ICSE_CS_G6_TM_AY24

Teacher Manual

Foreword

Uolo’s Tekie program offers a coding-focused curriculum for grades 1 to 8, preparing students for the technology-driven world. We present a carefully crafted Teacher Manual to assist teachers in delivering effective and engaging lessons to students. Rather than prescribing teaching methods, the manual provides examples and demonstrates how and why teachers can apply these examples in their classes.

The Teacher Manual includes a suggested implementation plan to help teachers navigate the curriculum better throughout the academic year. Within the academic year, the Tekie program prescribes the following types of chapters and sessions:

Familiarisation: this period builds familiarity with the Tekie program and the digital platform.

Theory: these periods are dedicated to the Computer Science Theory chapters. These topics are mostly delivered in the classroom.

Tools: these periods are dedicated to the Computer Tools chapters. These topics involve almost equal numbers of classroom and computer labs sessions.

Coding: these periods are dedicated to the Coding chapters. These topics have more computer lab sessions.

Additional Hands-on Time: these are additional computer lab periods that teachers can use to revise topics or dedicate for completion of projects.

Revision: these are additional classroom periods that teachers can use to revise topics or cover syllabus backlogs.

Each chapter in this manual is structured to provide a comprehensive lesson plan. The chapters are divided into multiple sessions, each following the Warm up, Engage, Build, and Sum up (WEBS) strategy. The Warm up phase sets the stage for learning by connecting to prior knowledge and building curiosity. The Engage phase captures the students’ attention and motivates them to participate actively. In the Build phase, questions from various sections are discussed to build the understanding of the students. Finally, the Sum up phase reinforces learning through easy-to-recall activities and questions. Time duration for each section has been suggested based on the requirements of the students. Additionally, an answer key for every chapter is provided to assist teachers in assessing their students’ understanding and guiding their learning effectively.

Lastly, we understand that the Indian education landscape is quite diverse. To suit the needs of all types of schools, we have built-in extra higher-order chapters in the content books. These extra chapters are clearly marked in the table of contents of this manual. We suggest that the teacher completes the main chapters first and then move to higher-order optional chapters only if there is sufficient time left in the academic year and learners are ready for more challenging content.

We hope that this teacher manual will empower teachers to use the curriculum effectively, support the learning of all students thoroughly, create learning opportunities and design interactive learning environments that cater to the students’ needs and interests.

Implementation Plan

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The Return of Cyborg

Computer Languages and Types of Computers

Story Time

Story in a Nutshell…

Mel and Conji are going to the Computer Lab to submit their project. They notice that the computer screens are going out of control. They are infected by a virus, which is a mix of magic and technology and was created by Lord Ero and Cyborg. The trio tries to find more information about the virus with the help of the Elders. They want to find an ancient magical tool which could assist them in dealing with the virus. They get to know about the Enigmus through the internet, which is a magical encyclopaedia and can undo the virus. They go on a digital treasure hunt by following various clues, which lead them to Ms Idea in the Void. Ms Idea is like a guardian of that place and shows the Enigmus to them. The Elders give a secret file to the trio, which they got from Cyborg’s system. The trio follows the clues and patterns inside it carefully, and it leads them to the final solution. There is a battle between the two sides where Ero’s dangerous spell hits Eva, and she faints. Mel and Conji use a spell from the Enigmus to defeat Lord Ero and Cyborg and save their friend, Eva.

Story in This Chapter…

● Mel and Conji are flying to the Computer Lab to submit their project.

● Mel sees that something is wrong with the screen. Conji agrees and says all these machines are acting strange.

● Eva rushes over to join them, looking concerned about the machines.

● Conji says these are strange numbers and says 0.1.1... seems like a virus.

● Eva says, “Yes, a virus! A mix of magic and technology that is causing all of this chaos.”

● Mel says, “What if someone has tried to change the computer language? A tiny change in the computer language could have led to this situation.”

● Conji asks, “What is a computer language?”

● Eva says, “This could be sets. A small change that sets off a chain reaction.”

● Conji says, “We should learn more about computer languages, and understand how this happened.”

1. Computer Languages

Learning Outcomes

At the end of the session, the students will be able to:

● define computer languages.

● describe first-generation languages and their advantages and disadvantages.

● describe second-generation languages and their advantages and disadvantages.

● describe third-generation languages and their advantages and disadvantages.

● describe fourth-generation languages and their advantages and disadvantages.

● describe fifth-generation languages and their advantages and disadvantages.

Keyword

● Computer languages: It can be defined as a set of instructions that computers can understand and follow.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students about different communicating languages.

Explain to the students the concept of computer languages and five generations of computer languages. Also, discuss their advantages and disadvantages.

Group discussion Conclude the concepts

Assign homework

Warm Up Action Plan

● Ask the students about different communicating languages.

● Now, build the concept by discussing that as humans communicate using different languages, computers also have their own languages to understand and follow instructions.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Define computer languages. Tell the student that a computer language can be defined as a set of instructions that computers can understand and follow, as given on page 5.

Describe first-generation languages and their advantages and disadvantages.

Describe second-generation languages and their advantages and disadvantages.

Describe third-generation languages and their advantages and disadvantages.

Describe fourth-generation languages and their advantages and disadvantages.

Describe fifth-generation languages and their advantages and disadvantages.

Check for Understanding

Tell them that a first-generation language is also called machine language or low-level language. Also, tell about its advantages and disadvantages, as given on page 5.

Tell them that second-generation language is also called assembly language. It is also a low-level language. Also, tell about its advantages and disadvantages, as given on page 6.

Tell them that third-generation languages are called high-level languages. Also, tell about its advantages and disadvantages, as given on page 6.

Tell them that fourth-generation languages are called non-procedural languages. They are very high-level languages. Also, tell about its advantages and disadvantages, as given on page 7.

Tell them that fifth-generation languages are used for creating programs for Artificial Intelligence. Also, talk about its advantages and disadvantages, as given on page 7.

Ask the following questions to the students to check their understanding:

● Give some examples of third-generation languages.

Correct Responses: FORTRAN, COBOL, C, C++, Java, C#, etc.

● Which generation language uses simple mnemonic code?

Correct Response: Second-generation languages

● What is the advantage of 5GL?

Correct Response: 5GLs require less code to accomplish tasks.

7 mins

● Conduct a group discussion in the class among students on the topic 'Evolution of Computer Languages From Fourth Generation to Fifth Generation'.

Possible Response: Fourth-generation languages are very high-level languages. These languages were created to reduce the time, expense, and effort required for creating various software applications. Whereas fifth-generation languages are used for creating programs for Artificial Intelligence.

3 mins

Sum Up

● Conclude the session by summarising that computer language can be defined as a set of instructions that computers can understand and follow. Also, revise the students about all the generations of computers.

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 4 and 5

B. Tick the Correct Option: Questions 1, 2, 4, and 5

C. Who Am I?: Questions 1 and 2

D. Write T for True and F for False: Question 5

E. Answer the Following: Questions 1 and 5

F. Apply Your Learning: Questions 1 and 4

2. Translator Programs

Learning Outcomes

At the end of the session, the students will be able to:

● describe what a translator program is.

● differentiate between compiler, interpreter, and assembler.

Keywords

● Compiler: A compiler is a language processor that reads the source programs written in high-level language and converts them into an equivalent program written in machine code in one go.

● Interpreter: Interpreter is a translator program that converts high-level language code to machine language line by line as the program runs.

● Assembler: A translator, called an assembler, is used to convert assembly language code into machine language code.

WEBS at a Glance

Warm Up Engage

Ask the students the meaning of translation.

Tell them about translator programs. Also, discuss about the three main types of translator programs: compiler, interpreter, and assembler.

Action Plan

Warm Up

Build Sum Up

Group discussion

Conclude the concepts

Assign homework

● Ask the students the meaning of translation then introduce them to translator programs.

Engage

Explain the following concepts:

Learning Outcomes

Describe what a translator program is.

Differentiate between compiler, interpreter, and assembler.

5 mins

15 mins

Explanation

Tell the students that a translator program for computer languages is similar to a unique tool that enables the computer to understand user requests, as given on page 8.

Tell students about three main types of translator programs namely, compiler, interpreter, and assembler, as given on page 8.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 1A section and encourage students to solve them. Instruct them to write the answers in their book.

Correct Responses:

1. a. Assembler b. Fifth-generation

2. a. T b. F

Build

7 mins

● Conduct a group discussion in the class on the topic: 'The Difference Between a Compiler and an Interpreter'.

Correct Response: Interpreter is a translator program that converts high-level language code to machine language line by line as the program runs. Whereas a compiler is a language processor that reads the source programs written in high-level language and converts them into an equivalent program written in machine code in one go.

3 mins

Sum Up

● Conclude the session by summarising that a translator program converts instructions written in a computer language into something the machine can understand. A compiler translates the source code written in a high-level language into machine language in one go. An interpreter is a translator program that converts high-level language code to machine language line by line as the program runs. An assembler is used to convert assembly language code into machine language code.

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

B. Tick the Correct Option: Question 3

C. Who Am I?: Question 3

E. Answer the Following: Question 4

F. Apply Your Learning: Question 5

3. Categories of Computers

Learning Outcomes

At the end of the session, the students will be able to:

● describe supercomputers and their advantages and disadvantages.

● describe mainframe computers and their advantages and disadvantages.

● describe minicomputers and their advantages and disadvantages.

● describe workstations and their advantages and disadvantages.

● describe personal computers and their advantages and disadvantages.

● describe tablets and smartphones and their advantages and disadvantages.

Keywords

● Supercomputers: These are super-fast and large computers. They have huge storage space. They can do lots of tasks very quickly, like a billion tasks in just one second.

● Personal computers: PCs are the most common type of computer and are designed for individual use. They include desktop computers and laptops.

WEBS at a Glance

Ask the students about different types of computers they have seen such as laptops, desktops, tablets, etc.

Describe different categories of computers such as supercomputers, mainframe computers, minicomputers, etc. Group discussion Conclude the concepts Assign homework

Action Plan

5 mins

Warm Up

● Ask the students about different types of computers they have seen such as laptops, desktops, tablets, etc. Then, discuss the different categories of computers.

Engage

Explain the following concepts:

Describe supercomputers and their advantages and disadvantages.

15 mins

Tell the students that supercomputers are super-fast and very big computers with huge storage space. Also, tell about its advantages and disadvantages, as given on page 9.

Learning Outcomes

Describe mainframe computers and their advantages and disadvantages.

Describe minicomputers and their advantages and disadvantages.

Describe workstations and their advantages and disadvantages.

Describe personal computers and their advantages and disadvantages.

Describe tablets and smartphones and their advantages and disadvantages.

Check for Understanding

Explanation

Tell the students that mainframe computers are also big and super-fast, but smaller than supercomputers. Also, tell about its advantages and disadvantages, as given on page 10.

Tell the students that minicomputers are smaller than mainframes but still offer significant computing power. Also, tell about its advantages and disadvantages, as given on pages 10 and 11.

Tell the students that workstations are high-performance computers used for specialised tasks like professional photo and video editing, 3D design, scientific modelling, and software development. Also, tell about its advantages and disadvantages, as given on page 11.

Tell the students that PCs are the most common type of computer and are designed for individual use. Also, tell about its advantages and disadvantages, as given on pages 11 and 12.

Tell the students that tablets and smartphones are portable devices that combine computing capabilities with touchscreens. Also, tell about its advantages and disadvantages, as given on page 12.

● Read aloud the questions provided in the Do It Yourself 1B section and encourage students to solve them. Instruct them to write the answers in their book.

Correct Responses:

Type of Computer

Tablet and smartphones

Supercomputer

Mainframe computer

Feature

Smaller than mainframes

Need a lot of power and specialised cooling to stay cool

Can be carried anywhere

Minicomputer Performance is meaured in FLOPS

Build

7 mins

● Ask the students to give the answer to the question “What other tasks can be performed using personal computers?" asked in the Think and Tell section on page 12.

Possible Responses: Finding information on a topic, listening to songs, watching films, organising data, etc.

● Conduct a group discussion in the class among students on the topic 'Why Tablets and Smartphones Are More Popular?'.

Possible Response: You can carry tablets and smartphones anywhere you want, they serve as phones, cameras, music players, and more, etc.

● Conclude the session by summarising that the supercomputers are super-fast and very big computers with huge storage space; mainframe computers are also big and super-fast, but smaller than supercomputers. Minicomputers are smaller than mainframes but still offer significant computing power. Workstations are high-performance computers used for specialised tasks like professional photo and video editing, 3D design, scientific modelling, and software development. PCs are the most common type of computer and are designed for individual use. Tablets and smartphones are portable devices that combine computing capabilities with touchscreens.

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, and 3

C. Who Am I?: Questions 4 and 5

D. Write T for True and F for False: Questions 1, 2, 3, and 4

E. Answer the Following: Questions 2 and 3

F. Apply Your Learning: Questions 2 and 3

File Management

Story Time

Story in a Nutshell…

Mel and Conji are helping Elder Robot update the robots’ system in the factory when someone tries to attack the server. Elder Robot is affected by this attack and starts speaking the computer language. Conji is confused by what computer languages are. Upon learning about it, they go to Elder Wizard for help where they find him arguing with Mr Time. Elder Wizard tells them that they can restore Elder Robot’s ability to speak by backing up his data using data management. When Elder Robot starts talking again, they find out that someone must have betrayed them and used a Dark Spell to break down Avora’s magical barrier. Mel and Conji go to Mr Time’s office to ask him for help. It is there that they find out that it was Mr Time who had attacked the server, as he wanted to use Dark Magic to prevent something terrible in the future. They start searching for the spell in his office using the internet. The children realise that only a Dark Wizard can tell them about the spell that Mr Time used. They go to the Void to talk to Cyborg. They free him, but he attacks them. Eva arrives in time to knock Cyborg down and tell them about the spells that the Elders have found. Mel thinks they can use Google Sheets to organise this data. After learning about it, they take Cyborg with them to Avora where he faces Lord Ero and helps to take him down. The trio helps in freeing Mr Time and also learns about various new concepts, like Mail Merge, Slides, and Canva. Cyborg realises the error of his ways and vows to protect his new home, and becomes a teacher at Avora school!

Story in This Chapter…

● Mel and Conji visit Elder Wizard’s Office and find him arguing with Mr Time.

● Mr Time reveals that the magical barrier has been destroyed, and the future cannot be changed.

● Elder Wizard disagrees with Mr Time, stating that his suggestion goes against the principles of Avora.

● Conji apologises for disturbing them, and Elder Wizard reassures them, mentioning they were discussing something important.

● Mr Time invites Mel and Conji to help Elder Wizard make the right decision, then leaves for his office.

● Elder Wizard informs Mel and Conji about the attack and the destruction of the magical barrier.

● Mel discovers Elder Robot’s data loss issue, but they realise there is a backup on his laptop.

● Mel explains the process of transferring the backup to Elder Robot using data organisation, and they head back to the Factory to fix Elder Robot’s communication problem. 2

This chapter is divided into the following classroom sessions

1. File Management I

2. File Management II

1. File Management I

Learning Outcomes

At the end of the session, the students will be able to:

● explain file management.

● move data from one drive to another.

● copy or move data between storage devices.

Keyword

● File management: It is the way by which we organise and handle our digital documents and files on a computer or a device.

WEBS at a Glance

Warm Up Engage

Ask the students how they manage their different items, such as toys, books, and drawings, in their home.

Explain the concept of file management by giving real-life examples.

Tell the students about how to move data from one drive to another.

Tell them how to copy or move data from one storage device to another.

Action Plan

Warm Up

Build Sum Up

Group discussion

Conclude the concepts

Assign homework

5 mins

● Ask the students how they manage their different items, such as toys, books, and drawings, in their daily lives. You can encourage the students to share their views and experiences in the class.

● Now, relate the concept of managing things to file management using the appropriate examples.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Explain file management. Describe to the students that file management is the way by which we organise and handle our digital documents and files on a computer or a device, as given on page 20.

Learning Outcomes

Move data from one drive to another.

Explanation

Tell them that moving data from one drive to another means taking files and folders from one place to another, as given on page 20. Also demonstrate the various steps to move data from one drive to another by using the cut and paste method, as given on pages 20 to 22. Also, demonstrate the various steps to move data from one drive to another by using the drag and drop method, as given on page 22.

Copy or move data between storage devices. Tell them that moving or copying data between storage devices means transferring information like files or documents from one place, such as a computer, to another, like a USB drive or external hard disk, as given on page 22. Discuss with them the various steps to copy data between storage devices, as given on page 23. Demonstrate the various steps to move data between storage devices, as given on page 23. Also, demonstrate the various steps to move files from an external device to a PC, as given on page 24.

Check for Understanding

Ask the following questions to the students to check their understanding:

● Ask the students ‘Is file management about keeping your digital space tidy and organised?’

Possible Responses: Yes/No

Correct Response: Yes. When the files are managed properly, the digital space becomes organised.

7 mins

Build

● Conduct a group discussion in the class based on the topic “Why is File Management Important?” provided in the Discuss section on page 24.

Correct Response: File management is important because it helps to organise, locate, and access digital files efficiently.

3 mins

Sum Up

● Conclude the session by summarising that file management is the way by which we organise and handle our digital documents and files on a computer or a device. Also tell them that moving data from one drive to another means taking files and folders from one place to another. Tell them that moving or copying data between storage devices means transferring information from one device to another. Also, tell them that in moving data, the data gets removed from the original location while copying duplicates it.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 1

B. Tick the Correct Option: Questions 1 and 2

C. Who Am I?: Questions 1, 3, and 5

D. Write T for True and F for False: Questions 1 and 2

E. Answer the Following: Questions 1 and 2

2. File Management II

Learning Outcomes

At the end of the session, the students will be able to:

● sort files and folders.

● describe the guidelines for file management.

● search files and folders.

● explain file formats.

● work with multiple applications.

Keywords

● Sorting files: It means to arrange the files in a particular order.

● Searching files: It means looking for specific documents or data on a computer or a device.

● Wildcards: It refers to special symbols that are used to narrow down your search results.

● File format: It defines how information is organised and stored for a specific program’s use.

● Multitasking: It allows you to switch between apps without closing them.

WEBS at a Glance

Ask the students if having their belongings sorted and organised helps them find them more easily.

Explain the concept of sorting file by giving real-life examples.

Tell the students about the general guidelines that needs to be followed while managing files or folders on the computer.

Describe the various steps to search files in the computer.

Discuss the concept of file format. Explain to them how to work with multiple applications.

Action Plan

and Tell Conclude the concepts

Assign homework

5 mins

Warm Up

● Ask the students if it’s easy to find an item when everything is sorted and well-organised.

● Relate the same concept of sorting and searching in computers.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Sort files and folders. Explain to the students that sorting files means arranging the files in a particular order. Discuss with the students that ascending order means to arrange the files in increasing order of their size, and descending order means to arrange the files in decreasing order of their size. Also, demonstrate how to sort files on a computer, as given on pages 24 and 25. Describe the guidelines for file management. Discuss the basic guidelines for file management with the students, as given on page 25.

Search files and folders. Tell them that searching files means looking for specific documents or data on a computer or a device, as given on page 26. Discuss with them that wildcards are the special symbols that are used to narrow down your search results, as given on page 26. Demonstrate the steps to use the asterisk and question mark to search files, as given on page 27.

Explain file formats. Tell them that file format defines how information is organised and stored for a specific program’s use, as given on page 28. Discuss with them different types of file formats, such as JPEG, PNG, MP4, MP3, DOCX, etc., as given on page 28.

Work with multiple applications.

Tell them working with multiple applications means using several software programs or apps on a computer or a device at the same time, as given on pages 28 and 29. Also, discuss with them multitasking allows you to switch between apps without closing them. Demonstrate how to work with multiple applications, as given on page 29.

Check for Understanding

● Read aloud the question provided in the Do It Yourself 2A section and encourage the students to solve the question. Instruct the students to write the answers in their book.

Correct Responses:

The steps to observe how data transfer works are:

1. Plug the USB drive or external hard disk into an available USB port on your computer.

2. Open File Explorer and navigate to the location of the files you want to transfer.

3. Select and copy the files you want to transfer.

4. Open another File Explorer and navigate to the external storage device.

5. Paste the selected file.

6. Wait until the transfer process is complete.

7. Before physically disconnecting the device, make sure to safely eject. This ensures all data is written properly on the drive and it is ready for removal.

8. Unplug the USB drive or external hard disk from the computer.

9. Plug the external storage device back into the computer.

10. Open File Explorer and navigate to the external storage device.

11. Select the files on the external storage device and copy them.

12. Paste the copied file into the desired location on your computer.

13. Monitor the transfer progress, and once completed, your files should be on your computer.

7 mins

Build

● Ask the students to give the answer to the question “What are some other file formats that you have seen?” asked in the Think and Tell section on page 28.

