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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.

Teacher Manual

‘ W E B S ’ Framework

W Warm Up

Engage

Build

Computer Science

About the Book

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 provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia, and the Middle East.

hello@uolo.com

ISBN 978-81-984882-1-3

Singapore

TK_G01-08_CS_ICSE_Cover_TM.indd 11-13

Gurugram

Bengaluru

NEP 2020 based

ICSE compliant

Technology powered

25/03/25 11:51 AM

Teacher Manual ICSE

COMPUTER SCIENCE

Acknowledgements Academic Authors: Ayushi Jain, Neha Verma Book Production: Rakesh Kumar Singh Project Lead: Jatinder Kaur VP, Learning: Abhishek Bhatnagar

All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners. © Uolo EdTech Private Limited First impression 2023 Second impression 2024 Third impression 2025 This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book. Book Title: Tekie ICSE Computer Science Teacher Manual 4 ISBN: 978-81-984882-1-3 Published by Uolo EdTech Private Limited Corporate Office Address: 85, Sector 44, Gurugram, Haryana 122003 CIN: U74999DL2017PTC322986 Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com All suggested use of the internet should be under adult supervision.

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.

iii

Contents The Magic of the Keystone

1 2 3

 

Understanding Computers Computer Memory

  

Operating Systems and Desktop Elements Shortcut Menus and Keys Desktop Settings



The Internet of Things ��30

Stepwise Thinking ��35

 

1 2

Introduction to Internet of Things Smart Devices

Introduction to Word Processor Formatting Documents-I Formatting Documents-II Formatting Documents-III Formatting Documents-IV Formatting Documents-V

4 5

     

Enhancing Documents-I Enhancing Documents-II Enhancing Documents-III Enhancing Documents-IV Enhancing Documents-V Enhancing Documents-VI

Motion and Looks Blocks Events, Sound, and Control Blocks Script to Move and Turn a Sprite

Making a Scratch Project ��97 Creating a Project in Scratch Pen Extension and Drawing a Line Erasing a Drawing and Adding a Delay Saving and Opening a Scratch Project

Drawing Shapes ��105  

Enhancing Documents ��55

Introduction to Scratch 3.0 Components of Scratch

Scratch Blocks ��91

   

Formatting Documents ��41      

Introduction to Scratch 3.0 ��87

  

Understanding Stepwise Thinking Learn with Examples

Introduction to AI Creative AI

Scratch 3.0 I  

About the Internet and Basic Requirements Basic Terminologies of the Internet

Creating Presentations-I Creating Presentations-II Creating Presentations-III Creating Presentations-IV Creating Presentations-V

Be Creative With AI ��80  

Introduction to Files and Folders Working with Files and Folders and Shortcut Icons Good Practices While Using a Computer

Exploring the Internet ��24

Managing Files and Folders ��16  

Creating Presentations ��69     

Understanding Operating Systems �� 8

All About Data and Storage ��1

Drawing a Square Drawing a Circle

Drawing a Pattern ��109    

Rotating a Sprite Creating a Clone and Drawing a Pattern Creating a Blank Sprite Drawing a Pattern (Using Blank Sprite)

Answer Key ��117

* Higher-order optional chapters

Implementation Plan Total Periods: 60 (48 Main Book and Coding Book + 6 Additional Practice Periods + 6 Revision Periods)

Month 4

Month 3

Month 2

Month 1

Month

Session No.

Chapters

LOs to be Covered

Chapter Type

Session Type

Ch 1 All About Data and Storage

Understanding Computers

Theory

Classroom

Ch 1 All About Data and Storage

Computer Memory

Theory

Classroom

Familiarisation

Ch 7 Fomatting Documents

Introduction to Word Processor

Tools

Classroom

Ch 7 Fomatting Documents

Fomatting Documents-I

Tools

Lab

Ch 7 Fomatting Documents

Fomatting Documents-II

Tools

Classroom

Ch 7 Fomatting Documents

Fomatting Documents-III

Tools

Lab

Ch 7 Fomatting Documents

Fomatting Documents-IV

Tools

Classroom

Ch 7 Fomatting Documents

Fomatting Documents-V

Tools

Lab

Revision Period 1

Additional Hands-on Time 1

Ch 2 Understanding Operating Systems

Operating Systems and Desktop Elements

Theory

Classroom

Ch 1 Introduction to Scratch 3.0

Introduction to Scratch 3.0

Coding

Lab

Ch 2 Understanding Operating Systems

Shortcut Menus and Keys

Theory

Classroom

Ch 1 Introduction to Scratch 3.0

Components of Scratch

Coding

Lab

Ch 2 Understanding Operating Systems

Desktop Settings

Theory

Classroom

Additional Hands-on Time 2

Revision Period 2

Ch 2 Scratch Blocks

Motion and Looks Blocks

Coding

Lab

Ch 3 Managing Files and Folders

Introduction to Files and Folders

Theory

Classroom

Ch 2 Scratch Blocks

Events, Sound, and Control Blocks

Coding

Lab

Ch 3 Managing Files and Folders

Working with Files and Folders and Shortcut Icons

Theory

Classroom

Ch 2 Scratch Blocks

Script to Move and Turn a Sprite

Coding

Lab

Ch 3 Managing Files and Folders

Good Practices While Using a Computer

Theory

Classroom

Additional Hands-on Time 3

Revision Period 3

Ch 3 Making a Scratch Project

Creating a Project in Scratch

Coding

Lab

Ch 4 Exploring the Internet

About the Internet and Basic Requirements

Theory

Classroom

Ch 3 Making a Scratch Project

Pen Extension and Drawing a Line

Coding

Lab

Ch 4 Exploring the Internet

Basic Terminologies of the Internet

Theory

Classroom

Ch 3 Making a Scratch Project

Erasing a Drawing and Adding a Delay

Coding

Lab

Ch 6 Stepwise Thinking

Understanding Stepwise Thinking

Theory

Classroom

Lab

Classroom Lab

Lab Classroom

Month 8

Month 7

Month 6

Month 5

Month

Session No.

Chapters

LOs to be Covered

Chapter Type

Session Type

Ch 3 Making a Scratch Project

Saving and Opening a Scratch Project

Coding

Lab

Ch 6 Stepwise Thinking

Learn with Examples

Theory

Classroom

Additional Hands-on Time 4

Ch 4 Drawing Shapes

Drawing a Square

Coding

Classroom

Ch 4 Drawing Shapes

Drawing a Circle

Coding

Lab

Ch 8 Enhancing Documents

Enhancing Documents-I

Tools

Classroom

Ch 8 Enhancing Documents

Enhancing Documents-II

Tools

Lab

Ch 8 Enhancing Documents

Enhancing Documents-III

Tools

Classroom

Ch 8 Enhancing Documents

Enhancing Documents-IV

Tools

Lab

Ch 8 Enhancing Documents

Enhancing Documents-V

Tools

Classroom

Ch 8 Enhancing Documents

Enhancing Documents-VI

Tools

Lab

Ch 9 Creating Presentations

Creating Presentations-I

Tools

Classroom

Ch 9 Creating Presentations

Creating Presentations-II

Tools

Lab

Ch 9 Creating Presentations

Creating Presentations-III

Tools

Classroom

Ch 9 Creating Presentations

Creating Presentations-IV

Tools

Lab

Ch 9 Creating Presentations

Creating Presentations-V

Tools

Classroom

Additional Hands-on Time 5

Revision Period 4

Ch 5 Drawing a Pattern*

Rotating a Sprite

Coding

Lab

Ch 5 The Internet of Things*

Introduction to Internet of Things

Theory

Classroom

Ch 5 Drawing a Pattern*

Creating a Clone and Drawing a Pattern

Coding

Lab

Ch 5 The Internet of Things*

Smart Devices

Theory

Classroom

Ch 5 Drawing a Pattern*

Creating a Blank Sprite

Coding

Lab

Ch 10 Be Creative With AI*

Introduction to AI

Theory

Classroom

Ch 5 Drawing a Pattern*

Drawing a Pattern (Using Blank Sprite)

Coding

Lab

Ch 10 Be Creative With AI*

Creative AI

Theory

Classroom

Additional Hands-on Time 6

Revision Period 5

Lab

Lab Classroom

* Higher-order optional chapters

The Magic of the Keystone

All About Data and Storage Story Time

Story in a Nutshell… Mel and Conji are talking about magic and computers in the school when they hear a beeping sound in the Computer Lab. They see Eva being pulled inside the computer screen, with some dark magic. There is a secret message on the screen that they have to decode. They explore the school library to gain some knowledge about it. They see a puzzle, and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They learn about a MagiTech Keystone which holds unimaginable power. They get to know from the Elders that no one has come close to finding it. By solving clues, they get a piece of the Keystone and find out that Elder Robot is behind it. He was under a dark spell, and the Keystone could only break it. They find the other piece and join the pieces together to break the spell. Mel and Conji fight a battle with Lord Ero. They cast a powerful spell with the help of the Elders on Lord Ero, and he loses his power. They finally break the spell on Eva.

Story in This Chapter… ●

Conji reminds Mel that she promised to teach him about computers.

●

Mel jokingly tells him that she wishes to use a spell to erase that from his memory.

●

Conji requests that Mel keeps her magic away from him. Mel agrees to this.

●

Conji asks her if she kept the ingredients of the magic drink safely in the storage room.

●

Mel tells him that she always stores her data properly.

●

Conji doesn’t understand what Mel means.

●

Mel then pulls out a thick book from the library to teach Conji about data and storage on computers.

This chapter is divided into the following classroom sessions 1. Understanding Computers 2. Computer Memory

1. Understanding Computers Learning Outcomes At the end of the session, the students will be able to: ●

describe ancient devices and modern smart devices, including computers.

●

describe the concept of Data, Processing, and Information.

Keywords ● ●

● ●

●

Devices: Things around us that perform specific tasks are called devices. Computer: It is an electronic device or a machine that performs various calculations and carries out different tasks for us based on the instructions that we give it. Data: It is facts, numbers, or symbols that we collect and enter into the computer. Information: It is the knowledge or understanding that we gain when the computer analyses and puts together the data that we entered into it. CPU: The CPU is like the brain of the computer. It takes our inputs and processes them.

WEBS at a Glance Warm Up Ask the students what devices were there in ancient times, for instance, to know the time of the day. Ask the students what devices are used in modern times and how the present-day devices are different from the older ones. 5 mins

Engage Explain about the various devices, including computers. Explain about data, processing, and information.

Build

Sum Up

Think and Tell

Conclude the concepts

Group discussion

Assign homework

15 mins

7 mins

3 mins

Action Plan Warm Up ●

Ask the students what devices were there in ancient times to know the time of the day.

5 mins

● ●

Tell the students that people used sundials. They used the sun’s shadow to know what time it was. Ask the students what devices are used in modern times and how these devices are different from the old ones. Tell them that nowadays smartwatches are being used that not only tell us the time but also allow the use of the internet. Tell them that a computer is also one of these smart devices.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe ancient devices Tell them that things around us that perform specific tasks are called and modern smart devices. Explain ancient and smart devices as given on pages 4 and 5. devices, including computers. Describe the concept of Data, Processing, and Information.

Tell the students that a computer takes inputs from us in the form of ‘data’, processes them, and finally provides us with output in the form of ‘information’. Then explain the concept of Data, Processing, and Information as given on pages 5, 6, and 7.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1A section and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: 1. a. Virus 2. a. F

b. T c. F d. T 3. Steps

b Processing the input

c Looking at the movement of the mouse on the screen a Moving the mouse on the table Build ●

7 mins

Ask the students to give the answer to the question, “Name a few devices around you and say how you use them.” asked in the Think and Tell section, given on page 4. Possible Responses: I use Television to watch educational shows and cartoons. I use my parents’ smartphone to call my friends, take photos, and access educational apps to make learning fun.

Chapter 1 • All About Data and Storage

●

Conduct a group discussion in the class among the students based on the topic, ‘‘Give one example of data and information with your partner.” provided in the Discuss section as mentioned on page 6. Possible Response: Data: (32°C, 50% chances of rain), Information: It’s warm, and it might rain today.

●

Ask the students to give the answer to the question, “Can you think of some more examples of input and output in computers?” asked in the Think and Tell section, given on page 7. Possible Response: Input: Typing on the keyboard and Output: Displaying text on the monitor screen. Sum Up

●

Conclude the session by summarising that the things around us that perform specific tasks are called devices. Similarly, computers perform various calculations and carry out different tasks based on the instructions that we give them. A computer takes inputs from us in the form of ‘data’, processes them, and finally provides us with the output in the form of ‘information’. 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 B. Tick the Correct Option: Question 5 C. Who Am I?: Question 2

E. Answer the Following: Questions 1 and 5

3 mins

2. Computer Memory Learning Outcomes At the end of the session, the students will be able to: ●

describe computer memory.

●

describe primary memory and its types.

●

describe secondary memory and secondary storage devices.

Keywords ●

Memory: A computer has memory to store data and information.

●

Bytes: Computer memory is measured in units called bytes.

●

Cloud storage: It is like a big storage space on the internet where you can keep all your files and access them anytime, anywhere, and from any device as long as you are connected to the internet.

WEBS at a Glance Engage

Warm Up Ask the students to name the devices that can be used for storage, such as your diary, where you store all the details about your day-to-day activities.

Explain to the students what computer memory is.

Build Think and Tell

Explain to them about the primary memory and its types.

15 mins

Conclude the concepts Assign homework

Explain to them about the secondary memory and the various secondary storage devices.

5 mins

Sum Up

7 mins

3 mins

Action Plan Warm Up ● ●

5 mins

Ask the students to name a few storage devices from their surroundings. Tell them that similar to the diary that stores the details of your entire day, a computer has memory to store the data and information. Everything that we do on the computer is stored in its memory.

Chapter 1 • All About Data and Storage

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe computer memory.

Tell the students that the computer has a memory to store data and information, as given on page 8.

Describe primary memory and its types.

Explain to the students that the primary memory is of two types—RAM and ROM, as given on pages 9 and 10.

Describe secondary memory Explain to the students about the secondary memory and secondary and secondary storage devices. storage devices, like Hard Disk Drive (HDD), Pen Drive, Memory Card, etc., as given on pages 10 to 12.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1B section and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: 1. a. CD: Secondary Memory Device

b. HDD: Secondary Memory Device c. DVD: Secondary Memory Device d. ROM: Primary Memory e. Pen Drive: Secondary Memory Device f. RAM: Primary Memory 2. a. RAM b. ROM c. ROM d. RAM 3. Cloud Storage → HDD → Pen Drive → DVD → CD Note: These are general trends and the actual storage capacity may vary from model to model and with advancements in technology. Build ●

Ask the students to give the answer to the question, “Sometimes, our computers hang, or programs suddenly crash. Is this problem related to RAM or ROM?” asked in the Think and Tell section, given on page 10. Correct Response: RAM

7 mins

Sum Up ●

●

3 mins

Conclude the session by summarising that everything that we do on the computer is stored in its memory, for example, saving a file, storing pictures, and downloading something from the internet. Primary memory is the computer’s internal memory where it stores data related to currently running programs. Secondary memory is the computer’s external storage beyond the primary memory. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 4, 5, 6, and 7 B. Tick the Correct Option: Questions 1, 2, 3, and 4 C. Who Am I?: Questions 1, 3, and 4 D. Write T for True and F for False: Questions 1, 2, 3, and 4 E. Answer the Following: Questions 2, 3, and 4 F. Apply Your Learning: Questions 1, 2, and 3

Chapter 1 • All About Data and Storage

Understanding Operating Systems Story Time

Story in a Nutshell… Mel and Conji are learning about magic and computers in school when they hear a beeping sound in the Computer Lab. They see Eva being pulled inside the computer screen with some dark magic. There is a secret message on the screen, which they have to decode. They explore the school library to gain some knowledge about it. They see a puzzle, and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They get to know about a MagiTech Keystone, which holds unimaginable power. They get to know from the Elders that no one has come close to finding it. By solving clues, they get a piece of the Keystone and find out that Elder Robot is behind it. He was under a dark spell, and the Keystone could only break it. They find the other piece and join them together to break the spell. Mel and Conji fight a battle with Lord Ero. They cast a powerful spell with the help of the Elders on Lord Ero and he loses his power. They finally break the spell on Eva.

Story in This Chapter… ● ●

●

Mel and Conji decide to inform the Elders of the incident with Eva right away. On hearing them, Elder Wizard tells them that they must learn about computers and technology in order to understand the secret message. Elder Robot advises them to explore the school’s hidden library in order to acquire the knowledge they need. In the library, they meet Ms Idea. The library looked magical, as if they could talk to the books and ask for help. Mel’s last word, ‘help’ echoes through the library and leads them to a special book named ‘Operating System’. Both lean into the book to learn about operating systems.

This chapter is divided into the following classroom sessions 1. Operating Systems and Desktop Elements 2. Shortcut Menus and Keys 3. Desktop Settings

1. Operating Systems and Desktop Elements Learning Outcomes At the end of the session, the students will be able to: ●

describe an operating system and its features.

●

describe about the Windows 10 operating system.

●

discuss the different elements of the Windows 10 desktop.

Keywords ●

● ●

Operating system: An Operating System is a software that helps us to communicate with the computer and tell it what to do. Software: It is a set of instructions that tells a computer what to do. Booting: When you press the power button to turn on your computer, the computer starts getting the system ready for you to use it. This process is called booting.

WEBS at a Glance Warm Up Ask the students what things they can do on a computer. Ask the students if they know what makes a computer run smoothly and do multiple things. 5 mins

Engage Explain to the students about the operating system and its features. Also tell them about the popular operating system— Windows 10 and the different elements of the desktop. 15 mins

Action Plan Warm Up ● ●

Build Think and Tell Group discussion

7 mins

Sum Up Conclude the concepts Assign homework

3 mins

5 mins

Ask students what tasks they can do on a computer. Tell the students that they can do a lot of things on computers—play music, watch videos, play games, etc. And then tell them that the operating system makes the computer run smoothly.

Chapter 2 • Understanding Operating Systems

15 mins

Engage Explain the following concepts: Learning Outcomes

Describe an operating system and its features.

Describe about the Windows 10 operating system.

Discuss the different elements of the Windows 10 desktop.

Explanation

Explain to the students that an operating system is a software that helps us communicate with the computer and tell it what to do. Also, explain its features, as given on page 21. Introduce the students to the Windows 10 operating system and tell them the steps to start a computer with this operating system. Also, brief them about the taskbar, start button, icons and wallpaper, as given on pages 22 and 23.

Explain to the students about the taskbar and its components. Describe the Aero Peek feature of Windows 10. Also, tell them the steps to change the taskbar location, as given on pages 24, 25, and 26.

Check for Understanding ●

Read aloud the questions provided in Do It Yourself 2A and Do It Yourself 2B, Questions 1 and 2. Encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: Do It Yourself 2A 1.

d. All of the above

the Columns. 3 2.Match a. F b. T c. T

3. Column A Desktop

Manages computer software

Booting

Process of starting the computer

Taskbar

Area where you see icons and wallpapers

Do It Yourself 2B 1. 2.

Column B

c. Using Aero Peek

Build ●

7 mins

Ask the students to give the answer to the question ‘’Which icons do you think we should have on our desktop?’’ asked in the Think and Tell section, as given on page 22. Possible Responses: Recycle bin, Google Chrome

●

Conduct a group discussion in the class among the students based on the topic ‘’How can you take Cortana’s help to quickly open your favourite game?’’ provided in the Discuss section, as mentioned on page 25. Possible Response: We can quickly open our favourite game by giving a voice command to Cortana, for example, saying “Hey Cortana, open [your favourite game]”. Sum Up

●

3 mins

Conclude the session by summarising that an operating system helps us to communicate with the computer and tell it what to do. An operating system has features such as easy-to-use interface, file management, multitasking, etc. Booting is the process that starts getting the system ready for you to use it when you turn on the computer. The Taskbar is the bar in the bottom of the window. 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, 4, and 5 B. Tick the Correct Option: Questions 3 and 4 C. Who Am I?: Questions 1, 3, 4, and 5 D. Write T for True and F for False: Questions 1, 3, and 4 E. Answer the Following: Questions 1, 2, 3, 4, and 5

Chapter 2 • Understanding Operating Systems

2. Shortcut Menus and Keys Learning Outcomes At the end of the session, the students will be able to: ● ● ●

open the shortcut menu to personalise the desktop.

open the icon shortcut menu to change the properties of an application. apply few shortcut keys for Windows 10.

