Start from DB-RK-01 · Turn On, Shut Down, Restart — the Right Way · other tracks: /deca/index.html
| ID | Lesson | Level | Grade | School link (as shown in the lesson) | For the parent | Worksheet |
|---|---|---|---|---|---|---|
| DB-RK-01 | Turn On, Shut Down, Restart — the Right Way | Explorer | 3 | Computer Modelling, grade 3 — digital devices ⚠ | parent guide | sheet |
| DB-RK-02 | Folders and Files: Organise Your Work | Explorer | 3–4 | — | parent guide | sheet |
| DB-RK-03 | Keyboard and Mouse: Shortcut Keys | Explorer | 3–4 | — | parent guide | sheet |
| DB-RK-04 | Writing a Document: Title, Paragraph, Picture | Explorer | 4–5 | — | parent guide | sheet |
| DB-RK-05 | A Table That Counts by Itself | Tinkerer | 5–6 | — | parent guide | sheet |
| DB-RK-06 | A Presentation: 5 Slides People Understand | Tinkerer | 5–6 | — | parent guide | sheet |
| DB-RK-07 | How to Install a Program — Safely | Tinkerer | 5–6 | — | parent guide | sheet |
| DB-RK-08 | Installing a Game: Age Rating, Space and Requirements | Tinkerer | 5–6 | — | parent guide | sheet |
| DB-RK-09 | Updates: Why They Matter | Tinkerer | 5–6 | — | parent guide | sheet |
| DB-RK-10 | Drivers: The Translator Between Device and System | Tinkerer | 6–7 | — | parent guide | sheet |
| DB-RK-11 | Firmware and BIOS/UEFI: The Program Inside the Device | Tinkerer | 6–7 | — | parent guide | sheet |
| DB-RK-12 | Setting Up the Connection: Wi-Fi, Checks, Help | Tinkerer | 6–7 | — | parent guide | sheet |
| DB-RK-13 | Building a Computer: Parts, Order and Care | Creator | 6–7 | — | parent guide | sheet |
| DB-RK-14 | Setting Up a Computer for Someone | Creator | 6–7 | — | parent guide | sheet |
| DB-RK-15 | What Is Linux and Where Does It Hide | Explorer | 4–5 | — | parent guide | sheet |
| DB-RK-16 | The Linux Desktop: The Same, but Different | Explorer | 5 | — | parent guide | sheet |
| DB-RK-17 | The Terminal: Talking to the Computer in Words | Tinkerer | 5–6 | — | parent guide | sheet |
| DB-RK-18 | Programs in Linux: Packages and Repositories | Tinkerer | 6–7 | — | parent guide | sheet |
| DB-RK-19 | Permissions and Users: Who Can Do What | Tinkerer | 6–7 | — | parent guide | sheet |
| DB-RK-20 | A Small Linux Computer for Someone | Creator | 6–7 | — | parent guide | sheet |
Children put the assembly steps in the right order, say why, and explain to someone else what must be looked after. Nobody opens a real computer.
Worksheet 13 (one per team) · paper, pencils, markers · scissors (points down; for the younger ones only with an adult) · optionally a computer with lesson DB-RK-13 open (it also works offline). No real parts are needed.
