the students do Hands-on Exercise 5.1 Navigating Through the parts of VB Express
Environment on pp. 209.
2. Check their answer key:
#4 available Menus
 File
 Edit
 View
 Project
 Build
 Debug
 Data
 Tools
 Window
 help
# Corresponding Shortcut Keys
Code-F7
Designer – Shift + A
Add New Item _ Ctrl + Shift + A
Short Debugging – F5
How Do I – Ctrl + F1
#6 File command with shortcut keys
New Project- Ctrl + N
Open project- Ctrl + 0
Save Formby – Ctrl + S
Save All- Ctrl + Shift + S
Print – Ctrl + P
#7 3 Controls UB to see other controls
 all Windows Forms: Pointer, Button, Checkbox
 Menus and toolbars: Context Menu Strip, Menu Strip, Tool strip
 Data: Dataset, Data Grid view, Binding Source
 Printing: PagesetupDialog. PrintDialog PrintDocument
 Dialogs: ColorDialog, FontDialog, Openfile Dialog
#8 Form Properties
Name
Control Box
Cursor
#9 Identifying Buttons
New Project
Start Debugging
Add New Item
Stop Debugging
VIII. EVALUATION
Multiple Choices 1-20 refer to page 78-79 0f teacher’s Manual
CHAPTER 6- LESSON 1
I. OBJECTIVES

1.1 Develop their first program
1.2 Use the basic controls and assign properties to it
1.3 Write the codes for these controls
1.4 Debug syntax error
1.5 Create folders and assign a project name
II. SUBJECT MATTER
Topics:
Program file
Four steps to Creating a Project/Application
Creating the interface
Adding controls to a form
Setting Properties for the Objects
Key Properties for the objects
Test the code
Key Properties of Program Procedure
Key Properties of button control
Key Properties of the label control
Key Properties of the Picture Box control
Writing and Testing the Code

Duration : January 23-24 & 30
V. PROCESS
a. PREPARATION
1. Prepare the illustration of the different buttons made by the students I the
previous lesson.
2. Prepare the “My First Program” program. Look for the ready- made program inside
the accompanying CD
3. You could also prepare a simple activity for them before doing program. Look for
the readymade program inside the accompanying CD.
4. suggested activity: the primary Colours
5. This program will introduce them to ask the basic knowledge of using the
commonly used controls and properties.
6. Problem: Make a program that contains 3 buttons of different colours that when
clicked, will display a message on the message box saying “This button is colour <the
colour of the button>.” Add a button that will exit the program.
7. Refer to page 82-83 of teacher’s Guide
 Demonstrate how to do the sample activity
 Discuss the different properties of form, button, label, and picture box controls.
 Let the students launch Visual Basic and assist them in creating the same program “The
Primary Colours”
 Assist the students in saving their program. Explain the importance of saving a project
inside a folder. It is to organize their programs and not to get confuse with other Visaul
Basic programs. This also prevents the mix-up or overwriting of form names with other
projects.
 Explain the difference between the solution file and project file in saving their work.
 Check their work.
VII. GENERALIZATION
Have a recap of the previous lesson. Conduct a recitation or a quiz by identifying the
button on the illustration that you will show them.
VIII. APPLICATION
DAY 2
1. Now that they have the basic knowledge of using the commonly used controls and
properties in visual basic, let them create the first program, “ My First Program”, on
the work text.
2. Explain the concept of the program
3. Show a sample output of the program. Explain the codes in the program
DAY 3
1. Let the students do Hands-on Exercise 6.1- Creating the user Interface by Adding
Controls on p.218, 6.2 – Setting the objects Properties on p. 225, and 6.3- Writing
and Testing the Codes on p.230
2. Make sure that the students have saved their program under their own folder so as
not to get confused with the other Visual Basic programs.
IX. EVALUATION
Every chapter (end of chapter 6)

CHAPTER 6- LESSON 2
I. OBJECTIVES

1.1 Use the basic controls to create simple animation
1.2 Define what pseudo code, algorithm, and flowcharts are
1.3 Analyse how program works with decisions or comparisons
1.4 Use the timer control
1.5 Create a simple animation
1.6 Appreciate simple animations
II. SUBJECT MATTER
Topics:
What is Animation?
If…Then…Else Statement
Pseudo code
Algorithm
Flowchart
Using Nested Selection Structure
Adding a Timer