Possible Responses:

Some common file formats that you might see are:

● .txt: Plain text file.

● .docx, .doc: Microsoft Word documents.

● .pdf: Portable Document Format, widely used for documents that should look the same on all devices.

● .xlsx, .xls: Microsoft Excel spreadsheets.

● .pptx, .ppt: Microsoft PowerPoint presentations.

Sum Up

3 mins

● Conclude the session by summarising that sorting files means arranging the files in a particular order, either in ascending order or descending order. Tell them that searching files means looking for specific documents or data on a computer or a device. Revise the various symbols used for searching the files and folders. Also, conclude that file format defines how information is organised and stored for a specific program’s use, along with the steps of how to work with multiple applications.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 3, 4, and 5

B. Tick the Correct Option: Questions 3, 4, and 5

C. Who Am I?: Question 2 and 4

D. Write T for True and F for False: Questions 3, 4, and 5

E. Answer the Following: Questions 3, 4, and 5

F. Apply Your Learning: Questions 1 and 2

3

Internet Services

Story Time

Story in a Nutshell…

Mel and Conji are going to the Computer Lab to submit their project. They notice that the computer screens are going out of control. They are infected by a virus, which is a mix of magic and technology and was created by Lord Ero and Cyborg. The trio tries to find more information about the virus with the help of the Elders. They want to find an ancient magical tool which could assist them in dealing with the virus. They get to know about the Enigmus through the internet, which is a magical encyclopaedia and can undo the virus. They go on a digital treasure hunt by following various clues, which lead them to Ms Idea in the Void. Ms Idea is like a guardian of that place and shows the Enigmus to them. The Elders give a secret file to the trio, which they got from Cyborg’s system. The trio follows the clues and patterns inside it carefully, and it leads them to the final solution. There is a battle between the two sides where Ero’s dangerous spell hits Eva and she faints. Mel and Conji use a spell from the Enigmus to defeat Lord Ero and Cyborg and save their friend, Eva.

Story in This Chapter…

● Mel Conji and Eva are at the Computer Lab, pondering the virus in the system.

● They decide to create a plan and head to the Records Room to find an ancient magical tool.

● Concerned about time, they realise the internet might offer a faster solution than searching through physical documents.

● Sceptical, Mel questions how the internet can solve magic and tech issues when the local computers are malfunctioning.

● Eva explains that the internet is like a vast digital library with information on everything.

● They decide to go to Elder Robot’s Office to access the internet and find a solution to the virus threatening Avora.

This chapter is divided into the following classroom sessions

1. What is the Internet?

2. Popular Services on the Internet

3. Potential Threats of Using the Internet and Netiquette

1. What is the Internet?

Learning Outcomes

At the end of the session, the students will be able to:

● define what internet is.

● describe history of internet.

● elaborate advantages of internet.

● discuss disadvantages of internet.

Keyword

● Internet: The internet is a network that connects computers all over the world.

WEBS at a

Think about your favourite online game or app. Do you ever wonder how did it get to your device?

Warm Up

Elaborate with the students about History of the internet, advantages and disadvantages of the internet.

Action Plan

Think and Tell Conclude the concepts

Assign homework

5 mins

● Think about your favourite online game or app. Do you ever wonder how did it get to your device?

● Now, relate the concept that these games or apps are available because of the Internet.

Engage

Explain the following concepts:

Learning Outcomes

15 mins

Explanation

Define what internet is. Discuss with the students, internet is a network that connects computers all over the world, as given on page 38.

Describe history of internet. Tell the students that in the early 1960s, the U.S. military laid the groundwork for the internet by creating ARPANET, a network for sharing information between universities, as given on page 38.

Learning Outcomes Explanation

Elaborate advantages of internet.

Communication: The internet has revolutionised the way we communicate. It allows people to connect instantly through email, social media, video calls, and messaging apps, making it easy to stay in touch with family, friends, and colleagues worldwide.

Communication: The internet has revolutionised the way we communicate. It allows people to connect instantly through email, social media, video calls, and messaging apps, making it easy to stay in touch with family, friends, and colleagues worldwide.

Tell them various advantages of the internet from instant connections across continents to virtual classrooms and convenient shopping, the internet has irrevocably changed how we communicate, learn, navigate, shop, and manage finances, as given on pages 38 and 39.

Communication: The internet has revolutionised the way we communicate. It allows people to connect instantly through email, social media, video calls, and messaging apps, making it easy to stay in touch with family, friends, and colleagues worldwide.

Discuss disadvantages of internet.

Online Learning: The internet offers access to a vast number of educational resources and online courses. Students and learners of all ages can acquire new skills, take courses, and earn degrees from the comfort of their homes.

Online Learning: The internet offers access to a vast number of educational resources and online courses. Students and learners of all ages can acquire new skills, take courses, and earn degrees from the comfort of their homes.

Describe the different disadvantages of the Internet: that it leads to addiction and neglecting personal health; unsecured connections expose us to cyber threats; while misinformation and cyberbullying can have emotional impacts, as given on pages 39 and 40.

Check for Understanding

Online Learning: The internet offers access to a vast number of educational resources and online courses. Students and learners of all ages can acquire new skills, take courses, and earn degrees from the comfort of their homes.

Maps and Navigation: Online maps and GPS services help people find addresses, get directions, and navigate unfamiliar places effortlessly. Services like Google Maps provide real-time traffic updates and even public transportation options.

Maps and Navigation: Online maps and GPS services help people find addresses, get directions, and navigate unfamiliar places effortlessly. Services like Google Maps provide real-time traffic updates and even public transportation options.

● Read aloud the questions provided in the Do It Yourself 3A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Online Shopping: E-commerce platforms have made shopping more convenient than ever before. People can browse and purchase products from a wide range of retailers, without leaving their homes. Online shopping also offers the advantage of comparing prices and reading reviews.

Communication: The internet has revolutionised the way we communicate. allows people to connect instantly through email, social media, video calls, messaging apps, making it easy to stay in touch with family, friends, and colleagues worldwide.

Maps and Navigation: Online maps and GPS services help people find addresses, get directions, and navigate unfamiliar places effortlessly. Services like Google Maps provide real-time traffic updates and even public transportation options.

Online Shopping: E-commerce platforms have made shopping more convenient than ever before. People can browse and purchase products from a wide range of retailers, without leaving their homes. Online shopping also offers the advantage of comparing prices and reading reviews.

Online Payment: The internet has streamlined financial transactions through online payment systems like PayPal and Paytm, and digital wallets. Such services make it secure and easy to send and receive money, pay bills, and make online purchases.

Online Learning: The internet offers access to a vast number of educational resources and online courses. Students and learners of all ages can acquire new skills, take courses, and earn degrees from the comfort of their homes.

Disadvantages of the Internet

Despite many advantages, the internet has some disadvantages too.

Online Payment: The internet has streamlined financial transactions through online payment systems like PayPal and Paytm, and digital wallets. Such services make it secure and easy to send and receive money, pay bills, and make online purchases.

Online Shopping: E-commerce platforms have made shopping more convenient than ever before. People can browse and purchase products from a wide range of retailers, without leaving their homes. Online shopping also offers the advantage of comparing prices and reading reviews.

Maps and Navigation: Online maps and GPS services help people find addresses, get directions, and navigate unfamiliar places effortlessly. Services like Google Maps provide real-time traffic updates and even public transportation options.

Online Shopping Communication Maps & Navigation Online Payment

Wastage of Time: The internet has a lot of information that can kill people’s time while surfing the internet.

Impact on Health: People may become addicted to using the internet. It can disturb their minds and affect their physical health in the long run. Spending an excessive amount of time on phones, laptops, or other such devices can cause health problems such as reduced eyesight, lower backache, and neckache.

7 mins

Cybersecurity Threats: The internet, if not used correctly, can be a bit like leaving your front door unlocked. Some not-so-nice people may try to sneak into your personal networks and systems and cause harm for their gain or just for fun. If your computer is not secured, they can gain unauthorised access to your personal documents and other information such as stealing your bank account details and using them for their benefit.

Disadvantages of the Internet

42

Online Payment: The internet has streamlined financial transactions through online payment systems like PayPal and Paytm, and digital wallets. Such services make it secure and easy to send and receive money, pay bills, and make online purchases.

● Ask the students to give the answer of the question “Is using the internet an advantage or a disadvantage?” asked in the Think and Tell section on page 40.

Despite many advantages, the internet has some disadvantages too.

Wastage of Time: The internet has a lot of information that can kill people’s time while surfing the internet.

Online Shopping: E-commerce platforms have made shopping more convenient than ever before. People can browse and purchase products from a wide range of retailers, without leaving their homes. Online shopping also offers the advantage of comparing prices and reading reviews.

Possible Response: The internet has advantages, aiding quick information access for school projects, but it can also be a distraction, requiring a balance in usage to ensure effective learning without neglecting other tasks.

UT24CB_G6.indb 42 11/16/2023 2:28:26 PM

Sum Up

Online Payment: The internet has streamlined financial transactions through online payment systems like PayPal and Paytm, and digital wallets. Such services make it secure and easy to send and receive money, pay bills, make online purchases.

Disadvantages of the Internet

Despite many advantages, the internet has some disadvantages too.

Disadvantages of the Internet

Impact on Health: People may become addicted to using the internet. It can disturb their minds and affect their physical health in the long run. Spending an excessive amount of time on phones, laptops, or other such devices can cause health problems such as reduced eyesight, lower backache, and neckache.

Cybersecurity Threats: The internet, if not used correctly, can be a bit like leaving your front door unlocked. Some not-so-nice people may try to sneak into your personal networks and systems and cause harm for their gain or just for fun. If your computer is not secured, they can gain unauthorised access to your personal documents and other information such as stealing your bank account details and using them for their benefit.

Despite many advantages, the internet has some disadvantages too.

42

Wastage of Time: The internet has a lot of information that can kill people’s time while surfing the internet. Impact on Health: People may become addicted to using the internet. It can disturb their minds and affect their physical health in the long run. Spending an excessive amount of time on phones, laptops, or other such devices can cause health problems such as reduced eyesight, lower backache, and neckache.

Wastage of Time: The internet has a lot of information that can kill people’s time while surfing the internet. Impact on Health: People may become addicted to using the internet. It can disturb their minds and affect their physical health in the long run. Spending an excessive amount of time on phones, laptops, or other such devices can cause health problems such as reduced eyesight, lower backache, and neckache.

3 mins

● Conclude the session by summarising that the internet is a network that connects computers all over the world. The history of the internet goes back to the early 1960s when the U.S. military laid the groundwork for the Internet by creating ARPANET, a network for sharing information between universities. The internet has irrevocably changed how we communicate, learn, and navigate. The internet’s vast amount of information can be a time sink, leading to addiction and neglecting personal health. Unsecured connections expose us to cyber threats.

Cybersecurity Threats: The internet, if not used correctly, can be a bit like leaving your front door unlocked. Some not-so-nice people may try to sneak into your personal networks and systems and cause harm for their gain or just for fun. If your computer is not secured, they can gain unauthorised access to your personal documents and other information such as stealing your bank account details and using them for their benefit.

UT24CB_G6.indb 42

Cybersecurity Threats: The internet, if not used correctly, can be a bit like leaving your front door unlocked. Some not-so-nice people may try to sneak into your personal networks and systems and cause harm for their gain or just for fun. If your computer is not secured, they can gain unauthorised access to your personal documents and other information such as stealing your bank account details and using them for their benefit.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

11/16/2023 2:28:26 PM

A. Fill in the Blanks: Questions 1 and 4

42

D. Write T for True and F for False: Question 1

E. Answer the Following: Question 1

F. Apply Your Learning: Question 1

11/16/2023

2:28:26 PM

11/16/2023 2:28:26 PM

2. Popular Services on the Internet

Learning Outcomes

At the end of the session, the students will be able to:

● describe about email and its features, advantages, and disadvantages.

● define Google Drive.

● explain about e-commerce.

● elaborate online payments.

● describe blogging.

● define podcasting.

Keywords

● Email: Email stands for electronic mail. It is a way to send messages over the internet to other people.

● Google Drive: It is a cloud storage service that lets you store files online and access them from anywhere using the internet.

● E-commerce: It refers to buying and selling of products and services online.

● Blog: It is a website where people can write about their thoughts, experiences, and interests.

● Podcasting: It involves creating and sharing audio content.

WEBS at a Glance

Ask the students about some earlier methods of sending messages to friends or relatives.

What’s your favourite store? Could you ever buy something from them without leaving your house?

Tell the students about different services of the internet like email, Google Drive, e-commerce, podcasting, blogging.

Also describe about the online payments.

Action Plan

Warm Up

Think and Tell Conclude the concepts

Assign homework

● Ask the students about some earlier methods of sending messages to friends or relatives.

● What’s your favourite store? Could you ever buy something from them without leaving your house?

● Now, relate the concept by describing different services of the internet.

Engage

Explain the following concepts:

Learning Outcomes

Describe about email and its features, advantages, and disadvantages.

Explanation

An email is a short form for electronic mail which lets you share messages across the internet. Also tell about its features, advantages and disadvantages as given on pages 40 and 41.

Define Google Drive. Tell the students that Google Drive is their personal vault, which lets you store any file online and access it from anywhere with an internet connection as given on page 41.

Explain about e-commerce. Define that e-commerce is an online shopping wonderland which lets you browse and buy anytime, anywhere, as given on pages 41 and 42.

Elaborate online payments. Explain to the students that online payments are the convenient way to pay for goods and services over the internet without the need for cash or checks, as given on page 42.

Describe blogging. Discuss with the students that a blog is your own corner of the internet, a platform where you can share your thoughts, experiences, and passions with the world, as given on page 43.

Define podcasting. Tell students that podcasts are like radio on demand, but with a twist. Instead of one-size-fits-all broadcasts, you get to choose your own story, as given on pages 43 and 44.

Check for Understanding

Ask the following questions to the students to check their understanding:

● What is an email?

Correct Response: Email stands for electronic mail. It is a way to send messages to other people over the internet.

● Name some of the online modes of payment.

Correct Responses: Credit Card, Debit Card, Net Banking, Mobile Wallet, UPI

Build

7 mins

● Ask the students to give the answer of the question “Is using email a more convenient way to send or receive messages than the traditional mail?” asked in the Think and Tell section on page 41.

Possible Response: An email offers quick communication, while traditional mail takes longer. Preferences depend on the situation, with email for speed and traditional mail for meaningful experiences.

Sum Up

● Conclude the session by summarising Email is a short form for electronic mail, which lets you share messages across the internet. Google Drive is their personal vault, which lets you store any file online and access it from anywhere with an internet connection. E-commerce is an online shopping wonderland which lets you browse and buy anytime, anywhere. Online payments are a convenient way to pay for goods and services over the internet without the need for cash or checks. A blog is your own corner of the internet, a platform where you can share your thoughts. Podcasts are like radio on demand, but with a twist. Instead of one-size-fits-all broadcasts, you get to choose your own story.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 2, 3, and 5

B. Tick the Correct Option: Questions 1, 2, 3, and 5

C. Who Am I?: Questions 1, 2, 3, and 5

D. Write T for True and F for False: Questions 2, 3, 4, and 5

E. Answer the Following: Questions 2, 3, and 5

F. Apply Your Learning: Questions 2, 3, and 4

3. Potential Threats of Using the Internet and Netiquette

Learning Outcomes

At the end of the session, the students will be able to:

● define various potential threats and risks.

● describe netiquette.

Keyword

● Netiquette: It refers to a set of rules and regulations for behaving politely and respectfully online.

WEBS at a Glance

Warm Up Engage Build Sum Up

Can you think of a situation where someone might try to trick you into sharing personal information online? How would you recognise and avoid such a scenario?

If you accidentally come across inappropriate content while using the internet, what steps would you take, and why is it important to report such incidents?

Tell the students about the potential threats and risks associated with the use of internet.

Also tell them about the netiquette.

Group discussion Conclude the concepts

Assign homework

Action Plan

Warm Up

● Can you think of a situation where someone might try to trick you into sharing personal information online? How would you recognise and avoid such a scenario?

● If you accidentally come across inappropriate content while using the internet, what steps would you take, and why is it important to report such incidents?

● Now, build the concept that there are various potential threats when you use the internet, and to avoid them you should follow certain guidelines.

Engage

Explain the following concepts:

Learning Outcomes

Define various potential threats and risks.

Explanation

Tell students that there are various risks related to the use of the internet, starting from malware hiding in the shadows to fake links phishing for your personal information, the online world can be a minefield for the unwary, as given on page 44.

Describe netiquette. Discuss with them netiquette refers to a set of rules and regulations for behaving politely and respectfully online, that means being polite, avoiding unnecessary drama, and respecting privacy, as given on pages 44 and 45.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 3B section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses: 1. B 2. G 3. B 4. B 5. B

Build

7 mins

● Conduct a group discussion in the class among students based on the topic ‘What is personal information and why it’s important to keep it private online?’

Possible Response: Personal information includes details like name and address. Keeping it private online is vital to stay safe, preventing issues like identity theft and unwanted attention from strangers.

Sum Up

3 mins

● Conclude the session by summarising that the internet is as vast and wonderful as it is, comes with its own set of dangers. From malware hiding in the shadows to fake links phishing for your personal information, the online world can be a minefield for the unwary. Netiquette refers to a set of rules and regulations for behaving politely and respectfully online, which means being polite, avoiding unnecessary drama, and respecting privacy.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

B. Tick the Correct Option: Question 4

C. Who Am I?: Question 4

E. Answer the Following: Question 4

F. Apply Your Learning: Question 5

Tables in Google Docs

Story Time

Story in a Nutshell…

Mel and Conji’s summer vacations have started. Conji expresses his wish to see the new Computer Museum which has opened in Avora, and he goes there with Mel. They learn about the evolution of computers and, hence, wish to learn more about the evolution of Avora. They go to the library to read about it but find that the book is missing from the shelf. They rush to inform the Elders about it and find out that the same information is available on the internet. Mel and Conji want to tell Eva about the same and go to her room. She is planning her birthday party, and they both decide to help her. They make the guest lists, design personalised letters and an invitation card together. They ask for Ms Idea’s help while deciding a theme for the birthday party, which turns out to be ROBOTICS. The Elders also tell Eva about the importance of managing expenses while planning an event. Mr Fate also sends a surprise birthday gift for Eva, which includes a new magic wand and a letter. The letter gave a crucial life lesson to all three kids about the importance of happiness.

Story in This Chapter…

● After reading about the evolution of Avora, Mel and Conji decide to go to Eva’s room to share this.

● Eva is making a list for her birthday party when Mel and Conji enter her room.

● Mel and Conji tell Eva that they have learnt on the internet how Avora was created.

● Eva tells them that she is busy planning for her birthday party, but it is very difficult to plan everything.

● Conji wants Mel to help Eva.

● Mel suggests using tables in Google Docs to reduce work.

● Conji and Eva both want to learn about tables in Google Docs.

This chapter is divided into the following classroom and lab sessions

1. Creating a Table, Entering, and Editing Data I

2. Creating a Table, Entering, and Editing Data II

3. Formatting Tables in Google Docs I

4. Formatting Tables in Google Docs II

1. Creating a Table, Entering, and Editing Data I

Learning Outcomes

At the end of the session, the students will be able to:

● create a table in Google Docs.

● enter data into a table.

● edit a table.

Keywords

● Table: A table is a grid made up of rows and columns.

● Cell: A cell refers to the intersection of a row and a column.

WEBS at a Glance

Ask the students to observe the structure of the timetable of their class.

Explain to the students what a table is and how we can create it. Also, tell them how to enter data into the table and how to edit it.

Action Plan

Group discussion Conclude the concepts

Assign homework

5 mins

Warm Up

● Ask the students to observe the structure of the timetable of their class.

● Build the concept that a table is like a grid made up of rows and columns.

Engage

Explain the following concepts:

Learning Outcomes

Create a table in Google Docs.

15 mins

Explanation

Tell the students that a table is like a grid made up of rows and columns, as given on pages 54 and 55. Also, explain the steps to create a table.

Enter data into a table. Explain the steps to enter data into a table to the students, as given on pages 55 and 56. Explain how to use the Tab key to move to the next cell and Shift + Tab key to move to the previous cell.

Learning Outcomes

Explanation

Edit a table. Discuss with the students that editing a table means making some modifications to the table structure or changing the data in it, as given on page 56.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 4A section and encourage the students to solve the questions. Instruct the students to write the answers in their books.

Correct Responses:

1. Ask the students to solve this question by themselves. Responses may vary.

2. a. Editing a table means making some modifications to the table structure or changing the data in it.

b. Shift + Tab

Additional Questions to Check for Understanding

● If you want to create a table in Google Docs, what steps would you take?

Possible Response: Click Insert > Table > Select the size

● If you want to go to the next cell in a table, which key of the keyboard will help you do so?