| Min. | Lesson step | What we do |
|---|---|---|
| 0–3 | Goal | Read: “You will be able to put the assembly steps in the right order, say why, and explain to someone else what must be looked after.” Teams of three. |
| 3–8 | 1 · Remember | Three questions aloud, then the answer: Which part is the “work table” and forgets everything without power? (the RAM) Which one carries out instructions very fast? (the processor) Which program inside the device starts first, before the operating system? (the firmware — UEFI). |
| 8–12 | 2 · Story | Building a computer is like cooking from a recipe: there is an order and small rules of care. Screws are kept in a box with compartments — even an empty egg carton works. Every step has a reason; when you know the reason you do not memorise the order, you can work it out. |
| 12–18 | 3 · Worked example | On the board: why does the cooler go on after the processor? It sits on top of the processor, so the processor must already be on the board. The rule: every step comes after what it needs. Read the four rules of care (see “Safety”) and put them up where everyone can see. |
| 18–24 | 4 · Try it | A guess aloud: what is done first, before you touch any part? If there is a screen, the class runs the “build the virtual computer” simulator: the preparation first, then the parts; the three red traps are never done. Without a screen — the next step is the same game on paper. |
| 24–36 | 5 · No screen | Each team draws 11 cards (preparation · processor · cooler · memory · M.2 drive · power supply · the board in the case · graphics card · cables · first power-on (adult) · operating system) and 3 red “STOP” cards. One puts them in order, another asks “why is it here?”. The “swapped card” game: swap two cards, the other finds the mistake. |
| 36–42 | 6 · Make your own | Explain to someone else: with the cards, explain three steps and why they are in that order, plus two rules of care. Make for someone: a “Before we open a computer” sheet with four drawings for a younger child or for grandparents — no names or addresses. |
| 42–45 | 7 · What I learned | The three “Check yourself” questions. Then one question to everyone: “What do you check before you start something important?” — do not answer for the children. |
The plan is already on paper. Step 4 is on the board: “What is done first?” — the class chooses between “I fit the graphics card”, “the computer is off and the cable is pulled out, then I touch metal” and “I plug in the cable to see if it works”; then the cards from step 5 are put in order.
A child puts the cards in order and says why the cooler goes after the processor; the team has a “Before we open a computer” sheet. Test answers: it is off and the cable is pulled from the socket · it sits on the processor · we never open it.
Children choose a safe source for a program, spot a fake “Download” button and say why an administrator window means “I call an adult”.
1–2 computers or tablets with lesson DB-RK-07 open (drawings only — nothing is downloaded) · worksheet 07 · pencils. The librarian stays in the room throughout. Nothing is installed.
| Min. | Lesson step | What we do |
|---|---|---|
| 0–3 | Goal | Read: “You will be able to choose a safe source for a program, spot a fake ‘Download’ button and say why an administrator window means ‘I call an adult’.” Groups of two or three. |
| 3–8 | 1 · Remember | Three questions, then the answers: Where does a computer keep programs and files when it is off? (in storage) Why do we sort files into folders? Who decides what happens on the computer at home — only you? (no — what gets installed is an adult's decision). |
| 8–11 | 2 · Story | Once a program came in a box and you knew where it was from. Today it comes over the internet — faster, but easier to be handed a fake. So the question is not “how do I install it?” but “where does it come from?”. |
| 11–17 | 3 · Worked example | On the board the steps: ask an adult → look in the official store → check the publisher and ratings → the adult presses “Get” → at an administrator window I stop and say “a window came up that asks for permission”. Pirated (“cracked”) programs — never; the official stores have plenty of free ones. |
| 17–27 | 4 · Try it | Groups take turns on the screen, 4–5 minutes each: Predict (where is it safest?) → Run (“store or trap?”, screen A and B) → Change (the administrator window: choose “Stop · I call an adult”). Those waiting start the card from step 5. |
| 27–35 | 5 · No screen | The card “5 questions before I install”: where from · who made it · why do I need it · does it ask for anything odd · did I ask an adult. Read three invented cases (a “Drawing app” from the official store with many ratings; a “Computer booster” from a pop-up ad; a paid game “free, with a crack” from an unknown site) and decide for each: “I ask an adult” or “no”. |
| 35–41 | 6 · Make your own | Draw an invented download page with four traps (address, big button, prize, “crack”) and give it to a neighbour to find them. If there is time, read from lesson DB-RK-09 the rule about the fake “Update now” window: I press nothing and call an adult. |
| 41–45 | 7 · What I learned | The three “Check yourself” questions. Before you let someone in at home you ask who it is — what do you ask before you “let in” a program? |
The teacher draws two screens on the board: A — a page in an official store, B — a page with a huge green “DOWNLOAD” and a prize. The class marks the signs of danger. Then an administrator window is drawn with three buttons (“Yes”, “No”, “Stop · I call an adult”) and the class chooses. Steps 5–7 are on paper anyway.