Duration : January 30 & February 6-7
V. PROCESS
a. PREPARATION
1. Prepare an illustration of sample flowchart given in the lesson in a manila paper.
2. Prepare four different picture frames of a running dog at different stages on
papers.
3. Prepare a ready-made program of simple animation using a demo unit and a
projection device. See simple animation program in the accompanying CD
 Show a sample output of simple animation. Ask the students what is being shown.
 Explain what animation is all about. Use the drawn pictures of running dog at different
stages on paper.
 To create a simple animation, if…then… else statement can be a big help. This will
display what frames is next after the other.
 To fully understand what if… statement is, give a situation that uses pseudo code,
algorithms, and flowchart. Show the prepared illustrations.
VII. GENERALIZATION
Call someone to read Lesson Summary on p.243
VIII. APPLICATION
DAY 2
1. In the simple animation program, explain that nested selection structure and
timer are used.
2. Demonstrate how to do Hands-on Exercise 6.5 –Creating the Animated Dog’s User
Interface on p. 238 and 6.6- adding a Timer on p.240
DAY 3
1. Let the students do Hands-on Exercise 6.5 and 6.6
2. Check their work
CHAPTER 6- LESSON 3
I. OBJECTIVES

1.1 Explain the reason why remarks are important in writing program codes
1.2 Identify the different types of remarks used in Visual Basic code
1.3 Demonstrate the use of remark in writing Visual Basic codes
1.4 Write codes and include the different types of remarks
II. SUBJECT MATTER
Topics:
What Are Remarks?
Purpose of adding Remarks
Two kinds of remarks supported by Visual Basic
Using the “Rem” remark
Using the(‘) apostrophe remark

Duration : February 13-14
V. PROCESS
a. PREPARATION
a. A ready-made program. Suggested is the “Simple Animation” program
b. A typical report submitted by a student in any subject emphasizing the report name
and who submitted it.
 Using a typical report, give emphasis to the page that shows the name of the project
and who submitted it. This page shows the identity of the report to whoever cares to
know. Relate this in discussing the importance of remarks in writing program codes
 Ask the students the following questions:
a. What is remark?
b. Based on the given example (showing the typical report), why is it important to add
remarks to their programs?
c. Why do programmers often add remarks to their programs
d. What are the two kinds of remarks supported by Visual Basic?
 Using a computer demonstrate how to add remarks on the program. You may use the
“Simple Animation” program in showing them how to do it.
VII. GENERALIZATION
1. Why should you include remarks in the program code that you are writing?
2. What are the two kinds of remark statements?
VIII. APPLICATION
1. Let the students add remarks to their “Simple Animation” program by doing
Hands on Exercise 6.7 –Adding Remarks on p. 247

CHAPTER 6- LESSON 4
I. OBJECTIVES

1.1 Understand the use of variables
1.2 Design the calculator’s interface
1.3 Add Menu Strip and contexMenuStrip controls
1.4 Add another form
1.5 Create a simple calculator
II. SUBJECT MATTER
Topics:
Program file
Using Variables
Adding Codes
Adding Menu Strip and ContextmenuStrip Controls

V. PROCESS
a. PREPARATION
1. Prepare a ready-made program of calculator” using a demo unit and a projection
device. See calculator program in the accompanying CD
 Show a sample output of Calculator program. Explain the program file.
 Define what a variable is. Explain the different data types used in the programs
 Demonstrate how to use Menu Strip and controls how to create a new form.
 Let the students define the terms in the Whiz Words on p.260
VII. APPLICATION
DAY 2
1. Let the students do Hands-on Exercise 6.8- Designing the Calculator’s interface on p.
249, 6.9- adding Codes to your program on p.252, and 6.10- Adding Menus trip and
Context Menus trip Controls on p. 257 and 6.11- Adding Another form on p.258.
2. Check their work
IX. EVALUATION
PART 1-Identification 1-10
PART 2-Multiple Choices 1-20

CHAPTER 7- LESSON 1
I. OBJECTIVES

1.1 Make use the toolbar and menu bar in the project
1.2 Use RichTextBox control in the project
1.3 Assign property setting to the Toll strip
II. SUBJECT MATTER
Topics:
Using the RichTextBox Control
The ToolStrip Control
The program interface (activity)
Creating Toolbars
Table of Property Settings
Using RichTextBox Control

V. PROCESS
a. PREPARATION
1. Prepare the following
a. “Geography” program
b. Computer
 Show them the “Geography” program. Refer to accompanying Cd
 Ask the students for the different controls used in the program.
Geography
Profiles of Asian Countries
a. Form
b. Label
c. Toolbar
 Explain the concept of the program. The program will show the profiles of the selected
country as you click its flag on the toolbar. Tell them that they will just create the
toolbar, assigning the images on the buttons.
 First, let the students answer the following questions:
a. What is toolbar?
b. How are we going to add an image to the tool from the toolbar?
 Using a computer demonstrate to the class how to add a toolbar to the form.
The teacher will demonstrate how to create to the Geography program, not activity in
the notebook.
Look for the flag images on the accompanying CD
 Explain the importance of adding images to the toolbar control
 The teacher may call a students to add the images on the toolbar
VII. APPLICATION
DAY 2
1. Let the students do the Geography program
2. Check their work
DAY 3
1. Discuss the use of RichTextBox Control. Explain the codes used I the My Notepad
program.
2. Have the students perform the Hands-on exercise 7.1 and 7.2 on p.265
3. Check their work