Possible Response: Tab

Note: Ask the students the additional questions, if time permits.

Build

7 mins

● Conduct a group discussion in the class among students on the topic ‘How to Edit Data in a Table?’.

Possible Response: Locate the cell, click on it to edit, and make the required changes.

Sum Up

3 mins

● Conclude the session by summarising that a table is like a grid made up of rows and columns. The intersection of a row and a column is called a cell. Tables can be created using the Table option from the Insert menu. After creating a table, you can enter data in it. Editing a table means making some modifications to the table structure or changing the data in it. You can click on a cell to edit its data.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1 and 2

B. Tick the Correct Option: Question 1

C. Who Am I?: Question 2

D. Write T for True and F for False: Questions 1 and 2

E. Answer the Following: Questions 1 and 2

F. Apply Your Learning: Questions 1, 2, 3, and 4

2. Creating a Table, Entering, and Editing Data II

Learning Outcomes

At the end of the session, the students will be able to:

● create a table in Google Docs.

● enter data into a table.

● edit a table.

Keywords

● Table: A table is a grid made up of rows and columns.

● Cell: A cell refers to the intersection of a row and a column.

Let the students watch the video or the learning slides related to the topic on the digital panel.

Discuss what a table is. Demonstrate the steps to create a table and enter data into it. Also, show them how to edit a table.

Attempt the activity on the Assignment page.

Warm Up

Action Plan

Conclude the concepts Assign homework

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Creating a Table, Entering, and Editing Data II.

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Create a table in Google Docs.

Explanation

Tell the students that a table is like a grid made up of rows and columns, as given on pages 54 and 55. Also, explain the steps to create a table.

Learning Outcomes

Explanation

Enter data into a table. Explain the steps to enter data into a table to the students, as given on pages 55 and 56. Explain how to use the Tab key to move to the next cell and Shift + Tab key to move to the previous cell.

Edit a table. Discuss with the students that editing a table means making some modifications to the table structure or changing the data in it, as given on page 56.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that a table is like a grid made up of rows and columns. The intersection of a row and a column is called a cell. Tables can be created using the Table option from the Insert menu. After creating a table, you can enter data in it. Editing a table means making some modifications to the table structure or changing the data in it. You can click on a cell to edit its data.

● Assign the additional activity given on the panel to the students as homework.

3. Formatting Tables in Google Docs I

Learning Outcomes

At the end of the session, the students will be able to:

● format a table.

● change row height and column width in a table.

● split and merge cells in a table.

● add and remove rows and columns in a table.

● apply border and shading to a table.

● align the text horizontally and vertically.

Keywords

● Formatting: It means to change the overall appearance of a table.

● Row: A horizontal arrangement of cells is known as a row.

● Column: A vertical arrangement of cells is known as a column.

● Border: The border refers to a dark outline around any text or picture that makes it look a little standout.

● Shading: Shading means to set the background colour of a cell.

● Cell padding: Cell padding refers to the space between the edges of the cell and the content of the cell.

Ask the students whether they can modify the height of the rows and the width of the columns once the table is drawn on paper or not.

Explain about different types of formatting options for tables like changing row height/column width and splitting/merging cells. Also, discuss how to add and remove rows or columns to and from a table. Group

Assign homework

Action Plan

Warm Up

5 mins

● Ask the students to draw a table in their notebooks. Now, ask them whether they can modify the height of the rows and the width of the columns once the table is drawn on paper or not.

● Now, relate the concept that while you cannot change the row height and column width of a table created on paper, Google Docs allows you to alter the overall appearance of a table. This includes the ability to modify row heights, column widths, and perform actions, such as merging and splitting cells.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Format a table.

Change row height and column width in a table.

Split and merge cells in a table.

Explain to the students that formatting means to change the overall appearance of a table, as given on page 57.

15 mins

Discuss with the students that row height is the vertical distance between the top and bottom borders of a row in a table, as given on pages 57 and 58. Also, demonstrate the steps to do so. Also, define that column width is the horizontal distance between the left and right borders of a column in a table, as given on pages 59 and 60. Also, demonstrate the steps to do so.

Explain to the students that splitting cells in a table can help us separate and categorise information in a clear and structured way, as given on pages 60 and 61. Also, discuss with the students that merging cells is like combining two or more cells in a table to create a single, larger cell, as given on pages 61 and 62.

Add rows and columns to a table.

Apply borders and shading.

Align text horizontally and vertically.

Tell the students that after creating a table, they can add more rows and columns by right-clicking on the row/column and selecting the appropriate option, as given on page 62. Similarly, they can remove the rows and columns also, as given on pages 62 and 63.

Describe that applying borders and shading to a table in Google Docs can enhance its visual appeal and make it stand out, as given on pages 63 and 64.

Tell them that horizontal text alignment refers to how the text is positioned within a cell, deciding whether it aligns with the left, centre, or right margins, as given on page 65. Also, discuss with them that vertical alignment refers to the position of a text within the top and bottom edges of a cell in a table, as given on pages 65 and 66.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 4B section and encourage the students to solve the questions. Instruct the students to write the answers in their books.

Correct Responses:

1.

Merging Cells Splitting Cells

Merging cells is like combining two or more cells in a table to create a single cell.

Splitting cells in a table can help you separate and categorise information in a clear and structured way.

2. The border is like a dark outline around any text or picture that makes it look a little standout.

Build 7 mins

● Conduct a group discussion in the class among students on the topic ‘The significance of changing the row height and column width’.

Possible Response: You can change the height of the rows and width of the columns to make things easier to read and more organised.

3 mins

Sum Up

● Conclude the session by summarising that formatting means to change the overall appearance of a table which includes changing row height, column width, and merging and splitting cells. Tell them how to change the row height and column width. Also, discuss with them the process of splitting and merging cells in a table.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 3, 4, and 5

B. Tick the Correct Option: Questions 2, 3, 4, and 5

C. Who Am I?: Questions 1, 3, 4, and 5

E. Answer the Following: Question 3

F. Apply Your Learning: Question 5

4. Formatting Tables in Google Docs II

Learning Outcomes

At the end of the session, the students will be able to:

● format a table.

● change row height and column width in a table.

● split and merge cells in a table.

● add and remove rows and columns in a table.

● apply border and shading to a table.

● align the text horizontally and vertically.

Keywords

● Formatting: It means to change the overall appearance of a table.

● Row: A horizontal arrangement of cells is known as a row.

● Column: A vertical arrangement of cells is known as a column.

● Border: The border refers to a dark outline around any text or picture that makes it look a little standout.

● Shading: Shading means to set the background colour of a cell.

● Cell padding: Cell padding refers to the space between the edges of the cell and the content of the cell.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Discuss the concepts given in slides. Attempt the activity given on the Assignment page. Conclude the concepts Assign homework

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Formatting Tables in Google Docs II

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Format a table. Explain to the students that formatting means to change the overall appearance of a table, as given on page 57.

Change row height and column width in a table.

Split and merge cells in a table.

Add rows and columns to a table.

Apply borders and shading.

Discuss with the students that row height is the vertical distance between the top and bottom borders of a row in a table, as given on pages 57 and 58. Also, demonstrate the steps to do so. Also, define that column width is the horizontal distance between the left and right borders of a column in a table, as given on pages 59 and 60. Also, demonstrate the steps to do so.

Explain to the students that splitting cells in a table can help us separate and categorise information in a clear and structured way, as given on pages 60 and 61. Also, discuss with the students that merging cells is like combining two or more cells in a table to create a single, larger cell, as given on pages 61 and 62.

Tell the students that after creating a table, they can add more rows and columns by right-clicking on the row/column and selecting the appropriate option, as given on page 62. Similarly, they can remove the rows and columns also, as given on pages 62 and 63.

Describe that applying borders and shading to a table in Google Docs can enhance its visual appeal and make it stand out, as given on pages 63 and 64.

Align text horizontally and vertically. Tell them that horizontal text alignment refers to how the text is positioned within a cell, deciding whether it aligns with the left, centre, or right margins, as given on page 65. Also, discuss with them that vertical alignment refers to the position of a text within the top and bottom edges of a cell in a table, as given on pages 65 and 66.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that formatting means to change the overall appearance of a table which includes changing row height, column width, and merging and splitting cells. Tell them how to change the row height and column width. Also, discuss with them the process of splitting and merging cells in a table.

● Assign the additional activity given on the panel to the students as homework.

Mail Merge Using Google Docs

Story Time

Story in a Nutshell…

Mel and Conji’s summer vacations have started. Conji expresses his wish to see the new Computer Museum which has opened in Avora, and he goes there with Mel. They learn about the evolution of computers and, hence, wish to learn more about the evolution of Avora. They go to the library to read about it but find that the book is missing from the shelf. They rush to inform the Elders about it and find out that the same information is available on the internet. Mel and Conji want to tell Eva about the same and go to her room. She is planning her birthday party, and they both decide to help her. They make the guest lists, design personalised letters, and create an invitation card together. They ask for Ms Idea’s help while deciding on a theme for the birthday party, which turns out to be—ROBOTICS. The Elders also tell Eva about the importance of managing expenses while planning an event. Mr Fate also sends a surprise birthday gift for Eva, which includes a new magic wand and a letter. The letter gave a crucial life lesson to all three kids about the importance of happiness.

Story in This Chapter…

● Eva plans her birthday party and wants to send personal letters to her guests before sending out formal invitations.

● She aims to thank them for making her year special and inform them about the date, as the formal invitations will take time.

● Concerned about the time it will take to send individual letters to a long guest list, Mel suggests using Mail Merge.

● Mail Merge is a computer function that allows sending personalised letters to multiple recipients, saving time, and ensuring all guests receive their letters.

● To understand Mail Merge better, they head to the computer lab, where Mel will demonstrate how to use it for Eva’s personalised letters.

This chapter is divided into the following classroom and lab sessions

1. Mail Merge I

2. Mail Merge II

3. Mail Merge III

4. Mail Merge IV 5

1. Mail Merge I

Learning Outcomes

At the end of the session, the students will be able to:

● describe Mail Merge and its two documents.

● create the main document.

● create a datasource.

Keywords

● Mail Merge: Mail Merge is a tool in Google Docs that helps you send the same letter or document to many people.

● Datasource: A datasource is the list of recipients to whom you want to send the invite.

WEBS at a Glance

Tell the students about Gmail and ask them if they have ever sent an email.

Explain Mail Merge to the students. Also, elaborate about the main document and datasource. Group discussion Conclude the concepts Assign

Warm Up

Action Plan

● Tell the students about Gmail and ask them if they have ever sent an email. Then, introduce them to the mail merge.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe Mail Merge and its two documents.

Explanation

Tell the students that mail merge is a tool in Google Docs that helps you send the same document to many people. Describe its two documents, as given on page 75.

Learning Outcomes

Explanation

Create the main document. Describe to the students that the main document is the primary file in a mail merge that contains the layout and structure of the document. The steps to create the main document include launching Google Docs on your computer and selecting the Blank option to create a new document for your invitation, as shown on pages 76 and 77. Create a datasource. Describe to the students that the datasource is a file or database containing the information that needs to be merged into the main document during a mail merge. The steps to create the datasource include launching Google Docs on your computer and selecting the Blank option to create a new sheet to create a list of ten friends. Then, provide a unique title for the sheet, such as “List of Friends,” as given on pages 77 and 78.

Think and Tell

In the Mail Merge pane, you will see the List of Friends is the name of the selected sheet, which is currently active for Mail Merge. What can be the recipient list if you are sending a report card through Mail Merge?

Check for Understanding

Do It Yourself 4A

● Read aloud the question provided in the Do It Yourself 5A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1 Find these words in the word grid.

1.

2. The main document is the document which contains the text that is to be sent to all recipients.

2 Answer the following questions.

3. The Extension menu is used to add the mail merge extension.

a  What is the main document in Mail Merge?

Build

b  Name the menu used to add the Mail Merge extension.

7 mins

● Conduct a group discussion in the class among the students based on the topic “What would be a better idea—writing an invitation by yourself or doing this job using Mail Merge?” provided in the Discuss section as mentioned on page 75.

Possible Response: Handwritten invitations are more personal when you only need a few; however, mail merge can save you time and allow you to customise each one when you have many to send.

Inserting Merge Fields

Once you attach the Invite to the List of Friends, you can merge fields to personalise a document with information from the List of Friends. You need to insert fields that are

● Conclude the session by summarising that the Mail Merge is a tool in Google Docs which helps to send a single document to multiple people at the same time. Describe its two documents and how we can create them.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, and 3

B. Tick the Correct Option: Questions 1 and 2

C. Who Am I?: Questions 1, 2, and 3

D. Write T for True and F for False: Questions 1, 3, and 4

E. Answer the Following: Questions 1, 2, and 3

F. Apply Your Learning: Questions 1, 2, and 4

2. Mail Merge II

Learning Outcomes

At the end of the session, the students will be able to:

● describe Mail Merge and its two documents.

● create the main document.

● create the data source.

Keywords

● Mail Merge: Mail Merge is a tool in Google Docs that helps you send the same letter or document to many people.

● Datasource: A datasource is the list of recipients to whom you want to send the invite.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain Mail Merge. Also, elaborate about the main document and datasource.

Action Plan

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

5 mins

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Mail Merge II.

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Engage

Explain the following concepts:

Learning Outcomes

Describe mail merge and its two documents.

10 mins

Explanation

Tell the students that mail merge is a tool in Google Docs that helps you send the same document to many people. Describe its two documents, as given on page 75.

Learning Outcomes

Explanation

Create the main document. Describe to the students that the main document is the primary file in a mail merge that contains the layout and structure of the document. Demonstrate the steps to create a new document for your invitation, as given on pages 76 and 77.

Create the datasource. Describe that a datasource is a file or database containing the information that needs to be merged into the main document during a mail merge. Demonstrate the steps to create a datasource as given on pages 77 to 81.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.

12 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that Mail Merge is a tool which helps to send a single document to multiple people at the same time. Describe about its two documents and how we can create these documents.

● Assign the additional activity given on the panel to the students as homework.

3. Mail Merge III

Learning Outcomes

At the end of the session, the students will be able to:

● define how to insert merge fields.

● describe how to view merge fields.

● print the letter.

Keyword

● Merge field: A merge field is an area within a main document where data from a spreadsheet document or another data source is inserted.

WEBS at a Glance

Warm Up Engage Build Sum Up

Imagine you’re writing invitations for your birthday party. You want to send each guest a personal invitation with their name and other details. Would it be easier to write each one by hand, or could there be a quicker way?

Explain to the students the steps for inserting and viewing merge fields. Also, elaborate on how to print the letters.

Group discussion Conclude the concepts

Assign homework

Action Plan

5 mins

Warm Up

● Imagine you’re writing invitations for your birthday party. You want to send each guest a personal invitation with their name and other details. Would it be easier to write each one by hand, or could there be a quicker way?

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Define how to insert merge fields.

Explanation

Describe what a merge field is and then tell the students the steps to insert merge fields as given on pages 81 to 83.

Learning Outcomes

Describe how to view merge fields.

Explanation

Explain to them that viewing the merge field is to check whether the letter has been created with all recipients on the list. Also, describe the various steps involved in viewing merge fields as given on pages 83 and 84.

Print the letter. Tell the students that after merging the letters, you can take printouts of the letters. Then discuss the steps to print the letter as given on page 85.

Check for Understanding

● Read aloud the question provided in the Do It Yourself 5B section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1. 1. Prepare the invite 2. Prepare the list of friends 3. Insert the merge fields

4. View the letter 5. Print the letter

2. a. F b. T c. F

Build

7 mins

● Conduct a group discussion in the class among students based on the topic “Share some real-life scenarios where you can use mail merge.” provided in the Discuss section as mentioned on page 85.

Possible Responses:

1. You can use mail merge for a school project, like making personalised letters to invite people to a class event.

2. If you’re in a club and need to send the same information to lots of members, mail merge helps make it easier.

3. Maybe for a family party, sending invites with everyone’s names using mail merge saves time.

4. Teachers could use mail merge to send report cards or announcements to all students and parents.

3 mins

Sum Up

● Conclude the session by summarising that a merge field is an area within a main document where data from a spreadsheet document or another data source is inserted. Discuss the steps to insert merge fields, view fields, and print a letter.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 4 and 5

B. Tick the Correct Option: Questions 3, 4, and 5

C. Who Am I?: Questions 4 and 5

D. Write T for True and F for False: Questions 2 and 5

E. Answer the Following: Questions 4 and 5

F. Apply Your Learning: Questions 3 and 5

4. Mail Merge IV

Learning Outcomes

At the end of the session, the students will be able to:

● define how to insert merge fields.

● describe how to view merge fields.

● print the letter.

Keyword

● Merge field: A merge field is an area within a main document where data from a spreadsheet document or another data source is inserted.

WEBS at a Glance

Warm Up Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel. Explain to the students the steps for inserting and viewing merge fields. Also, elaborate about how to print the letters.

Warm Up

Attempt the activity on the Assignment page.

Action Plan

Conclude the concepts

Assign homework

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Mail Merge IV.

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

10 mins

Engage

Explain the following concepts:

Learning Outcomes

Define how to insert merge fields.

Describe how to view merge fields.

Explanation

Describe what a merge field is and then demonstrate to the students the steps to insert merge fields as given on pages 81 to 83.

Explain to them that viewing the merge field is to check whether the letter has been created with all recipients on the list. Also, describe the various steps involved in viewing merge fields as given on pages 83 and 84.

Learning Outcomes

Explanation

Print the letter. Tell the students that after merging the letters, you can take printouts of the letters. Then discuss the steps to print the letter as given on page 85.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.

12 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that a merge field is an area within a main document where data from a spreadsheet document or another data source is inserted. Discuss the steps to insert merge fields, view fields, and print a letter.

● Assign the additional activity given on the panel to the students as homework.

More Features of Google Slides

Story Time

Story in a Nutshell…

Mel and Conji, along with Eva, are going to the computer lab to submit their project. They notice that the computer screens are going out of control. They are infected by a virus, which is a mix of magic and technology and was created by Lord Ero and Cyborg. The trio tries to find more information about the virus with the help of the Elders. They want to find an ancient magical tool which could assist them in dealing with the virus. They get to know about the Enigmus through the internet, which is a magical encyclopedia and can undo the virus. They go on a digital treasure hunt by following various clues, which lead them to Ms Idea in the Void. Ms Idea is like a guardian of that place and shows the Enigmus to them. The Elders give a secret file to the trio, which they got from Cyborg’s system. The trio follows the clues and patterns inside it carefully, and it leads them to the final solution. There is a battle between the two sides where Ero’s dangerous spell hits Eva, and she faints. Mel and Conji use a spell from the Enigmus to defeat Lord Ero and Cyborg and save their friend, Eva.

Story in This Chapter…

● The trio, Mel, Conji, and Eva, are curious about the Enigmus and seek knowledge in the Anywhere Room.

● They find a door labelled ‘VOID’ and use it to enter the Void, a mysterious and seemingly scary place with floating rocks.

● Ms Idea, a guardian of the Void, welcomes them and reveals her connection to the place.

● Ms Idea presents the Enigmus, a source of wisdom and magic, in response to the trio’s quest for knowledge about the virus affecting Avora.

● Ms Idea explains that the Enigmus is like a magical encyclopedia and suggests spreading awareness about it in Avora.

● The trio decides to use presentations to make the Enigmus known to everyone in Avora.

● Ms Idea recommends making the presentations attractive to ensure widespread reading.

● Mel suggests going to the computer lab to explore different ways of creating an interesting presentation.

● The group leaves for the computer lab to learn and implement strategies for spreading awareness about the Enigmus.

This chapter is divided into the following classroom and lab sessions

1. Applying Animation and Transitions-I

2. Applying Animation and Transitions-II

3. Inserting Multimedia-I

4. Inserting Multimedia-II

5. Advanced Features of Google Slides and Viewing a Presentation-I

6. Advanced Features of Google Slides and Viewing a Presentation-II

1. Applying Animation and Transitions-I

Learning Outcomes

At the end of the session, the students will be able to:

● describe animation and apply animation effects in Google Slides.

● determine the use of transitions and how to apply them in Google Slides.

Keywords

● Animation: Animation is a special visual effect that you add to text and different objects on a slide.

● Transition: Transition is the way one slide follows the other on the screen in a presentation.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students if they have ever thought about how moving effects are added to the objects and slides in a presentation.

Explain to the students what animation is and how it can be applied in Google Slides. Also, tell them how to apply transition effects. Group discussion Conclude the concepts

Assign homework

Action Plan

Warm Up

● Ask the students if they have ever thought about how moving effects are added to the objects and slides in a presentation.

● Now, build the concept that animations are used to add moving effects to the objects on the slides in a presentation.

● Also discuss with the students that they can also apply special effects to slides which are known as slide transition effects.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe animation and apply animation effects in Google Slides.