Keyword ●

Shortcut menus: They are the menus that pop up when we right-click on the desktop and icons.

WEBS at a Glance Warm Up Ask the students where do they keep their belongings (clothes, notebooks, toys, etc.) that they frequently use. 5 mins

Engage Explain the students about shortcut menus and the Windows 10 shortcut keys.

Build

Sum Up

Group discussion Conclude the concepts Assign homework

15 mins

7 mins

Action Plan Warm Up ● ●

3 mins

5 mins

Ask the students where do they keep their belongings that they frequently use. Tell them that we place our frequently used things on the tabletop. This is similar to putting our most important apps, files, and folders on the desktop. Engage

15 mins

Explain the following concepts: Learning Outcomes Open the shortcut menu to personalise the desktop.

Explanation Tell the students that the shortcut menus are menus that pop up when we right-click on the desktop and icons. Also tell them the steps to open the shortcut menu, as given on pages 26 and 27. Tell students the steps to open the icon shortcut menu to change the properties of an application, as given on page 27.

Open the icon shortcut menu to change the properties of an application. Tell the students that the windows key is a special key at the bottom-left of Apply few shortcut keys for the keyboard. Also, tell them about a few shortcut keys and their functions, Windows 10. as given on pages 27 and 28. 12

Check for Understanding ●

Read aloud the questions provided in Do It Yourself 2B section Question 3. Encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Response: 3. c. To personalise the desktop

●

Name the option from the shortcut menu that lets you change features such as the desktop background, windows colour, etc. Correct Response: Personalize Build

●

7 mins

Conduct a group discussion in the class among the students on the topic ’Use of Shortcut Menu’. Possible Responses: We can choose a few options such as making new files or folders, sorting icons, opening or renaming the names of apps, etc. Sum Up

●

3 mins

Conclude the session by summarising that the shortcut menus are menus that pop up when we right-click on the desktop and icons. You can personalise your desktop and change the properties of an application in Windows 10. The windows key is used in combination with other keys to make the shortcut keys. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. C. Who Am I?: Question 2

Additional Questions for Homework ●

What is the shortcut key to open the Task View? Correct Response: Windows key + Tab

●

Name the option in the icon shortcut menu that helps you change the property of an application. Correct Response: Properties

Chapter 2 • Understanding Operating Systems

3. Desktop Settings Learning Outcomes At the end of the session, the students will be able to: ●

set the theme colour and theme font of the desktop.

●

set the desktop background.

●

set the screen saver.

●

change mouse pointer.

●

set date and time.

●

adjust the volume.

Keywords ●

●

Screen saver: It is a fun and colourful display that appears on a computer screen when you are not using it for a while. Toggle: It means switching between two options by pressing or clicking.

WEBS at a Glance Warm Up Ask the students if they know that they can change the background, theme colour, etc., of the desktop.

Engage Explain to the students how to set the theme colour and theme font of the desktop.

Build Think and Tell

Explain the students how to set the desktop background and screen saver.

Sum Up Conclude the concepts Assign homework

Explain to the students how to change the mouse pointer. Explain to the students how to set the date and time. Explain to the students how to adjust the volume.

5 mins

15 mins

7 mins

3 mins

Action Plan Warm Up

5 mins

●

Ask the students if they know that they can change the background or the theme colour of the desktop.

●

Then, build the concept by telling them how to customise the colours on their computer.

15 mins

Engage Explain the following concepts: Learning Outcomes Set the theme colour and theme font of the desktop. Set the desktop background. Set the screen saver. Change mouse pointer. Set date and time. Adjust the volume.

Explanation Tell the students the steps to customise the colours on their computers. Also tell them the steps to adjust fonts on their computers, as given on pages 29, 30, and 31. Tell the students that they can change their desktop background by right-clicking on the desktop and selecting the Personalize option, as given on page 31. Tell the students that a screen saver is a fun and colourful display that appears on a computer screen when you are not using it for a while. Also, tell them the steps to change the same, as given on pages 31 and 32. Explain the steps to change the mouse pointer from the Control Panel app, as given on pages 32, 33, and 34. Explain to the students the steps to set the date and time, as given on pages 34 and 35. Tell the students the steps to adjust the volume, as given on pages 35 and 36.

Check for Understanding ●

Read aloud the questions provided in Do It Yourself 2C section. Encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: 1.

d. Open the Start menu and click on “Time and Date”.

2. a. T b. T c. F

d. F

Build ●

7 mins

Ask the students to give the answer to the question ‘’What are some creative or fun screen savers that you have come across or would love to have on your computer?’’ asked in the Think and Tell section, as given on page 31. Possible Responses: Bubbles, ribbons, photos, etc.

●

Ask the students to give the answer to the question ‘’Which style of mouse pointer would you like to use?’’ asked in the Think and Tell section, as given on page 34. Possible Responses: Normal select, text Select, etc. Sum Up

●

3 mins

Conclude the session by summarising that we can apply various settings such as theme colour, font, background, screen saver, mouse pointer, date and time, volume on the computer desktop, etc. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. B. Tick the Correct Option: Questions 1 and 2 D. Write T for True and F for False: Question 2 F. Apply Your Learning: Questions 1, 2, 3, 4, and 5

Chapter 2 • Understanding Operating Systems

Managing Files and Folders Story Time

Story in a Nutshell… Mel and Conji are learning about magic and computers in school when they hear a beeping sound in the Computer Lab. They see Eva being pulled inside the computer screen with some dark magic. There is a secret message on the screen which they have to decode. They explore the school library to gain some knowledge about it. They see a puzzle and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They get to know about a MagiTech Keystone which holds unimaginable power. They learn from the Elders that no one has come close to finding it. By solving the clues, they get a piece of the Keystone and find out that Elder Robot is behind it. He was under a dark spell, and the Keystone could only break it. They find the other piece and join them together to break the spell. Mel and Conji fight a battle with Lord Ero. They cast a powerful spell with the help of Elders on Lord Ero, and he loses his power. They finally break the spell on Eva.

Story in This Chapter… ●

Mel and Conji are in a dark chamber, with a mysterious voice echoing around them.

●

Mel is scared of the dark and asks Conji to cast a spell to bring light into the chamber.

●

Conji uses the spell “LUMIS,” and the lights come back, revealing a computer screen and books.

●

They find files on the computer and a pile of books on the table, but everything is disorganised.

●

Mel suggests organising files into folders and subfolders for easier access to information.

●

Conji plans to create magical labels for the books to help organise them.

●

Mel and Conji feel excited about working together to find new information that may lead them to Eva.

This chapter is divided into the following classroom sessions 1. Introduction to Files and Folders 2. Working with Files and Folders and Shortcut Icons 3. Good Practices While Using a Computer

1. Introduction to Files and Folders Learning Outcomes At the end of the session, the students will be able to: ●

work with files and folders.

●

create a file, folder, and subfolder on the desktop.

Keywords ●

●

File: A file is a digital space used to store different types of information on a computer. It acts like a container for items, like images, videos, texts, etc. Folder: A folder is a container that stores files. Folders help organise files, making them easier to find.

WEBS at a Glance Engage

Warm Up Ask the students how they keep their toys or books organised and why do they think it is important to have a designated place for everything.

Describe that just like we organise our physical belongings, we also organise our digital information on a computer using files and folders. Also, explain the steps to create files, folders, and subfolders to the students.

5 mins

15 mins

Build Group discussion

Sum Up Conclude the concepts Assign homework

7 mins

Action Plan Warm Up ●

●

3 mins

5 mins

Ask the students that how they keep their toys or books organised and why do they think it is important to have a designated place for everything. Relate the concept of organising the items on the computer to files and folders.

Chapter 3 • Managing Files and Folders

15 mins

Engage Explain the following concepts: Learning Outcomes Work with files and folders.

Explanation Explain the concept of files and folders to students. Describe how all the information is stored in files on a computer system. A file is a digital space used to store different types of information on a computer, as given on page 46.

Create a file, folder, and Explain the steps to create a Word file, folder, and sub-folder to the students subfolder on the desktop. as given on page 47. Also, tell them that we can create different types of files.

Check for Understanding ●

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 notebook. Correct Responses:

1. T 2. F 3. T 4. T

2. Steps to create a folder are:

a. Right-click on the desktop.

b. Position the cursor over the New option.

c. Click on the Folder option. d. Give it a name.

Build ●

7 mins

Conduct a group discussion in the class among the students based on the topic ”When we are at school, we take notes in our notebooks. Can we compare a computer file with a notebook?” provided in the Discuss section as mentioned on page 46. Possible Responses: Yes, we can compare a computer file with a notebook. Just like we write and store information in a notebook at school, we can create and save information in a computer file. Both notebooks and computer files help us keep our thoughts, ideas, and important information organised and accessible. Sum Up

●

Conclude the session by summarising that files are digital containers that store different kinds of information on a computer, and folders help us organise these files. We learnt how to create a Microsoft Word file and folders or subfolders on the desktop to manage information effectively on a computer. 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 3

B. Tick the Correct Option: Questions 2, 3, and 4 C. Who Am I?: Questions 1 and 2

D. Write T for True and F for False: Questions 1 and 2 E. Answer the Following: Question 1 F. Apply Your Learning: Question 4 18

3 mins

2. Working with Files and Folders and Shortcut Icons Learning Outcomes At the end of the session, the students will be able to: ●

rename files and folders.

●

select files and folders.

●

duplicate and move files and folders.

●

create shortcut icons on desktops.

Keywords ●

Renaming: Renaming a folder or a file means changing the name of the digital files and folders.

●

Duplicate: To duplicate is to make an exact copy of a file or folder.

●

Move: To move is to transfer a file or folder to a different location.

●

Shortcut icons: Shortcut icons are quick-access symbols on the desktop for frequently used files or folders.

●

Delete: To delete is to remove a file or folder from the computer.

●

Restore: Restore is to bring back a deleted file or folder from the recycle bin.

WEBS at a Glance Engage

Warm Up

Ask the students if they Explain to the students how to label the boxes containing rename files and folders and how to their important things. select them. Now, relate them to the concept of renaming the files and folders according to their preferences.

Explain how to create a duplicate file and how to move a file or folder to a different location.

5 mins

15 mins

Build Think and Tell

Sum Up Conclude the concepts Assign homework

Also, describe how to create shortcut icons on the desktop. 7 mins

3 mins

Action Plan Warm Up

5 mins

Ask the students if they label the boxes containing their important things. Now, relate them to the concept of renaming the files and folders according to their preferences.

Chapter 3 • Managing Files and Folders

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Rename files and folders.

Explain to the students that the new files and folders are assigned the default names once they are created. However, they can be renamed later, according to our preferences. Describe the steps to do so as given on page 48.

Select files and folders.

Explain that to do any operation on a file or folder, we first need to select it. Discuss that there are various methods to select single or multiple files and folder, as given on pages 50 and 51.

Duplicate and move files and folders.

Explain to the students that we can create a duplicate file or a folder by using the Copy and Paste options as given on pages 51 and 52. Also, describe the steps to do so. After that, explain the concept of moving a file or folder to a different location on the computer along with the steps as given on page 53.

Create shortcut icons on desktops.

Explain to the students that the shortcut icon helps us quickly open a file or folder, as given on page 53. Also, describe the steps to do so as given on page 54.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 3A and Do It Yourself 3B sections and encourage the students to solve them. Instruct them to write the answers in their book. Correct Responses: (Do It Yourself 3A) 1. a. T b. F c. T d. T e. F Correct Responses: (Do It Yourself 3B) 1. Left 2. Ctrl 3. Shift 4. Copy 5. Cut 6. Shortcuts Build

●

7 mins

Ask the students to give the answer to the question “Why do you think it is important to give correct names to folders?” asked in the Think and Tell section given on page 49. Possible Response: Giving correct names to folders is important for efficient organisation and easy access to files.

●

Ask the students to give the answer to the question “How is moving files and folders different from duplicating them?” asked in the Think and Tell section given on page 53. Possible Response: Moving files and folders relocates them, while duplicating creates copies of them.

Sum Up ●

●

3 mins

Conclude the session by summarising that we can rename the files and folders in our computer. We need to select the files before performing any operations on them. We can also create duplicate files using Copy and Paste options and move the files using Cut and Paste options. At last, revise the steps of creating the shortcut icons on the desktop. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 2, 4, and 5 B. Tick the Correct Option: Question 1 C. Who Am I?: Questions 3 and 4 D. Write T for True and F for False: Questions 3 and 4 E. Answer the Following: Questions 2 and 3 F. Apply Your Learning: Questions 2 and 5

Chapter 3 • Managing Files and Folders

3. Good Practices While Using a Computer Learning Outcome At the end of the session, the students will be able to: ●

follow good practices while using a computer.

WEBS at a Glance Engage

Warm Up Ask the students whether they follow the teacher’s instructions to move in a line or to keep quiet in the class. Tell them that just as they practice good manners in daily life, we also have a few good practices when using a computer.

Discuss the various good practices with the students that they should follow while using the computer.

5 mins

15 mins

Build Group discussion

7 mins

Warm Up

●

Conclude the concepts Assign homework

Action Plan

●

Sum Up

3 mins

5 mins

Ask the students whether they follow the teacher’s instructions to move in a line or to keep quiet in the class. Tell them that just as they practice good manners in daily life, we also have a few good practices when using a computer.

15 mins

Engage Explain the following concept: Learning Outcome

Explanation

Follow good practices while using a computer.

Explain to the students that they should follow a few good practices when using a computer, such as naming and storing the files and folders properly, organising the files in labelled folders, being respectful of others’ files, etc., as given on page 56.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 3C and encourage students to solve them. Instruct them to write the answers in their book. Correct Responses:

1. T 2. T 3. F 4. F Build ●

7 mins

Conduct a group discussion in the class among students based on the topic provided below: Discuss why it is important to name and store files properly. Possible Responses: It helps to keep the computer organised, especially when many people share one computer. Sum Up

●

3 mins

Conclude the session by summarising that students should follow a few good practices when using a computer, such as naming and storing the files and folders properly, organising the files in labelled folders, being respectful of others’ files, etc.

Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. F. Apply Your Learning: Questions 1 and 3

Chapter 3 • Managing Files and Folders

Exploring the Internet Story Time

Story in a Nutshell… Mel and Conji are learning about magic and computers in school when they hear a beeping sound from the Computer Lab. They rush there and reach just in time to see Eva being pulled inside the computer screen. There is a secret message on the screen which they have to decode. They explore the school library to know more about it. They see a puzzle and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They learn about the MagiTech Keystones which holds unimaginable power. They get to know from the Elders that no one has come close to finding it. By solving clues, they get a piece of the Keystone. They also find out that Elder Robot, under Lord Ero’s control, is behind Eva’s kidnapping. They find the other piece of the Keystone, join them, and break the Dark spell. With the help of the Elders, they battle Lord Ero and defeat him. Finally, they free Eva.

Story in This Chapter… ●

Mel and Conji are in the computer lab looking for a document that has some strange name.

●

They find the document as it has a strange name called ‘Infinity Stone’, so they decide to open it.

●

The document talks about a magical keystone with unimaginable power.

●

Conji is curious about the MagiTech keystone and wants to learn more.

●

Mel suggests using the internet to find information about MagiTech.

●

Conji is interested in the internet and asks Mel to tell more about it.

●

Mel explains that the internet is easy to use and very useful for finding information.

This chapter is divided into the following classroom sessions 1. About the Internet and Basic Requirements 2. Basic Terminologies of the Internet

1. About the Internet and Basic Requirements Learning Outcomes At the end of the session, the students will be able to: ● ● ●

define internet.

describe about the history of the internet.

identify the basic requirements for an internet connection.

Keywords ●

●

Internet: The internet is a network of networks that connects computers and devices from all over the world. Network: A network is a group of computers connected to each other.

WEBS at a Glance Engage

Warm Up

Build

Ask the students what makes it possible to video call a friend who may be in a different part of the world.

Explain the term ‘internet’ to the students. Tell the students about the history of the internet and how it began. Also, discuss the basic requirements for an internet connection.

5 mins

15 mins

Group discussion

Conclude the concepts

Think and Tell

Assign homework

7 mins

Action Plan Warm Up ●

●

Sum Up

3 mins

5 mins

Ask the students what makes it possible to video call a friend who may be in a different part of the world. Then relate the concept by telling them that internet helps them do so.

15 mins

Engage Explain the following concepts: Learning Outcomes Define internet.

Explanation Explain to the students that the internet is a network of networks that connects computers and devices from all over the world. Also, get them familiar with the term network, as given on page 63.

Chapter 4 • Exploring the Internet

Learning Outcomes

Explanation

Describe about the history of the internet.

Discuss the timeline of the internet with the students and tell them how the internet started, as given on pages 63 and 64.

Identify the basic requirements for an internet connection.

Tell the students that we need a computer and an internet connection to start exploring the internet. Tell them to set up an internet connection, we need a modem, ISP, and communication media as given on pages 65 and 66.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 4A and encourage students to solve them. Instruct them to write the answers in their notebook. Correct Responses: 1.

2. a. T b. F c. F Build ●

7 mins

Conduct a group discussion in the class on the topic “What would our lives be without internet?” provided in the Discuss section on page 65. Possible Responses: Without the internet, our lives would be limited in terms of communication, access to information, and everyday conveniences.

●

Ask the students to answer the question, “Can you think of more examples of Analog and Digital signals?” asked in the Think and Tell section on page 65. Possible Responses: Analog signals: Human voice transmitted through airwaves. Digital signals: Text message sent over a cellular network.

●

Conduct a group discussion in the class based on the topic “Find out which type of internet connection your house or school has.” provided in the Discuss section on page 66. Possible Response: Cable networks are used in homes. A cable from a local central office (CO) runs to our homes or schools and provides internet.

Sum Up ●

●

3 mins

Conclude the session by summarising that the internet is like a web that connects computers and phones all over the world, letting us send messages, pictures, and even see each other on video calls. It started many years ago with just a few computers and has grown so much that we can now shop online, learn new things, and make friends in faraway places. To connect to the web, our computers use a special box called modem and an ISP. The fastest connection is through fibre optic cables as they carry information in the form of light. 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: Questions 1 and 5 C. Who Am I?: Questions 4 and 5 D. Write T for True and F for False: Questions 1, 2, 3, 4, and 5 E. Answer the Following: Questions 1, 2, and 4 F. Apply Your Learning: Questions 1 and 2

Chapter 4 • Exploring the Internet

2. Basic Terminologies of the Internet Learning Outcomes At the end of the session, the students will be able to: ● ●

define the basic terminologies of internet.

describe about Google Chrome, search engines, URL, and Net Surfing.

WEBS at a Glance Engage

Warm Up

Build

Tell the students that whenever they pick a new hobby, they need to learn some basic terms about it. Similarly, before using the internet, they need to know some basic terms about it.

Discuss the basic terminologies of the internet such as Web page, Website, WWW, Web browser, Search Engine, URL, and Net Surfing.