A child says where a program can safely come from and when to call an adult; decides the three cases with the card. Test answers: in the device's official store · I stop and call an adult · a fake button — I do not press it.
Children say six safe commands in words (where you are, what is around you, how to enter a folder, how to make a new one), play “human terminal” on paper and explain why dangerous commands are left to an adult.
A large sheet and small slips (7 per pair) · pens · worksheet 17 · optionally one computer with lesson DB-RK-17 open (the terminal there is a simulator — nothing is executed). A real terminal is not opened.
| Min. | Lesson step | What we do |
|---|---|---|
| 0–3 | Goal | Read the lesson's goal: six safe commands in a simulated terminal and why the dangerous ones are left to an adult. Pairs. |
| 3–8 | 1 · Remember | Three questions, then the answers: Where can Linux hide without showing? (a phone with Android, a router, a server, a television — lesson 15) How do you find programs on a Linux desktop? (with a mouse and menus — lesson 16) What is a folder? (like an envelope or box — lesson 2). |
| 8–12 | 2 · Story | Long before mice, people talked to computers in words. In 1971 at Bell Labs the first shell for Unix was written — the program that reads the line you typed and runs it. Linux is “Unix-like”; the window you type in is a terminal, and the shell lives inside it. |
| 12–18 | 3 · Worked example | On the board, the invented world of Nina: pwd → /home/nina · ls → Documents, Music, Notes.txt, Pictures · cd Pictures → the prompt changes · ls → cat.png, sea.png. The six commands: pwd (where am I), ls (what is here), cd NAME (enter), cd .. (up), mkdir NAME (make a folder), echo WORDS (shows text), clear (clears the screen). |
| 18–24 | 4 · Try it | A guess: what does ls do? If there is a screen — the simulated terminal: mission 1 “A walk” (pwd, ls, cd Pictures, ls, cd ..) and mission 2 “A corner of my own” (mkdir, cd, echo, pwd, clear). The rm command does not work there — and that is a good thing. |
| 24–37 | 5 · No screen | “Human terminal”: on the big sheet — a tree of the house (“Home” → rooms → objects); on the slips — pwd, ls, cd NAME, cd .., mkdir NAME, echo WORDS, clear. One is the “computer” (a finger on a room), the other is the “human” and says the command; the “computer” answers in words. A red card “rm” — “dangerous · ask an adult · not to be played” — is set aside. Swap roles. |
| 37–42 | 6 · Make your own | Invent a small world of your own (“My school”, “Grandma's garden”): a tree with at least three levels and a route of commands (cd Home, cd Garden, ls). The other follows it with a finger on the sheet; if they do not arrive, you find the mistake together. |
| 42–45 | 7 · What I learned | The three “Check yourself” questions. The terminal understands only clear words — and how do you tell others what you need? |
Step 4 is on the board: the teacher writes a line of commands and the class says in words what will happen in Nina's world. Steps 5–7 are already screen-free.
A child shows someone how to find out where you are with pwd, how to look with ls and how to enter with cd, and says why rm is left to an adult. Test answers: pwd · it takes you one level up · I do not run it myself — I leave it to an adult who knows what it removes.
With a partner. Draw a situation and your partner puts down an answer: SLEEP, SHUT DOWN, RESTART or ASK AN ADULT — and says why. Then swap roles. You always save your work first.
| Situation | What I do | Why |
|---|---|---|
| A break for water | ||
| End of the day | ||
| The program does not respond | ||
| An update message appears |
| Picture | When I use it (in my own words) |
|---|---|
| moon (sleeps) | |
| circle with a line (shuts down) | |
| two arrows in a circle (restarts) |
At home they said it is right / different, because:
Do not pull the cable from the socket and do not hold the power button yourself. If the computer does not respond, call an adult.