Determine the use of transitions and how to apply them in Google Slides.

Check for Understanding

Explanation

Tell the students that the animations are special visual effects that they add to the text and different objects on a slide, as given on pages 95 and 96.

Discuss with the students that the way one slide follows the other on the screen in a presentation is called a transition, as given on pages 97 and 98.

● Read aloud the questions provided in the Do It Yourself 6A and 6B sections and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses: (Do It Yourself 6A)

1. False 2. True

Correct Responses: (Do It Yourself 6B)

1. You can preview the transition by clicking the Play button in the Transition sidebar.

2. The Apply to all Slides Button is used to apply the same transition effect to all slides in the presentation.

7 mins

Build

● Conduct a group discussion in the class among students on the topic “How do animations add life to videos and presentations?” as given in the Discuss section on page 96.

Possible Response: Animations add life to videos and presentations by making content more visually appealing, emphasising key points, improving clarity, and enhancing overall engagement.

3 mins

Sum Up

● Conclude the session by summarising that animation effects are computer magic for making things on the screen move, change size, or appear and disappear in a fun way. In Google Slides, you can add animations by choosing an effect, deciding when it starts (on click, after previous, or with previous), and even make text appear one part at a time. Transitions are moves between slides in presentations.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 3

B. Write T for True and F for False: Question 2

D. Answer the Following: Question 4

2. Applying Animation and Transitions-II

Learning Outcomes

At the end of the session, the students will be able to:

● describe animation and apply animation effects in Google Slides.

● determine the use of transitions and how to apply in Google Slides.

Keywords

● Animation: Animation is a special visual effect that you add to the text and different objects on a slide.

● Transition: Transition is the way one slide follows the other on the screen in a presentation.

WEBS at a Glance

Warm Up Engage

Let the students watch the video or the learning slides related to the topic on the digital panel. Demonstrate the steps to apply animation and transition effects in a presentation.

Action Plan

Warm Up

Build Sum Up

Attempt the activity on the Assignment page. Conclude the concepts Assign homework

mins

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Applying Animation and Transitions-II

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe animation and apply animation effects in Google Slides.

Explanation

Tell the students that the animations are special visual effects that you add to the text and different objects on a slide, as given on pages 95 and 96.

Learning Outcomes

Determine the use of transitions and how to apply them in Google Slides.

Check for Understanding

Explanation

Discuss with the students that the way one slide follows the other on the screen in a presentation is called transition, as given on pages 97 and 98.

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that animation effects are computer magic for making things on the screen move, change size, or appear and disappear in a fun way. In Google Slides, you can add animations by choosing an effect, deciding when it starts (on click, after previous, or with previous), and even make text appear one part at a time. Transitions are moves between slides in presentations.

● Assign the additional activity given on the panel to the students as homework.

3. Inserting Multimedia-I

Learning Outcomes

At the end of the session, the students will be able to:

● explain the use of multimedia in a presentation.

● determine how to insert audio and video in a presentation.

Keyword

● Multimedia: It refers to the combination of multiple forms of content such as text, audio, video, images, etc.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students what they think about the importance of videos and audios in their learning.

Explain the process of inserting audio and video into the presentation.

Think and Tell Conclude the concepts Assign homework

Action Plan

● Ask the students what they think about the importance of videos and audios in their learning.

● Now, relate the concept that we can insert multimedia in Google Slides to convey information or engage the audience.

Engage

Explain the following concepts:

Learning Outcomes

Explain the use of multimedia in a presentation.

Determine how to insert audio and video in a presentation.

Explanation

Explain to the students that multimedia refers to the combination of multiple forms of content, such as text, audio, video, images, etc., as given on page 99.

Discuss with the students that sound can capture the audience’s attention and make the presentation more engaging and memorable. Explain that videos can break the monotony of text and static images, making the content more engaging, as given on pages 99 to 101.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 6C and 6D sections and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses: (Do It Yourself 6C)

1. The speaker icon on the slide indicates that the audio file is attached to your presentation.

2. Sound can capture the audience’s attention and make the presentation more engaging and memorable.

Correct Responses: (Do It Yourself 6D)

1. Insert, Video 2. URL

Build

7 mins

● Ask the students to give the answer to the question, “What is the importance of videos? Should they be used or avoided? Present your opinion”, asked in the Think and Tell section given on page 102.

Possible Response: Videos can break the monotony of text and static images, making the content more engaging. While videos can make your presentation unique and interesting, it is important to use them thoughtfully, and ensure they are relevant to your topic, and add meaning to your message.

3 mins

Sum Up

● Conclude the session by summarising that multimedia means using different things like text, audio, video, and images together. In Google Slides, we can make our presentations more interesting by adding sounds and videos.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 4

B. Write T for True and F for False: Question 3

D. Answer the Following: Question 3

4. Inserting Multimedia-II

Learning Outcomes

At the end of the session, the students will be able to:

● explain the use of multimedia in a presentation.

● determine how to insert audio and video in a presentation.

Keyword

● Multimedia: It refers to the combination of multiple forms of content, such as text, audio, video, images, etc.

WEBS at a Glance

Warm Up Engage

Let the students watch the video or the learning slides related to the topic on the digital panel. Explain to them the process of inserting audio and video into the presentation.

Action Plan

Warm Up

Build Sum Up

Attempt the activity on the Assignment page.

Conclude the concepts Assign homework

mins

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Inserting Multimedia-II

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explain the use of multimedia in a presentation.

Explanation

Explain to the students that multimedia refers to the combination of multiple forms of content, such as text, audio, video, images, etc., as given on page 99.

Learning Outcomes

Determine how to insert audio and video in a presentation.

Check for Understanding

Explanation

Discuss with the students that the way one slide follows the other on the screen in a presentation is called transition, as given on pages 99 to 101.

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that multimedia means using different things like text, audio, video, and images together. In Google Slides, we can make our presentations more interesting by adding sounds and videos.

● Assign the additional activity given on the panel to the students as homework.

5. Advanced Features of Google Slides and Viewing a Presentation-I

Learning Outcomes

At the end of the session, the students will be able to:

● explain how to use action buttons in a presentation.

● import external data into a presentation.

● describe how to add comments into a presentation.

● explain the use of a dictionary in Google Slides.

● use ink annotations in a presentation.

● illustrate how to zoom a slide and arrange slides in the Slide sorter view.

● describe how to view a presentation.

Keywords

● Comments: The comments facilitate collaboration among multiple authors or reviewers working on the same presentation.

● Action buttons: Buttons that are used to make the presentation more interactive.

WEBS at a Glance

Ask the students: Have you seen buttons in presentations which make the presentation more interactive?

Explain to them the process of inserting action buttons into the presentation. Think and Tell Conclude the concepts

Action Plan

Warm Up

● Ask the students: Have you seen buttons in presentations which make the presentation more interactive?

● Now, relate the concept that we can insert action buttons to make presentations more interactive. We can also write at the time of slideshow, add comments, zoom slides, etc.

Engage

Explain the following concepts:

Learning Outcomes

Explain how to use action buttons in a presentation.

Import external data into a presentation.

Describe how to add comments into a presentation.

Explain the use of a dictionary in Google Slides.

Use ink annotations in a presentation.

Illustrate how to zoom a slide and arrange slides in the Slide sorter view.

Describe how to view a presentation.

Check for Understanding

Explanation

Explain to the students that action buttons in a presentation are like magic buttons. Also, tell them that it is used to make the slides more interactive, as given on pages 102 to 104.

Discuss with the students that importing data into a presentation is the process of bringing external content or data into your own presentation, as given on pages 104 and 105.

Define that comments facilitate collaboration among multiple authors or reviewers working on the same presentation, as given on pages 106 and 107.

Describe to the students that they can learn more about words or phrases used in the presentation with the help of a dictionary, as given on pages 107 and 108.

Elaborate to them that ink annotations in presentations is like drawing or writing on the slides with colourful pens, just like we do on paper, as given on page 109.

Discuss with the students that slide zoom in presentations makes a small part of the slide look enlarged on the screen. Also, tell them that rearranging slides means changing the order of your slides in your presentation, as given on pages 110 and 111.

Discuss with the students that viewing a presentation means to watch the slides in action, as given on page 112.

● Read aloud the questions provided in the Do It Yourself 6E, 6F, 6G, 6H, and 6I sections and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses: (Do It Yourself 6E)

1. Insert

2. With the button selected, click on Insert in the menu bar. Choose Link from the drop-down menu. In the Link dialog box, you can add a link to a specific slide, such as the previous slide or slide 1, in your presentation.

Correct Responses: (Do It Yourself 6F)

1. T 2. F

Correct Responses: (Do It Yourself 6G)

1. Insert, Comment 2. Comment

Correct Responses: (Do It Yourself 6H)

1. T 2. F

Correct Responses: (Do It Yourself 6I)

1. Open your presentation in Google Slides

2. Running a slideshow

3. Navigate through slides

4. End the presentation

5. Close Google Slides

Build

7 mins

● Conduct a group discussion in the class among the students on the topic, “If you are given the option to choose the shape for an action button you would like to insert in your presentation, which one would you select, and why do you think it will be suitable?” given in the Discuss section on page 104.

Possible Response: Arrow shapes are more suitable as they denote the direction.

● Ask the students to give the answer to the question, “In what ways can importing data benefit the presenter?” in the Think and Tell section given on page 105.

Possible Response: Importing slides helps to add slides from another presentation to your current presentation. You can also import data from Google Sheets into your Google Slides presentation.

3 mins

Sum Up

● Conclude the session by summarising that we can set action buttons to open external content, such as a website, another PowerPoint presentation, a document, a spreadsheet, and much more. Also, tell the students that there are many interesting tools in Google Slides that are used to import data, add comments, search for information about a word, and many more.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, and 5

B. Write T for True and F for False: Questions 1, 3, and 5

C. Explain the Functions of the Icons: Questions 1, 2, 3, and 4

D. Answer the Following: Questions 1, 2, and 5

E. Apply Your Learning: Questions 1, 2, 3, and 4

6. Advanced Features of Google Slides and Viewing a Presentation-II

Learning Outcomes

At the end of the session, the students will be able to:

● explain how to use action buttons in a presentation.

● import external data into a presentation.

● describe how to add comments into a presentation.

● explain the use of a dictionary in Google Slides.

● use ink annotations in a presentation.

● illustrate how to zoom a slide and arrange slides in the Slide sorter view.

● describe how to view a presentation.

Keywords

● Comments: The comments facilitate collaboration among multiple authors or reviewers working on the same presentation.

● Action buttons: Buttons that are used to make the presentation more interactive.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain the process of inserting action buttons into the presentation.

Attempt the activity on the Assignment page.

Action Plan

Conclude the concepts Assign homework

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Advanced Features of Google Slides and Viewing a Presentation-II.

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Engage

Explain the following concepts:

Learning Outcomes

Explain how to use action buttons in a presentation.

Import external data into a presentation.

Describe how to add comments into a presentation.

Explain the use of a dictionary in Google Slides.

Use ink annotations in a presentation.

Illustrate how to zoom a slide and arrange slides in the Slide sorter view.

Describe how to view a presentation.

Check for Understanding

Explanation

Explain to the students that action buttons in a presentation are like magic buttons. Also, tell them that it is used to make the slides more interactive, as given on pages 102 to 104.

Discuss with the students that importing data into a presentation is the process of bringing external content or data into your own presentation, as given on pages 104 and 105.

Define that comments facilitate collaboration among multiple authors or reviewers working on the same presentation, as given on pages 106 and 107.

Describe to the students that they can learn more about words or phrases used in the presentation with the help of a dictionary, as given on pages 107 and 108.

Elaborate to them that ink annotations in presentations is like drawing or writing on the slides with colourful pens, just like we do on paper, as given on page 109.

Discuss with the students that slide zoom in presentations makes a small part of the slide look enlarged on the screen. Also, tell them that rearranging slides means changing the order of your slides in your presentation, as given on pages 110 and 111.

Discuss with the students that Slideshow views are used to view a presentation in action, as given on page 112.

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that we can set action buttons to open external content, such as a website, another PowerPoint presentation, a document, a spreadsheet, and much more. Also, tell the students that there are many interesting tools in Google Slides that are used to import data, add comments, search for information about a word, and many more.

● Assign the additional activity given on the panel to the students as homework.

7

Image Editing with Canva

Story Time

Story in a Nutshell…

Mel and Conji are going to the Computer Lab to submit their project. They notice that the computer screens are going out of control. They are infected by a virus which is a mix of magic and technology and was created by Lord Ero and Cyborg. The trio tries to find more information about the virus with the help of Elders. They want to find an ancient magical tool which could assist them in dealing with the virus. They get to know about the Enigmus through the Internet which is a magical encyclopaedia and can undo the virus. They go on a digital treasure hunt by following various clues, which lead them to Ms Idea in the Void. Ms Idea is like a guardian of that place and shows the Enigmus to them. The Elders give a secret file to the trio, which they got from Cyborg’s system. The trio follows the clues and patterns inside it carefully, and it leads them to the final solution. There is a battle between the two sides where Ero’s dangerous spell hits Eva and she faints. Mel and Conji use a spell from the Enigmus to defeat Lord Ero and Cyborg and save their friend, Eva.

Story in This Chapter…

● The trio continues to search for clues in the secret file.

● Conji believes that the file holds the key to the next step.

● Eva looks at some random pictures on screen.

● They speculate that the pictures are part of Cyborg’s hidden message.

● They decided to use Canva for editing and arranging pictures.

● Mel told them that Canva is an online design tool with graphics, templates, and editing capabilities.

1. Introduction to Canva and Adding Shapes and Graphics-I

Learning Outcomes

At the end of the session, the students will be able to:

● define Canva.

● open Canva.

● create a blank card and define its components.

● apply templates in Canva.

● apply styles in Canva.

● add shapes and graphics.

Keywords

● Canva: It is a user-friendly online tool that allows you to create and edit images, design cards, and make various visual projects.

● Cards: They are special images with words and designs that you can create for birthdays, holidays, or other occasions.

WEBS at a Glance

Imagine you’re creating a poster for the upcoming school talent show. What kind of images, text, and colours would you use to make it eye-catching and exciting? Have you ever used any apps to edit photos or create collages? What do you like or dislike about them?

Tell students about the Canva and how to open it.

Elaborate the steps to create a blank card and explain its components.

Explain the steps to apply templates and styles in Canva. Also, discuss the steps to add shapes and graphics.

Group discussion Conclude the concepts

Assign homework

Action Plan

Warm Up

● Imagine you’re creating a poster for the upcoming school talent show. What kind of images, text, and colours would you use to make it eye-catching and exciting?

● Have you ever used any apps to edit photos or create collages? What do you like or dislike about them?

● Tell students that Canva is a free online design platform that allows you to create stunning visuals without being a professional designer.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Define Canva. Explain to the students that Canva is a user-friendly online tool that allows you to create and edit images, design cards, and make various visual projects, as given on page 121.

Open Canva. Tell them to open Canva, begin by launching your preferred web browser, such as Google Chrome. In the browser’s Address bar, type www.canva.com and press Enter key, as given on page 121.

Create a blank card and define its components.

Apply templates in Canva.

Apply styles in Canva.

Add shapes and graphics.

Describe to create a blank card in Canva, start by clicking the “Create a design” button on the Home page. Then, select the “Custom Size” option and input the dimensions for your project. The Canva editor window will open, featuring essential components: Canvas, Design, Elements, Text, Zoom, Notes, Preview, Draw, as given on pages 122 and 123.

Discuss with them that templates in Canva serve as pre-designed structures to kickstart your projects, resembling outlines in a colouring book, as given on pages 123 and 124.

Explain to them Canva’s Styles feature enhances the visual appeal of your projects by offering unique colour combinations and font styles, as given on page 124.

Elaborate that in Canva, the addition of lines, shapes, and graphics allows for the customisation and modification of design templates, bringing creativity to your projects, as given on pages 125 and 126.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 6A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Do It Yourself 6A

Correct Responses:

Match the component of Canva with its correct description.

● Conduct a group discussion in the class among the students based on the topic “Imagine you are designing a Christmas card for your best friend. What elements would you include in the card, and how would you make it special?” provided in the Discuss section, as mentioned on page 126.

Possible Responses: To create a special Christmas card for a best friend, include festive elements like Santa Claus, reindeer, a decorated Christmas tree, snowflakes, and presents. Make it unique by personalising with inside jokes and shared memories. Add a heartfelt message expressing gratitude and friendship.

3 mins

Sum Up

● Conclude the session by summarising that Canva is a user-friendly online design tool for creating visuals. To start, visit www.canva.com, click “Create a design,” choose “Custom Size,” and enter dimensions. The editor includes a central canvas, design tools, elements, text tools, zoom controls, notes, and preview. The Draw tool allows freehand sketches. Templates are pre-designed structures; access them in the Design option, customise by altering text, colours, and elements. Styles feature enhances projects with unique colour and font combinations. Adding lines, shapes, and graphics is easy through the Elements tab. Canva empowers users to effortlessly create personalised, professionally designed projects.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 3, and 4

B. Tick the Correct Option: Questions 1, 3, and 4

C. Who Am I?: Questions 2, 3, and 4

D. Write T for True and F for False: Questions 1, 2, 3, and 4

E. Answer the Following: Questions 1 and 4

F. Apply Your Learning: Questions 1 and 4

2. Introduction to Canva and Adding Shapes and Graphics-II

Learning Outcomes

At the end of the session, the students will be able to:

● define Canva.

● open Canva.

● create a blank card and define its components.

● apply templates in Canva.

● apply styles in Canva.

● add shapes and graphics.

Keywords

● Canva: Canva is a user-friendly online tool that allows you to create and edit images, design cards, and make various visual projects.

● Cards: They are special images with words and designs that you can create for birthdays, holidays, or other occasions.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Tell the students about the Canva and how to open it. Elaborate the steps to create a blank card and explain its components. Explain the steps to apply templates and styles in Canva.

Also, discuss the steps to add shapes and graphics.

Action Plan

Warm Up

Attempt the activity on the Assignment page. Conclude the concepts Assign homework

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Introduction to Canva and Adding Shapes and Graphics-II

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Engage

Explain the following concepts:

Learning Outcomes

Define Canva.

15 mins

Explanation

Explain to the students that Canva is a user-friendly online tool that allows you to create and edit images, design cards, and make various visual projects, as given on page 121.

Open Canva. Tell them to open Canva, begin by launching your preferred web browser, such as Google Chrome. In the browser’s Address bar, type www.canva.com and press Enter, as given on page 121.

Create a blank card and define its components.

Describe to create a blank card in Canva, start by clicking the “Create a design” button on the Home page. Then, select the “Custom Size” option and input the dimensions for your project. The Canva editor window will open, featuring essential components: Canvas, Design, Elements, Text, Zoom, Notes, Preview, Draw, as given on pages 122 and 123.

Apply templates in Canva.

Discuss with them that templates in Canva serve as pre-designed structures to kickstart your projects, resembling outlines in a colouring book, as given on pages 123 and 124.

Apply styles in Canva. Explain to them Canva’s Styles feature enhances the visual appeal of your projects by offering unique colour combinations and font styles, as given on page 124.

Add shapes and graphics.

Elaborate that in Canva, the addition of lines, shapes, and graphics allows for the customisation and modification of design templates, bringing creativity to your projects, as given on pages 125 and 126.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that Canva is a user-friendly online design tool for creating visuals. To start, visit www.canva.com, click “Create a design,” choose “Custom Size,” and enter dimensions. The editor includes a central canvas, design tools, elements, text tools, zoom controls, notes, and preview. The Draw tool allows freehand sketches. Templates are pre-designed structures; access them in the Design option, customise by altering text, colours, and elements. Styles feature enhances projects with unique colour and font combinations. Adding lines, shapes, and graphics is easy through the Elements tab. Canva empowers users to effortlessly create personalised, professionally designed projects.

● Assign the additional activity given on the panel to the students as homework.

3. Editing Images-I

Learning Outcomes

At the end of the session, the students will be able to:

● edit an image in Canva.

● change colour scheme and style.

● flip an image.

● auto—adjust, foreground, background.

● adjust white balance, light, colour.

● crop and rotate image.

Keywords

● Editing an image: It means making changes to a picture to make it look better or different.

● Flipping an image: It means creating a mirrored or reversed version of the original image.

WEBS at a Glance

Suggest how different colours or styles can impact the overall look of a project.

Tell the students about how to edit images in Canva.

Think and Tell Conclude the concepts

Assign homework

Warm Up

Action Plan

● Suggest how different colours or styles can impact the overall look of a project.

● Tell them how editing an image can enhance the overall project and assignments.

Engage

Explain the following concepts:

Learning Outcomes

5 mins

15 mins

Explanation

Edit an image in Canva. Discuss with the students that editing an image in Canva means making changes to a picture to make it look better or different, as given on page 126.