5 mins

15 mins

Group discussion

Sum Up Conclude the concepts Assign homework

Discuss Google Chrome and the steps to use Chrome and its components. 7 mins

3 mins

Action Plan 5 mins

Warm Up ●

●

Tell the students that whenever they pick a new hobby, they need to learn some basic terms about it. Similarly, before using the internet, they need to know some basic terms about it. Build the concept to introduce and explain to them the basic terminologies of internet.

15 mins

Engage Explain the following concepts: Learning Outcomes

Define the basic terminologies of internet. Describe about Google Chrome, search engines, URL, and Net Surfing.

Explanation

Describe the basic terminologies of the internet, such as webpages, websites, WWW, etc., to students, as given on pages 67 and 68. Explain to the students that Google Chrome is a web browser made by Google. It is one of the most popular browsers in the world. Explain the steps to open Chrome. Also, describe about search engines, URL, and net surfing to students, as explained on pages 68 to 70.

Check for Understanding ●

a aloud Worldthe Wildquestions Web Read provided in the Do It Yourself 4B and encourage the students to solve them. Instruct them to write the answers in their notebook. c Web World Wide Correct Responses: Match theWide column: 1. b. World Web 2. Column A

Column B Opera

Microsoft Edge

Google Chrome

Safari

Build ●

7 mins

Conduct a group discussion in the class on the topic ‘Net Surfing’. Possible Responses: Net surfing is used to visit websites, watch videos, listen to music, and shopping. We require an internet connection and web browser for it. Sum Up

●

3 mins

Conclude the session by summarising that digital documents, called webpages, when grouped together, form a website. We use programs called web browsers to explore websites and find information through search engines such as Google Chrome, all by typing in unique addresses called URLs. Net surfing involves using a computer or mobile device with an internet connection and a web browser to visit websites, watch videos, listen to music, and discover new things online. 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, and 4 C. Who Am I?: Questions 1, 2, and 3 E. Answer the Following: Questions 3 and 5 F. Apply Your Learning: Questions 3 and 4

Chapter 4 • Exploring the Internet

The Internet of Things Story Time

Story in a Nutshell… Mel and Conji are learning about magic and computers in school when they hear a beeping sound in the Computer Lab. They see Eva being pulled inside the computer screen with some dark magic. There is a secret message on the screen which they have to decode. They explore the school library to gain some knowledge about it. They see a puzzle and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They get to know about a MagiTech Keystone which holds unimaginable power. They learn from the Elders that no one has come close to finding it. By solving the clues, they get a piece of the Keystone and find out that Elder Robot is behind it. He was under a dark spell, and the Keystone could only break it. They find the other piece and join them together to break the spell. Mel and Conji fight a battle with Lord Ero. They cast a powerful spell with the help of Elders on Lord Ero, and he loses his power. They finally break the spell on Eva.

Story in This Chapter… ●

In the Council Room, Mel and Conji inform Elder Wizard and Elder Robot about Lord Ero’s pursuit of the MagiTech Keystone, a device of unimaginable power.

●

The Elders suggest investigating the Museum, where there was an attempted break-in.

●

Mel and Conji head to the Museum, finding it dark and gloomy.

●

They discover a piece of the Keystone, but it disappears when Mel tries to pick it up.

●

The muses appear and explain that the pieces can disappear to protect themselves when they sense danger, similar to the Internet of Things, which Mel explains to Conji.

This chapter is divided into the following classroom sessions 1. Introduction to Internet of Things 2. Smart Devices

1. Introduction to Internet of Things Learning Outcomes At the end of the session, the students will be able to: ●

explain the internet of things.

●

describe IoT-enabled devices.

●

describe features of IoT.

●

explain the applications of IoT.

Keywords ●

●

Internet of things: It is a network of devices that can all be connected over the internet and can work with one another. IoT-enabled devices: Devices that can be connected to the internet and communicate with other devices in the network are called IoT-enabled devices.

WEBS at a Glance Engage

Warm Up Ask the students for the full form of the internet. Also, ask them to define the term internet.

Build

Describe Internet of Things to the students along with its features. Also, describe IoT-enabled devices and the applications of IoT.

5 mins

Group discussion Think and Tell

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

3 mins

Action Plan 5 mins

Warm Up ● ●

Ask the students for the full form of the internet. Also, ask them to define the term internet. Now, build the concept that, similar to the internet, IoT is a network of devices that can all be connected over the internet and can work with one another.

15 mins

Engage Explain the following concepts: Learning Outcomes Explain the internet of things.

Explanation Tell the students that the Internet of Things (IoT) is a network of devices that can all be connected over the internet and can work with one another, as given on page 79.

Chapter 5 • The Internet of Things

Learning Outcomes

Explanation

Describe features of IoT.

Explain to the students about features of IoT like connectivity, automation, safety, security, and scalability, as given on page 79.

Describe IoT-enabled devices.

Discuss with the students that devices that can be connected to the internet and can communicate with other devices in the network are called IoT-enabled devices, as given on page 80.

Explain the applications of IoT.

Explain to them about the different fields in which IoT applications are used, like agriculture and medicine, as given on pages 80 and 81.

Check for Understanding ●

Read aloud the questions 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. a. devices, work b. optimise, efficiently c. increase or decrease

2. a. F b. T c. T Build ●

7 mins

Conduct a group discussion in the class among the students on the topic “What do you think we would need to have such an IoT-based home?” given in the Discuss section on page 79. Possible Responses: We would need Internet Connectivity, IoT devices, Power Source, etc.

●

Ask the students to give the answer to the question “Which are the connected devices that are communicating in this case?” asked in the Think and Tell section given on page 80. Possible Responses: Smartwatch and doctor’s screen. Sum Up

●

3 mins

Conclude the session by summarising that the Internet of Things (IoT) is a network of devices that can all be connected over the internet and can work with one another. Describe the features of IoT, like connectivity, automation, safety, security, and scalability. Also, discuss that the devices that can be connected to the internet and communicate with other devices in the network are called IoT-enabled devices. Tell them about the different fields in which IoT applications are used, like agriculture and medicine. 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 4 B. Tick the Correct Option: Questions 1, 2, and 3 C. Who Am I?: Questions 1 and 2 D. Write T for True and F for False: Questions 4 and 5 E. Answer the Following: Questions 1 and 2 F. Apply Your Learning: Question 1

2. Smart Devices Learning Outcomes At the end of the session, the students will be able to: ●

explain smart devices.

●

describe smart speakers.

●

describe smartwatches.

●

describe smart TVs.

●

explain smart refrigerators.

●

explain smart cars.

●

describe smart light bulbs.

Keyword ●

Smart devices: Devices that can be connected to the internet and have many advanced features are called smart devices.

WEBS at a Glance Engage

Warm Up Ask the students whether they have seen or used a smartwatch.

Build

Describe to them what smart devices are. Explain different smart devices, such as smart speakers, smartwatches, smart TVs, etc.

5 mins

Group discussion

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan 5 mins

Warm Up Ask the students whether they have seen or used a smartwatch.

Now, relate the concept that a smartwatch is a smart device that not only tells us the time, but we can do many other things.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain smart devices. Describe to the students that devices that can be connected to the internet and have many advanced features are called smart devices, as given on page 81.

Chapter 5 • The Internet of Things

Learning Outcomes

Explanation

Describe smart speakers.

Explain to the students that a smart speaker can do many things that a regular speaker cannot, as given on page 81.

Describe smartwatches.

Define that a smartwatch is a watch that not only tells us the time, but we can do many other things, as given on page 82.

Describe smart TVs.

Tell them that a smart TV can be connected to the internet, just like our smartphone or computer, as given on page 82.

Explain smart refrigerators.

Explain to them that a smart refrigerator is a high-tech refrigerator, as given on pages 82 and 83.

Explain smart cars.

Tell them that a smart car is a car with amazing features, like smart sensors, voice control sensors, smartphone connectivity, etc., as given on page 83.

Describe smart light bulbs.

Explain to them a smart light bulb looks like a normal bulb but it has many interesting features, as given on page 83.

Check for Understanding ●

Read aloud the questions 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. d 2. c 3. c 4. d 5. c 6. b Build

●

7 mins

Conduct a group discussion in the class among the students on the topic ‘How are smart devices making our lives easier?’. Possible Response: Smart devices are enhancing our lives by providing convenience, automation, and remote access. They save energy, offer instant information, and provide entertainment. Smart devices also monitor health metrics, improving our well-being. Sum Up

●

Conclude the session by summarising that devices that can be connected to the internet and have many advanced features are called smart devices. A smart speaker can do many things that a regular speaker cannot, like listen to what you say and reply. A smartwatch can count the number of steps you take when you walk or run. A smart TV can be connected to the internet. A smart refrigerator can auto-adjust the temperature, etc. 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 3 B. Tick the Correct Option: Question 3 C. Who Am I?: Questions 3, 4, and 5 D. Write T for True and F for False: Questions 1, 2, and 3 E. Answer the Following: Questions 3 and 4 F. Apply Your Learning: Questions 2 and 3

3 mins

Stepwise Thinking Story Time

Story in a Nutshell… Mel and Conji are learning about magic and computers in school when they hear a beeping sound in the computer lab. They see Eva being pulled inside the computer screen by some dark magic. There is a secret message on the screen which they have to decode. They explore the school library to gain some knowledge about it. They see a puzzle, and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They get to know about a MagiTech Keystone which holds unimaginable power. They get to know from the Elders that no one has come close to finding it. By solving clues, they get a piece of the Keystone and find out that Elder Robot is behind it. He was under a dark spell, and only the Keystone could break it. They find the other piece and join them together to break the spell. Mel and Conji fight a battle with Lord Ero. They cast a powerful spell with the help of the Elders on Lord Ero and he loses all his power. They finally break the spell on Eva.

Story in This Chapter… ●

●

● ●

Mel and Conji arrive at a dark stairwell, similar in darkness to the Museum, indicating someone was there to take a piece of the Keystone. They discover that the MagiTech Keystone is placed on the window. So, they are relieved that the thief failed to take it away. Conji suggests using a spell to freeze the Keystone in place to prevent it from disappearing, allowing Mel to safely pick it up. As they proceed up the stairs, Conji successfully casts the spell “FREEZEALL” to fix the Keystone piece in one place. Mel successfully picks up the Keystone piece after the spell takes effect. During their hunt, they discover a golden piece of metal left by someone who tried to steal the Keystone before them. Realising the golden piece of metal is a clue, they try to identify the person behind the theft. Mel proposes using “stepwise thinking” as a method to solve the mystery of the person who attempted to steal the Keystone.

This chapter is divided into the following classroom sessions 1. Understanding Stepwise Thinking 2. Learn with Examples

1. Understanding Stepwise Thinking Learning Outcomes At the end of the session, the students will be able to: ●

describe problem solving.

●

solve problems using stepwise thinking.

●

use reasoning with better solutions.

Keywords ● ●

●

Problem solving: Problem solving means to find a solution to a problem. Stepwise thinking: Stepwise thinking means to think step by step to complete a task or solve a problem. Reasoning: Reasoning refers to the act of thinking about the facts in order to make a decision.

WEBS at a Glance Warm Up

Engage

Build

Ask the students what steps Explain stepwise thinking to the Group they would take to clean their students. discussion rooms. Encourage the students to consider the reasoning behind their problemsolving approach. Explain reasoning to the students. 5 mins

15 mins

Action Plan Warm Up ●

Ask the students what steps they would take to clean their rooms.

●

Discuss the step-by-step problem-solving process to clean rooms.

7 mins

Sum Up Conclude the concepts Assign homework 3 mins

5 mins

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe problem solving.

Discuss with the students that when we try to find a solution to a problem, it is known as problem solving. Explain the concept of problem solving with the help of an example of cleaning the room, as given on page 91.

Solve problems using stepwise thinking.

Describe that stepwise thinking means to think step by step to complete a task or solve a problem. Explain stepwise thinking to the students, as given on page 91.

Use reasoning with better solutions.

Define that the act of thinking about the facts to make a decision is called reasoning. Explain reasoning to the students, as given on page 92.

Check for Understanding Ask the following questions to the students to check their understanding. ●

Why is it important to break a problem down into smaller parts? a. It makes the problem look bigger. b. It helps to solve the problem more easily. c. It is not important. d. It makes the problem more complicated. Correct Response: b. It helps to solve the problem more easily.

●

What should you do after identifying the problem? a. Solve it immediately. b. Break it down into smaller parts. c. Ignore it. d. Tell someone else to solve it. Correct Response: b. Break it down into smaller parts. Build

●

7 mins

Conduct a group discussion in the class among the students based on the topic ‘What role does reasoning play in solving problems?’ Possible Response: Reasoning helps us think about the facts and make better decisions, ensuring we choose the best solution to a problem.

Chapter 6 • Stepwise Thinking

Sum Up ●

●

Conclude the session by summarising that solving a problem is like cleaning an untidy room; it involves identifying the problem, breaking it down into smaller parts, and then solving each part one by one. Also, reasoning helps us make good decisions by thinking carefully about our choices. 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. Write T for True and F for False: Questions 1, 2, and 3

3 mins

2. Learn with Examples Learning Outcomes At the end of the session, the students will be able to: ●

plan a picnic using stepwise thinking.

●

find a lost watch using stepwise thinking.

WEBS at a Glance Engage

Warm Up Ask the students to create a list of picnic activities. Also, ask them how would they find their favourite watch if they had lost it at the school.

Build

Encourage the students to brainstorm activities for a picnic. Help the students to prepare a list of to-do things on a picnic.

Group discussion

15 mins

Conclude the concepts Assign homework

Encourage the students to consider losing their favourite watch at school. Brainstorm with the students to follow the steps to find the lost watch.

5 mins

Sum Up

7 mins

3 mins

Action Plan 5 mins

Warm Up ● ●

Ask the students to create a list of picnic activities. Also, ask them how would they find their favourite watch if they had lost it at school. Relate the examples with identifying the problem and then breaking the problem in smaller steps in order to solve it.

15 mins

Engage Explain the following concepts: Learning Outcomes Plan a picnic using stepwise thinking.

Explanation Explain to the students how to arrange a picnic step-by-step to ensure they have the best experience possible. Explain the process to the students, as given on page 92.

Chapter 6 • Stepwise Thinking

Learning Outcomes Find a lost watch using stepwise thinking.

Explanation Discuss with the students what steps they would take if they have lost their favourite watch at school. Explain the stepwise process to the students, as given on page 94.

Check for Understanding Ask the following questions to the students to check their understanding. ●

What would you do if you found your watch? orrect Responses: Finally, when you find your watch, thank the person who found it and returned it. C Make a promise to yourself to be more careful in future.

●

How will you and your guests get to the picnic location? Correct Responses: By taking a car, or a rented van, or a school bus. Build

●

7 mins

Conduct a group discussion in the class among the students based on the topic ‘Imagine you want to go on a picnic. List the stepwise approach to have clear and better solutions.’ Possible Responses: 1. Identify the problem. 2. Break the problem down into smaller sub-problems. 3. Solve each part of the problem separately. Sum Up

●

Conclude the session by summarising that in order to plan a fun picnic, we first decide who will join, then pick a spot and time, post that, choose yummy foods to eat, then plan games and activities, then decide what to wear, and finally figure out how to get there. Also, tell the students that if they lose something, like a watch at school, they can think about where and when they last saw it, ask people who might have seen it, let everyone know by putting up notices, and remember to say thank you when they find it. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. C. Number the Steps in the Correct Order: Questions 1 and 2 D. Apply Your Learning: Questions 1, 2, and 3

3 mins

Formatting Documents Story Time

Story in a Nutshell… Mel and Conji are learning about magic and computers in school when they hear a beeping sound in the computer lab. They see Eva being pulled inside the computer screen with some dark magic. There is a secret message on the screen which they must decode. They explore the school library to gain some knowledge about it. They see a puzzle, and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They get to know about a MagiTech Keystone which holds unimaginable power. They learn from the Elders that no one has come close to finding it. By solving the clues, they get a piece of the Keystone and find out that Elder Robot is behind it. He was under a dark spell, and the Keystone could only break it. They find the other piece and join them together to break the spell. Mel and Conji fight a battle with Lord Ero. They cast a powerful spell with the help of the Elders on Lord Ero, and he loses his power. They finally break the spell on Eva.

Story in This Chapter… ● ● ●

● ● ● ● ● ● ●

● ●

Mel and Conji reach the Council Room. Conji tells Elder Wizard that Elder Robot is the one who is helping Lord Ero. Mel further adds to this by saying that they found Elder Robot’s earpiece in the stairwell, where they found the piece of the keystone. Elder Wizard tells them that he has known Elder Robot for a long time. He can never betray them. Elder Wizard advises them to go to Ms Idea. She must know what is happening. Mel and Conji then go to the Idea Centre to get answers to their questions from Ms Idea. Mel asks Ms Idea if she knew Elder Robot was the traitor. She replied with a yes to the question. Conji asked Ms Idea why she hadn’t told them this before. Ms Idea then gave them a document that had all the required information in this context. Conji tells Ms Idea that he can’t understand anything in the document. The letters are so close and would take weeks to decode. Ms Idea then tells them to format the document to make it more presentable and easier to read. Conji then asks Ms Idea what formatting is. He then asks Ms Idea to teach them to do formatting.

This chapter is divided into the following classroom and lab sessions 1. Introduction to Word Processor

4. Formatting Documents-III

2. Formatting Documents-I

5. Formatting Documents-IV

3. Formatting Documents-II

6. Formatting Documents-V

1. Introduction to Word Processor Learning Outcomes At the end of the session, the students will be able to: ●

describe what a word processor is.

●

create a Google document.

●

identify the components of a Google document.

●

add a text.

●

format the text.

Keywords ●

Word processor: A word processor is a software used to type and edit text.

●

Google Docs: It is a free online word processor.

●

Formatting: Formatting refers to the process of changing the appearance and layout of a written document or text to make it more visually appealing, organised, and easier to read and understand.

WEBS at a Glance Warm Up

Engage

Build

Ask the students how they will write a paragraph on a computer.

Explain to the students what a word processor is. Also, tell them the steps to create a Google document. Explain the different components of a Google document. Also, tell them the steps to add and format a text in Google Docs.

Think and Tell

5 mins

15 mins

7 mins

Action Plan Warm Up ● ●

Sum Up Conclude the concepts Assign homework

3 mins

5 mins

Ask the students how they will write a paragraph on a computer. Tell the students that a word processor is a software which is used to type and edit text. Microsoft Word and Google Docs are the two most popular ones.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what a word processor is.

Tell the students that a word processor is a software that is used to type and edit text. Also tell them the features of Google Docs, a free online word processor, as given on page 103.

Create a Google document.

Explain the steps to create a Google document, as given on page 103.

Identify the components of a Google document.

Tell the students about different components of the Google document window, such as the menu bar, toolbar, working area, etc., as given on page 104.

Add a text.

Tell the students the steps to add text to a Google document, as given on pages 104 and 105.

Format the text.

Tell the students about formatting the text. Also tell them the steps to format text, as given on pages 106 and 107.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 7A section, Questions 1 and 2 (part a, b, and c). Encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: 1.

a. Type text

a. Google Docs b. Text c. Bold

Build ●

7 mins

Ask the students to give the answer to the question, “Would you ever make the title of your paragraph bold? Why or why not?” asked in the Think and Tell section given on page 107. Possible Responses: Yes/No Correct Response: Yes, because the title of the paragraph should look thicker and darker than the rest of the text. Sum Up

●

3 mins

Conclude the session by stating that a word processor is a software which is used to type and edit a text. The two most popular ones are Microsoft Word and Google Docs. There are different components of the Google document window, such as the menu bar, toolbar, working area, etc. Formatting text refers to the process of changing the appearance and layout of a written document or piece of text to make it more visually appealing, organised, etc. Also summarise the steps to create a Google document, format text, and edit text. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1 and 5 C. Who Am I?: Question 1

Chapter 7 • Formatting Documents

2. Formatting Documents-I Learning Outcomes At the end of the session, the students will be able to: ●

describe what a word processor is.