Write names of invented “files” on slips (for example “Cat drawing”, “Summer song”, “Bulgarian homework”) and put them in labelled envelopes. Note here where each one went.
| Invented “file” | Which envelope it is in |
|---|---|
A folder in a folder: I put the “Plants” envelope into the envelope:
The main folder is “My things”. Put at least three folders in it, and two more inside one of them.
I arranged it this way because:
Do not write a real name, address or school. Touch real files and folders only with an adult.
With a partner: three pictures (sun, house, tree) and a cup — it is the “clipboard”. One says “Copy!”, “Paste!”, “Cut!”, “Undo!”, the other acts it out. Then say the shortcut keys aloud too.
| What I do | Windows | Mac |
|---|---|---|
| copy | ||
| cut | ||
| paste | ||
| undo | ||
| save |
In the game the cup was not emptied when:
Draw the keys Ctrl (or Cmd) and C, V, Z, S in your own colours and write beside each what it does.
I showed the poster at home and explained how the two keys are pressed:
On a real computer try shortcut keys only in a document of your own or with an adult. “Undo” does not bring back everything — save often.
First write the three rules, then make an invitation for an invented birthday: title, three sections (“When”, “Where”, “What to bring”), one line of text each and a place for a drawing. Do not write a real address.
| Style | Letter size | Colour |
|---|---|---|
| Title | biggest | |
| Section | medium | |
| Text | small | ordinary |
I changed the colour of the sections and repainted them … times. In Word that is … change of the style.
| Section with a style | My idea for the day |
|---|---|
| Morning | |
| Noon | |
| Evening |
Do not write an address, phone number or full names. You do not install programs or change settings; passwords stay with the adult. A picture — only your own drawing or a photo of an object.
In column A — five invented purchases, in column B — how many euros they cost (rows 2 to 6). In row 7 — “Total” and the formula beside it. Your partner is the “table”: adds up aloud and writes in B7.
| A | B | |
|---|---|---|
| 1 | What I bought | Euro (€) |
| 2 | ||
| 3 | ||
| 4 | ||
| 5 | ||
| 6 | ||
| 7 | Total |
The formula in B7:
I crossed out one number and wrote another. The “table” had to:
For example how many minutes I read each day. Draw a table with addresses (letters above the columns, numbers beside the rows); the numbers go in column B.
The formula that adds them up:
The address of each cell with a number:
The numbers are invented — we do not write real money, passwords or personal data. Real spreadsheets — with an adult and an account from school or a parent.
Choose a topic you know a lot about (a favourite animal, a game, a plant at home). Three ideas, a title and a last thought “what to remember”. On each sheet — one sentence in big letters and one drawing. One idea per sheet!
Topic:
| Slide | Idea (big words) | My drawing |
|---|---|---|
| 1 · title | ||
| 2 · idea | ||
| 3 · idea | ||
| 4 · idea | ||
| 5 · what to remember |
In front of the family I spoke for 2 minutes. They remembered best:
If you have an adult and a presentation program, make the same 5 slides on the computer too — the program is opened or installed by an adult.
No addresses, phone numbers, school name or classmates' names. Pictures are your own drawings or your own photos of objects; someone else's picture — only if its licence allows it and you note where it is from. Never pirated programs.
| Question | My answer for the program I want |
|---|---|
| 1. Where does it come from? (an official store or the maker's site — not an ad and not a message) | |
| 2. Who made it? Is the publisher known? | |
| 3. Why do I need it? Did a teacher or parent say so? | |
| 4. Does it ask for anything odd: money, personal data, administrator rights? | |
| 5. Did I ask an adult? If not — I do not install. |
Three invented cases — decide for each: “I ask an adult” or “no”.
| Case | I decide | Why |
|---|---|---|
| A “Drawing app” from the official store, with many ratings | ||
| A “Computer booster” from a pop-up ad | ||
| A paid game “free, with a crack” from an unknown site |
| Trap | Where I hid it |
|---|---|
| address | |
| big button | |
| prize | |
| “crack” |
Nothing is downloaded or installed. An administrator window means: I stop and call an adult. Never pirated programs.