Learning Outcomes

Change colour scheme and style.

Explanation

Tell them to make any changes to the image, you need to upload it onto your canvas. You can select any image that is saved on your computer, as given on pages 126 and 127.

Flip an image. Elaborate to them that flipping an image means creating a mirrored or reversed version of the original image, as given on pages 127 and 128.

Auto—adjust, foreground, background.

Adjust white balance, light, colour.

Explain to them there are many options that you can apply to your design to make it attractive. You can change the foreground and background of the image. Also, you can select the option to auto-adjust various aspects of your image, as given on pages 128 and 129.

Discuss with them to adjust the brightness of the image, various options are available, as given on page 129.

Crop and rotate image. Tell them cropping means to remove the unwanted parts from your image so that you can focus on the important area of your image, as given on pages 129 and 130.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 6B section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Flipping an image means creating a mirrored or reversed version of the original image. Cropping means to remove the unwanted parts from your image so that you can focus on the important area of your image.

7 mins

Build

● Ask the students to give the answer of the questions “Suppose you have taken a picture using your digital camera. How could you use Canva to enhance it or add a creative touch?” asked in the Think and Tell section, as given on page 130.

Possible Responses: Using Canva, a 6th-grade student can enhance a digital camera photo by uploading it, applying templates for style, and adding colours, fonts, and fun elements from the Styles and Elements tabs. Canva’s user-friendly features allow students to turn a regular photo into a creative masterpiece effortlessly.

3 mins

Sum Up

● Conclude the session by summarising that editing an image in Canva means making changes to a picture to make it look better or different. To make any changes to the image, you need to upload it onto your canvas. You can select any image that is saved on your computer. Flipping an image means creating a mirrored or reversed version of the original image. You can change the foreground and background of the image. To adjust the brightness of the image, various options are available. Cropping means to remove the unwanted parts from your image so that you can focus on the important area of your image.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Questions 2 and 5

C. Who Am I?: Questions 1 and 5

D. Write T for True and F for False: Question 5

E. Answer the Following: Questions 2, 3, and 5

F. Apply Your Learning: Questions 2, 3, and 5

4. Editing Images-II

Learning Outcomes

At the end of the session, the students will be able to:

● edit an image in Canva.

● change colour scheme and style.

● flip an image.

● auto–adjust, foreground, background.

● adjust white balance, light, colour.

● crop and rotate image.

Keywords

● Editing an image: It means making changes to a picture to make it look better or different.

● Flipping an image: It means creating a mirrored or reversed version of the original image.

WEBS at a Glance

Warm Up Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Tell the students about how to edit images in Canva.

Warm Up

Action Plan

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Editing Images-II.

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Edit an image in Canva. Discuss with the students that editing an image in Canva means making changes to a picture to make it look better or different, as given on page 126.

Learning Outcomes

Change colour scheme and style.

Explanation

Tell them to make any changes to the image, you need to upload it onto your canvas. You can select any image that is saved on your computer, as given on pages 126 and 127.

Flip an image. Elaborate to them that flipping an image means creating a mirrored or reversed version of the original image, as given on pages 127 and 128.

Auto—adjust, foreground, background.

Adjust white balance, light, colour.

Explain to them there are many options that you can apply to your design to make it attractive. You can change the foreground and background of the image. Also, you can select the option to auto-adjust various aspects of your image, as given on pages 128 and 129.

Discuss with them to adjust the brightness of the image, various options are available, as given on page 129.

Crop and rotate image. Tell them cropping means to remove the unwanted parts from your image so that you can focus on the important area of your image, as given on pages 129 and 130.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that editing an image in Canva means making changes to a picture to make it look better or different. To make any changes to the image, you need to upload it onto your canvas. You can select any image that is saved on your computer. Flipping an image means creating a mirrored or reversed version of the original image. You can change the foreground and background of the image. To adjust the brightness of the image, various options are available. Cropping means to remove the unwanted parts from your image so that you can focus on the important area of your image.

● Assign the additional activity given on the panel to the students as homework.

AI—Computer Vision

Story Time

Story in a Nutshell…

Mel and Conji are going to the Computer Lab to submit their project. They notice that the computer screens are going out of control. They are infected by a virus which is a mix of magic and technology and created by Lord Ero and Cyborg. The trio tries to find more information about the virus with the help of the Elders. They want to find an ancient magical tool which could assist them in dealing with the virus. They get to know about the Enigmus through the Internet which is a magical encyclopaedia and can undo the virus. They go on a digital treasure hunt by following various clues which leads them to Ms Idea in the Void. Ms Idea is like a guardian of that place and shows the Enigmus to them. The Elders give a secret file to the trio which they got from Cyborg’s system. The trio follows the clues and patterns inside it carefully and it leads them to the final solution. There is a battle between the two sides where Ero’s dangerous spell hits Eva and she faints. Mel and Conji use a spell from the Enigmus to defeat Lord Ero and Cyborg and save their friend, Eva.

This chapter is divided into the following classroom sessions

1. Artificial Intelligence-I

2. Artificial Intelligence-II

1. Artificial Intelligence-I

Learning Outcomes

At the end of the session, the students will be able to:

● explain what AI is.

● describe the evolution of AI.

● describe the applications of AI.

● differentiate between natural and artificial intelligence.

Keyword

● Artificial Intelligence: It is the capability of a machine, typically a computer or a robot, to mimic human intelligence.

WEBS at a Glance

Ask the students the full form of AI.

Describe AI and its evolution. Also, explain the different applications of AI. Then tell them the difference between natural and artificial intelligence. Group discussion Conclude the concepts Assign homework

Action Plan

Warm Up

● Ask the students the full form of AI. Then, build the concept by telling the definition of AI.

Engage

Explain the following concepts:

Learning Outcomes Explanation

5 mins

15 mins

Explain what AI is. Tell the students that AI is the capability of a machine, to mimic human intelligence, as given on page 136.

Describe the evolution of AI.

Tell the students how AI got smarter and better over time from initial AI to Future adventures, as given on page 136.

Learning Outcomes Explanation

Describe the applications of AI.

Differentiate between natural and artificial intelligence.

Discuss the various applications of AI such as smart assistants, video games, chatbots, robots, etc., with the students as given on pages 137 and 138.

Discuss the difference between natural and artificial intelligence based on learning, emotions and consciousness, flexibility, physical presence, etc., as given on pages 138 and 139.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 8A, Do It Yourself 8B, and Do It Yourself 8C sections and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Do It Yourself 8A

1. Talking AI

Do It Yourself 8B

2. Initial AI

3. Future adventures 4. Super Smart AI

1. Translator 2. Sensors and Cameras

Do It Yourself 8C

1. F 2. F

Build

5. Learning AI

7 mins

● Conduct a group discussion in the class among students based on the topic “Which one is more reliable, artificial intelligence or natural intelligence?”, as provided in the Discuss section on page 139.

Possible Responses: Natural intelligence, artificial intelligence.

Sum Up

3 mins

● Conclude the session by summarising that AI means artificial intelligence. It is a technology which enables machines to think and learn like humans. Discuss how AI has evolved over time. Tell them about its applications and discuss the difference between AI and Natural intelligence.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, and 3

B. Who Am I?: Questions 1, 2, 3, and 4

C. Write T for True and F for False: Questions 2 and 4

D. Answer the Following: Questions 1, 2, 3, and 4

E. Apply Your Learning: Questions 2, 4, and 5

2. Artificial Intelligence-II

Learning Outcomes

At the end of the session, the students will be able to:

● describe computer vision it’s working and applications.

● describe augmented reality.

● describe virtual reality.

● explain AI ethics.

Keywords

● Computer Vision: It is a domain of AI that focuses on enabling computers and machines to interpret and understand visual information from the real world, through cameras.

● Augmented Reality (AR): It is a technology that blends digital content with the real world in real time.

● Virtual Reality (VR): It is a technology that immerses users in a completely digital or virtual environment.

WEBS at a Glance

Ask the students if they have ever seen in any movies or in real life some doors that open after recognising your face.

Describe to the students the concepts of computer vision, how it works and its various applications. Also tell them about augmented, virtual reality and AI ethics.

Action Plan

Warm Up

5 mins

● Ask the students if they have ever seen in any movies or in real life some doors that open after recognising your face.

● Now, build the concept by describing the computer vision.

Engage

Explain the following concepts:

Learning Outcomes

Describe computer vision—its working and applications.

Explanation

Explain to the students what computer vision is. Explain to them the working of CV. Also, introduce them with various applications of CV such as object recognition, face recognition, robotics, etc., as given on pages 139 to 141.

Describe augmented reality. Explain to the students that AR enhances the user’s perception of reality by overlaying virtual elements on their view of the physical environment, as given on page 141.

Describe virtual reality. Explain to the students that VR involves the use of a headset or goggles that block out the real world and replace it with a computer generated one, as given on page 141.

Explain AI ethics. Explain to the students what AI ethics are. Discuss the basic code of conduct for AI, as given on page 142.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 8D and Do It Yourself 8E sections and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Do It Yourself 8D

1. Computer Vision

2. Augmented Reality

3. Virtual Reality

Do It Yourself 8E Match the following.

Column A

Data protection

Environmental responsibility

Making the world better

Helping others

Bias avoidance

Build

Column B

Treat everyone the same

Reduce energy use

Personal information

Solving big problems

Diagnosing diseases

7 mins

● Conduct a group discussion in the class among the students based on the topic ‘Applications of Computer Vision in Everyday Life’.

Possible Response: Facial recognition in smartphone cameras, security cameras watching for suspicious activity.

Sum Up

● Conclude the session by summarising that the CV is a domain of AI that focuses on enabling computers and machines to interpret and understand visual information from the real world, through cameras. Explain its working and various applications. Tell them about the role of AR and VR. Discuss the rules of AI ethics.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 4 and 5

B. Who Am I?: Question 5

C. Write T for True and F for False: Questions 1, 3, and 5

D. Answer the Following: Question 5

E. Apply Your Learning: Questions 1 and 3

Scratch 3.0 III

Web Development I

Introduction to Scratch 3.0 1

This chapter is divided into the following lab sessions

1. Introduction to Scratch 3.0 and Its Components

2. Adding and Duplicating a Sprite and Adding Backdrops

1. Introduction to Scratch 3.0 and Its Components

Learning Outcomes

At the end of the session, the students will be able to:

● explain what coding is.

● describe block-based coding.

● explain about Scratch 3.0.

● start Scratch 3.0.

● identify the components of the Scratch window.

Keywords

● Coding: The process of creating sets of instructions that a computer can understand and execute.

● Scratch: An application program that lets you create your own games, stories, and animations.

● Stage: The area where sprites interact and display the results of your code.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain to them what coding is; tell them about block-based coding; introduce them to Scratch 3.0; tell them how to start Scratch and explain the components of the Scratch window.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Introduction to Scratch 3.0 and Its Components

● Show the learning slides one by one and discuss the concepts shown on the slide in the panel.

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Explain what coding is. Tell the students that coding is the process of creating sets of instructions that a computer can understand and execute, as given on page 1.

Describe block-based coding.

Explain about Scratch 3.0.

Tell the students that block-based coding is like putting together a fun and colourful jigsaw puzzle, as given on page 1.

Introduce the students to Scratch 3.0. Tell them it is an application program that lets you create your games, stories, and animations, as given on page 2.

Start Scratch 3.0. Demonstrate the steps to start Scratch 3.0 to the students, as given on page 3.

Identify the components of the Scratch window.

Introduce students to the various components of the Scratch window such as block panel, blocks palette, coding area, stage, etc., as given on pages 4 and 5.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the questions provided in the Do It Yourself 1A and 1B sections and encourage the students to solve the questions. Instruct the students to write the answers in their books.

Correct Responses:

Do It Yourself 1A

1. software, websites, mobile apps

2. block-based coding

3. block-based

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that coding is the process of creating sets of instructions that a computer can understand and execute. Block-based coding is like putting together a fun and colourful jigsaw puzzle. Scratch 3.0 is a free platform where you can show your creative skills. Also, revise them on how to start Scratch and its various components.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 3, 4, and 5

B. Who Am I?: Questions 1, 2, 4, and 5

D. Write T for True and F for False: Questions 1 and 4

E. Answer the Following: Questions 1, 2, and 4

2. Adding and Duplicating a Sprite and Adding Backdrops

Learning Outcomes

At the end of the session, the students will be able to:

● add a sprite and change its costume.

● animate a sprite.

● duplicate a costume and a sprite.

● add a backdrop.

● change a backdrop.

Keyword

● Sprite: The main character that performs all the actions in your project.

WEBS at a Glance Warm Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Demonstrate how can a new sprite be added, animated and duplicated. Demonstrate how can the costume of the sprite be changed and duplicated.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

5 mins

Warm Up

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Adding and Duplicating a Sprite and Adding Backdrops

Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Add a sprite and change its costume.

Explanation

Explain to the students that they can change or add more sprites to their project as per their choice. Also, they can change the costume of their sprite to give it a different look, as given on pages 5 to 7.

Learning Outcomes

Explanation

Animate a sprite. Demonstrate to them the steps to animate a sprite, as given on pages 7 and 8.

Duplicate a costume and a sprite. Demonstrate to the students the steps to duplicate a costume and a sprite, as given on pages 9 and 10.

Add a backdrop. Tell the students that you can add backgrounds, also known as backdrops, to your project to create various settings or scenes for your sprites to interact with, as given on pages 11 and 12.

Change a backdrop. Tell the students that if they want to change the background while their project is running, they can use special code blocks to do it, as given on page 12.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the questions provided in the Do It Yourself 1C and 1D section and encourage the students to solve the questions. Instruct the students to write the answers in their books.

Correct Responses:

Do It Yourself 1C

1. Sprite

2. next costume

3. Choose a sprite

Do It Yourself 1D

4. Sprite

5. When clicked, next costume

1. You can switch between costumes using the switch costume to block. You need to specify the names of the costume in this block.

2. next costume block is used to change the costume of a sprite.

3. These blocks are used to animate a sprite.

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising how to add a sprite, change a costume, animate a sprite, duplicate a costume, and duplicate a sprite. Also summarise that the students can add backdrops to their project to create various settings or scenes for their sprites to interact with. Revise with them on how to add a backdrop. Also tell them if they want to change the background while their project is running, they can use special code blocks to do it.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1 and 2

B. Who Am I?: Question 3

C. Explain the Function of the Icon: Questions 1, 2, 3, 4, and 5

D. Write T for True and F for False: Questions 2, 3, and 5

E. Answer the Following: Questions 3 and 5

F. Apply Your Learning: Questions 1, 2, 3, 4, and 5

Control and Sensing Blocks 2

This chapter is divided into the following lab sessions

1. Using Control Blocks

2. Using Sensing Blocks

1. Using Control Blocks

Learning Outcome

At the end of the session, the students will be able to:

● describe control blocks and their various categories.

Keywords

● Scratch: It is a special computer language that helps us think and solve puzzles.

● Control blocks: These blocks allow a program to perform a test based on a given condition and then take actions based on the result of that test.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain to them what control and sensing blocks are. Discuss various control blocks.

Attempt the activity on the Assignment page.

Warm Up Action Plan

Conclude the concepts

Assign homework

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Using Control Blocks

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Explain the following concepts:

Learning Outcome

Describe control blocks and their various categories.

Explanation

Build an understanding of control and sensing blocks using the ask and answer blocks. Discuss control blocks and their various categories, such as if-then, if-then-else, repeat, forever, repeat until, wait, wait until, and stop all, with the students, as given on page 17.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the questions provided in the Do It Yourself 2A section and encourage students to solve them. Instruct them to write the answers in their book.

Correct Responses: 1. condition 2. repeat

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

● Conclude the session by summarising that Scratch is an event-driven programming language. This means that the actions are triggered by events, such as clicking a sprite or pressing a key, making it easy to create interactive animations and games. Discuss the control blocks and their various categories, such as if-then, if-then-else, repeat, forever, repeat until, wait, wait until, and stop all, with the students.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 3, and 4

B. Tick the Correct Option: Questions 1, 3, and 4

C. Who Am I?: Questions 2, 3, and 5

D. Write T for True and F for False: Questions 1 and 5

E. Answer the Following: Questions 1 and 3

F. Apply Your Learning: Questions 2 and 5

2. Using Sensing Blocks

Learning Outcome

At the end of the session, the students will be able to:

● describe the sensing blocks.

Keyword

● Sensing blocks: These blocks are used to sense conditions in the environment, such as the background colour or the sprite’s touching status.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain sensing blocks to the students with the help of the given project.

Action Plan

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

5 mins

Warm Up

Instruct the students to go to Tekie’s Digital platform and open a Lab session on Using Sensing Blocks

Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage

Explain the following concept:

Learning Outcome Explanation

Describe the sensing blocks. Describe sensing blocks to the students. Discuss the usage of some sensing blocks like touching colour, answering, key pressing, etc. Demonstrate the workings of the project, as given on pages 18 to 22.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the questions provided in the Do It Yourself 2B section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses: 1. Control, wait for 0.5 seconds 2. Message

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that the sensing blocks are used to sense conditions in the environment, such as the background colour or the sprite touching status. Discuss the various sensing blocks. Also explain the Robo calculator project to the students.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Questions 2 and 5

C. Who Am I?: Questions 1 and 4

D. Write T for True and F for False: Questions 2, 3, and 4

E. Answer the Following: Questions 2, 4, and 5

F. Apply Your Learning: Questions 1, 3, and 4

3 Using Variable and Mathematical Blocks in Scratch

This chapter is divided into the following classroom and lab sessions

1. Variable Blocks

1. Variable Blocks

Learning Outcomes

2. Mathematical Blocks

At the end of the session, the students will be able to:

● describe variable blocks.

● add variables.

Keyword

● set variable values.

● change the variable values.

● Variable blocks: These are the blocks that help a computer store a value that can be changed throughout a project.

WEBS

Ask the students what a variable is.

Explain to them what variable blocks are. Describe how to add, set, and change variable values. Group discussion

Conclude the concepts

Assign homework

● Ask the students what a variable is. Give them an example of any mathematical expression having variable, then build the concept of variable blocks.

Explain the following concepts:

Learning Outcomes

Explanation

Describe variable blocks. Define variable blocks to the students and tell them that in Scratch, a variable can contain two types of values: numeric and textual or string, as given on page 28.

Add variables.

Describe to the students the steps to make the Robo Calculator add a variable value, as given on pages 28 and 29.

Set variable values. Describe to them the steps to make the Robo Calculator set a variable value. Tell them we can just add the set variable to the 0 block to set the variable value, as given on pages 29 to 31.

Change the variable values.

Describe to them the steps to make the Robo Calculator change a variable value. Tell them we can just edit the set variable to 0 block to change the variable value, as given on pages 31 and 32.

Check for Understanding

Ask the following questions to the students to check their understanding:

● Name the two types of values that a variable can contain.

Correct response: Numeric variable and string variable.

● Name the block that can be edited to change the variable value.

Correct response: Set variable to 0.

● Conduct a group discussion in the class among the students on the topic ‘Different blocks in Variables blocks category’.

Possible Responses: Set my variable to, change my variable to, my variable.

● Conclude the session by summarising that variable blocks are the blocks that help a computer to store a value that can be changed throughout a project. In Scratch, a variable can contain two types of values: numeric and textual or string. We can add, set, and change the value of a variable.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1 and 4

B. Tick the Correct Option: Questions 2, 3, and 5

D. Write T for True and F for False: Questions 1 and 5

E. Answer the Following: Questions 1 and 2

F. Apply Your Learning: Questions 2, 3, 4, and 5

2. Mathematical Blocks

Learning Outcomes

At the end of the session, the students will be able to:

● describe the mathematical blocks.

● add the two given numbers.

● subtract a number from another number.

● multiply two numbers.

● divide two numbers.

WEBS at a Glance

Warm Up Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain the mathematical blocks to the students. Demonstrate to them the steps to add, subtract, multiply, and divide two numbers.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Mathematical Blocks

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe the mathematical blocks.

Describe the mathematical blocks to the students. Tell them about the four most commonly used mathematical blocks—addition, subtraction, multiplication, and division, as given on pages 32 to 33. Add the two given numbers.

Demonstrate to them the steps to make the Robo calculator add two given numbers, as given on pages 33 and 34.

Learning Outcomes

Subtract a number from another number.

Explanation

Demonstrate to them the steps to make the Robo calculator subtract a number from another number, as given on pages 34 and 35.

Multiply two numbers. Demonstrate to them the steps to make the Robo calculator multiply two given numbers using the multiplication block, as given on pages 35 and 36.