●

create a Google document.

●

identify the components of a Google document.

●

add a text.

●

format the text.

Keywords ●

Word processor: A word processor is a software used to type and edit text.

●

Google Docs: It is a free online word processor.

●

Formatting: Formatting refers to the process of changing the appearance and layout of a written document or a piece of text to make it more visually appealing, organised, and easier to read and understand.

WEBS at a Glance Warm Up

Engage

Build

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

Explain to the students what a word processor is. Also, demonstrate the steps to create a Google document. Explain the different components of a Google document. Also, demonstrate to them the steps to add and format text in Google Docs.

Attempt the activity on the Assignment page

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

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 Formatting Documents-I. 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 what a word processor is.

Tell the students that a word processor is a software used to type and edit text. Also, tell them the features of Google Docs, a free online word processor, as given on page 103.

Create a Google document.

Demonstrate to the students the steps to create a Google document, as given on page 103.

Identify the components of a Google document.

Tell the students about different components of the Google document window, such as the menu bar, toolbar, working area, etc., as given on page 104.

Add a text.

Demonstrate to the students the steps to add text to a Google document, as given on pages 104 and 105.

Format the text.

Tell the students about formatting the text. Also, demonstrate to them the steps to format text, as given on pages 106 and 107.

Check for Understanding ●

●

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 a word processor is a software which is used to type and edit text. There are different components of the Google document window, such as the menu bar, toolbar, working area, etc. Formatting text refers to the process of changing the appearance and layout of a written document or a piece of text to make it more visually appealing, organised, etc. Also, summarise the steps to create a Google document, format text, and edit text. Assign the additional activity given on the panel to the students as homework.

Chapter 7 • Formatting Documents

3. Formatting Documents-II Learning Outcomes At the end of the session, the students will be able to: ●

use the Paint format tool.

●

use superscript and subscript formatting styles.

●

add a header and a footer to a document.

●

insert a page break in a document.

●

insert a line break in a document.

Keywords ●

●

Superscript: It is a formatting style where the text or number is made smaller and raised above the regular text line. Subscript: It is a formatting style where the text or number is made smaller and lowered below the regular text line.

●

Header: The header is the text that appears at the top of every page in a document.

●

Footer: The footer is the text that appears at the bottom of every page in a document.

●

Page break: A page break is an instruction to the computer that tells it where to start a new page, when writing or printing.

WEBS at a Glance Warm Up

Engage

Ask the students if they want to apply the same formatting to more texts in the document. Should they repeat the steps, one by one, or all over again?

Explain the use and the steps to apply the features of Google Docs—the Paint format tool, superscript, subscript, header and footer, page break, and line break.

5 mins

15 mins

Build

Sum Up

Think and Tell

Conclude the concepts Assign homework

7 mins

3 mins

Action Plan Warm Up ●

5 mins

Ask the students if they want to apply the same formatting to more texts in the document. Should they repeat the steps one by one, or all over again? Now build the concept of the Paint format.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Use the Paint format tool.

Tell the students that the Paint Format tool helps us copy the formatting from one piece of text and apply it to another text. Tell students to use the Paint Format tool, as given on pages 107 and 108.

Use superscript and subscript formatting styles.

Tell the students that applying a superscript makes the text or number smaller and raised above the regular text line, and applying a subscript makes it smaller and lowered below the regular text line. Also tell them the steps to apply the two features, as given on page 109.

Add a header and Tell the students that the header is the text that appears at the top and the footer to a document. footer at the bottom of every page in a document. Also tell them the steps to add a header and footer to a document, as given on pages 110 and 111. Insert a page break in a document.

Tell the students the steps to insert a page break, as given on page 111.

Insert a line break in a document.

Tell the students the steps to insert a line break, as given on page 112.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 7A section, Question 2 part d and e and Do It Yourself 7B section, Questions 1, 2, and 3. Encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: Do It Yourself 7A 2. d. Paint format

e. Superscript, Subscript Do It Yourself 7B

1. Header, Footer

2. Page break 3. line Build ●

7 mins

Ask the students to give the answer to the question “What information can you include in headers and footers?” asked in the Think and Tell section given on page 111. Possible Response: The header can include the company logo, title of the document, author name, etc., while the footer can include the page number, notes, etc.

Chapter 7 • Formatting Documents

Sum Up ●

●

Conclude the session by summarising that the Paint Format tool helps us copy the formatting from one piece of text and apply it to another text. Applying a superscript makes the text or number smaller and raised above the regular text line, and applying a subscript makes it smaller and lowered below the regular text line. The header is the text that appears at the top, and the footer is at the bottom of every page in a document. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 2

B. Tick the Correct Option: Questions 2, 3, and 5 C. Who Am I?: Questions 2 and 5

D. Write T for True and F for False: Questions 1, 2, and 4 E. Answer the Following: Questions 1, 3, and 4 F. Apply Your Learning: Question 1

3 mins

4. Formatting Documents-III Learning Outcomes At the end of the session, the students will be able to: ●

use the Paint format tool.

●

use superscript and subscript formatting styles.

●

add a header and a footer to a document.

●

insert a page break in a document.

●

insert a line break in a document.

Keywords ●

●

Header: The header is the text that appears at the top of every page in a document.

●

Footer: The footer is the text that appears at the bottom of every page in a document.

●

Page break: A page break is an instruction to the computer that tells it where to start a new page, when writing or printing.

WEBS at a Glance Engage

Warm Up

Build

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

Demonstrate to the students how to apply the features of Google Docs— the Paint format tool, superscript, subscript, header and footer, page break, and line break.

Attempt the activity on the Assignment page

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework 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 Formatting Documents-III. Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Chapter 7 • Formatting Documents

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Use the Paint format tool.

Tell the students that the Paint Format tool helps us copy the formatting from one piece of text and apply it to another text. Demonstrate how to use the Paint format tool, as given on pages 107 and 108.

Use superscript and Tell the students that applying a superscript makes the text or number smaller subscript formatting and raised above the regular text line, and applying a subscript makes it smaller styles. and lowered below the regular text line. Also demonstrate the steps to apply the two features, as given on page 109. Add a header and a footer to a document.

Tell students that the header is the text that appears at the top and the footer at the bottom of every page in a document. Also demonstrate the steps to add a header and a footer to a document, as given on pages 110 and 111.

Insert a page break in a document.

Demonstrate to the students the steps to insert a page break, as given on page 111.

Insert a line break in a document.

Demonstrate to the students the steps to insert a line break, as given on page 112.

Check for Understanding ●

●

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 Paint Format tool helps us copy the formatting from one piece of text and apply it to another text. Applying a superscript makes the text or number smaller and raised above the regular text line, and applying a subscript makes it smaller and lowered below the regular text line. The header is the text that appears at the top, and the footer is at the bottom of every page in a document. Assign the additional activity given on the panel to the students as homework.

5. Formatting Documents-IV Learning Outcomes At the end of the session, the students will be able to: ●

insert a column in a document.

●

change the page margins, orientation, and paper size of a document.

●

indent text.

Keywords: ● ●

Page margins: These are the spaces around the edges of your paper where you don’t type. Page orientation: Page orientation is about choosing if you want your paper to be longer or wider when you type on it.

●

Paper size: Page size refers to the size of the paper on which we are going to take a printout.

●

Indentation: It refers to the process of adjusting the horizontal positioning of text within a document.

WEBS at a Glance Engage

Warm Up

Build

Ask the students if they have ever noticed how a newspaper is set up.

Explain the steps to insert a column, change page margins, orientation, paper size, and indent text in a document.

5 mins

15 mins

Group discussion Conclude the concepts Assign homework 7 mins

Action Plan Warm Up ● ●

Sum Up

3 mins

5 mins

Ask the students if they have ever noticed how a newspaper is set up. Tell them that the newspapers use a column format. We can use the column format in Google Docs as well.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Insert a column in a document.

Tell the students the benefits of using a column format in a document. Also tell them the steps to use the column format in Google Docs, as given on pages 112 and 113.

Chapter 7 • Formatting Documents

Learning Outcomes

Explanation

Change the page margins, orientation, and paper size of a document.

Tell the students that the page margins are the spaces around the edges of your paper where you don’t type. Page orientation is about choosing if you want your paper to be longer or wider when you type on it. Paper size refers to the size of the paper on which we are going to take a printout. Also tell them the steps to change page margins, orientation, and paper size of a document, as given on pages 113, 114, and 115.

Indent text.

Tell the students that indentation refers to the process of adjusting the horizontal positioning of text within a document. Also tell them the steps to indent text, as given on pages 115 and 116.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 7B section, Questions 4 to 8. Encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: Do It Yourself 7B 4. column

5. margins

6. landscape, portrait 7. paper size

8. indentation Build ●

7 mins

Conduct a group discussion in the class among the students on the topic ‘Benefits of using a Column Format’. Correct Response: Easy reading, organised look, space saving, etc. Sum Up

●

Conclude the session by summarising that the newspapers use a column format. Page margins are the spaces around the edges of your paper where you don’t type. Page orientation is about choosing if you want your paper to be longer or wider when you type on it. Paper size refers to the size of the paper on which we are going to take a printout. Indentation refers to the process of adjusting the horizontal positioning of text within a document. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 4

B. Tick the Correct Option: Questions 1 and 4 C. Who Am I?: Questions 3 and 4

D. Write T for True and F for False: Questions 3 and 5 E. Answer the Following: Questions 2 and 5

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

3 mins

6. Formatting Documents-V Learning Outcomes At the end of the session, the students will be able to: ● ● ●

insert a column in a document.

change the page margins, orientation, and paper size of a document. indent text.

Keywords ● ●

●

Paper size: Page size refers to the size of the paper on which we are going to take a printout.

●

Indentation: It refers to the process of adjusting the horizontal positioning of text within a document.

WEBS at a Glance Engage

Warm Up

Build

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

Demonstrate to the students how to insert a column, change page margins, orientation, paper size, and indent text in a document.

5 mins

15 mins

Attempt the activity Conclude the on the Assignment concepts page Assign homework 7 mins

Action Plan Warm Up ●

●

Sum Up

3 mins

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Formatting Documents-V. 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

Insert a column in a document.

Tell the students the benefits of using a column format in a document. Also demonstrate to them how to use the column format in Google Docs, as given on pages 112 and 113.

Chapter 7 • Formatting Documents

Learning Outcomes

Explanation

Change the page margins, orientation, and paper size of a document.

Tell the students that page margins are the spaces around the edges of your paper where you don’t type. Page orientation is about choosing if you want your paper to be longer or wider when you type on it. Paper size refers to the size of the paper on which we are going to take a printout. Also, demonstrate them how to change the page margins, orientation, and paper size of a document, as given on pages 113, 114, and 115.

Indent text.

Tell the students that indentation refers to the process of adjusting the horizontal positioning of text within a document. Also demonstrate them the steps to indent text, as given on pages 115 and 116.

Check for Understanding ●

●

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 newspapers use a column format. Page margins are the spaces around the edges of your paper where you don’t type. Page orientation is about choosing if you want your paper to be longer or wider when you type on it. Paper size refers to the size of the paper on which we are going to take a printout. Indentation refers to the process of adjusting the horizontal positioning of text within a document. Assign the additional activity given on the panel to the students as homework.

Enhancing Documents Story Time

Story in a Nutshell… Mel and Conji are learning about magic and computers in school when they hear a beeping sound in the Computer Lab. They see Eva being pulled inside the computer screen with some dark magic. There is a secret message on the screen which they have to decode. They explore the school library to gain some knowledge about it. They see a puzzle and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They get to know about a MagiTech Keystone which holds unimaginable power. They learn from the Elders that no one has come close to finding it. By solving the clues, they get a piece of the Keystone and find out that Elder Robot is behind it. He was under a dark spell and the Keystone could only break it. They find the other piece and join them together to break the spell. Mel and Conji fight a battle with Lord Ero. They cast a powerful spell with the help of Elders on Lord Ero, and he loses his power. They finally break the spell on Eva.

Story in This Chapter… ●

Mel and Conji go to the Control Room to find the last piece of the Keystone.

●

They plan to use a spell to freeze the piece and join it with the other half to save Elder Robot.

●

Conji casts a spell, “FREEZEALL!” to freeze the Keystone piece.

●

Mel carefully joins the Keystone pieces together, and Conji uses a spell to try and break the dark spells.

●

They aim to disconnect Elder Robot from the dark spell using the Keystone’s energy.

●

Elder Robot wakes up free from the spell, grateful to Mel and Conji for saving him.

●

Elder Robot realises he was under a spell and decides to help Mel and Conji fight against Lord Ero.

●

Mel suggests preparing their reasons to fight Lord Ero and plans to explain their strategy to Conji.

This chapter is divided into the following classroom and lab sessions 1. Enhancing Documents-I

4. Enhancing Documents-IV

2. Enhancing Documents-II

5. Enhancing Documents-V

3. Enhancing Documents-III

6. Enhancing Documents-VI

1. Enhancing Documents-I Learning Outcomes At the end of the session, the students will be able to: ●

work with shapes in Google Docs.

●

insert shapes in Google Docs.

Keywords ●

Shapes: Shapes are the outlines of things we see around us.

●

2D shapes: 2D shapes are flat shapes with only length and width, such as circles and squares.

●

3D shapes: 3D shapes are shapes with depth, like spheres and cubes.

WEBS at a Glance Warm Up

Engage

Ask the students whether they Discuss what shapes are and have ever thought about how they how to insert shapes in Google can make their documents more Docs. interesting by adding shapes, like circles, squares, etc. 5 mins

Build Group discussion

15 mins

Warm Up ●

●

Conclude the concepts Assign homework

7 mins

Action Plan

Sum Up

3 mins

5 mins

Ask the students whether they have ever thought about how they can make their documents more interesting by adding shapes, like circles, squares, etc. Build the concept of shapes and how to insert them in a document.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Work with shapes in Google Docs.

Shapes are the outlines of things we see around us. Shapes can be 2D or 3D shapes. Explain working with shapes to the students, as given on page 126.

Learning Outcomes Insert shapes in Google Docs.

Explanation Explain the steps to insert shapes in a document to the students as given on page 126. You can take the example to create a Chandrayaan-3 model using shapes in Google Docs.

Check for Understanding Ask the following questions to the students to check their understanding. ●

What are flat shapes and shapes with depth, also known as? Correct Response: The two types of shapes mentioned are 2D (flat) shapes and 3D (shapes with depth).

●

To colour the shape, which tool should be used? Correct Response: To colour the shape, use the Fill colour tool. Build

●

7 mins

Conduct a group discussion in the class among the students based on the topic ‘Which shapes would you use and why to better represent and understand the Chandrayaan-3 mission to the moon?’ Possible Responses: ●

Circles would be great for the rocket’s base and the moon to show their round shapes.

●

Triangles could represent the rocket’s fins or the mountains on the moon’s surface.

●

We might use a cylinder (a 3D shape) if we are trying to show the rocket in a more realistic way.

Sum Up ●

●

3 mins

Conclude the session by summarising how adding shapes in a Google document makes the project on Chandrayaan-3 model more interesting and realistic. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 1 D. Write T for True and F for False: Questions 4 and 5 F. Apply Your Learning: Questions 1, 4, and 5

Chapter 8 • Enhancing Documents

2. Enhancing Documents-II Learning Outcomes At the end of the session, the students will be able to: ●

work with shapes in Google Docs.

●

insert shapes in Google Docs.

Keywords ●

Shapes: Shapes are the outlines of things we see around us.

●

2D shapes: 2D shapes are flat shapes with only length and width, such as circles and squares.

●

3D shapes: 3D shapes are shapes with depth, like spheres and cubes.

WEBS at a Glance Engage

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

Build

Demonstrate to the students how to Attempt the insert shapes in a Google document. activity on the Assignment page

5 mins

10 mins

12 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan 5 mins

Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Enhancing Documents-II. 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 Work with shapes in Google Docs.

Explanation Explain the different types of shapes, like 2D shapes and 3D shapes, to the students, as given on page 126. Give examples, too.

Learning Outcomes Insert shapes in Google Docs.

Explanation Demonstrate the steps of inserting shapes in a Google document to the students as given on page 126. Take the example of making a Chandrayaan-3 model using shapes.

Check for Understanding ●

●

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

●

Explain the activity to the students. Sum Up

●

12 mins

3 mins

Conclude the session by summarising that working with different types of shapes in Google Docs makes the projects interesting and realistic. Also, summarise the steps to insert shapes in a Google document. Assign the additional activity given on the panel to the students as homework.

Chapter 8 • Enhancing Documents

3. Enhancing Documents-III Learning Outcomes At the end of the session, the students will be able to: ●

insert images in Google Docs.

●

insert clipart in the projects.

●

crop images.

Keywords ●

Image: An image or a picture is a visual representation. It can be a drawing, painting, or photograph.

●

Clipart: A clipart is a computer-made image which is available on the internet.

●

Cropping: Cropping is to remove unwanted parts of an image.

WEBS at a Glance Warm Up Ask the students that why do they find the comics more interesting than their school books.

Engage

Build

Sum Up

Explain the different ways of Group discussion inserting images in a Google document.

Conclude the concepts

Explain how to insert a clipart in a document.

Assign homework

Explain how to crop an image. 5 mins

15 mins

7 mins

3 mins

Action Plan Warm Up ● ●

5 mins

Ask the students that why do they find the comics more interesting than their school books. Relate the question to the concept of images and importance of adding an image in an existing document.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Insert images in Google Docs.

Explain the ways to insert images from different sources, such as the computer and the web, to the students, as given on page 129.

Insert clipart in the projects.

Explain that clipart is a computer-made image which is available on the internet. Also, discuss the steps to insert a clipart image in a Google document with the students, as given on page 131.

Crop images.

Explain that cropping an image means removing unwanted parts of an image. Also, discuss the steps to crop an image in a Google document with the students, as given on page 132.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 8A section and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: 1. a. iii b. i 2. a. F b. F c. T d. T e. F

Build ●

7 mins

Conduct a group discussion in the class among students based on the topic “What is the difference between an image and a shape?” provided in the Discuss section, as mentioned on page 133. Possible Response: An image or a picture is a visual representation. It can be a drawing, painting, or photograph. Images are used to show people, objects, places, or ideas in a visual way. Shapes are the outlines of things we see around us. Shapes can be flat or have depth. Sum Up

●

3 mins

Conclude the session by summarising that in documents, you can add pictures or clipart from your computer or the internet to your projects. Also, summarise that if a picture is too big or has unwanted parts, you can use the crop tool to cut it just the way you like it. 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. Tick the Correct Option: Questions 1 and 2 C. Who Am I?: Question 1 D. Write T for True and F for False: Question 3 E. Answer the Following: Questions 3 and 4 F. Apply Your Learning: Question 3

Chapter 8 • Enhancing Documents

4. Enhancing Documents-IV Learning Outcomes At the end of the session, the students will be able to: ●

insert images in Google Docs.

●

insert clipart in the projects.

●

crop images.

Keywords ●

Image: An image or a picture is a visual representation. It can be a drawing, painting, or photograph.

●

Clipart: A clipart is a computer-made image which is available on the internet.

●

Cropping: Cropping is to remove unwanted parts of an image.

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 Explain to the students what images are. Also, demonstrate the steps to insert images in a Google document.

Build

Sum Up

Attempt the activity on the Assignment page

Conclude the concepts

12 mins

3 mins

Assign homework

Demonstrate how to crop an image in a document. 5 mins

10 mins

Action Plan Warm Up ●

●

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Enhancing Documents-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

Explanation

Insert images in Google Docs.

Demonstrate how to insert images from different sources, such as from a computer and from web to the students, as given on page 129.

Insert clipart in the projects.

Demonstrate how to insert a clipart in a Google document to the students, as given on page 131. Take an example of the clipart of an astronaut.