Fill it in together with an adult. You only look at the game — on the box or on the shop page. Write the age from the label (PEGI), and the time as everyone agreed.
| Game | Age by PEGI | Where we play | When and how long | When we rest |
|---|---|---|---|---|
Rule: “We buy nothing in the game without an adult.” Signatures (initials or stars):
After a week: is it working? What shall we change?
| Name | Age by PEGI and descriptors | Minimum and recommended requirements | Space on the disk | Are there purchases |
|---|---|---|---|---|
Where you do not know — write “I do not know, I ask”. Do not guess.
Does the game pass the four checks (age, space, requirements, purchases and time)? I showed an adult:
Real installation, freeing space, access codes and administrator rights are for an adult — and only from an official store. No piracy.
Walk round with an adult and write down the devices that have programs (phone, tablet, laptop, television…). Write nothing about how to access them. In the “who” column it says: the adult.
| Device | Who updates it | When (the device is on charge) | When we check again |
|---|---|---|---|
| the adult | |||
| the adult | |||
| the adult | |||
| the adult | |||
| the adult |
Put the card on the fridge. Once a month the adult looks for new updates and you ask: “Did we update?”
The rules are about: when we update · what we do with the charger · what we do with a fake window.
Updating a real device is started by an adult; it is never stopped halfway. A fake “Update now” window in a website: press nothing, do not call the phone number in it, and if it will not close — stop and call an adult.
Two or three people and a small figure. The device knocks: 1 knock = “forward”, 2 = “back”, 3 = “stop”. The system moves the figure but understands only the words. The Translator holds this table and says the word aloud.
| Knocks (the device's signal) | Word for the system |
|---|---|
| 1 | forward |
| 2 | back |
| 3 | stop |
We took away the Translator's sheet — what happened:
We gave a sheet for another device (1 knock = “stop”) — how we got mixed up:
That is how I learned that a driver must be:
Invent a device (for example a “glowing cup” or a “voice box”), draw it and invent three of its signals (knocks, blinks or sounds).
| The device's signal | What it means to the system |
|---|---|
Real Windows has a “Device Manager” — with an adult you may only look at it. Press nothing to uninstall or update; a driver is taken only from the system, Windows Update or the maker's official site — and an adult installs it.
With an adult beside you — you only look, touch and open nothing. Look for devices that are small computers: a router, a television, a wireless mouse or keyboard, a printer, a washing machine with a display.
| Device | Does it have a light, a screen or a menu? | I think it has firmware (yes / no / do not know) |
|---|---|---|
The three devices that surprised me most (underlined):
I asked the adult which updates itself and which only when we update it:
One step and one sentence in each frame. Invent characters (for example a small alarm clock that wakes the machine).
| 1 · power | 2 · firmware | 3 · self-check | 4 · loader | 5 · operating system |
|---|---|---|---|---|
Do not press the tiny “Reset” holes, do not unplug the router, do not open devices and do not change settings. The BIOS/UEFI menu and firmware updates are for an adult — a power cut during an update can damage the device.
Title: “When we have no internet, I check…”. Copy the six steps in your own words and write beside each who does it. You do not write the Wi-Fi code, the network name or the provider's number.
| No. | Step | In my own words | Who does it |
|---|---|---|---|
| 1 | Wi-Fi | ||
| 2 | airplane mode | ||
| 3 | the right network | ||
| 4 | another device | ||
| 5 | restart the device | ||
| 6 | restart the router | the adult |
Game: the adult names a symptom, I say which step comes and why:
Five checks from the simplest to the biggest. The first should be something that cannot do harm. Mark with ⚑ the steps for an adult only.
| No. | Check | ⚑ for an adult |
|---|---|---|
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| 5 |
Do not write down or photograph the Wi-Fi code, the network name or the sticker on the router. The router, “forgetting” a network and resetting network settings are for an adult. If something scares you, tell an adult you trust.