CHAPTER 7- LESSON 2
I. OBJECTIVES

1.1 Make use the toolbar and menu bar in the project
1.2 Use RichTextBox control in the project
1.3 Assign property setting to the Toll strip
II. SUBJECT MATTER
Topics:
XAML and WPF
Creating My Paint Project
Entering codes in WPF

Duration : March 6-7
V. PROCESS
a. PREPARATION
1. Prepare the following
a. Ready –made WPF program
b. computer
DAY 1
 Show the class the WPF program finished output covering only lesson 1 topic (without
codes yet).
 Discuss how the form was made, step by step as how it was discussed in the book.
 Show to the class the WPF program finished output with all the buttons and radio
buttons working.
 Discuss step by step how the codes work within form as discussed in the book.
VII. APPLICATION
DAY 2
1. Let the students design their own My Paint form using WPF. Do hands-on Exercise 7.3
Creating the My Paint User Interface on p.271
2. Let the students complete their My Paint program by entering the codes. They may
choose any colour that they like. Do hands-on Exercise 7.4- Entering Codes in WPF on
p.276

CHAPTER 7- LESSON 3
I. OBJECTIVES

1.1 Understand what ADO is
1.2 Connect Access 2007 to VB Express using Wizard
II. SUBJECT MATTER
Topics:
Creating the students database
Active X-Data Objects (ADO)
Connect Access 2007 to VB Express Using Wizard

V. PROCESS
a. PREPARATION
1. Prepare a ready-made program of hands-on exercise in the lesson
2. Prepare a demo unit and a projection device.
 Discuss how a database can be connected to VB program
 Explain what Active-X Data Objects or ADI is. Discuss the five major objects of ADO.
 Demonstrate how to connected the created database in VB using Wizard.
VII. GENERALIZATION
Ask the student to define the terms in the Whiz Words on p. 285 and make their own
summary on the lesson.
VIII. APPLICATION
DAY 2
1. Let the students do Hands-on Exercise 7.5 – Creating the students Database on
p.279 and 7.6- Making a connection to Access 2007 with VBE Using a Wizard on
p.280
2. Check their work

CHAPTER 7- LESSON 4
I. OBJECTIVES

1.1 Understand the four major objects of ADO
1.2 Connect Access 2007 to VB Express by usig programming code to open up and manipulate
databases
II. SUBJECT MATTER
Topics:
Setting up the Connection Object
Setting up the DataSet, DataAdapter, and SQL

V. PROCESS
a. PREPARATION
1. Prepare a ready-made program of hands-on exercise in the lesson.
2. Prepare a demo unit and a projection device.
 Discuss the four major objects of ADO. Demonstrate how to setup the connection
object. Refer to Hands-on Exercise 7.8 setting up the Dataset, Data Adaptor, and SQL on
p.289
 Explain the importance of setting up the Dataset, Data Adapter, and SQL. Demonstrate
Hands-on Exercise 7.8 setting Up the Connection Object on p.289
 Explain the codes used in the program
VII. GENERALIZATION
Ask the students to define the terms in the Whiz Words on p.294 and make their own
summary of the lesson.
VIII. APPLICATION
1. Let the students do Hands-on Exercise 7.7 and 7.8 on p.289
2. Check their work
IX. EVALUATION
PART 1 Give the meaning of the following acronyms
1. OLE DB
2. ACE
3. JET
4. SQL
PART II Define the meaning terms
1. Connection Object
2. Dataset
3. Data Adaptor
PART III Multiple Choices 1-15

Prepared by:
Sir M.B.P
Subject teacher

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WEEKLY LESSON PLAN FOR COMPUTER GRADE 8

At the end of the lesson, the student should be able to:

II. SUBJECT MATTER

Students Transactions Books

Student ID Borrower ID BOOK ID

Student ID Last Name First Name

At the end of the lesson, the student should be able to:

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

Map of the Philippines

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

At the end of the lesson, the student should be able to:

II. SUBJECT MATTER

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

COMBO MEAL RUBBER SHOES

WATER JUG MEMBERS T-SHIRT

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

WEEKLY LESSON PLAN FOR COMPUTER GRADE 8

At the end of the lesson, the student should be able to:

II. SUBJECT MATTER

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

At the end of the lesson, the student should be able to:

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

END OF CHAPTER 4- LESSON 2

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

END OF CHAPTER 5- LESSON 1

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

END OF CHAPTER 6- LESSON 1

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

END OF CHAPTER 6-LESSON 3

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

END OF CHAPTER 6- LESSON 4

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

Profiles of Asian Countries

END OF CHAPTER 7- LESSON 1

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

END OF CHAPTER 7- LESSON 2

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual

END OF CHAPTER 7-LESSON 3

At the end of the lesson, the student should be able to:

III. MATERIALS: books, chalk and board, computer, Teacher’s Manual