Crop images.

Demonstrate how to use the Crop tool to crop the unwanted parts of an image to the students, as given on page 132.

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 ●

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

●

Explain the activity to the students. Sum Up

●

12 mins

3 mins

Conclude the session by summarising that in documents, you can add pictures or clipart from your computer or the internet to your projects. Also, summarise the steps of cropping an image to remove the unwanted parts using the Crop tool. Assign the additional activity given on the panel to the students as homework.

Chapter 8 • Enhancing Documents

5. Enhancing Documents-V Learning Outcomes At the end of the session, the students will be able to: ●

wrap text in different styles in a document.

●

add watermarks in the documents.

●

find and replace words in Google Docs.

Keywords ●

Text wrap: Text wrap refers to the automatic adjustment of text in a text editor, such as Google Docs, to ensure that it fits neatly without exceeding the boundaries.

●

Watermark: A watermark is like a stamp that you put on a card or notebook.

●

Find: Find means to look for a piece of text or a word and discover where it is.

●

Replace: Replace means to take out the old text and add a new text instead.

WEBS at a Glance Warm Up

Engage

Ask the students how they wrap a gift. Then, relate the topic to wrapping text around images.

Explain how text can be wrapped in different styles.

5 mins

15 mins

Build Group discussion

Explain how to insert a watermark in a document.

Sum Up Conclude the concepts Assign homework

Explain how to find a text or a word, replace the old text, and add a new text in its place. 7 mins

3 mins

Action Plan Warm Up ●

Ask the students how they wrap a gift.

●

Relate the above question to the concept of text wrapping.

5 mins

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Wrap text in different styles in a document.

Explain text wrapping to the students. Also, explain to them the default text wrapping style for a shape or an image, as given on page 134.

Add watermarks in the documents.

Explain to the students that watermarks are like a stamp that you put on a card or notebook. Also, explain the steps to insert the watermark in a document, as given on page 135.

Find and replace words in Google Docs.

Explain to the students that find means to look for a piece of text or a word and replace means to take out the old text and add a new text instead, as given on page 137.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 8B section and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: 1.

Icon

Style Inline with text Break text In front of text Wrap text Behind text

Chapter 8 • Enhancing Documents

Build ●

7 mins

Conduct a group discussion in the class among the students based on the topic “Imagine a real-life situation where you might find the “Find and Replace” feature in Google Docs really handy.” provided in the Discuss section as mentioned on page 137. Possible Response: Imagine you’re working on a group project called ‘Water Cycle’ for school. After completing the document, you realise that you’ve incorrectly referred to ‘evaporation’ as ‘vaporisation.’ This is where the ‘Find and Replace’ feature in Google Docs becomes incredibly handy. By using this feature, you can quickly search for every instance of the word ‘vaporisation’ and replace it with ‘evaporation’ in just a few clicks.

Sum Up ●

●

Conclude the session by summarising that we can make our text wrap around pictures in different ways, like having the text go around the image or behind it. We can also add a special see-through picture called a watermark to the background of our document. Also, if we need to change a word everywhere it appears in our document, we can use the ‘Find and Replace’ feature to do it quickly. 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 3 and 4 C. Who Am I?: Questions 2, 3, and 4 D. Write T for True and F for False: Questions 1 and 2 E. Answer the Following: Questions 1, 2, and 5 F. Apply Your Learning: Question 2

3 mins

6. Enhancing Documents-VI Learning Outcomes At the end of the session, the students will be able to: ●

wrap text in different styles in a document.

●

add watermarks in the documents.

●

find and replace words in Google Docs.

Keywords ●

Text wrap: Text wrap refers to the automatic adjustment of text within a given space, such as a text editor or a web page, to ensure that it fits neatly without exceeding the boundaries.

●

Watermark: A watermark is like a stamp that you put on a card or notebook.

●

Find: Find means to look for a piece of text or a word and discover where it is.

●

Replace: Replace means to take out the old text and add a new text instead.

WEBS at a Glance Engage

Warm Up Let the students watch the video or the learning slides related to the topic on the digital panel. 5 mins

Demonstrate text wrapping with different styles to the students. Demonstrate how to insert a watermark in Google Docs.

Build

Sum Up

Attempt the activity on the Assignment page

Conclude the concepts

12 mins

3 mins

Assign homework

Demonstrate how to find and replace words in a document with the help of an example. 10 mins

Action Plan Warm Up ●

●

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Enhancing Documents-VI. Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Chapter 8 • Enhancing Documents

10 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Wrap text in different styles in a document.

Demonstrate text wrapping to the students, as given on page 134. Also, demonstrate how to change the text wrapping style of the Chandrayaan-3 model in the document.

Add watermarks in the documents.

Demonstrate inserting watermarks in the Google Docs to the students, as given on page 135. Explain that watermarks can be words, logos, or even pictures.

Find and replace words in Google Docs.

Demonstrate the steps to find and replace words in Google Docs to the students, as given on page 137.

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 ●

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

●

Explain the activity to the students. Sum Up

●

12 mins

3 mins

Creating Presentations Story Time

Story in a Nutshell… Mel and Conji are learning about magic and computers in school when they hear a beeping sound in the Computer Lab. They see Eva being pulled inside the computer screen with some dark magic. There is a secret message on the screen which they have to decode. They explore the school library to get some knowledge about it. They see a puzzle and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They get to know about a MagiTech Keystone which holds unimaginable power. They get to know from the Elders that no one has come close to finding it. By solving clues, they get a piece of the Keystone and find out that Elder Robot is behind it. He was under a dark spell and the Keystone could only break it. They find the other piece and join them together to break the spell. Mel and Conji fight a battle with Lord Ero. They cast a powerful spell with the help of Elders on Lord Ero and he loses his power. They finally break the spell on Eva.

Story in This Chapter… ●

Mel and Conji reach a battleground to face their enemy, Lord Ero, who possesses knowledge of magic and technology.

●

They decide to team up against him, believing their combined power can overcome his darkness.

●

As they engage in battle, sparks fly as their powers clash with Ero’s dark magic.

●

Meanwhile, Eva is seen trapped in an energy field, appearing weak and pale.

●

Mel and Conji recognise Eva’s distress and resolve to save her.

●

Mel recalls an Elder Wizard’s presentation containing a powerful spell that can both save Eva and defeat Lord Ero. They rush to Elder Wizard’s office to seek assistance and learn how to utilise the presentation and its spell. The passage ends with Mel and Conji seeking help from Elder Wizard to confront the threat of Lord Ero and save Eva.

This chapter is divided into the following classroom and lab sessions 1. Creating Presentations-I

4. Creating Presentations-IV

2. Creating Presentations-II

5. Creating Presentations-V

3. Creating Presentations-III

1. Creating Presentations-I Learning Outcomes At the end of the session, the students will be able to: ●

define and identify the uses of a presentation.

●

create a presentation.

●

identify the components of the Google Slides window.

●

provide a name and add a title to a presentation.

Keywords ●

●

Presentation: It is a tool to create, showcase and share information in an interactive, interesting, and visually appealing way. Slide workspace: It is the main area where you can add and arrange content like text, pictures, and videos on a slide. Slides panel: It is a section where you can see small versions of all your slides, helping you to navigate through your presentation easily. Speaker notes: It is a space to write notes for each slide that can help the presenter remember what to say during the presentation.

WEBS at a Glance Warm Up

Engage

Ask the students how they will share the information in a more presentable and interesting way.

Introduce them to what presentations are and the uses of presentations.

5 mins

15 mins

● ●

Sum Up

Think and Tell

Conclude the concepts

Introduce Google Slides to make the presentations and explain its components.

Assign homework

Introduce how to name a presentation and add title to a presentation.

Action Plan Warm Up

Build

7 mins

3 mins

5 mins

Ask the students how they will share the information in a more presentable and interesting way. Build the concept that a presentation is a tool to share information in a more presentable and interesting way.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Define and identify the uses of a presentation.

Explain that a presentation is a tool to create, showcase and share information in an interactive, interesting, and visually appealing way. Discuss with them that presentations are used to share information, add visuals, stay organised, visualise and present. Presentations are used at various places like education, training, workshops, etc. as given on page 147.

Create a presentation.

Tell them Google Slides is an online presentation tool that lets you create and share exciting presentations as given on page 148.

Identify the components Explain the components of Google Slides windows to the students as given of the Google Slides on pages 148 and 149. Also, get them familiar with using Google Slides. window. Provide a name and add a title to a presentation.

Explain that before adding more things to the presentation, they should give a name to the presentation. After giving a name, add the title to the presentation as given on pages 149 and 150.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 9A section and encourage the students to solve the questions. Instruct the students to write the answers in their notebook. Correct Responses:

1. d 2. a 3. b. Build ●

7 mins

Ask the students to answer the question “Where else can we use presentations?” given in the Think and Tell section on page 147. Possible Responses: marketing, seminars, hospitals, etc. Sum Up

●

3 mins

Conclude the session by summarising that a presentation is a tool to create, showcase and share information in an interactive, interesting, and visually appealing way. Presentations are used to share information, add visuals, stay organised, visualise and present. Presentations are used at various places like education, training, workshops, etc. Google Slides is an online presentation tool that lets you create and share exciting presentations. Google Slides window has various components like Rename box, Menu bar, Toolbar, Slide workspace, Speaker notes, etc. Everything we do gets saved automatically, and we can identify a presentation by giving a name and adding a title to it. 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, and 4 B. Tick the Correct Option: Questions 1 and 2 C. Who Am I?: Question 1 D. Write T for True and F for False: Question 1 E. Answer the Following: Question 4

Chapter 9 • Creating Presentations

2. Creating Presentations-II Learning Outcomes At the end of the session, the students will be able to: ●

define and identify the uses of a presentation.

●

create a presentation.

●

identify the components of the Google Slides window.

●

provide a name and add a title to a presentation.

Keywords ●

●

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 Introduce them to what are presentations and the uses of presentations. Introduce Google Slides to make the presentations and explain its components.

Build Attempt the activity on the Assignment page

Sum Up Conclude the concepts Assign homework

Introduce how to name a presentation and add title to a presentation. 5 mins

10 mins

Action Plan Warm Up

12 mins

3 mins

5 mins

Instruct the students to go to Tekie’s Digital platform and open a Lab session on Creating Presentations-II Show the learning slides one by one and discuss the concepts shown on the slides in the panel. 72

10 mins

Engage Explain the following concepts: Learning Outcomes Define and identify the uses of a presentation.

Explanation Explain that a presentation is a tool to create, showcase and share information in an interactive, interesting, and visually appealing way. Discuss with them that presentations are used to share information, add visuals, stay organised, visualise and present. Presentations are used at various places like education, training, workshops, etc. as given on page 147.

Create a presentation. Tell them that Google Slides is an online presentation tool that lets you create and share exciting presentations as given on page 148. Identify the components of the Google Slides window.

Show the components of the Google Slides windows to the students as given on pages 148 and 149. Also, get them familiar with using Google Slides.

Provide a name and add a title to a presentation.

Demonstrate that before adding more things to the presentation, they should give a name to the presentation. After giving a name, add the title to the presentation as given on pages 149 and 150.

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

●

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

●

Explain the activity to the students. Sum Up

●

12 mins

3 mins

Conclude the session by summarising that a presentation is a tool to create, showcase and share information in an interactive, interesting, and visually appealing way. Presentations are used to share information, add visuals, stay organised, visualise and present. Presentations are used at various places like education, training, workshops, etc. Google Slides is an online presentation tool that lets you create and share exciting presentations. Google Slides window has various components like Rename box, Menu bar, Toolbar, Slide workspace, Speaker notes, etc. Everything we do gets saved automatically, and we can identify a presentation by giving a name and adding a title to it. Assign the additional activity given on the panel to the students as homework.

Chapter 9 • Creating Presentations

3. Creating Presentations-III Learning Outcomes At the end of the session, the students will be able to: ● ● ● ●

add and change the position of the text box after adding text to it. add new slides.

insert shapes on a slide.

add and edit image in a slide.

Keyword ●

Text box: A space on the slide where you can add text.

WEBS at a Glance Warm Up

Engage

Build

Ask the students to imagine preparing a presentation on renewable energy. Do you think incorporating visual aids could enhance the impact of their presentation and make the concepts more accessible?

Explain the text box to add text and get them familiar with changing the position of the text box.

5 mins

15 mins

Group discussion

Introduce adding new slides to an existing presentation.

Conclude the concepts Assign homework

Introduce inserting shapes in a slide and also, get them familiar with adding and editing images. 7 mins

Action Plan

Sum Up

3 mins

5 mins

Warm Up

Ask the students to imagine preparing a presentation on renewable energy. Do you think incorporating visual aids could enhance the impact of their presentation and make the concepts more accessible? Build the concept that Google Slides allows us to add visuals to our presentations which makes the presentation more attractive and informative.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Add and change the position of the text box after adding text to it.

Explain to the students how to add a text box and move the position of the text box after adding text to it as given on pages 150 and 151.

Learning Outcomes

Explanation

Add new slides.

Describe to the students how to add new slides as given on page 152.

Insert shapes on a slide.

Discuss with the students how to insert, move, resize and colour shapes on a slide as given on pages 152 to 155.

Add and edit image in a slide.

Explain to the students how to add and edit image in a presentation as given on pages 156 and 157.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 9A, Do It Yourself 9B, and Do It Yourself 9C sections and encourage the students to solve the questions. Instruct the students to write the answers in their notebook. Do It Yourself 9A

Correct Response: 4. a Do It Yourself 9B

Correct Responses: 1. c 2. a Do It Yourself 9C

Correct Responses: 1. Insert image 2. Resizing 3. crop Build ●

7 mins

Conduct a group discussion in the class among students based on the topic ‘How would you decide which shapes to use for each planet, and what colours would you choose to make a presentation on Solar System?’ Possible Responses: For the sun, we should use a big yellow circle because the sun is really big and bright. For Earth, we can use a smaller circle but colour it blue and green to show the water and land. For Saturn, we should also use a circle but add rings around it. Mars can be a red circle because it’s called the Red Planet. Jupiter is the biggest planet, so we should make its circle bigger than the others, except for the sun. Venus is similar to Earth in size, so we can use a circle of the same size as Earth. For Mercury, we need a small grey circle because it’s the smallest planet and Uranus and Neptune can be light blue and dark blue circles because they’re known as ice giants and have a lot of water and ice. Sum Up

●

3 mins

Conclude the session by summarising how to work with text boxes, slides, shapes, and images in a presentation. It explains how to add text, move text boxes and shapes by clicking and dragging with the mouse, add new slides and add images. It also covers resizing shapes and images by clicking and dragging the blue squares, and cropping images using the Crop tool. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 2 B. Tick the Correct Option: Questions 3 and 4 C. Who Am I?: Questions 2, 3, and 4 D. Write T for True and F for False: Question 3 E. Answer the Following: Questions 1, 3, and 5 F. Apply Your Learning: Questions 1, 2, 3, 4, and 5

Chapter 9 • Creating Presentations

4. Creating Presentations-IV Learning Outcomes At the end of the session, the students will be able to: ●

add and change the position of the text box after adding text to it.

●

add new slides.

●

insert shapes on a slide.

●

add and edit images in a slide.

Keyword ●

Text box: A space on the slide where you can add more text in it.

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

Demonstrate to the students how to Attempt the add a text box and change position of activity on the text box after adding text in it. Assignment page Demonstrate adding new slides and inserting shapes on a slide.

Sum Up Conclude the concepts Assign homework

Demonstrate how to add and edit an image on a slide. 5 mins

10 mins

Action Plan Warm Up

12 mins

3 mins

5 mins

Instruct the students to go to Tekie’s Digital platform and open a Lab session on Creating Presentations-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

Explanation

Add and change the position of the text box after adding text to it.

Demonstrate to the students how to add a text box and move the position of the text box after adding text to it as given on pages 150 and 151.

Add new slides.

Show them how to add new slides as given on page 152.

Insert shapes on a slide.

Demonstrate to the students how to insert, move, resize and colour shapes on a slide as given on pages 152 to 155.

Add and edit images in a slide.

Tell them how to add and edit images in a presentation as given on pages 156 and 157.

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

●

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

●

Explain the activity to the students. Sum Up

●

12 mins

3 mins

Conclude the session by summarising how to work with text boxes, slides, shapes, and images in a presentation. Assign the additional activity given on the panel to the students as homework.

Chapter 9 • Creating Presentations

5. Creating Presentations-V Learning Outcomes At the end of the session, the students will be able to: ●

create a copy of a slide.

●

delete a slide.

●

showcase a presentation.

●

open a presentation.

WEBS at a Glance Engage

Warm Up Ask the students what a photocopy machine does.

Build

Introduce how to duplicate a slide. Explain the steps to delete a slide.

Group discussion

Also, get them familiar with presenting slides and steps to open an existing presentation. 5 mins

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan

5 mins

Warm Up Ask the students what a photocopy machine does.

Build the concept that like the photocopy machine Google Slides allows us to duplicate a slide.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Create a copy of a slide.

Explain to the students how to create a duplicate slide as given on page 158.

Delete a slide.

Discuss the steps of deleting a slide if it’s not needed anymore in the presentation as given on page 159.

Showcase a presentation.

Tell them how to showcase a presentation as given on pages 159 and 160.

Open a presentation.

Explain to the students how to open a presentation as given on page 160.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 9C section and encourage the students to solve the questions. Instruct the students to write the answers in their notebook. Correct Responses: 4. Duplicate 5. Deleted Build

●

7 mins

Conduct a group discussion in the class among the students based on the topic ‘Will you be able to retrieve the presentation, if you accidentally deleted your presentation?’ Possible Response: Deleted presentations go to a “Trash” or “Recycle Bin” where they stay for a while before they’re deleted permanently. Yes, a deleted presentation can be restored. Sum Up

●

3 mins

Conclude the session by summarising how to make a copy of a slide, delete a slide that we don’t need, show the presentation to others, and open an existing presentation. 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: Questions 2 and 4 E. Answer the Following: Question 2

Chapter 9 • Creating Presentations

Be Creative With AI Story Time

Story in a Nutshell… Mel and Conji are learning about magic and computers in school when they hear a beeping sound in the Computer Lab. They see Eva being pulled inside the computer screen with some dark magic. There is a secret message on the screen which they have to decode. They explore the school library to gain knowledge about it. They see a puzzle and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They get to know about a MagiTech Keystone which holds unimaginable power. They get to know from the Elders that no one has come close to finding it. By solving clues, they get a piece of the Keystone and find out that Elder Robot is behind it. He was under a dark spell and the Keystone could only break it. They find the other piece and join them together to break the spell. Mel and Conji fight a battle with Lord Ero. They cast a powerful spell with the help of the Elders on Lord Ero, and he loses his power. They finally break the spell on Eva.

This chapter is divided into the following classroom sessions 1. Introduction to AI 2. Creative AI

1. Introduction to AI Learning Outcomes At the end of the session, the students will be able to: ●

identify what AI is and know how AI works at a basic level.

●

recognise examples of AI in daily life.

Keywords ●

●

AI (Artificial Intelligence): Artificial intelligence refers to the simulation of human intelligence in machines that are programmed to think and learn like humans. Chatbot: The word Chatbot is made from two words—chat, which means to talk, and bot, from the word ‘robot’. So, when you give voice or text commands to a chatbot, it responds to you as if it is talking to you, like a human would. Self-driving cars: Self-driving cars are smart cars that have AI and can move without a person driving them.

WEBS at a Glance Warm Up

Engage

Ask the students if they think that the machines can also have ‘intelligence’.

Introduce the concept of artificial intelligence to the students.

Also, ask them if they have ever wondered how Alexa responds to their voice commands.

Explain voice assistants with the help of some examples.

5 mins

15 mins

Build Group discussion

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan Warm Up ●

Ask the students if they think that the machines can also have ‘intelligence’.