Draw 11 cards and 3 red “STOP” cards. Someone else puts them in order and you ask about each: “Why is it here?”. Write the reasons here.
| No. | Card | Why it is here |
|---|---|---|
| 1 | preparation (off, no cable, I touch metal) | |
| 2 | processor | |
| 3 | cooler | |
| 4 | memory | |
| 5 | M.2 drive | |
| 6 | power supply | |
| 7 | the board in the case | |
| 8 | graphics card | |
| 9 | cables | |
| 10 | first power-on (adult) | |
| 11 | operating system |
The red “STOP” cards — why they are never done:
Four big drawings and one word under each: off and no cable · I touch metal · the power supply is not opened · I ask an adult.
| off and no cable | I touch metal | the power supply is not opened | I ask an adult |
|---|---|---|---|
A real computer is built only with an adult, switched off and with the cable pulled out. The power supply is never opened. Do not write names, addresses or other personal things on the sheet.
With an adult and a person (grandma, grandpa, a neighbour) who wants help; if there is none — for an invented person. First you ask what is hard for them and write it in their words; you do not ask about passwords, personal data or what is on their computer. With an adult choose one setting; first you look at it on the sheet, then on the computer.
| I asked | What the need is | Setting | How to undo it |
|---|---|---|---|
The person worked for 5 minutes. “Is it easier?”
If not — we undid it and tried:
I showed the simulator to … and explained why you ask first and set up afterwards:
Copy the “setup for Grandma” list out neatly, in a large font:
After a few days I asked whether it helps:
A separate user profile for someone, family settings, accounts, passwords and administrator rights — an adult only. Do not open other people's files, photos or messages. No campaigns, no money, no other people's personal data.
Free software is like a recipe. Write a simple recipe (a sandwich or lemonade) — it is the “program”. Then play the four freedoms with another person.
| The freedom | What we did with the recipe |
|---|---|
| use | |
| study | |
| improve | |
| share |
The rule when sharing:
A box for every device you have at home. A sign: ✓ surely has Linux · ? maybe · ✗ probably not. Check with an adult in the manual or on the maker's site.
| Device | ✓ / ? / ✗ | How I found out |
|---|---|---|
| phone | ||
| television | ||
| router | ||
Do not open devices and do not touch the settings of someone else's device or of the router. Real Linux on a computer is switched and installed by an adult — only from an official source.
Draw a frame and inside it drawing A or B from the lesson, only the bars and buttons. Next to it — a second frame: the screen you have at home (you only look, you do not touch settings). In each, colour the place for programs in one colour and the settings in another.
the drawing from the lesson | the screen at home |
| Part | Where it is in the lesson | Where it is at home | Same / different |
|---|---|---|---|
| programs | |||
| windows | |||
| files | |||
| settings | |||
| status (clock, network) |
Where will you put the place for programs? Where — the settings and the clock?
I arranged them this way because:
Someone else found the “settings” in … seconds:
In this lesson you install nothing — you only look at drawings. Installing Linux or another desktop, switching the system and administrator rights are for an adult.
Draw a map of the house as a tree (“Home” → rooms → objects) and cards with commands. One is the “computer” (a finger on a room), the other says the command; the “computer” answers in words.
| Command | What it does (in my own words) |
|---|---|
| pwd | |
| ls | |
| cd NAME | |
| cd .. | |
| mkdir NAME | |
| echo WORDS | |
| clear |
Red card “rm”: dangerous · ask an adult · not to be played. Simply set it aside.