Divide two numbers. Demonstrate to them the steps to make the Robo calculator divide a number from another number, as given on pages 36 and 37.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the questions provided in the Do It Yourself 3A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1. Events

2. Motion blocks

3. ask and wait

4. Set my variable to

5. Variables

6. Set my variable to

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

● Conclude the session by summarising that the mathematical blocks help a computer perform mathematical operations. These blocks are found under the Operators block category. Discuss with them the steps to add, subtract, multiply, and divide two numbers.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 2, 3, and 5

B. Tick the Correct Option: Questions 1 and 4

C. Who Am I?: Question 2

D. Write T for True and F for False: Questions 2, 3, and 4

E. Answer the Following: Questions 3, 4, and 5

F. Apply Your Learning: Question 1

4 Using Comparison Blocks and Random Blocks in Scratch

This chapter is divided into the following lab sessions

1. Comparison Blocks

1. Comparison Blocks

2. Random Blocks

Learning Outcomes

At the end of the session, the students will be able to:

● describe the comparison blocks.

● check whether the given numbers are equal or not.

● check whether the first number is less than the second number or not.

● check whether the first number is greater than the second number or not.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain the comparison blocks to the students. Demonstrate to them how to check whether the given numbers are equal, less, or greater than the second number.

Action Plan

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

5 mins

Warm Up

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Comparison Blocks.

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Explain the following concepts:

Learning Outcomes

Describe the comparison blocks.

Check whether the given numbers are equal or not.

Check whether the first number is less than the second number or not.

Check whether the first number is greater than the second number or not.

Check for Understanding

Explanation

Describe comparison blocks to the students. Tell them about the three comparison blocks—Equal, greater than, and less than, as given on page 42.

Demonstrate to them the steps to make the Robo calculator, check whether the given numbers are equal or not, as given on pages 42 to 45.

Demonstrate to them the steps to make the Robo calculator, check whether the first number is less than the second number or not, as given on pages 45 to 47.

Demonstrate to them the steps to make the Robo calculator, check whether the first number is greater than the second number or not, as given on pages 48 to 50.

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

● Conclude the session by summarising that comparison blocks are the blocks that help a computer make comparisons, depending on the statements or equations it checks. Describe them about three comparison blocks, i.e., equal, less than, and greater than. Demonstrate to them the steps to check whether the given numbers are equal, less, or greater than the second number.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 2 and 3

B. Tick the Correct Option: Questions 1, 2, 4, and 5

D. Write T for True and F for False: Questions 1 and 3

E. Answer the Following: Questions 1, 3, 4, and 5

F. Apply Your Learning: Questions 2 and 4

2. Random Blocks

Learning Outcomes

At the end of the session, the students will be able to:

● describe random blocks.

● use a random block to add numbers.

WEBS at a Glance

Warm Up Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel. Explain random blocks to the students. Demonstrate to them how to use a random block to add numbers.

Action Plan

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

5 mins

Warm Up

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Random Blocks

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe random blocks. Describe to the students that a random block is a block that helps a computer pick a random number between two numbers that you have chosen, as given on page 50.

Use a random block to add numbers.

Demonstrate to them the steps to make the Robo calculator, use a random block to add numbers, as given on pages 50 to 56.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the questions provided in the Do It Yourself 4A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1. Events

2. Control

3. Go to random position

4. Wait (2) seconds

5. Events

6. Start sound

7. Change my variable by (1)

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

● Conclude the session by summarising that random blocks are blocks that help a computer pick a random number between two numbers that you have chosen. Demonstrate them how to use a random block to add numbers.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1 and 4

B. Tick the Correct Option: Question 3

C. Who Am I?: Question 2

D. Write T for True and F for False: Questions 2 and 4

E. Answer the Following: Question 2

F. Apply Your Learning: Questions 1, 3, and 5

Introduction to HTML 5

This chapter is divided into the following classroom and lab sessions

1. HTML-I

3. HTML-III

1. HTML-I

Learning Outcome

2. HTML-II

4. HTML-IV

At the end of the session, the students will be able to:

● describe HTML and its advantages and disadvantages.

Keyword

● HTML: HTML stands for HyperText Markup Language. It helps you to display colourful text, images, and attractive backgrounds to your web page.

WEBS at a Glance

Warm Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Engage Build

Describe to the students what HTML is. Tell its advantages and disadvantages.

Attempt the activity on the Assignment page.

Action Plan

Warm Up

Sum Up

Conclude the concepts

Assign homework

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on HTML-I.

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Engage

Explain the following concepts:

Learning Outcome Explanation

Describe HTML and its advantages and disadvantages.

Check for Understanding

Tell the students that we use various computer languages or technologies to create web pages. HTML is one of the technologies used to create web pages, as given on pages 60 and 61.

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that HTML helps you display colourful text, images, and attractive backgrounds to your web page. Revise its advantages and disadvantages.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 3

B. Tick the Correct Option: Question 1

C. Who Am I?: Questions 1 and 4

D. Write T for True and F for False: Questions 1, 2, and 3

E. Answer the Following: Questions 1, 2, 3, and 5

F. Apply Your Learning: Question 2

2. HTML-II

Learning Outcomes

At the end of the session, the students will be able to:

● explain about web browsers.

● describe the basic structure of an HTML document.

Keyword

● Web browser: A web browser is a software application that processes HTML and other web technologies to display web pages to users.

WEBS at a Glance

Ask the students which application will they use to open a website.

Explain to the students what a web browser is.

Describe the basic structure of an HTML document.

Think and Tell Conclude the concepts

Assign homework

mins

Action Plan

Warm Up

● Ask the students which application will they use to open a website.

● Then, tell them about the web browsers.

Engage

Explain the following concepts:

Learning Outcomes Explanation

5 mins

15 mins

Explain about web browsers. Describe to them what a web browser is. Tell them that Google Chrome, Mozilla Firefox, and Microsoft Edge are some common examples of web browsers, as given on page 61.

Describe the basic structure of an HTML document.

Describe the basic structure of an HTML document, which includes a header section and a body section, as given on page 61.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 4B section. Encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses: Google Chrome Mozilla Firefox Microsoft Edge

Microsoft Edge

Google Chrome

Google Chrome Mozilla Firefox Microsoft Edge

Chrome Mozilla Firefox Microsoft Edge

Build

Mozilla Firefox

7 mins

● Ask the students to give the answer to the question “What type of websites do you want to create using HTML?” asked in the Think and Tell section given on page 61.

Possible Responses: Game websites, news websites, and social networking websites.

Sum Up

3 mins

● Conclude the session by summarising what a web browser is. Also, revise that HTML contains two sections: a head section and a body section.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 3

C. Who Am I?: Question 1

D. Write T for True and F for False: Question 2

E. Answer the Following: Question 2

3. HTML-III

Learning Outcomes

At the end of the session, the students will be able to:

● design web pages in HTML.

● create the structure of an HTML document.

WEBS at a Glance

Warm Up Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain to the students how to design web pages in HTML. Demonstrate to them how to create the structure of an HTML document.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

Warm Up

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on HTML-III.

5 mins

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Engage

Explain the following concepts:

Learning Outcomes

Design web pages in HTML.

Create the structure of an HTML document.

15 mins

Explanation

Describe the steps involved in designing a web page in HTML are open an editor, write HTML code, save a file, open a browser, and check the web page, as given on page 62.

Describe to them that to create an HTML document, you need to know about a few essential elements, such as doctype HTML, HTML, head, etc. To create a basic HTML document structure, refer to pages 62 and 63 for the necessary elements.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising how to design web pages in HTML. Also revise how to create the structure of an HTML document.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 4

Learning Outcomes

At the end of the session, the students will be able to:

● describe basic terminologies in HTML.

● explain different types of tags.

Keywords

● Tags: A tag is a keyword that tells the browser how to display a piece of text or content.

● Container tags: These tags consist of an opening tag as well as a closing tag. This start tag and end tag pair are known as the ON and OFF tags and are used to open and close the document.

● Empty tags: An empty tag is a tag without a closing tag.

WEBS at a Glance

Warm Up Engage Build Sum Up

Now, as the students know about the structure of an HTML document, ask them if they know about tags.

Describe to them the basic terminologies in HTML. Explain about different types of tags.

Group discussion

Conclude the concepts

Assign homework 5 mins 15 mins 7 mins 3 mins

Action Plan

Warm Up

5 mins

Now, as the students know about the structure of an HTML document, ask them if they know about tags.

Tell them before writing the HTML code, they need to know about a few terms that they can use in the HTML code.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe basic terminologies in HTML.

Explain different types of tags.

Describe types of tags, such as container tags and empty tags. Also, tell them about basic tags in HTML, as given on pages 63 to 66. 4.

15 mins

Describe basic terminologies of HTML, such as tags, elements, attributes, as given on page 63.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 4C section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Tag Meaning

hr Italics

br Horizontal rule

b Underline

i Line break

u Bold

Build

7 mins

● Conduct a group discussion among the students in the class on the topic “What is the difference between tags and elements?” mentioned in the Discuss section, as given on page 66.

Possible Responses: A tag is a keyword that tells the browser how to display a piece of text or content. On the other hand, an element is a building block of an HTML, which is defined by a start tag, some content, and an end tag.

Sum Up

3 mins

● Conclude the session by summarising that a tag is a keyword that tells the browser how to display a piece of text or content. Tell them about elements and attributes. Also, describe to them the various types of tags, such as paragraph, break, body, head, etc.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 4, and 5

B. Tick the Correct Option: Questions 2, 3, 4, and 5

C. Who Am I?: Questions 2, 3, and 5

D. Write T for True and F for False: Questions 4 and 5

E. Answer the Following: Question 4

F. Apply Your Learning: Questions 1, 3, 4, and 5

Creating a Web Page 6

This chapter is divided into the following classroom and lab sessions

1. Structure of an HTML Document

2. Creating an HTML Document

3. Basic HTML Coding Conventions and More HTML Tags

1. Structure of an HTML Document

Learning Outcome

At the end of the session, the students will be able to:

● describe the structure of an HTML document.

Keyword

● HTML: HTML stands for HyperText Markup Language. It helps you to display colourful text, images, and attractive backgrounds to your web page.

WEBS at a Glance

Warm Up Engage

Let the students watch the video or the learning slides related to the topic on the digital panel.

Describe the structure of an HTML document to the students.

Build Sum Up

Attempt the activity on the Assignment page.

Action Plan

Conclude the concepts

Assign homework

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Structure of an HTML Document

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Explain the following concepts:

Learning Outcome

Describe the structure of an HTML document.

Explanation

Describe to the students that the structure of an HTML document includes a header section and a body section. Tell them that the basic structure of an HTML document consists of five elements, as given on pages 70 and 71.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up 3 mins

● Conclude the session by summarising that HTML helps you to display colourful text, images, and attractive backgrounds to your web page. Explain to them the structure of an HTML document. Also, revise them that HTML contains two sections: a head section and a body section.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 2 and 3

B. Tick the Correct Option: Questions 1 and 2

C. Who Am I?: Questions 2, 3, 4, and 5

D. Write T for True and F for False: Questions 3 and 5

E. Answer the Following: Questions 1, 2, and 3

2. Creating an HTML Document

Learning Outcomes

At the end of the session, the students will be able to:

● create an HTML document.

● view an HTML document using a web browser.

WEBS at a Glance

Ask the students what type of a web page they would like to create.

mins

Demonstrate to them how to create an HTML document and the steps to view an HTML document using a web browser.

mins

Action Plan

Group discussion

Conclude the concepts

Assign homework

mins

Warm Up

Ask the students what type of a web page they would like to create. Then, tell them that HTML provides a lot of tags that are useful for creating a web page.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Create an HTML document.

View an HTML document using a web browser.

Check for Understanding

5 mins

15 mins

Demonstrate the steps to create an HTML document, as given on pages 71 and 72.

Demonstrate the steps to view an HTML document using a web browser, as given on page 73.

Ask the following questions to the students to check their understanding:

● Which type of editor can be used for creating a web page?

Correct Response: Text-based editors, such as Notepad and WordPad.

7 mins

Build

● Conduct a group discussion in the class among the students on the topic ‘Different web browsers in which the web page can open’.

Possible Responses: There are many web browsers which can be used to open the web pages, such as Mozilla FireFox, Microsoft Edge, Google Chrome, etc.

3 mins

Sum Up

● Conclude the session by summarising the steps to create an HTML document. Also, demonstrate the steps to view an HTML document using a web browser.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

C. Who Am I?: Question 1

3. Basic HTML Coding Conventions and More HTML Tags

Learning Outcomes

At the end of the session, the students will be able to:

● describe the basic HTML coding conventions.

● describe more HTML tags.

Warm Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

5 mins

WEBS at a Glance

Engage Build

Describe the basic HTML coding conventions to the students. Also, demonstrate the use of various HTML tags.

15 mins

Action Plan

Warm Up

Attempt the activity on the Assignment page.

7 mins

Sum Up

Conclude the concepts

Assign homework

3 mins

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Basic HTML Coding Conventions and More HTML Tags.

Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe the basic HTML coding conventions.

Describe more HTML tags.

Explanation

Describe to the students that while writing HTML documents, you should follow some coding conventions, as given on page 73.

Demonstrate to them the use, syntax, and code for some more HTML tags, as given on pages 74 to 76.

Check for Understanding

Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the questions provided in the Do It Yourself 6A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1. Do it yourself

2.

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that while writing HTML documents, you should follow the coding conventions such as, always declare the document type as the first line in your document; use either small or capital letters for element names because mixing capital and small letters may be confusing and difficult to debug, etc. Then, revise the <em> tag, <strong> tag, <sub> tag, <sup> tag, <section> tag, and <article> tag. Also, demonstrate the complete project.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 4, and 5

B. Tick the Correct Option: Questions 3, 4, and 5

D. Write T for True and F for False: Questions 1, 2, and 4

E. Answer the Following: Questions 4 and 5

F. Apply Your Learning: Questions 1, 2, 3, 4, and 5

This

Cascading Style Sheets 7

chapter is divided into the following classroom and lab sessions

1. Introduction to CSS

3. CSS Font Properties

1. Introduction to CSS

2. CSS Colour Properties

4. CSS Border Property

Learning Outcomes

At the end of the session, the students will be able to:

● explain what CSS is.

● describe CSS syntax.

● use inline CSS.

● use internal CSS.

● use external CSS.

Keywords

● CSS: Cascading Style Sheets (CSS) is a language used to incorporate styles like background colour, font colour, and font size in web pages.

● Selector: It is any HTML element to which you want to apply a style, like <p>.

● Property: It is like an HTML attribute, like colour, which adds additional features to an element.

WEBS at a Glance

Ask students if they have ever seen the look of a web page changed without recreating it.

Discuss with the students about CSS, its syntax, and different methods to use it.

Action Plan

Warm Up

● Ask students if they have ever seen the look of a web page change without recreating it.

5 mins

● Now, build the concept that CSS allows you to change the look of a website without recreating it.

Engage

Explain the following concepts:

Learning Outcomes

15 mins

Explanation

Explain what CSS is. Explain to the students that Cascading Style Sheets (CSS) is a language used to incorporate styles like background colour, font colour, and font size in web pages, as given on page 80.

Describe CSS syntax. Explain to the students that style rules are made up of selectors, properties, and values. All style rules are enclosed within curly brackets {}, as given on page 80.

Use inline CSS. Tell students that the purpose of inline CSS is to apply CSS style rules only to a particular element in an HTML document, as given on page 81.

Use internal CSS. Tell students that they can use the internal CSS method to apply CSS style rules to multiple elements or an entire web page, as given on page 81.

Use external CSS. Explain to the students that the external CSS method allows you to apply style rules to multiple web pages of a website, as given on pages 81 and 82.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 7A section and encourage the students to solve the question. Instruct the students to write the answer in their book.

Correct Responses:

1. a. F b. F c. T

2. Values of the href and rel attributes are wrong. The correct code is: <link rel=”stylesheet” href = “style.css”>

Build

7 mins

● Conduct a group discussion among the students in the class on the topic “Which method of adding CSS to an HTML document is better in your point of view?” mentioned in the Discuss section, as given on page 82.

Possible Responses: The external CSS method is better in case if you want to apply the style to the entire web page. The internal CSS method is useful when you want to apply the style to multiple elements or an entire web page. The inline CSS method is beneficial when the style needs to be applied to a particular element in a web page.

Sum Up

● Conclude the session by summarising that Cascading Style Sheets (CSS) is a language used to incorporate styles like background colour, font colour, and font size in web pages. Style rules are made up of selectors, properties, and values. There are three methods to use CSS in an HTML document: inline, internal, and external.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, and 3

B. Tick the Correct Option: Questions 1 and 2

C. Who Am I?: Questions 1, 2, and 5

D. Write T for True and F for False: Questions 1, 2, 3, and 5

E. Answer the Following: Questions 1, 2, and 5

F. Apply Your Learning: Question 2

2. CSS Colour Properties

Learning Outcome

At the end of the session, the students will be able to:

● use CSS colour properties.

Let the students watch the video or the learning slides related to the topic on the digital panel.

WEBS at a Glance

Demonstrate how to use colour properties of CSS.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on CSS Colour Properties

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Engage

Explain the following concepts:

Learning Outcome Explanation

Use CSS colour properties.

15 mins

Demonstrate to the students how to use colour and background-colour properties. The colour property applies colour to the text of an element. The background-colour applies a colour to the background of an HTML document, as given on pages 82 and 83.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that CSS provides two colour properties: colour and background-colour. The colour property applies colour to the text of an element. The backgroundcolour property applies colour to the background of an HTML document.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Questions 3 and 4

C. Who Am I?: Question 3

E. Answer the Following: Question 3

3. CSS Font Properties

Learning Outcome

At the end of the session, the students will be able to:

● use CSS font properties.

Ask students if they have ever wondered how the text on the web page looks well formatted.

WEBS at a Glance

Explain to the students the various CSS font properties.

Group discussion

Action Plan

Conclude the concepts

Assign homework

5 mins Warm Up

● Ask students if they have ever wondered how the text on the web pages looks well formatted.

● Tell students that they can use the various CSS font properties to format text on web pages.

Engage

Explain the following concepts:

Learning Outcome Explanation

Use CSS font properties.

15 mins

Tell students that the CSS font properties are used to format text on web pages. Also tell them how to use the font properties like font-family, font-size, font-weight, text-align, text-decoration, and line-height, as given on pages 83 and 84.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 6B section and encourage the students to solve the question. Instruct the students to write the answer in their book.

Match the CSS property with its possible value.

Correct Responses:

CSS Property Value

background-colour 14pt

font-size red text-align double text-decoration justify border-style overline

Build

Chapter Checkup

7 mins

● Conduct a group discussion among the students in the class on the topic ‘Different ways to format text on a web page’.

A Fill in the Blanks.

Possible Response: We can format text on a web page by setting its various font styles and sizes, changing the thickness of characters, aligning text, underlining, changing the spacing between the lines of text, etc.

Hints .css   #   style   font-weight   structure

1 The main purpose of CSS is to separate the styles from the of the web pages.

3 mins

Sum Up

2 rules are made up of selectors, properties, and values.

3 CSS file is saved with the extension.

● Conclude the session by summarising that the CSS font properties are used to format text on web pages. There are various font properties like font family, font size, font weight, text align, text decoration, and line height

4 The property of CSS specifies the thickness of characters.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

5 The symbol is used at the beginning of hexadecimal code.

A. Fill in the Blanks: Question 4

B Tick () the Correct Option.

B. Tick the Correct Option: Question 5

C. Who Am I?: Question 4

1 Which of the following brackets is used to enclose style rules with a selector?

F. Apply Your Learning: Questions 1, 3, and 4

a  {}

b  [] c  () d  <>

2 Which of the following is not a method of using CSS in an HTML document?

a  Inline b  Outline c  Internal d  External

3 Hexadecimal codes are made up of:

a  six characters b  four characters c  two characters d  eight characters

4 What does R stand for in RGB?

a  Rich b  Red c  Real d  Rose

5 The property sets the size of the text in pixels, points, percentage, or em.

a  font-family

b  font-size c  font-weight d  text-align

4. CSS Border Property

Learning Outcome

At the end of the session, the students will be able to:

● use CSS border property.

WEBS at a Glance

Warm Up Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Demonstrate to the students how to use the border property of CSS.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

mins 3 mins

Action Plan

Warm Up

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on CSS Border Property

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage

Explain the following concepts:

Learning Outcome Explanation

Use CSS border property. Tell students that the border property allows them to add a border around an HTML element. It is a shorthand property that allows them to set the width, style, and colour of the borders. Demonstrate to them how to use border property, as given on pages 84 and 85.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

Build 7 mins

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that the border property allows you to add a border around an HTML element. It is a shorthand property that allows you to set the width, style, and colour of all four borders (top, right, bottom, and left).