●

Also, ask them if they have ever wondered how Alexa responds to their voice commands.

●

Relate the questions to the concept of artificial intelligence.

Chapter 10 • Be Creative With AI

5 mins

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Identify what AI is and Introduce the students to the concept of Artificial Intelligence as given on know how AI works at page 166. Explain to them that artificial intelligence is the simulation of human a basic level. intelligence in machines that are programmed to think and learn like humans. Recognise examples of AI in daily life.

Explain the concept of chatbots and self-driving cars to the students as given on page 166. Explain to them that machines with AI are common and useful in many aspects of our life. A voice assistant is an example of an AI application.

Check for Understanding Ask the following questions to the students to check their understanding. ●

How do self-driving cars ‘see’ the road? Correct Response: Self-driving cars use AI to ‘see’ the road by using sensors and cameras to gather data about their surroundings. This information is then processed to navigate the road, avoid obstacles, and understand traffic conditions, allowing the car to drive safely. Build

●

7 mins

Conduct a group discussion in the class among students based on the topic “What aspects of natural intelligence do you think machines will never be able to copy?“ provided in the Discuss section as mentioned on page 167. Possible Responses: ●

Expressing Emotions

●

Understanding others

●

Being creative in unique ways

●

Making choices from the heart Sum Up

●

Conclude the session by summarising that Artificial Intelligence, or AI, is how we make machines smart, like teaching them to understand what we say and help us with tasks, such as playing music or driving cars all by themselves. It is like giving machines a brain through coding so they can think and learn. 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, 4, and 5 B. Tick the Correct Option: Questions 1, 3, 4, and 5

3 mins

2. Creative AI Learning Outcomes At the end of the session, the students will be able to: ●

discuss how creative AI can make its own art, stories, and music.

●

identify how AI can turn our drawings into animations.

●

discuss how big film companies use AI to help make animated films.

Keyword ●

Creative AI: The capability of AI to create things like arts, narratives, animated films, games, music, and much more is referred to as creative AI.

WEBS at a Glance Warm Up Ask the students that how big film companies like Disney, Warner Bros, and Sony Pictures make their characters move and talk in animated films. 5 mins

Engage

Build

Encourage the Group students to discussion brainstorm about how AI can be creative. 15 mins

7 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan 5 mins

Warm Up ●

●

Ask the students how big film companies like Disney and Pixar make their characters move and talk in animated films. Relate the questions with Creative AI.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Discuss how creative AI Discuss with the students that one of our natural intelligence abilities is to be can make its own art, creative. Similarly, creative AI refers to the capability of AI to be able to create stories, and music. things like art, stories, and music. Explain how AI generates the image that we are looking for, as given on page 167.

Chapter 10 • Be Creative With AI

Learning Outcomes

Explanation

Identify how AI can turn our drawings into animations.

Discuss with the students that we can upload our handmade drawings, and the AI will animate them for us. Explain how these applications use AI to identify and locate different parts of our drawing as given on page 167.

Discuss how big film companies use AI to help make animated films.

Discuss with the students that companies, such as Disney, Warner Bros, Sony Pictures, and Netflix that make animated films use AI applications. Explain how these companies use AI in their animation process, as given on page 168.

Check for Understanding Ask the following questions to the students to check their understanding. ●

How does AI help turn our drawings into animations? Correct Responses: AI can animate our handmade drawings by identifying and locating different parts of the drawing.

●

How do you think that companies like Disney and Netflix use AI in their animation processes? Correct Responses: These companies use AI in their animation process which includes story development, character animation, scene creation, facial expression, etc. Build

●

7 mins

Conduct a group discussion in the class among the students based on the topic ‘Discuss why adding animations to stories can make them more fun to watch’. Possible Responses: ●

The characters and scenes come to life right before our eyes.

●

Animations add movement and expression, making the story more exciting and easier to imagine. Sum Up

●

Conclude the session by summarising that Creative AI helps to create its own pictures, bring drawings to life, and even help create films, making things more fun and enjoyable. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. B. Tick the Correct Option: Question 2

Additional Questions for Homework 1.

Which of the following is an example of an AI application? a. A bicycle b. A traditional alarm clock c. Siri from Apple d. A mechanical typewriter

3 mins

Correct Response: c. Siri from Apple 2. What happens when you ask a voice assistant to play a song? a. It writes down the lyrics. b. It starts playing the song. c. It ignores the command. d. It draws a picture of the song. Correct Response: b. It starts playing the song. 3. Why self-driving cars are called so? a. Because they can only drive in circles. b. Because they require a human driver at all times. c. Because they are controlled remotely by a human. d. Because they can navigate and move without a person driving them. Correct Response: d. Because they can navigate and move without a person driving them.

Chapter 10 • Be Creative With AI

Scratch 3.0 I

Introduction to Scratch 3.0

This chapter is divided into the following lab sessions 1. Introduction to Scratch 3.0

Components of Scratch

1. Introduction to Scratch 3.0 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. create a project.

Keywords ● ●

Coding: A way of giving instructions, to tell a computer what to do.

Scratch 3.0: Scratch 3.0 is a free and simple platform where we use colourful blocks to create our own games, stories, and drawings.

WEBS at a Glance Warm Up

Engage

Build

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; also tell them how to create a project.

Attempt the activity on the Assignment page

5 mins

15 mins

7 mins

Action Plan Warm Up ●

●

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 Introduction to Scratch 3.0. Show the learning slides one by one and discuss the concepts shown on the slides in the panel. 87

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain what coding is.

Tell the students that coding is a way of giving instructions to tell a computer what to do, as given on page 1.

Describe block-based coding.

Tell the students that block-based coding is the language in which we use colourful code blocks to tell computers what to do, as given on page 1.

Explain about Scratch 3.0.

Introduce the students to Scratch 3.0. Tell them it is a platform that lets you create your own games, stories, and drawings, as given on page 2.

Create a project.

Demonstrate to the students the steps to create a project, as given on pages 2 and 3.

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.

Additional Question to Check for Understanding ●

What is coding? Correct Response: Coding is a way of giving instructions, to tell a computer what to do. 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 coding is a language that is used to give step-by-step instructions to computers. Block-based coding, such as Scratch 3.0, employs colourful coding blocks to create games and perform tasks. It’s a free and user-friendly platform that allows individuals to express their creativity by designing games, stories, and art through visual programming. Also, revise how to create a project in Scratch. 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, and 3 D. Write T for True and F for False: Question 1 E. Answer the Following: Question 1

7 mins

2. Components of Scratch Learning Outcome At the end of the session, the students will be able to: ●

identify and define the components of the Scratch window.

Keywords ●

Sprite: A sprite can be a character or an object in a Scratch project.

●

Stage: The stage is where you can see backdrops and sprites in action.

WEBS at a Glance Engage

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

Build

Sum Up

Explain to the students the Attempt the activity Conclude the various components of the on the Assignment concepts Scratch window. page Assign homework

5 mins

15 mins

7 mins

3 mins

Action Plan 5 mins

Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Components of Scratch. 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

Identify and define the components of the Scratch window.

Introduce the students to the various components of the Scratch window such as the Menu bar, Tabs, Block panel, Block palette, Script area, Backdrop, etc., as given on pages 3 to 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.

Chapter 1 • Introduction to Scratch 3.0

●

Read aloud the questions provided in the Do It Yourself 1A section and encourage the students to solve them. Instruct the students to write the answers in their book. Correct Responses: 1. 2. 3. 4. 5.

Sprite Sprites pane Block panel Script area Block palette

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 the Scratch editor holds all the components needed to create and run a Scratch project. Some of these components are the Menu bar, Tabs, Block panel, Block palette, Script area, Backdrop, etc. Revise these components 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 4 and 5 B. Tick the Correct Option: Questions 1, 2, 3, 4, and 5 C. Who Am I?: Question 1 D. Write T for True and F for False: Questions 2, 3, 4, and 5 E. Answer the Following: Questions 2, 3, 4, and 5 F. Apply Your Learning: Questions 1, 2, 3, 4, and 5

7 mins

Scratch Blocks

This chapter is divided into the following lab sessions 1.

Motion and Looks Blocks

Script to Move and Turn a Sprite

2. Events, Sound, and Control Blocks

1. Motion and Looks Blocks Learning Outcomes At the end of the session, the students will be able to: ● ●

describe Motion blocks. describe Looks blocks.

Keywords ● ●

Motion blocks: These blocks are used to control the movement of the sprites. Looks blocks: These blocks are used to control how a sprite looks.

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 the students what Motion and Looks blocks do.

5 mins

15 mins

Build

Sum Up

Attempt the activity Conclude the concepts on the Assignment page Assign homework 7 mins

3 mins

Action Plan 5 mins

Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Motion and Looks Blocks. Show the learning slides one by one and discuss the concepts shown on the slides in the panel. 91

Engage

15 mins

Explain the following concepts: Learning Outcomes Explanation Tell the students that Motion blocks control the movement of the sprites. Describe Motion Introduce them to some of the Motion blocks, as given on page 11. blocks. Describe Looks blocks. Tell the students that Looks blocks are used to control how a sprite looks. Introduce them to some of the Looks blocks, as given on page 12.

Check for Understanding ●

●

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 Motion blocks are blue in colour and Looks blocks are purple in colour. Tell them about some of the Motion blocks such as move () steps, turn () degrees, go to x() y(). Also, tell them about some of the Looks blocks such as say(), show, hide, 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 and 3 B. Tick the Correct Option: Questions 1 and 2 C. Who Am I?: Question 1 D. Write T for True and F for False: Questions 1 and 4 E. Answer the Following: Questions 2, 3, and 5 F. Apply Your Learning: Questions 1, 2, and 3

7 mins

2. Events, Sound, and Control Blocks Learning Outcomes At the end of the session, the students will be able to: ●

describe Events blocks.

●

describe Sound blocks.

●

describe Control blocks.

Keywords ●

Events blocks: These blocks are used to tell a computer when to run a script to make things happen.

●

Sound blocks: These blocks are used to control the sound.

●

Control blocks: These blocks are used to control the scripts.

WEBS at a Glance Engage

Warm Up

Build

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

Explain to the students what Motion and Looks blocks do.

5 mins

15 mins

Sum Up

Attempt the activity Conclude the on the Assignment concepts page Assign homework 7 mins

3 mins

Action Plan 5 mins

Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Events, Sound, and Control 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 Describe Events blocks.

Explanation Tell the students that an event is something that makes an action happen. Introduce them to when clicked and when this sprite clicked blocks, as given on pages 12 and 13.

Chapter 2 • Scratch Blocks

Learning Outcomes

Explanation

Describe Sound blocks.

Tell the students that Sound blocks are used to control the sound of the sprites. Introduce them to a few sound blocks, such as start sound, stop all sounds, etc., as given on page 13.

Describe Control blocks.

Tell the students that Control blocks are used to control the scripts. Introduce them to a few Control blocks such as wait() seconds, repeat(), forever, etc., as given on pages 13 and 14.

Check for Understanding ●

●

Column A

Column B

Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss Plays a If sound and pauses script until it the answers to the questions with the students. necessary, ask the additional relevant questions. finishes.

Read aloud the questions provided in the Do It Yourself 2A section and encourage the students to thethe sprite (clockwise) to the specified solve the questions. Instruct the students Turns to write answers in their book. value.

Correct Responses: 1.

Column A

Column B

Repeats the instructions inside the block specified number of times.

Plays a sound and pauses the script until it finishes.

Runs the script when the green flag (the Go button) is clicked.

Turns the sprite (clockwise) to the specified value. Repeats the instructions inside the block specified number of times.

Pauses the script for the specified time.

Runs the script when the green flag (the Go button) is clicked. Pauses the script for the specified time.

7 mins

Build ●

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

●

Explain the activity to the students.

3 mins

Sum Up ●

Conclude the session by summarising that the Events blocks are used to tell a computer when to run a script to make things happen. Sound blocks are used to control the sound and Control blocks are used to control the scripts.

●

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, 4, and 5 B. Tick the Correct Option: Questions 3, 4, and 5 C. Who Am I?: Questions 2, 3, 4, and 5

D. Write T for True and F for False: Questions 2, 3, and 5 E. Answer the Following: Questions 1 and 4 F. Apply Your Learning: Questions 4 and 5

3. Script to Move and Turn a Sprite Learning Outcome At the end of the session, the students will be able to: ●

create a script to move and turn a sprite.

WEBS at a Glance Engage

Warm Up

Build

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

Demonstrate to the students how to create a script using various code blocks.

5 mins

15 mins

Sum Up

Attempt the activity Conclude the on the Assignment concepts page 7 mins

3 mins

Action Plan 5 mins

Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Script to Move and Turn a Sprite. 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 Create a script to move and turn a sprite.

Explanation Demonstrate to the students the steps to create a script using the Motion and Events blocks, as given on pages 14 and 15.

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.

Chapter 2 • Scratch Blocks

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 the steps to create a script using the Motion and Event blocks.

●

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

Making a Scratch Project

This chapter is divided into the following lab sessions 1. Creating a Project in Scratch

2. Pen Extension and Drawing a Line

4. Saving and Opening a Scratch Project

Erasing a Drawing and Adding a Delay

1. Creating a Project in Scratch Learning Outcomes At the end of the session, the students will be able to: ●

name a project.

●

delete a sprite.

●

add a sprite.

●

choose a sprite.

●

position a sprite.

●

move a sprite.

Keywords ●

●

Sprite: A sprite is a character or object that you can move around on the stage and make this object does things. Position: A position is a place on the stage where you want a sprite to go.

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 the students how to name a project and how to delete, add, and choose a sprite.

5 mins

15 mins

Build

Sum Up

Attempt the activity Conclude the on the Assignment concepts page Assign homework 7 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 Creating a Project in Scratch. 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 Name a project.

Delete a sprite. Add a sprite. Choose a sprite. Position a sprite.

Move a sprite.

Explanation

Tell the students that when a new Scratch project gets created, it comes with the default name ‘Untitled’ and we can replace it with a new name, as given on pages 20 and 21. Tell the students that we can change the default sprite in Scratch; for that, we have to delete it. Describe the steps to delete a sprite, as given on page 21. Tell the students that in Scratch, you can choose to add a sprite from the Sprites pane in four ways, as given on page 21. Tell the students the steps to choose a sprite from the Sprite library, as given on page 22. Tell the students that a position is a place on the stage where a sprite can go. Demonstrate to them how to make a sprite go to the centre of the stage, as given on page 23. Tell the students that in order to move a sprite, they can use the move steps block. Demonstrate to the students how to move a sprite forward by some steps, as given on page 24.

Check for Understanding ●

●

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 change the name of Scratch project by clicking the default name and replacing it with the new name. Also, revise with them the steps to delete, add, and choose a sprite. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 1

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

E. Answer the Following: Questions 1, 2, and 5 F. Apply Your Learning: Questions 1, 2, and 3 98

7 mins

2. Pen Extension and Drawing a Line Learning Outcomes At the end of the session, the students will be able to: ●

describe about pen extension.

●

add the pen extension.

●

draw a line using Pen blocks.

Keyword ●

Pen blocks: They are used to create simple drawings such as lines, shapes, and patterns or more complex drawings such as pictures and animations.

WEBS at a Glance Engage

Warm Up

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 use of the pen extension. Also, tell them how to add the pen extension.

Attempt the activity on the Assignment page

Conclude the concepts

5 mins

15 mins

7 mins

3 mins

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 Pen Extension and Drawing a Line. 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 about pen extension.

Tell the students that pen blocks are green in colour and used to create drawings, as given on page 24.

Add the Pen extension.

Demonstrate the steps to add the Pen extension and tell them about some of the Pen blocks, such as pen down, pen up, etc., as given on pages 24 and 25.

Chapter 3 • Making a Scratch Project

Learning Outcomes

Explanation

Draw a line using Pen blocks.

Demonstrate to the students the steps to draw a line with the Pen blocks using Pencil sprite, as given on pages 25 and 26.

Check for Understanding ●

●

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 Pen Extension in Scratch allows sprites to draw on the stage. The Pen blocks are green in colour and are used to create simple drawings. Commonly used Pen blocks are pen down, pen up, erase all, etc. Also, revise the steps to draw a line. 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 4 B. Tick the Correct Option: Questions 1, 3, and 4 C. Who Am I?: Question 1 D. Write T for True and F for False: Questions 1 and 4 E. Answer the Following: Questions 3 and 4

100

7 mins

3. Erasing a Drawing and Adding a Delay Learning Outcomes At the end of the session, the students will be able to: ●

erase a drawing.

●

add a delay.

WEBS at a Glance Engage

Warm Up

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 to erase a drawing and add a delay.

Attempt the activity on the Assignment page

Conclude the concepts

5 mins

15 mins

7 mins

3 mins

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 Erasing a Drawing and Adding a Delay. 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

Erase a drawing.

Tell the students the steps to erase the old drawing when the green flag is clicked, as given on pages 26 and 27.

Add a delay.

Tell the students the steps to add a delay of 1 second between the erasing of the old drawing and the creation of the new drawing, as given on page 27.

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.

Chapter 3 • Making a Scratch Project

101

●

Ask the following questions to the students to check their understanding: 1.

Which block is used to erase a drawing? Correct Response: erase all block

2. Which block is used to add delay in a drawing? Correct Response: wait() seconds block

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 them that the erase all block helps delete a drawing, and the wait seconds() block helps add a delay. Also revise the steps to erase and add a delay to a drawing. 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: Question 2 D. Write T for True and F for False: Question 2

102

7 mins

4. Saving and Opening a Scratch Project Learning Outcomes At the end of the session, the students will be able to: ●

save a Scratch project.

●

open an existing Scratch project.

WEBS at a Glance Engage

Warm Up

Build

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

Demonstrate the steps to save a Scratch project and open an existing Scratch project.

Attempt the activity on the Assignment page

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan 5 mins

Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Saving and Opening a Scratch Project. 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

Save a Scratch project.

Explain to the students the steps to save a Scratch project, as given on page 28.

Open an existing Scratch project.

Explain to the students the steps to open an existing Scratch project, as given on pages 28 and 29.

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.

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Build ●

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

●

Explain the activity to the students. Sum Up

●

Conclude the session by summarising how to save and open an existing Scratch project.

●

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

●

3 mins

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 5 F. Apply Your Learning: Question 4

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7 mins

Drawing Shapes

This chapter is divided into the following classroom and lab sessions 1. Drawing a Square 2. Drawing a Circle

1. Drawing a Square Learning Outcomes At the end of the session, the students will be able to: ● ●

explain what a square is.

create a script to draw a square in Scratch.

Keywords ● ● ●

Square: It is a 2D shape with four sides and four corners. All sides of a square are of the same length. Turn: It is a change in the direction you are walking, either clockwise or anticlockwise. Degree: It is a measure of how much you turn.

WEBS at a Glance Warm Up

Engage

Build

Ask the students to draw a square in their notebooks.

Explain to them what a square is and how to draw a square using block-based coding in Scratch.

Group discussion

5 mins

15 mins

7 mins

Conclude the concepts Assign homework

Action Plan Warm Up ●

Ask the students to draw a square in their notebooks.

●

Now, build the concept by explaining that a square is a 2D shape. 105

Sum Up

3 mins

5 mins

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain what a square is.

Tell the students that a square is a 2D shape with four equal sides and four corners. Also tell them that in order to make a square, you would walk straight and then turn 90 degrees. You would repeat this four times, as given on page 34.

Create a script to draw a square in Scratch.

Tell the students the steps to draw a square using the concept of loops. Also, explain to them how to create a project on drawing a square using the code blocks of Scratch as given on pages 35, 36, and 37.