For example “My school”, “My football team” or “Grandma's garden”. A tree with at least three levels and a route of commands to a place (for example cd Home, cd Garden, ls).
The route (commands one after another):
The other followed it with a finger — did they arrive? Where was the mistake:
A real terminal is opened only with an adult who knows what they are doing. Commands with administrator rights are for adults only. In the simulator do not type a name, address or phone number.
Players: Warehouse, Courier, Checker. On slips (boxes) you write the name of an invented program and a four-digit number. The Warehouse writes a list with the name and number of each box and draws its own stamp at the bottom. The Courier secretly changes the number on one box. The Checker first looks for the stamp, then compares the numbers.
| Box (invented program) | Number on the list | Number on the box | Matches ✓ / ✗ |
|---|---|---|---|
The list has the Warehouse's stamp: yes / no. Decision:
When is it easiest to be fooled?
The rules are about: where we get programs · who decides · what we do if the list has no stamp.
Installing, updating and adding a new repository or its key on a real computer is for an adult. The administrator's login details are not for children. We do not run installer files downloaded from a website.
The box is the file, the slip inside is what is written in the file. Roles: Owner, Group member, Other. Keys: READ (r), CHANGE (w), RUN (x). The adult is the Administrator. Mark ✓ who can do what with the given “permission card”. Whoever has no key says: “I do not have permission.”
| Card rw- r-- --- | read | change | run |
|---|---|---|---|
| Owner | |||
| Group member | |||
| Other |
| I changed the card to r-- r-- --- | read | change | run |
|---|---|---|---|
| Owner | |||
| Group member | |||
| Other |
For each room draw three rows — “me”, “family”, “guests” — and mark who has a key for see, change and enter. Use roles, not names, addresses or login details.
| Room (folder) | Who | see | change | enter |
|---|---|---|---|---|
| My room | me | |||
| family | ||||
| guests | ||||
| me | ||||
| family | ||||
| guests |
I asked at home: “Whom do we protect with this key?” Answer:
Login details, root and the sudo command are for adults. Do not run such commands on a real computer and do not look for or guess other people's login details.
With an adult; nothing real is switched on. Cut six small cards and put them on a drawn table. The adult plays “shop” and asks: “Is something missing?” Take one card away — will you notice?
| Card | Is it on the table ✓ | If I take it away, what does not work |
|---|---|---|
| computer | ||
| power supply | ||
| card with the system | ||
| keyboard | ||
| mouse | ||
| screen |
The person I want to help, and what they need a computer for (in their words):
On the back: “An adult does this” — which things exactly:
Draw the plan as a table and explain to a brother, sister or classmate what is in the box, what is missing and why the power supply is the official one. Then copy the plan out neatly, in a large font, and hand it to the person.
I explained to another that what is missing is:
Writing the system onto the card, accounts, secret login words, administrator rights (sudo), updating, plugging into the socket (230 V) and the first start are for an adult. Do not open the power supply; we connect only when the computer is unplugged. No buying, no money, no campaigns and no other people's personal data.
Children work on paper and in simulators. Do not tell a child that something is “safe” or “dangerous” from a child's check on a real computer — real checks belong to the adult.
If something scares you, tell an adult you trust.
The “✅ We did the lesson” button sits at the end of every plan and every sheet (on screen, not printed). It adds +1 to one shared counter for that lesson and day — no names, no cookies, no device address. The number of children, the grade and the city are not sent; if you want to keep them for yourself, write them here.
The pack is original content of the Children's Library under the CC BY-SA 4.0 licence: you may share and adapt it if you credit the author and keep the same licence. Published by the East Accelerator Foundation; hosted on kagami.bg. Free, no ads. The external sources of each lesson are links or retold facts only — see “Sources” in the lesson. Names of programs and products in the lessons are mentions only, not recommendations.
creativecommons.org/licenses/by-sa/4.0
Nothing in this pack is new compared with the lessons: plans and sheets are taken from their steps.