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

D. Write T for True and F for False: Question 4

E. Answer the Following: Question 4

F. Apply Your Learning: Question 5

Answer Key

Chapter-1 Computer Languages and Types of Computers

Chapter Checkup

A. Fill in the Blanks.

1. FLOPS 2. Mainframe 3. Personal 4. binary 5. mnemonic

B. Tick () the Correct Option.

1. b A way in which computers understand instructions. 2. a Binary 3. b. Interpreter

4. d. Fifth-generation 5. d. Fourth-generation

C. Who Am I?

1. Assembly language 2. Binary language 3. Translator program 4. Workstation

5. Personal Computer

D. Write T for True and F for False.

1. T 2. F 3. F 4. F 5. F

E. Answer the Following.

1. A computer language can be defined as a set of instructions that computers can understand and follow.

2. Based on their size and capacity, the computers can be categorised into supercomputers, mainframes, minicomputers, workstations, personal computers, laptops, and tablets.

3. The features of mainframe computers are:

● Mainframe computers are big and super-fast, but they are smaller than supercomputers.

● They can do lots of jobs quickly.

● They are used in places where high precision is required, such as in banks to handle money transactions or in aeroplane guidance.

● Mainframes are super reliable, and they can work for a long time—at least 10 years.

● Examples: IBM z15, IBM z14, Unisys ClearPath Libra, Fujitsu GS21 360, and Hitachi VOS3.

4. A compiler is a language processor that reads the source programs written in high-level language and converts them into an equivalent program written in machine code in one go. On the other hand, the interpreter is a translator program that converts high-level language code to machine language line by line as the program runs.

5. Assembly language uses a simple mnemonic code to communicate with computers. On the other hand, the language that includes the use of binary codes is called binary language.

F. Apply Your Learning.

1. She must have used high-level languages, for example, C, C++, and Java.

2. Supercomputers.

3. Laptop

4. Fifth generation

5. Translator program

Chapter-2 File Management

Chapter Checkup

B. Tick () the Correct Option.

1. c. To organise files and make them easier to access

2. c. Use the Cut and Paste method or drag and drop

3. b. To represent any number of characters

4. c. It determines how information is stored and which software can open files

5. c. Using several software programs or apps simultaneously

C. Who Am I?

1. Cut and Paste or Drag and Drop

2. Wildcards

3. Organising files and making them easier to find

4. File format

5. Copying data from one storage device to another

D. Write T for True and F for False.

1. T 2. F 3. T 4. T 5. T

E. Answer the Following.

1. File management is the way by which we organise and handle our digital documents and files on a computer or a device. On a computer, you can create files using various software applications. To organise these files on your computer, it is better to keep them in separate folders. This is called file management.

2. Copying files means creating a duplicate copy of the file without removing it from the original place, while moving files means relocating the file to a new location and removing it from the original place. Choosing between them depends on whether you want to keep the file in its original place or move it to a new location.

3. In Windows 10, you can use special symbols called wildcards to narrow down your search results. The asterisk (*) symbol is used to search all the files of the same type. For example, you can type *.docx to find all the files that have the .docx extension. The question mark (?) is used to match a single character in the name of the file. For example, if you search for “document?.txt”. Windows will find both “document1.txt” and “document2.txt” because the question mark represents a single character and it can match any single character in the file name.

4. A file format defines how information is organised and stored for a specific program’s use. For example, a .docx file is a Microsoft Word document. Understanding file formats means knowing how different kinds of computer files are built and the rules they follow. These files are important because they help computers make sense of the information stored in them.

5. Working with multiple applications means using several software programs or apps on a computer or device at the same time. In multitasking, you can easily switch between applications based on what you need to do at a particular moment. Compatibility ensures that different apps can work together and share information smoothly. Both multitasking and compatibility help users complete various tasks and projects with ease.

F. Apply Your Learning.

1. By following these steps, you efficiently organise files into subfolders based on their types:

i. Create a new main folder and name it in a way that makes sense to you.

ii. Open File Explorer on your computer.

iii. Navigate to the folder containing the various types of files that need organisation.

iv. Sort the files in the folder by type.

v. Select and copy the files based on the specific type.

vi. Create a new subfolder and name the new folder based on the file type.

vii. Drag the selected files into the newly created subfolder.

viii. Repeat steps v-vii for each file type (e.g., images, spreadsheets). Create a new subfolder for each type and move the corresponding files into their respective subfolders.

ix. Double-check the subfolders to ensure the files are correctly organised.

2. The steps to insert an image in a word processing document are as follows:

i. Open the word processing program, such as Microsoft Word.

ii. Create a new document, type your content, and format it as needed.

iii. Save the document with a name, and it will typically be saved as a .docx file.

iv. Open an image editing program, such as Microsoft Paint.

v. Edit or create an image in it.

vi. Save the image in a commonly used format, like .png or .jpg.

vii. Switch to the Microsoft Word program and go to the location in the document where you want to insert the image.

viii. Click on the Insert tab in the Ribbon. The Insert Picture dialog box opens.

ix. Choose the image file you saved from Microsoft Paint and click the Insert button.

x. Now, the image is inserted in the document in the Microsoft Word.

The file formats associated with the word processing program are .docx, .doc, and .txt and, the file formats associated with the image editing program are .jpg, .png, and .bmp.

Chapter-3 Internet Services

Chapter Checkup

A. Fill in the Blanks.

1. global 2. send 3. share 4. 1960s 5. sell

B. Tick () the Correct Option.

1. d. Television

2. a. A writer’s thoughts and opinions on a particular topic

3. d. None of these

4. c. Share personal information about yourself or others

5. a. You can share your thoughts and experiences with the world

C. Who Am I?

1. E-mail 2. Blog 3. Podcasting 4. Netiquette 5. UPI

D. Write T for True and F for False.

1. T 2. F 3. T 4. T 5. F

E. Answer the Following.

1. The internet is a network that connects computers all over the world.

2. Email stands for electronic mail. It is a way to send messages over the internet to other people. Emails can be used to send textual content, photos, documents, and others as attachments.

Following are the advantages of an email:

● Most email services are free and easy to use.

● You can send a message in real time to a person anywhere across the globe.

● Emails are personal and are secured with passwords.

3. Podcasting is a way to create and distribute the audio content. This content can include discussions, interviews, storytelling, music, and more.

4. Following are the netiquette rule one should follow while online:

● Treat others on the internet the way you want to be treated. Do not say or write mean or hurtful things.

● Write in a way that is easy to understand, and avoid using all capital letters (LIKE THIS) or unnecessary punctuation (!!!! Or *!?*#), which can seem like shouting or being rude.

5. Examples of Modes of Online Payments:

Credit Card: Customers can make online payments using their credit cards. The customers need to enter card details like their card number, expiration date, and CVV code for transactions.

Debit Card: Debit cards are another popular option for making online payments. These cards allow users to pay online by entering debit card information, and the transaction amount is deducted directly from their bank account.

F. Apply Your Learning.

1. Nishi can search for information online using the internet.

2. You can find it on the internet by browsing a web browser.

3. No, she should not share her personal information. The potential threats she can be exposed to include: financial fraud, identity theft.

4. Blogs

5. ● Write in a way that is easy to understand, and avoid using all capital letters (LIKE THIS) or unnecessary punctuation (!!!! Or *!?*#), which can seem like shouting or being rude.

● Do not be mean or make fun of others online. Cyberbullying hurts people, just like physical bullying.

● Emojis can help show emotions, but do not use too many. It can be confusing.

● Sometimes, people on the internet may not respond right away. Be patient, and give them time.

Chapter-4 Tables in Google Docs

Chapter Checkup

A. Fill in the Blanks.

1. grid 2. rows, columns 3. vertical 4. adjacent 5. center

B. Tick () the Correct Option.

1. b. Click on the Insert menu.

2. c. Dividing a cell into smaller parts.

3. c. To make the table visually appealing and stand out.

4. a. Merging Cells

5. c. By adjusting the row height value in the Table properties pane.

C. Who Am I?

1. Format 2. Column 3. Column width 4. Border 5. Cell Alignment

D. Write T for True and F for False.

1. F 2. F 3. T 4. F 5. T

E. Answer the Following.

1. The intersection of a row and a column is called a cell.

2. A row is a horizontal arrangement of cells or boxes that runs from left to right. On the other hand, a column is a vertical arrangement of cells or boxes that run from top to bottom.

3. Two methods to open the Table properties pane are:

Method 1:

a. Right-click on any cell of your table.

b. Select the Table properties option. The Table properties pane will appear.

Method 2: Select the Format menu Table Table properties option from the menu bar.

4. The Border dash option is used to change the type of border of a table.

5. The three types of alignments available in Google Docs are: Left, Right, and Center.

F. Apply Your Learning.

1. Do it yourself.

2. Do it yourself.

3. Do it yourself.

4. Do it yourself.

5. Merging cells.

Chapter-5 Mail Merge Using Google Docs

Chapter Checkup

A. Fill in the Blanks.

1. Recipients 2. Main document 3. Data source 4. personalise 5. view

B. Tick () the Correct Option.

1. b. Sending many personalised letters at once. 2. b. Details which will be merged with the letters.

3. b. Information inserted from the data source. 4. d. All of these.

5. c. By checking the document which is created after merging.

C. Who Am I?

1. Mail Merge 2. Main Document 3. Data source 4. Insert Merge Field 5. Print Icon

D. Write T for True and F for False.

1. T 2. F 3. T 4. T 5. F

E. Answer the Following.

1. i. Mail merge is important because it can save time and effort by producing mass mailings.

ii. Users can select many people at once and send them a letter easily.

iii. Users don’t have to type each recipient’s name separately in each letter.

iv. Users only need to proofread the main document.

v. Mail merge is economical.

2. A data source is a list of recipients to whom you want to send the invite. The datasource contains the details of the recipients like name, address, phone number etc. that will be used in mail merge.

3. The first file is the Main Document. The main document contains the text that is to be sent to all the recipients.

4. When you use Mail Merge, it takes information from the Google Sheets and inserts it into the empty spaces in the letter, one by one, until all the letters are ready to be sent.

5. A merge field is where you want to insert information from a spreadsheet document or data source into a main document.

F. Apply Your Learning.

1. Main Document

2. Data Source

3. The merge fields would be the personalised details like names, addresses, and any other individual information.

4. Data Source

5. Yes, it is possible for Pihu to send these letters as an email. She can use the mail merge feature in an email to personalise and send emails to her friends.

Chapter-6 More Features of Google Slides

Chapter Checkup

A. Fill in the Blanks.

1. View, Zoom menu 2. Dictionary 3. Play 4. Insert 5. Slide Sorter

B. Write T for True and F for False.

1. F 2. F 3. F 4. T 5. F

C. Explain the Functions of the Icons.

1. The comments facilitate collaboration among multiple authors or reviewers working on the same presentation.

2. The Shapes icon is used to select a shape that you want to use as an action button.

3. The Slide zoom feature in presentations makes a small part of your slides look enlarged on the screen.

4. The Grid View icon represents the Slide Sorter view.

D. Answer the Following.

1. Using the “Dictionary” feature in presentations can help you learn more about words or phrases used in your presentation. This allows you to quickly access definitions, explanations, and other relevant information about a word or phrase within your presentation.

2. Action buttons in a presentation are used to make your slides more interactive. You can set action buttons to open the external content, such as a website, another PowerPoint presentation, a document, a spreadsheet, and much more.

3. You can choose one of the following sources to insert a video into your presentation:

YouTube: Look for a video on the YouTube by typing the keywords in the search box.

Google Drive: You can also insert an uploaded video from your Google Drive.

URL: You can paste the URL of a specific YouTube video or the link of an uploaded video from the Google Drive in the search bar.

4. Animations are special visual effects that you add to a text and different objects on a slide. On the other hand, the way one slide follows the other on the screen in a presentation is called a transition.

5. Importing data into a presentation is the process of bringing external content or data into your own presentation. Importing slides helps you to add slides from another presentation to your current presentation. You can also import data from the Google Sheets into your Google Slides presentation.

E. Apply Your Learning.

1. Mahima can use the Ink Annotation feature of the Google Slides.

2. To zoom in on a presentation slide, you can use the shortcut key Ctrl + =.

3. She can use the Dictionary feature to find the meaning of the word.

4. To reply to a comment, click on it and type your response in the comment box. Click on the Reply button.

Chapter-7 Image Editing with Canva

Chapter Checkup

A. Fill in the Blanks.

1. message 2. Create a design 3. design 4. zoom 5. Flipping

B. Tick () the Correct Option.

1. a. creating and editing images

2. b. Selecting the part you want to keep

3. d. It is the working area where you create your project

4. c. Elements

5. a. Upload

C. Who Am I?

1. Flip Tool 2. Text tools 3. Customise size button 4. Canvas 5. Smart crop

D. Write T for True and F for False.

1. F 2. F 3. T 4. T 5. F

E. Answer the Following.

1. Canva is a user-friendly online tool that allows you to create and edit images, design cards, and make various visual projects. You can use Canva for doing a variety of things, like creating and editing cards, videos, docs, presentations, etc.

2. Editing an image in Canva means making changes to a picture to make it look better or different. It includes editing the colour scheme and style, cropping, and flipping an image. Canva offers tools to help you enhance images for your card or project.

3. Flipping an image means creating a mirrored or reversed version of the original image, whereas cropping means removing the unwanted parts from your image so that you can focus on the important area of your image.

4. Canva templates offer three key benefits:

● Time-saving: They let you skip the design process and jump straight to the customisation, saving you valuable time.

● Professional look: Even without design expertise, templates can elevate your work with a polished and professional appearance.

● Flexibility: You can personalise templates with your own colours, images, and texts for a unique and customised design.

5. Two flipping options are: Flip Horizontal or Flip Vertical

F. Apply Your Learning.

1. Step 1: On the home page of Canva, click on the Create a design button.

Step 2: Click on the Custom size button and enter the dimension 5 inches by 7 inches.

Step 3: The Canva editor window with a blank canvas for designing will open.

2. Step 1: Select the image you want to flip.

Step 2: Click on the Flip button.

Step 3: Choose Flip horizontally.

3. Editing an image

4. Style Tab

5. Step 1: Select the image you want to crop in Canva.

Step 2: Click on the Edit photo button to open the editing menu.

Step 3: Click on the Crop tab. You will see handles or corners around the image.

Step 4: Click and drag these handles to select the part of the image you want to keep.

Step 5: Adjust the cropping area until it looks the way you want.

Chapter-8 AI—Computer Vision

Chapter Checkup

A. Fill in the Blanks.

B. Who Am I? 1. Upper smart AI

C. Write T for True and F for False.

1. F 2. F 3. T 4. T 5. T

D. Answer the Following.

Augmented Reality

1. Artificial intelligence is the capability of a machine, typically a computer or a robot, to mimic human intelligence.

2. Natural Intelligence is biological in nature, arising from the complexity of the brain and nervous system. AI is synthetic, created by humans using technology and the computer system.

3. AI can translate one language into another. It helps when you want to talk to someone who speaks a different language. Google Translate is a commonly used AI language Translator.

4. As time went on, people taught AI to learn from the information and the data on its own. It became better at recognising patterns, like telling the difference between a cat and a dog in pictures.

5. Computer Vision is a domain of AI that focuses on enabling computers and machines to interpret and understand visual information from the real world, typically through cameras.

E. Apply Your Learning.

1. Augmented Reality (AR) is a technology that blends digital content with the real world in real-time. It enhances the user’s perception of reality by overlaying virtual elements on their view of the physical environment.

On the other hand, Virtual Reality (VR) is a technology that immerses users in a completely digital or virtual environment. It often involves the use of a headset or goggles that block out the real world and replace it with a computer-generated one.

2. Various applications of AI are:

Smart assistants: AI helps make smart assistants like Siri or Alexa. They can answer questions, set reminders, and play music when you ask them.

Video games: AI makes video games more fun. It controls characters in games, making them smart opponents, or helpful allies.

Chatbots: Al helps create chatbots on websites. These chatbots can chat with you and answer your questions.

Recommendations: AI suggests things you might like.

Self-driving cars: Al helps cars drive themselves safely. The cars use sensors and cameras to see the road and make sure they do not crash.

Healthcare: AI can help doctors by analysing X-rays and MRIs to find problems in your body.

Language translation: AI can translate one language into another.

Robots: AI makes robots intelligent. Some robots can clean your floors, while others can even dance and play music!

Weather forecast: AI helps predict the weather. It uses data to tell us if it is going to be sunny or rainy, so we know what to wear and if we need an umbrella or not.

3. Ethics of AI:

Bias avoidance: AI should not have unfair preferences. It should treat people of all races, genders, and backgrounds equally.

Data protection: AI should keep our personal information safe, just as we keep our secrets and passwords safe from others.

Environmental responsibility: AI should be used in ways that do not harm the environment.

Helping others: AI can be used to help people in need, like diagnosing diseases in healthcare or predicting natural disasters.

No cheating: AI should not be used to cheat or do bad things, like hacking into computer systems or cheating in games.

Learning and improving: AI should always try to learn and get better at what it does. The more data is fed to the AI machines, the smarter they become.

Making the world better: Al can be used to solve big problems, like climate change. Finding cures for diseases, and making our world a better place for everyone.

4. Artificial intelligence is the capability of a machine, typically a computer or a robot, to mimic human intelligence whereas Natural Intelligence is biological in nature, arising from the complexity of the brain and nervous system. AI is synthetic, created by humans using technology and computer system.

5. The evolution of AI is its story, how AI got smarter over time. Let us learn when AI came into existence and how it was developed into the form that we see today.

● Initial AI (1950s-1960s): AI came into existence in the 1950s. It could only do simple things, like adding numbers together or following the basic instructions. It was not very smart.

● Learning AI (1970s-1980s): As time went on, people taught AI to learn from the information and the data on its own. It became better at recognising patterns like telling the difference between a cat and a dog in pictures.

● Talking AI (1990s-2000s): AI learnt to talk and understand human language. It could answer questions and have conversations with people, like the chatbots you might have seen online.

● Super smart AI (Present): Today, AI has become super smart! It can do amazing things, like play chess and other games, drive cars and even help doctors diagnose diseases. It is getting smarter and learning new things every day.

● Future adventures (Future): Al is still growing and learning. In the future, it might become even smarter and help us with even more exciting and important tasks like exploring space, solving big problems, and making our lives better.

Scratch 3.0 III and Web Development I

Chapter-1 Introduction to Scratch 3.0

Chapter Checkup

A. Fill in the Blanks.

1. Sprite 2. Backdrops library 3. Scratch 4. Stop sign 5. Sprites pane

B. Who Am I?

1. Coding 2. Blocks palette 3. Event category 4. Scratch 5. Coding area

C. Explain the Function of the Icon.

1. when (green flag) clicked – It is an Event category block. It helps the script run when the green flag is clicked.

2. Choose a Backdrop Button – The Choose a Backdrop button helps you add backgrounds to your projects.

3. Costumes – This tab allows you to customise and edit the costumes of your sprites or backdrops.

4. create clone of (myself) – This block allows you to create a clone (copy) of the sprite on the stage.

5. next costume – This block allows you to change the next costume (pose) of the sprite.

D. Write T for True and F for False.

1. T 2. F 3. T 4. T 5. F

E. Answer the Following.

1. Scratch 3.0 is an application program that lets you create your games, stories, and animations.

2. The Sprites Pane contains details about sprites, including name, size, and location.

3. To add a sprite to a project, the Choose a Sprite option is used.

4. The coding area is the area where you assemble coding blocks to create scripts and make your sprites perform actions.

5. Steps to duplicate a sprite in Scratch are as follows:

● In the Sprites pane, click the sprite you want to duplicate.

● Right-click the sprite, which opens a menu.

● Select the duplicate option to create a copy of the selected sprite.

● The duplicated sprite will appear with the same name as the sprite along with the suffixes 2, 3, or so on.

F. Apply Your Learning.

1. Do it yourself.

2. Follow the given steps to upload the school’s playground as a backdrop:

● Click on the Choose a Backdrop button in the bottom right corner of the interface.

● Click on the Upload Backdrop option from the list.

● The Open dialog box appears.

● Locate the picture that you want to use as a backdrop.

● Click on the Open button.

● The selected picture will be applied to the background of your project.

3. Steps to duplicate a sprite in Scratch are as follows:

● In the Sprites pane, click the sprite you want to duplicate.

● Right-click the sprite, which opens a menu.

● Select the duplicate option to create a copy of the selected sprite.

● The duplicated sprite will appear with the same name as the sprite along with the suffixes 2, 3, or so on.

4. Tanu can use the created clone of (myself) block to add the same sprite five times.

5. To change the background while your project is running, you can use special code blocks to do it.

● Drag the when clicked block from the Events category.

● Drag the next backdrop from the Looks category and snap it below the when clicked block.

Chapter-2 Control and Sensing Blocks

Chapter Checkup

A. Fill in the Blanks.

1. Decisions 2. Sensing 3. Pause 4. Condition 5. User’s response

B. Tick () the Correct Option.

1. c. Control 2. a. touching colour? 3. c. It is used to make decisions based on a condition.