Additional Questions to Check for Understanding ●

Name the block that repeats the instructions in it for the given number of times. Correct Response: repeat block

●

What is a degree? Correct Response: A degree is a measure of how much you turn. Build

●

7 mins

Conduct a group discussion in the class among students based on the topic “How is a loop helpful to draw a square?” as given in the Discuss section on page 37. Possible Response: A loop can be helpful for drawing a square because it allows you to repeat a set of instructions without having to rewrite them multiple times. For drawing a square, you need to perform the same actions four times. Sum Up

●

106

3 mins

Conclude the session by summarising that a square is a 2D shape with four equal sides and four corners. A turn is a change in the direction you are walking, either clockwise or anticlockwise. A degree is a measure of how much you turn. A loop is doing something again and again to complete a task. Also, revise the steps to draw a square using Scratch code blocks. 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 1, 2, 3, and 4 C. Who Am I?: Question 1 D. Write T for True and F for False: Questions 3 and 4 E. Answer the Following: Questions 1 and 2 F. Apply Your Learning: Questions 2, 3, and 4

2. Drawing a Circle Learning Outcomes At the end of the session, the students will be able to: ●

explain what a circle is.

●

create a script to draw a circle in Scratch.

Keyword ●

Circle: It is a round shape with no corners or sides.

WEBS at a Glance Engage

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

5 mins

Build

Explain to the students what a circle is. Also, explain to them how to draw a circle using code blocks in Scratch. 15 mins

Attempt the activity on the Assignment page 7 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan 5 mins

Warm Up

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Drawing a Circle. 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

Explain what a circle is.

Explain to the students that a circle is a round shape with no corners or sides. Also tell them that in order to make a circle, we need to take 360 steps around it, turning 1 degree with each step, as given on page 38.

Create a script to draw a circle in Scratch.

Now, tell the students the steps to draw a circle using the code blocks of Scratch, as given on pages 38 and 39.

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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. b.

2. a.

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 circle is a round shape with no corners or sides. For example, if you spin around in a full circle, you have rotated 360 degrees. This is called a full turn or a complete circle. If you spin around in half a circle, you have rotated 180 degrees. This is called a half turn or a semicircle. Also, revise the steps to draw a circle using Scratch code blocks. 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 3 D. Write T for True and F for False: Questions 1 and 2 E. Answer the Following: Questions 3 and 4 F. Apply Your Learning: Question 1

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7 mins

Drawing a Pattern

This chapter is divided into the following lab sessions 1. Rotating a Sprite

3. Creating a Blank Sprite

2. Creating a Clone and Drawing a Pattern

4. Drawing a Pattern (Using Blank Sprite)

1. Rotating a Sprite Learning Outcomes At the end of the session, the students will be able to: ●

explain what rotation is.

●

rotate a sprite using Scratch code blocks.

Keyword ●

Rotation: Rotation is a circular motion that occurs when an object moves around its centre.

WEBS at a Glance Warm Up

Engage

Build

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

Explain to the students what rotation is and how to rotate a sprite in Scratch.

Attempt the activity on the Assignment page

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan 5 mins

Warm Up ●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Rotating a Sprite.

●

Show the learning slides one by one and discuss the concepts shown on the slides in the panel. 109

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain what rotation is.

Tell the students that rotation is a circular motion that occurs when an object moves around its centre, as given on page 44.

Rotate a sprite using Scratch code blocks.

Demonstrate to the students the steps to rotate a sprite on its location by using various code blocks in Scratch, as given on pages 44 and 45.

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.

Additional Questions to Check for Understanding ●

Name the button used to add the Pen blocks to the block panel. Correct Response: Add Extension

●

Define rotation. Correct Response: Rotation is a circular motion that occurs when an object moves around its centre. 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 rotation is a circular motion that occurs when an object moves around its centre. Also revise the steps to rotate a sprite. 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 1 B. Tick the Correct Option: Question 2 D. Write T for True and F for False: Questions 4 and 5

110

7 mins

Answer the Following: Questions 1 and 2

Apply Your Learning: Questions 1 and 2

2. Creating a Clone and Drawing a Pattern Learning Outcomes At the end of the session, the students will be able to: ●

explain cloning.

●

create a script to make a clone of a sprite.

●

draw a pattern in Scratch.

Keyword ●

Clones: They are the exact copies of a sprite.

WEBS at a Glance Engage

Warm Up

Build

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

Explain to the students what cloning is. Also explain to them how to make a clone of a sprite and draw a pattern using code blocks in Scratch.

Attempt the activity on the Assignment page

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

3 mins

Action Plan 5 mins

Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Creating a Clone and Drawing a Pattern. 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 cloning.

Explanation Explain to the students that cloning means making copies of a sprite without tracking a list of sprites, as given on page 45.

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Learning Outcomes

Explanation

Create a script to make a clone of a sprite.

Explain to the students about the three clone blocks in Scratch: create clone of (), When I start as a clone, and delete this clone blocks. Also demonstrate to them the steps to create the clone of a sprite using various code blocks in Scratch, as given on page 46.

Draw a pattern in Scratch.

Demonstrate to the students the steps to draw a pattern in Scratch using code blocks, as given on pages 47 and 48.

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 5A section and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: 1.

2. Do it yourself 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 clones are the exact copies of a sprite. There are three clone blocks in Scratch: create clone of (), When I start as a clone, and delete this clone blocks. Also revise the steps to create a clone of a sprite and draw a pattern using various code blocks.

●

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 4 B. Tick the Correct Option: Questions 1 and 4 D. Write T for True and F for False: Questions 1 and 3

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Answer the Following: Questions 3, 4, and 5

Apply Your Learning: Question 4

3. Creating a Blank Sprite Learning Outcome At the end of the session, the students will be able to: ●

create a blank costume for a sprite in Scratch.

WEBS at a Glance Engage

Warm Up

Build

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

Explain to the students the steps to create a blank costume of a sprite in Scratch.

Attempt the activity on the Assignment page

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan 5 mins

Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Creating a Blank Sprite. 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

Create a blank costume for a sprite in Scratch.

Demonstrate to the students the steps to create a blank sprite in Scratch, as given on pages 48 and 49.

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.

Additional Questions to Check for Understanding ●

Name the option on the Costumes tab to add a blank costume for the cat sprite. Correct Response: Paint

Chapter 5 • Drawing a Pattern

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●

Name the button that deletes the sprite’s costumes. Correct Response: Delete button 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 the Paint option on the Costumes tab helps add a blank costume for the cat sprite. The Delete button deletes the costume. 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. C. Tick the Correct Option: Question 3 D. Write T for True and F for False: Question 2

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7 mins

4. Drawing a Pattern (Using Blank Sprite) Learning Outcome At the end of the session, the students will be able to: ●

create a script to draw a pattern using a blank sprite in Scratch.

WEBS at a Glance Engage

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

Build

Demonstrate to the Attempt the activity on students the steps to the Assignment page draw a pattern using a blank sprite with the pen blocks.

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

3 mins

Action Plan 5 mins

Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Drawing a Pattern (Using Blank Sprite). 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 Create a script to draw a pattern using a blank sprite in Scratch.

Explanation Demonstrate to the students the steps to draw a colourful pattern of square shape using the blank sprite with the Pen blocks, as given on pages 49 and 50.

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.

Chapter 5 • Drawing a Pattern

115

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 the uses of the different Pen blocks. For example, the set pen color to block changes the colour of the pen, the set pen size to block changes the value of the pen size, etc. Also revise the steps to draw colourful patterns using the Pen blocks. 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 C. Who Am I?: Question 1 F.

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7 mins

Apply Your Learning: Question 3

Answer Key Chapter-1

All About Data and Storage

Chapter Checkup A.

Fill in the Blanks.

1. Data 2. information 3. Devices 4. 1024 5. GBs and TBs 6. ROM, RAM 7. Primary, Secondary Tick () the Correct Option.

1. a. Hard Drive 2. b. Cloud Storage 3. a. Byte 4. b. Two 5. b. The user clicks on the Print command.

C. Who Am I?

1. Memory Card 2. Data 3. RAM 4. Cloud Storage

Write T for True and F for False.

Answer the Following.

1. F 2. F 3. T 4. T

1. Yes, a computer is an electronic device or machine that performs various calculations and carries out different tasks for us based on the instructions that we give it.

2. There are two types of computer memories—Primary and Secondary. Primary Memory is the computer’s internal memory where it stores data related to currently running programs. It is the built-in memory of the computer. It is always accessible to the CPU. Secondary memory is the computer’s external storage that stores data and programs that are not in use by the computer’s processor. 3. Secondary memory, also called auxiliary memory, is the computer’s external storage. It is used to store the data and programs that are not in use by the computer’s processor. Some examples are hard disk drive (HDD), pen drive, memory card, etc. 4. Cloud Storage is a digital space where you can store your files and get them whenever you want, using the internet.

Some advantages are as follow:

● Cloud Storage can provide large storage capacity. Often, we get free Cloud Storage of up to a few GBs. ● It is like a big storage space on the internet where you can keep all your files and access them from any device, anywhere, and anytime , as long as you are connected to the internet. 5. Data: ● Data is facts, numbers, or symbols that we collect and enter into the computer. ● Data takes up less space. Information: ● Information is the knowledge or understanding that we gain when the computer analyses and organises the data that we entered in it. ● Information may require more storage due to added context and structure. F.

Apply Your Learning. 1. Cloud Storage

2. She should keep in mind the capacity of the RAM and hard disk.

3. No, Rahul will not find his website exactly as he left it when he turns his computer on again after the power cut. When a computer unexpectedly shuts down, such as during a power cut, any unsaved work or changes made since the last save will be lost.

Answer Key

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Chapter-2

Understanding Operating Systems

Chapter Checkup A.

Fill in the Blanks.

Tick () the Correct Option.

1. Operating system 2. booting 3. desktop 4. Cortana Search 5. notification 1. c. Mouse Pointer Personalization 2. c. Volume Control 3. b. Search Bar 4. c. Wallpaper

C. Who Am I?

1. Operating System 2. Desktop 3. Icon 4. Taskbar 5. Cortana

Write T for True and F for False.

Answer the Following.

1. F 2. F 3. T 4. T

1. An Operating System is a software that helps us to communicate with the computer and tell it what to do.

2. Features of the Windows 10 operating system are Aero Peek, Cortana, the Start button, the Search button, the Desktop Show/Hide button, etc.

3. When we press the power button to turn on a computer, the computer starts getting the system ready for use. This process is called booting. 4. Cortana Search helps you find things on your computer using voice or text-based searches. Cortana responds with a voice. 5. Aero Peek is a feature in the Windows that lets you see your desktop without actually minimising any of your open windows. To use Aero Peek, you just need to hover your mouse over open applications in the taskbar. F.

Apply Your Learning.

1. Anika can customise the colour and font settings of her Windows 10 interface, by following the given steps:

i. Click the Start button and select the Settings option. ii. Choose the Personalization option from the menu.

iii. Select the Colors option from the sidebar and choose a colour of your choice.

iv. Now, select the Fonts option from the sidebar and choose the font style and size. v. Preview the font as you make the changes.

2. Rahul can customise the appearance of his mouse pointer by following the given steps:

i. Type “control” in the Search bar. ii. Choose the Control Panel app. iii. Choose the Mouse option.

iv. Go to the Pointers tab in the Mouse Properties window.

v. Choose a Pointer of your choice from the Customize section.

vi. Preview and select your favourite pointers.

vii. Click on Apply and then the OK buttons to save the changes.

3. Anika can change the wallpaper on her Windows 10 desktop to a picture of her favourite superhero, by following the given steps:

i. Right-click on the desktop.

ii. Select the Personalize option.

iii. Select the Background option.

iv. Click on the Browse tab and select the picture from its location on the computer.

4. Rohit can adjust the volume of the music on his computer, by following the given steps:

i. Click on the Speaker icon at the right-hand corner of the taskbar. ii. Choose the Open Volume mixer option.

iii. Move the volume slider up or down to adjust the volume as you want.

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5. John should change the date and time settings on his computer by following the given steps:

i. Open Settings from the Start button. ii. Select the Time & Language option. iii. Select the Date & Time option.

iv. Toggle the switch to turn on the automatic time settings.

Chapter-3 Managing Files and Folders Chapter Checkup A.

Fill in the Blanks.

Tick () the Correct Option.

1. containers 2. Recycle Bin 3. information 4. Ctrl 5. Cut 1. a. Opens it 2. b. Group similar files together 3. a. Digital containers of information

4. a. folder inside another folder C. Who Am I?

1. Folder 2. File 3. Recycle Bin 4. Cut and Paste

Write T for True and F for False.

Answer the Following.

1. T 2. F 3. T 4. F

1. A file is a digital space used to store different types of information on a computer. It acts like a container for items like images, videos, texts, and so on. A folder is a container that stores and organises files and other folders.

Moving a File

Duplicating a File

Moving a file means removing it from its original position and pasting it to another location.

Duplicating a file means making an exact copy of a file and pasting the copied file into a different location.

When we want to move a file on a computer, we can use a special command called Cut and Paste.

When we want to duplicate a file on a computer, we can use a special command called Copy and Paste.

3. Shortcut icon helps us quickly open a file or folder. Shortcut icons are usually kept on the desktop to open the most frequently used items. F.

Apply Your Learning.

1. Avni should not explore the shared folder without Nishant’s permission because one must be respectful of others’ files. One must not explore the files that belong to someone else without their permission.

2. Raj can get the deleted picture back by restoring the file using the following steps:

i. Opening the Recycle Bin on his computer.

ii. Right-clicking on the file he wants to restore.

iii. Selecting the Restore option from the pop-up menu.

3. No, it is not a wise thing to do because folders can be used to organise files and make them easier to find. Tany should therefore, store the maths homework in the ‘Maths’ folder only. 4. Satish must follow the given steps to create a new folder:

i. Right-click on an empty space on the desktop. A pop-up menu will appear. ii. Select the New option.

iii. Click on the Folder option.

5. Rina can make a copy of the file in another folder by following the given steps:

i. Right-click on the file that she wants to copy. A pop-up menu will appear. ii. Click on the Copy option.

iii. Open the folder she wants to paste it in.

iv. Right-click on the empty space in the desired folder. Then, select the Paste option.

Answer Key

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Chapter-4

Exploring the Internet

Chapter Checkup A.

Fill in the Blanks.

Tick () the Correct Option.

1. computers 2. ARPANET 3. websites 4. information 5. Uniform Resource Locator 1. d. All of the above

2. a. A program that lets you see websites on the internet 3. a. Browsing the internet to visit various websites 4. a. To access websites on the internet

5. a. To connect our computer to the internet and exchange information between the two C. Who Am I?

1. URL 2. Search Engines 3. WWW 4. Modem 5. DSL

Write T for True and F for False.

Answer the Following.

1. T 2. T 3. T 4. F 5. T 1. The internet is a network of networks that connects computers and devices from all over the world. It allows people to collect and share information, and communicate with each other.

2. Just as we can do only two things with the switch on the switchboard—turn it on or turn it off, similarly, a digital signal either comes in or does not come in. Just as how a regulator on the switchboard changes the speed at which the fan spins—we can have the fan spin at the fastest speed, reduce it to a slower speed and finally switch it off. That is how analog signal is. 3. A webpage is a digital document on the internet. It can have text, images, videos, and other content. 4. The basic requirements for an internet connection are:

i. Modem: A device that will help connect the computer to the internet.

ii. Internet Service Provider: A company that provides access to the internet.

iii. Communication Media: Different types of connections, like DSL (telephone lines), television cable wires, and fibre optic cables, that connect the computers to the internet. 5. Search engines are used to find information on the internet. Some examples of search engines are Google, Bing, etc. F.

Apply Your Learning.

1. Riya can use the email service on the internet to wish her friend on his/her birthday. She would need a modem, an ISP and a communication media to connect to and use the internet.

2. DSL

3. Yes, I can help Rohan by telling him that:

a. A webpage is a single document on the internet that can have text, images, videos, and other content whereas, a website is a collection of multiple webpages that are all related to each other.

4. Some popular search engines that Lovey can use are: a. Google b. Yahoo c. Bing

Chapter-5

The Internet of Things

Chapter Checkup A.

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Fill in the Blanks.

1. light bulbs 2. connected, communicate 3. sensing feature 4. electronic

Tick () the Correct Option. 1. a. Internet of Things

2. d. All of the above

3. b. Make it dim or bright

4. b. Using a smartphone or smart speaker C. Who Am I?

1. IOT-enabled devices 2. Sensors 3. Smart Cars 4. Smartwatches 5. Smart Speakers

Write T for True and F for False.

Answer the Following.

1. F 2. T 3. T 4. F 5. T 1. IoT is a network of devices that are connected over the internet and can communicate with one another.

Feature

Meaning

Purpose

Connectivity

Connecting devices together IoT connects devices to the internet, letting them share information with each other.

Analysing

Observing our usage

IoT observes how we use our devices so that it can keep helping us.

Automation

Making things happen on their own

IoT can make devices do things automatically based on our likes and dislikes.

Safety and Security

Keeping things safe

IoT helps us keep our devices and data safe.

Scalability

Handling more or less number of devices.

IoT can handle as many devices as we need. We can add more devices to it or remove them if we don’t need them anymore.

3. A smart speaker listens to what we say and replies accordingly, answer our questions, sets timers to help us remember things, and controls other smart devices as we ask it too; whereas regular speakers cannot do these things. 4. No, not all smart devices are IoT-enabled. Any device that can be connected to the internet does not necessarily mean that it can be connected to an IoT-based home. Only those devices that can be connected to the internet and can communicate with other devices in the network are called IoT-enabled devices. F.

Apply Your Learning.

1. IoT-enabled devices that are mentioned here are smart camera and security door.

2. Amit’s smart refrigerator can help him check if he has enough milk at home or not.

3. Mr Kapoor gets a message on his phone that his car is over-speeding because his smart car is IoT-enabled.

Chapter-6

Stepwise Thinking

Chapter Checkup A.

Fill in the Blanks.

Write T for True and F for False.

1. steps 2. problem solving 3. thinking, decision 1. F 2. F 3. F

C. Number the Steps in the Correct Order.

1. i. Open the tap ii. Wash her hands iii. Close the tap iv. Apply Soap v. Open the tap again vi. Rinse hands again vii. Close the tap again viii. Wipe hands with a towel

Answer Key

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2. i. Take brush from the shelf ii. Open the tap iii. Rinse the brush a little iv. Close the tap v. Apply toothpaste on the brush vi. Brush teeth vii. Open the tap again viii. Rinse mouth ix. Clean the brush and close the tap D.

Apply Your Learning.

1. Steps to make a cucumber and tomato sandwich are: i. Take 2 slices of bread.

ii. Toast the bread.

iii. Add slices of cucumber and tomato on one slice of the bread.

iv. Place the second slice of the bread on the top of the first slice and serve.

2. Steps to organise a birthday party are:

i. Fix the date and venue of the party.

ii. Call people to invite, and note the names of those who will come.

iii. Decide the menu.

iv. Decorate the venue.

v. Get a gift and make/order the birthday cake.

3. We can make the card in 3 steps:

i. Get all the things we need—paper, markers, scissors, glitters, etc.

ii. Write the message.

iii. Decorate the card.

Yes, the step “Decorate the card” can be broken down into smaller steps like drawing pictures, adding stickers, glitters, etc.

Chapter-7

Formatting Documents

Chapter Checkup A.

Fill in the Blanks.

Tick () the Correct Option.

1. plus (+) 2. raised 3. top 4. File 5. word processor 1. a. To add structure to the document

2. a. To add a text at the top of every page

3. a. Select the text and click on the Superscript in the Format menu 4. d. Click on the Page setup option in the File menu 5. c. Insert menu C. Who Am I?

1. Google Docs 2. Paint Format 3. Indentation 4. Page orientation 5. Header

Write T for True and F for False.

Answer the Following.

1. F 2. T 3. F 4. T 5. T 1. Superscript is used to raise the text or number above the regular line, in a document. For example, the “rd” in 3rd.

2. Page orientation is choosing if we want our paper to be longer or wider when we type on it. Steps to change the page orientation:

a. Click on File, and then select Page setup.

b. In the Page setup dialog box, in the Orientation section, select the Portrait or Landscape option. c. Click on OK.

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3. Steps to insert a line break:

a. Click where you want the line break to appear. b. Press Enter.

4. Paint Format is used to copy and apply the styles from one text to another.

5. Page margins are the spaces around the edges of your paper where we don’t type. Steps to change the page margins:

a. Click on File, and then select Page setup.

b. In the Page setup dialog box, go to the Margins section, enter the numbers in the Top, Bottom, Left, and Right margins. c. Click on OK. F.

Apply Your Learning.

1. Aman can add his name and roll number in the Header so that it appears on every page of the document.

2. Simran can adjust page margins under the File > Page setup to narrow the margins. She can also arrange her text in multiple columns through Format > Columns. 3. Rahul can use a line break to separate his poem into different stanzas. In order to do that, he can either press Enter at the start of the line he wants to separate or go to Insert > Break.

4. He can adjust the width of his document by clicking on File > Page setup and then changing the orientation to Landscape or reducing the values in Left and Right under Margins.

Chapter-8

Enhancing Documents

Chapter Checkup A.

Fill in the Blanks.

Tick () the Correct Option.

1. Drawing 2. text flow 3. background 4. Crop 5. look 1. c. To decorate the document with pre-made drawings

2. d. Click on the image → Click on Crop tool 3. b. Adjusting the text around an image

4. c. To show ownership of the document C. Who Am I?

1. Crop tool 2. Text Wrap 3. Watermark 4. Find and Replace

Write T for True and F for False.

Answer the Following.

1. T 2. T 3. F 4. T 5. F 1. Click on Insert menu → Click on Watermark option → Select Image → Click on Browse button → Click Upload button.

2. Different text-wrapping styles are: ●

Inline with text

●

Wrap text

●

Break text

●

Behind text

●

In front of text

3. Cropping an image means to remove the unwanted parts of an image.

4. Clipart is a computer-made image which is available on the internet. Clipart can be of anything—animals, people, objects, or even scenes. It is different from an image or a shape. Shapes are the outlines of things we see around us. Shapes can be flat or have depth. Examples of shapes are circles, squares, cubes, cones, etc. A shape can be filled using the Fill color tool. Shapes can be inserted from the drawing toolbar

Answer Key

123

of the Google Docs. An image or a picture is a visual representation of a drawing, painting, or photograph. Images can be inserted from a computer or from the web. 5. Replace means to take out the old text and add a new text instead. In the Replace with box, enter the word you want to replace, a pre-existing word with. Click on Next to locate the first instance of the word that you want to replace. If you want to replace all instances of that word, click Replace all. F.

Apply Your Learning.

1. Click Insert → Drawing → New → Select shape → Click and drag in the drawing area → Fill color tool → Fill colours in the shape.

2. Aman should use the Find and replace tool.

3. Sonam can either insert images from the web or use Clipart.

4. Simran can insert images from her computer and save them. 5. Ritu can use a watermark.

Chapter-9

Creating Presentations

Chapter Checkup A.

Fill in the Blanks.

Tick () the Correct Option.

1. presentation 2. move 3. Toolbar 4. automatically 1. b. Sharing information with others

2. d. Paint

3. a. By clicking on the + button on the toolbar 4. a. Insert C. Who Am I?

1. Google Slides 2. Crop tool 3. Resize 4. Fill color tool

Write T for True and F for False.

Answer the Following.

1. F 2. T 3. F 4. T

1. Click on the Insert tab at the menu bar → Image menu → Select “Upload from computer” → Select the image you want to add to the slide.

2. Steps to duplicate a slide: ●

Select the slide you want to duplicate from the Slides Panel.

●

Right-click on the slide, and then select the Duplicate slide option.

3. Click on Insert tab → Text box → Move the mouse cursor on the screen where you want to add the text box, then press the left button on the mouse. 4. Google Slides are used for making online presentations. 5. The method to insert a shape in Google Slides is: ●

Click on the Insert tab in the menu bar.

●

Select the Shape option from the drop-down menu. Then, select the Shapes option.

●

Click on the shape you want. It will appear on your slide.

Apply Your Learning.

1. Shikha can add an image to her slide with text by following these steps: Click on the Insert tab → Image → select “Upload from computer” option. A selection window opens. She can then select the image that you want to put on the slide.

2. Rahul can add shapes to his slides by clicking on Insert → selecting Shape → selecting any of the options in Shapes.

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3. Resizing is changing the size of an image from small to large and vice versa, whereas Cropping means to remove those parts of the image that we do not want to show. 4. Right-click in the slide panel → Select the New slide option. A new slide will appear below Shubham’s current slide. 5. Jyoti can add colour to the shapes on her Google Slides in the following way: ●

the Correct Option.●

Select the part of the shape that you want to colour. Click on the Fill color tool on the toolbar and select the colour of your choice.

at is the name of the area where you can seeWith all theAI details of sprites? Chapter-10 Be Creative Chapter Checkup A.

Fill in the Blanks.

Tick () the Correct Option.

1. Artificial Intelligence 2. mental 3. voice 4. coding 5. human 1. Natural Intelligence 2. Artificial Intelligence 3. Artificial Intelligence 4. Natural Intelligence

5. Artificial Intelligence

Scratch 3.0 I Chapter-1 Introduction to Scratch 3.0 Stage

Chapter Checkup

Block paletteA. Fill in the Blanks.

Sprites pane

Script area

1. Blocks 2. Create 3. Untitled 4. Menu bar 5. Backdrop

at do you use to stop your running scripts? B.

Tick () the Correct Option. 1. b. Sprites pane 2.b b.

Who Am CC. Who Am I? I?

tab is used to

3. a. Open the Sound editor 4. a. File menu 5. c. Backdrop pane

How Do I Look?

Who Am I?

Sprite

open the Sound editor

listen to songs

close the Sound editor

open the Costumes editor

ich of the following option has the

icon?

Script Area

File menu

Edit menu Costumes Tab

Stage

Costumes tab

ich of the following options has this

icon?

Go button and Stop button Sounds Tab

Sprites pane

Stage

Backdrop pane

All of these

DD. Write TT for True and F for False. Write for True and F for False.

1. F 2. T 3. F 4. T 5. T 1 The default project name in Scratch is Project1. E. Answer the Following. 2 You can add and make changes to the sound effects of your sprite and 1. backdrop Block-based coding the language in which we use colourful code blocks to tell computers what to do. in the Sound is editor. 2. The Costumes tab opens the Costumes editor where we can change how a sprite looks. 3 The Go button is used to stop the running project.

oduction to Scratch 3.0

Events are one of the categories of blocks.

Answer Keycolour of the Go button is green. 5 The E

Answer the Following.

125 11/28/2023 3:03:20 PM

3. The Sounds tab opens the Sound editor to add and make changes to the sound effects of the sprite and to the backdrop. c d 4. The blocks you put together in the script area are called scripts.

() the 5. The green flag B is theTick Go button. YouCorrect click on itOption. to run the script. The red button is the Stop button. You click on it to stop the script from running.

t related to a jungle in Scratch.1Which background Which block is used to move a sprite? F.

Apply Your Learning.

What is a script in a project?

1. Rahul should use this (Forest) background to make a project related to a jungle: a b b. b

c appearance of she use? a the sprite. What should

2. The following is a script in a project. a d a c. c Where should she go? me of the sprite.

b d

Tick () b the Correct Option. 2 Which block is used to make a sprite turn clockwise? block is used to move a sprite? 1 Which d

appearance of the sprite. What should she use? B Tick c b () the Correct Option. cb

None of these

to move a sprite? 1 Which block is used 3 Which block is used to run a script when the sprite is clicked? appearance of d the sprite. What should she use? 3. To change the appearance of a sprite, Sheena should use the following tab (Costumes tab): a b b

block is used to make a sprite turn clockwise? 2 Which Correct Option. a b b. ckdrop of the Stage. Which option should he choose? me of the sprite. Where should she go? Chapter 1 • Introduction to Scratch 3.0 4. a Ritu can change the name of the sprite here: b ock is used todb move a sprite? b b. c

d c d 5. To change the backdropb of the stage, Arun should use the following option (Choose a Backdrop): me of the sprite. Where should she go? c d d 3.indb 9 11/28/2023 3:03:22 PM 2d d.Which block is used to make a sprite turn clockwise? b block when can pause a script for 10 seconds? 4todWhich Which block is used run a script is clicked? 3 the ckdrop of Which option should he choose?the sprite aNone b dStage. of these Scratch Blocks B Chapter-2 Tick () the Correct Option. a

ab Checkup Chapter

Which block is used move a sprite? 1 to ock is used make a sprite turntoclockwise? cthe Blanks. A. Fill in ckdrop of the Stage. Which option should he choose? B.

a1.d Scratch blocks 2. Control 3. go to x y 4.b green flag 5. Wait Second b c d b Which block is usedcto run a script when the sprite is clicked?d 3 Tick () the Correct Option.

1. c. 2. d. 3. b. 9 d a b c d d Which block can pause a script for 10 seconds?

Which block can repeat a script 5 times?

4. run a. a script when 5. a. ock is used to the sprite is clicked? b a block is used to make a sprite turn clockwise? 2 Which c

11/28/2023 3:03:22 PM

C. Who Am I? 4c Which block can pause a script for 10 seconds? d 1. switch costume to block c 2. delete this clone 3. forever block d c d 4. stop all sounds block 5. when I start as a clone block a b D. Write T for True and F for False. Which block can repeat a script 5 times? 5 C Who Am I?

3 Which block is used to run a script when the sprite is clicked? 1. F 2. T 3. T 4. T 5. F ock can pause a script for 10 seconds? 1 I change the costume a b of a sprite to a specified one. a

126

5cc

I delete a clone of a sprite.

d Which block can a script 5 times? I repeat the instructions inside forever. d 3 repeat d

5 To erase all pen marks on a screen, you need to use the on the stage.

n allows sprites to

E. Answer Following. a line, you need to usethe the

block. Tick () the Correct Option.

1. An event is something that makes an action happen.

2. Looks control1howWhat a sprite looks. marks on a screen, youblocks needare toused usetothe block. do you need to make the sprite draw? extension

3. You can use the say block to make the sprite say specified things. You can find this block in the Looks block category. Video Pen a b

Option.

4. The Sound block category controls the sounds. These blocks are pink in colour.

5. The think for seconds block makes the think of the specified text for a specified number of seconds. Music Text c sprite d

do you need to make the sprite draw? F.

Apply Your Learning.

block can be to 4.add delay? 1. Motion block 2. Motion block. What 3. change costume to used block Sound block Pen b 5. move () steps block a b Text d

Chapter-3 Making a Scratch Project

e used toChapter add delay? Checkup A.

c Fill in the Blanks. b 1. sprite 2. pen down 3. draw 4. pen up 5. erase all

Tick () the Correct Option.

1. b. Pen 2. d. d

Which block can be used to set the colour of the sprite’s pen?

3. a. a

C Who Who Am Am I? C. I?

be used to set the colour of the sprite’s pen? What I Do?

4. b. Stops Drawing

Who Am I?

Performs different actions on stage. c

Makes your pen lighter or darker.

Moves the sprite to the specified x and y values. d Clears all pen marks on the screen. Sets the colour of the sprite’s pen.

What does the a

block do?

Turns the pen feature off inside a sprite

D Write Write TT for forTrue Trueand and FFfor forFalse. False. D.

Stops drawing b 1. F 2. F 3. T 4. T 5. T block do? 1 The set pen colour to block sets the thickness of the pen. Starts drawing c E. Answer the Following. The erase all block adds delay to the script. 2 n feature off inside a sprite 1. A sprite is a character or object that you can move around on the stage and make this object do things. Changes the pen colour d 2.3 Two to add sprite (top are: to down) position of the sprite. Themethods x value tells the avertical ng

a. Choose a Sprite: To choose a sprite from the Scratch Sprite Library. The Pen extension allows sprites to draw. b. Paint: To create a sprite using Paint Editor. 5 To save a Scratch project, you should click the File menu and then 3. They are used to create simple drawings such as lines, shapes, and patterns. select Save now. 30 4. The pen down blocks tells the sprite to start drawing on the stage and the pen up block tells the sprite to Answer the Following. stop drawing on the stage.

ng pen colour E

5. The ‘go to x y’ block is used to move a sprite to a specific position. We can find this block in the Motion 1 What is a sprite? blocks category. F.

Apply Your Learning.

CB_Grade 3.indb 30

1. The sprite will be visible on the stage.

Write any two ways to add a sprite to your project.

Answer Key

11/28/2023 3:03:36 PM

127

2. The move (300) steps block will make a sprite move by 300 steps. 3. The script to move the ball is:

Identify the shape of the carrom board. 3 All 4. the projects you create get saved in the My Stuff folder. She can get her project form there. a

Circle

Square

Triangle

Rectangle

Chapter-4

Drawing Shapes

Chapter Checkup A. B.

4 What is the value of x in the given script? Fill in the Blanks. a 0 b 100 1. Square 2. Turn 3. Corner and sides 4. 4 5. 90

c 50 Tick () the Correct Option.

1. a. Control 2. b. 3 3. d. Rectangle 4. d. 20

C Who C. WhoAm AmI?I?

Code Block

Block Category Pen

Events Control Motion D Write D. Write TT for for True Trueand andFFfor forFalse. False.

1. T 4. T equal sides. A circleF 3. is a shape with four 1 F 2.

E F.

Answer the Following. 2 You need to turn 1 degree 360 times to make a square. 1. A turn is a change in the direction you are walking, either clockwise or anti-clockwise. degreeisisaa 2D measure howfour much youand turn.four corners. All sides of a square are of the same length. 3 AAsquare 2. shapeofwith sides

3. To add a pause or delay in a sequence of actions, you can use the 'wait' block. 4 360 4. 180 Answer the Following. Apply Your Learning. What is a turn? 1 The 1. value in the repeat block should be 360. 2. He needs to add script for the knight sprite. The script will be as follows:

Chapter 4 • Drawing Shapes

CB_Grade 3.indb 41

128

11/28/2023 3:03:43 PM

3. The script for the flying cat is:

4. The script for the ball to move in the square is:

Chapter-5 Drawing a Pattern Chapter Checkup A.

Fill in the Blanks.

Tick () the Correct Option.

1. rotation 2. clones 3. when I start as a clone 4. delete this clone 5. thickness 1. c. It allows you to make multiple copies without tracking each copy separately.

2. a. By using the ‘turn’ block.

3. c. By using the Paint option.

4. a. Move the clone to the centre of the stage.

Answer Key

129

Delete the clone.

Make the clone wait for a specified number of seconds.

C Who Who Am C. AmI? I? What I Do?

Who Am I?

Make the sprite turn around by specified degrees. Create a clone of the specified sprite. Delete the clone. Change the colour of the pen. D Write T for True and F for False. D. Write T for True and F for False.

CloningF 3. can create only T 5. a single copy of a sprite. 1.1 F 2. T 4. T

Answer the Following. the costume of a sprite deletes the sprite itself. 2 Deleting 1. Rotation is when an object moves around its centre. For example, a spinning top. 3 Cloning in Scratch creates exact copies of sprites. 2. The sprite will rotate if we change the value of the ‘turn’ block. Go button is of used runsprite a project. 3.4 It The creates clones theto cat and makes them move and rotate.

E F.

4. The three clone blocks in Scratch are: create clone of myself, delete this clone and when I start as a clone. 5 You can move a sprite to any random position on the stage. 5. The ‘delete this clone’ block will delete all the clones of the sprite from the stage. Answer the Following. Apply Your Learning. What is rotation? Give example. 1.1 The script to rotate thean earth sprite:

Chapter 5 • Drawing a Pattern

CB_Grade 3.indb 53

2. In the given script, Tina should mention the value ‘400’ in the repeat block.

11/28/2023 3:03:51 PM

3. Sheena can use various blocks from the Pen category of the blocks. 4. The dove sprite will rotate by creating the multiple copies of itself.

Mains Test Paper 1 (Based on Chapters 1 to 5) A.

Fill in the Blanks.

Tick () the Correct Option.

1. Devices 2. Windows 3. Sub-folder 4. Web Pages 1. c. 1 GB 2. a. DSL 3. a. Deleting 4. b. Automation

C. Write T for True and F for False. 1. T 2. T 3. T 4. F

Answer the Following Questions.

1. Cloud Storage is a digital space where you can store your files and get them whenever you want, using the internet.

2. An Operating System is a software that helps us to communicate with the computer and tell it what to do.

130

3. Restoring a folder or file means getting it back to the previous location from the Recycle Bin.

4. Search engines help you find information on the internet. Some examples of search engines are: Google, bing, etc. E.

Apply Your Learning.

1. Kiara can move the taskbar to the right of the screen by clicking and holding the taskbar, then dragging it to the right side of the screen and releasing the mouse button.

2. Here are the steps Nikhil can follow to create a new folder on the desktop:  Right-click on any empty space on the desktop.  Hover over the option “New” in the menu.  Click on “Folder” from the submenu.  A new folder will appear with the name “New Folder”.  Type a new name (e.g., Personal Documents) and press Enter.

Mains Test Paper 2 (Based on Chapters 6 to 10) A.

Fill in the Blanks.

1. Word Processor

2. Break text

3. Reasoning

4. Siri and Alexa B.

Tick () the Correct Option.

1. d. Text color 2. a. Crop 3. b. Duplicating

C. Write T for True and F for False. 1. T 2. T 3. T 4. F

Answer the Following Questions.

1. Formatting text refers to the process of changing the appearance and layout of a written document or piece of text to make it more visually appealing, organised, and easier to read and understand.

2. Follow the steps to naming a presentation:

a. Click on Rename box. Type the new name for your file.

b. Press the Enter key and the file will be automatically saved.

3. Stepwise thinking means to think step by step to complete a task or solve a problem.

4. Creative AI refers to the capability of AI to be able to create things like art, stories, animated films, game design, music and much more. E.

Apply Your Learning.

1. Atishay should use subscript formatting to display the number “2” correctly in CO₂.

2. Sakshi can resize an image in Google Slides by: 

Clicking on the image to select it.



Dragging the corners (not the sides) of the image to resize it proportionally.

Coding Test Paper (Based on Chapters 1 to 5) A.

Fill in the Blanks.

Tick () the Correct Option.

1. Coding 2. forever 3. Sprite 4. Degree 1. a. Menu bar 2. c. Control 3. c. Starts drawing

Answer Key

131

C. Write T for True and F for False. 1. F 2. T 3. T 4. T

Answer the Following Questions.

1. Block palette is the area where you can see all the blocks for a selected block category.

2. Motion blocks are used to control the movement of the sprites.

3. In Scratch, you can choose to add a sprite from the Sprites pane in four ways: 

Choose a Sprite: To choose a sprite from the Scratch Sprite Library.



Paint: To create a sprite using Paint Editor.



Surprise: To add a random sprite.



Upload Sprite: To upload a sprite from your computers.

4. A turn is a change in the direction you are walking, either clockwise or anti-clockwise. E.

Apply Your Learning.

1. Steps to delete Scratch Cat:

a. Select the sprite to be deleted in the Sprites pane. The delete button appears. b. Click the button to delete the sprite.

2. Motion blocks

132

Teacher Manual

‘ W E B S ’ Framework

W Warm Up

Engage

Build

Computer Science

About the Book

Sum Up

Special Features

hello@uolo.com

ISBN 978-81-984882-1-3

Singapore

TK_G01-08_CS_ICSE_Cover_TM.indd 11-13

Gurugram

Bengaluru

NEP 2020 based

ICSE compliant

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