4. b. wait until 5. b. Use the touching edge block.

C. Who Am I?

1. ask and wait and answer block 2. if-then block 3. wait block

4. touching colour? Block 5. Control block category

D. Write T for True and F for False.

1. T 2. F 3. F 4. T 5. T

E. Answer the Following.

1. The blocks from the Control category are also called conditional blocks. They allow a program to perform a test based on a given condition and then take actions based on the result of that test.

2. The Sensing blocks are used to sense conditions in the environment, such as the background colour or the sprite touching status. For example, you can use the “touching colour?” block to check if a sprite is touching a specific colour on the stage. Two commonly used sensing blocks are “touching colour?” and “ask and wait” blocks.

3. Difference between the if and if-else blocks:

If block If-else block

This block is used to check the given condition. If the condition is true, the blocks inside the if-then block are executed; if it is false, the blocks are not executed.

This block is an extension of the if-then block. If the given condition is true, then the blocks inside the if then section are executed. If the condition is false, then the blocks inside the else part are executed.

4. Sensing category blocks are used to gather information about the environment and user input hence making the games quite interactive and interesting for the users.

5. The ask and wait block displays a message or a question for the users and waits for their input.

F. Apply Your Learning.

1. Script for sprite to move left and right:

In this script, the “key pressed” block is used, which is a Sensing block.

2. For this project, you can add two sprites the cat and the mouse on the stage as shown below:

Add the following scripts for both the sprites:

Script for cat sprite: Script for mouse sprite:

3. Quiz game:

4. Script for changing the costume of a sprite when the mouse pointer is hovering on it:

In this script, the forever block, if block, and wait block from the Control category and touching mousepointer block from Sensing category are used.

5. For traffic lights simulation, you need to paint the following sprites with different costumes:

The script for the project is as follows:

4 The subtraction block is present in the category.

You can add a backdrop and more sprites to make your project interactive.

a  Sensing b  Operators

Chapter-3 Using Variable and Mathematical Blocks in Scratch

c  Motion d  Variables

Chapter Checkup

A. Fill in the Blanks.

5 In which category is the change variable by block present?

1. store 2. four 3. Operators 4. Variable 5. add

B. Tick () the Correct Option.

a  Variables b  Sensing c  Operators d  Not present

1. c. 2. c. Variable block 3. c. two 4. b. Operators 5. a. Variables

C. Who Am I?

C Who Am I?

Who Am I?

What I Do?

I am used to store text.

I am used to divide two numbers.

I am used to add two numbers.

I am used to store numbers.

D Write T for True and F for False.

D. Write T for True and F for False.

1. T 2. T 3. F 4. T 5. F

1 A variable is changeable at any time.

2 The subtraction block subtracts a number from another number.

3 The multiplication block adds two numbers together.

4 The division block divides a number by another number.

E. Answer the Following.

1. Variable blocks are the blocks that help a computer store a value that can be changed throughout a project. Variables can be used to store numbers and texts.

2. In Scratch, two types of variables can be created: Numeric variable and String variable.

3. Mathematical blocks help a computer to perform mathematical operations. These blocks are found under the Operators block category.

4. The four most used mathematical blocks are: The four most commonly used mathematical blocks are:

Block Name

Description

Addition It is used to add two numbers.

Subtraction It is used to subtract a number from another number.

Multiplication It is used to multiply two numbers.

Division It is used to divide a number by another number.

5. The addition block is used to add two numbers.

Discuss

F. Apply Your Learning.

The major differences between the Division and Multiplication blocks.

1. The given block is the division block. It is used to divide a number by another number.

Adding Two Given Numbers

2. The given block is used to set the value of a variable to numeric.

3. The given block is used to set the value of a variable to a string.

Instead of changing the variable value, we used the answer block to set the value of the number 1 variable. To make Robo Calculator add two numbers:

4. When the green flag (Go) button is clicked, the selected sprite with go to the middle of the stage and a question “Give me one word to find its length” will be displayed on the screen.

1 Drag the answer block from the Sensing category to the value area of the set variable to block, to set the value of the number 1 variable.

5. The given script will first move the sprite to the centre of the stage. Then a question, “Give me one word to find its length” will be displayed on the screen. The next block will assign the answer to the variable “word” and then the next block will store the length of the word stored in the variable “word”.

2 Again, drag the ask and wait block to the previous block.

3 Set the What is the second number? text to the ask and wait block.

4 Drag the set variable to block in the code and then select the number 2 variable from its drop-down menu.

Chapter-4 Using Comparison Blocks and Random Blocks in Scratch

Chapter Checkup

5 Drag the answer block to the value area of the set variable to block, to set the value of the number 2 variable.

A. Fill in the Blanks.

1. Random numbers

2. equal, less than, greater than

3. compare

4. Operators

6 Again, drag the set variable to block in the code and then select the result variable from its drop-down menu.

7 Click the Operators category.

B. Tick () the Correct Option.

1. c. 2. c. greater than 3. c. Operators 4. b. Compare 5. c. three

C. Who Am I? C Who Am I? Who Am I? What I Do?

8 Drag the addition block to inside the set variable to block, to set the value of the result variable.

D Write T for True and F for False.

I return true when the first number is greater than the second; otherwise, I return false when it is not.

I am a block that picks a random number between two numbers that you have chosen.

I am a block that picks a random number between the two numbers that you have chosen.

1:39:02 PM

I return true when the first number is less than the second; otherwise, I return false when it is not.

I return true when the two numbers are equal; otherwise, I return false when they are not.

1 Comparison blocks can be used to generate random numbers.

2 A pick random block always returns the same number.

3 Comparison blocks can be used to compare two values or expressions.

D. Write T for True and F for False.

Comparison Blocks

1. F 2. F 3. T 4. T

E. Answer the Following.

Computers cannot make comparisons like we do. But we can code them to make comparisons using Comparison blocks.

Did You Know?

1. Comparison blocks are the blocks that help a computer make comparisons, depending on the statements or equations it checks.

Comparison blocks are the blocks that help a computer make comparisons, depending on the statements or equations it checks.

The first version of Scratch was implemented in ‘Squeak’.

2. The Random block is a block that helps a computer pick a random number between the two numbers that you have chosen.

3. In Scratch, we have three different types of comparison blocks:

In Scratch, we have three comparison blocks in the Operators category:

Blocks Name

Description

Equal It returns true when the two numbers are equal; it returns false when they are not equal.

Greater than It returns true when the first number is greater than the second; otherwise, it returns false.

Less than It returns true when the first number is less than the second; otherwise, it returns false.

4. The greater than block returns true when the first number is greater than the second; otherwise, it returns false.

Check Whether the Given Numbers Are Equal or Not

To make Robo Calculator check whether the given numbers are equal or not, we can just add the equal block. Steps to make the Robo calculator check the given numbers are equal or not:

5. The equal to block returns true when the two numbers are equal; it returns false when they are not equal.

F. Apply Your Learning.

1 Similar to the project created in the previous chapter, create three variables named number 1, number 2, and compare

1. The given script will make the sprite go to random positions on the stage after a wait of 2 seconds.

2. The when green flag clicked block makes the script execute when the green flag (Go) button is clicked.

2 Drag and drop the when clicked block on the script area.

3. The given block will generate the random numbers between 1 and 10.

3 Display the appropriate messages to take the value of the number 1 and number 2 variables using the ask block.

4. The given block is the less than block. It returns true when the first number is less than the second; otherwise, it returns false.

5. Snake Game:

4 Set the values of the number 1 and number 2 variables, using the answer block.

5 Again, drag and drop the ask and wait block.

Create one snake sprite by using Paint editor window. Also, add a food sprite from the library.

Do you want to check whether the given numbers are equal or not? in the block.

Then, create the following scripts for both the sprites:

Script for Food Sprite:

Chapter-5 Introduction to HTML

Chapter Checkup

A. Fill in the Blanks.

1. Angular brackets 2. element 3. Microsoft Edge 4. <body> 5. Text paragraph

B. Tick () the Correct Option.

1. b. A markup language

2. d. All of these

3. b. To create a division

4. c. Additional information that can be added to a tag

5. a. A combination of a start tag, some content, and an end tag

C. Who Am I?

1. Web browser 2. <HR> tag 3. Attribute 4. HTML 5. <I>

D. Write T for True and F for False.

1. T 2. T 3. F 4. F 5. T

E. Answer the Following.

1. HTML stands for HyperText Markup Language. It helps you to display colourful text, images, and attractive backgrounds to your web page. Some features of HTML are:

● HTML is a simple and easy language to learn.

● HTML can create web pages that run on any device (computers, mobiles, and tablets).

● HTML helps you to add videos, images, and audio files to web pages. This feature enhances the experience for website visitors.

● Using HTML, you can link various web pages with each other. It allows users to click text or images and navigate various websites.

2. A web browser is a software application that processes HTML and other web technologies to display the web pages to the users. For example, Google Chrome, Mozilla Firefox, Microsoft Edge, etc.

3. Structural Elements of HTML are:

<html>: The <html> tag is the root element of an HTML document. This tag contains all other HTML elements and is the starting point for creating an HTML page. You can see this tag at the beginning of an HTML document.

<head>: The <head> tag contains metadata (data about data) and other information about the HTML document.

<title>: The <title> tag is written inside the <head> tag and is used to define the title of the HTML document, which appears in the browser title bar or tab.

<body>: The <body> tag contains the main content of the web page, including text, images, links, and other elements visible to the user.

4. Container Tags: These tags consist of an opening tag as well as a closing tag. This start tag and end tag pair are known as the ON and OFF tags and are used to open and close the document.

Syntax: <tag_name>.......</tag_name>

Example: <B> tag is a container tag in HTML.

Empty Tags: An empty tag is a tag without a closing tag.

Syntax: <tag_name>

Example: <img> tag is an empty tag in HTML.

5. The basic structure of an HTML document is:

<!Doctype html>

<html>

<head>

<title>My Web Page</title>

</head>

<body>

</body>

</html>

F. Apply Your Learning.

1. Shreya can use the <I> tag to make the text italics.

2. Some of the features of HTML are:

● HTML is a simple and easy language to learn.

● HTML can create web pages that run on any device (computers, mobiles, and tablets).

● HTML helps add videos, images, and audio files to web pages. This feature enhances the experience for the website visitors.

● Using HTML, you can link various web pages with each other. It allows users to click text or images and navigate various websites.

3. Anmol can use the <HR> tag as it is used to create divisions in an HTML web page.

4. Tanya can use the <BR> tag as it is used to create a line break in an HTML web page.

5. First, we will create a web page using the basic structure of HTML such as:

<!Doctype html>

<html>

Then, we can make use of various text formatting tags, such as <B>, <I>, <U>, <BR>, <HR>, etc.

Chapter-6 Creating a Web Page

Chapter Checkup

A. Fill in the Blanks.

1. .html 2. Case-sensitive 3. <HTML> 4. <strong> 5. subscript

B. Tick () the Correct Option.

1. c. HyperText Markup Language

2. c and d. HTML, Head, Title, Body

3. c. <sup>

4. c. <section>

5. c. <em>

C. Who Am I?

1. Web page 2. <!DOCTYPE html> 3. Body 4. <!DOCTYPE html> tag 5. <title>

D. Write T for True and F for False.

1. T 2. F 3. T 4. T 5. F

E. Answer the Following.

1. An HTML document is divided into two parts:

Head part: The title and metadata of a web document are contained in the head part. Body part: The content you want to display on a web page is contained in the body part.

2. The basic structure of an HTML document consists of 5 elements.

<!DOCTYPE html>: This tag informs the browser about the document type.

<html>Tag: The <html> tag informs the browser that this is an HTML document.

<head>Tag: It contains information about the HTML document.

<title>Tag: The <title> tag provides a suitable title for the entire HTML document.

<body>Tag: The primary content of an HTML document that displays on the browser is specified by the <body> tag.

3. The <title> tag provides a suitable title for the entire HTML document.

4. The <em> tag is used to emphasise text and is typically displayed in italics. Whereas, the <strong> tag is used to represent strongly emphasised text and is typically displayed in bold.

5. The <sub> tag is used to represent text as a subscript. A subscript is the text that is below the baseline of the surrounding text. For example, 2 in H2O is a subscript. Whereas, the <sup> tag is used to represent text as a superscript. A superscript is the text that is above the baseline of the surrounding text. For example, 2 in E = mc2 is a superscript.

F. Apply Your Learning.

1. An HTML page containing your name, father’s name, mother’s name, school name, postal address, and contact number.

<!DOCTYPE html>

<html lang=”en”>

<head> <title>My Information</title> </head>

<body>

<section>

<h2>Name:</h2>

<p>Your Name</p>

</section>

<section>

<h2>Father’s Name:</h2>

<p>Your Father’s Name</p>

</section>

<section>

<h2>Mother’s Name:</h2>

<p>Your Mother’s Name</p>

</section>

<section>

<h2>School Name:</h2>

<p>Your School Name</p>

</section>

<section>

<h2>Postal Address:</h2>

<p>Your Postal Address</p>

</section>

<section>

<h2>Contact Number:</h2>

<p>Your Contact Number</p>

</section>

</body>

</html>

2. An HTML document to display the daily news of your school in various fields. <!DOCTYPE html>

<html lang=”en”>

<head>

<title>Daily School News</title>

</head>

<body>

<h1>Daily School News</h1>

<section>

<h2>Sports News</h2>

<p>The Ganga House has won the Inter-school Hockey tournament. Amit Bhardwaj has been declared the ‘Man of the Match.’ In the girls swimming championship, Gurlove of class 6 bagged the Champion’s Trophy. </p>

</section>

<section>

<h2>Academic News</h2>

<p>The inter-school declamation contest has been won by the Delhi Public School, Greater Noida. Ishpreet Kaur has bagged the first position. Her topic for the declamation contest was, “how to overcome the fear of examination.” </p>

</section>

<section>

<h2>Events News</h2>

<p>The upcoming events in the school are: Fancy dress competition, Annual sports day, and Singing competition. The interested students can give their names to Ms Sangeeta. </p>

</section>

<section>

</body>

</html>

3. An HTML page with the title as ‘Formulae in Maths’. <!DOCTYPE html>

<html lang=”en”>

<head>

<title>Formulae in Maths</title>

</head>

<body>

<h1>Formulae in Maths</h1>

<section>

<h2>Area of a Circle:</h2>

<p>The area of a circle is given by the formula:</p>

<p>Area = πr²</p>

<p>Where r is the radius of the circle.</p>

</section>

<section>

<h2>Area of a Square:</h2>

<p>The area of a square is given by the formula:</p>

<p>Area = side²</p>

<p>Where side is the length of a side of the square.</p>

</section>

<section>

<h2>Area of a Rectangle:</h2>

<p>The area of a rectangle is given by the formula:</p>

<p>Area = length × width</p>

<p>Where length is the length of the rectangle and width is the width of the rectangle. </p>

</section>

<section>

<h2>Area of a Triangle:</h2>

<p>The area of a triangle is given by the formula:</p>

<p>Area = (base × height) / 2</p>

<p>Where base is the base of the triangle and height is the height of the triangle.</p>

</section>

</body>

</html>

4. An HTML page to display information about the eastern states of India, often known as ‘the Seven Sisters’. <!DOCTYPE html>

<html lang=”en”>

<head>

<title>Eastern States of India</title>

</head>

<body>

<h1>Eastern States of India</h1>

<section>

<h2>Arunachal Pradesh</h2>

<p>Arunachal Pradesh is known for its picturesque mountains, rich cultural heritage, and diverse tribal communities.</p>

</section>

<section>

<h2>Assam</h2>

<p>Assam is famous for its tea gardens, wildlife sanctuaries, and the mighty Brahmaputra River.</p>

</section>

<section>

<h2>Manipur</h2>

<p>Manipur is known for its vibrant culture, traditional dance forms, and scenic landscapes.</p>

</section>

<section>

<h2>Meghalaya</h2>

<p>Meghalaya is renowned for its stunning waterfalls, living root bridges, and lush greenery.</p>

</section>

<section>

<h2>Mizoram</h2>

<p>Mizoram is known for its peaceful atmosphere, rich tribal culture, and beautiful landscapes.</p>

</section>

<section>

<h2>Nagaland</h2>

<p>Nagaland is famous for its vibrant festivals, unique tribal traditions, and beautiful handicrafts.</p> </section>

<section>

<h2>Tripura</h2>

<p>Tripura is known for its rich history, ancient temples, and diverse cultural heritage.</p>

</section>

</body>

</html>

5. A web page showing information about your favourite sports persons. <!DOCTYPE html>

<html lang=”en”>

<head>

<title>Favourite Sports Persons</title>

</head>

<body>

<h1>Favourite Sports Persons</h1>

<section>

<h2>Basketball</h2>

<p>LeBron James - LeBron Raymone James Sr. is an American professional basketball player for the Los Angeles Lakers of the National Basketball Association (NBA).</p>

</section>

<section>

<h2>Football</h2>

<p>Lionel Messi - Lionel Andrés Messi is an Argentine professional footballer who plays as a forward for Paris Saint-Germain and the Argentina national team.</p>

</section>

<section>

<h2>Tennis</h2>

<p>Roger Federer - Roger Federer is a Swiss professional tennis player. He has been ranked world No. 1 in the ATP rankings a total of 310 weeks – including a record 237 consecutive weeks – the most in the Open Era.</p>

</section>

</body>

</html>

Chapter-7 Cascading Style Sheets

Chapter Checkup

A. Fill in the Blanks.

1. structure 2. style 3. .css 4. font-weight 5. #

B. Tick () the Correct Option.

1. a. {} 2. b. Outline 3. a. six 4. b. Red 5. b. font-size

C. Who Am I?

1. Colon(:) 2. Inline CSS method 3. color property 4. line-height 5. External CSS method

D. Write T for True and F for False.

1. T 2. T 3. F 4. T 5. F

E. Answer the Following.

1. Cascading Style Sheets (CSS) is a language used to incorporate styles like background colour, font colour, a font size in web pages. CSS is mainly used to enhance the look of web pages by applying various formatting styles to the elements or the entire web page.

2. CSS consists of style rules. Style rules are made up of selectors, properties, and values. All style rules are enclosed within curly brackets {}.

The syntax for using CSS is as follows: selector{property: value;} where,

● a selector is any HTML element to which you want to apply a style, like <p>. Always remember that an HTML element is written without angle brackets while creating CSS style rules.

● a property is like an HTML attribute, like colour, which adds additional features to an element.

● a value is similar to an attribute’s value assigned to a CSS property.

3. <style>

h1 {

color: #0066cc;

</style>

4. The syntax of the border property is: div {

border: border-width border-style border-color; }

5. Three methods of using CSS style sheets:

a. Inline CSS b. Internal CSS c. External CSS F. Apply Your Learning.

1. Web page to display the text within the <div> tag: <!DOCTYPE html>

<html lang=”en”>

<head>

<title>Red Div</title>

<style>

body {

font-family: Arial, sans-serif; margin: 0; padding: 0;

.red-div {

background-color: red; color: white; padding: 20px;

</style>

</head>

<body>

<div class=”red-div”>

This text is inside a div with a red background and Arial font family. </div>

</body>

</html>

2. Sangeeta can use the External CSS method to apply the styles to the multiple web pages.

3. Romi can use the “text-align” property in CSS to align text to the right edge on a web page.

4. Create a .css file and specify the properties of the <font> element in it. First, create an external style sheet and type the following text in it: font {

font-family: Arial, sans-serif; font-size: 16px; color: #333;

Now, save this file with the name “styles.css” and then refer to this file in another document as shown below:

<!DOCTYPE html>

<html lang=”en”>

<head>

<title>Styling the Font Element</title>

<link rel=”stylesheet” href=”styles.css”>

</head>

<body>

<font>This text will be styled according to the properties specified in the CSS file.</font>

</body>

</html>

5. Sharvi can use the “border” property in CSS to apply a border to an HTML element.

About the Book

This teacher manual has been designed to implement Tekie, the storytelling-based Coding and Computer Science program. The manual consists of lesson plans within each chapter that teachers transact within classrooms and computer labs. Each lesson is based on a research-based ‘WEBS’ framework that simplifies pedagogical practices for teachers and enables them to deliver effectively.

‘WEBS’ Framework

W E B

S Warm Up Engage Build Sum Up

Special Features

• Sharp Lesson Planning: Each lesson plan focuses on specific sub-learning outcomes within a chapter and are designed for delivery within the stipulated class or lab time.

• Real-life and Application-based Questions: Additional questions that link Computer Science to real-life contexts and assist teachers to develop learners’ conceptual understanding and application skills.

• Support and Detailed Solutions: In-depth solutions for in-class and post-class activities to reinforce learning.

About Uolo

Uolo partners with K-12 schools to bring technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia, and the Middle East.

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