ICSE HEXA_Grade 1 CS TM_eBook by Uolo

COMPUTER SCIENCE Hexa

One Byte at a Time

Teacher Manual

Teacher Manual Hexa

ICSE

COMPUTER SCIENCE

Acknowledgements

Academic Authors: Jatinder Kaur, Ayushi Jain

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.

First published 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: Hexa ICSE Computer Science Teacher Manual 1

ISBN: 978-81-985727-2-1

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

In today’s rapidly evolving digital landscape, computer science has become an essential field of study, shaping the world around us in countless ways. From the smartphones in our pockets to the vast networks that connect people across the globe, computer science drives innovation and progress in nearly every aspect of modern life. In today’s fast-paced digital world, understanding the basics of computer science is as important as learning to read, write, or solve maths problems.

Recognising this imperative, the National Education Policy (NEP) 2020 has strongly recommended the integration of coding skills, computational thinking, critical analysis, and problem-solving abilities into the curriculum.

Inspired by these insights, Uolo has introduced a comprehensive program, Hexa, for grades 1 to 8, to empower young minds with the knowledge and skills they need to thrive in the digital age. From the basics of how computers function to the tools that shape our digital landscape, this series opens the door to a world of endless possibilities.

We believe that learning computer science should be an engaging and accessible experience for all children. This series takes a project-based approach, allowing students to learn by way of concurrently applying acquired knowledge and skills. As they progress through the course, they will build strong foundations in computational thinking, coding basics, and digital literacy. Our program focuses on three key areas:

1. Computer Science Fundamentals: Core concepts are introduced step by step, ensuring a solid grasp of how computers function, and how information is processed and stored.

2. Latest Computer Tools: Various computer tools relevant to today’s world are included, equipping students with the confidence to thrive in the digital age.

3. Introduction to Coding: The series offers an introductory look into coding, preparing students for more advanced learning in the future.

To support teachers in delivering effective and engaging lessons, we offer a thoughtfully designed Teacher Manual to enhance the teaching and learning experience. Rather than prescribing teaching methods, the manual provides examples and demonstrates how and why teachers can apply these examples in their classes.

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.

We hope this Teacher Manual empowers educators to implement the curriculum effectively, support diverse student learning, and create interactive, engaging environments tailored to their students’ needs and interests.

1 Computer—A Machine �� 1

 Natural and Human-made Things

 What Are Machines?

 Computers

 Types of Computers

2 Uses of a Computer �� 10

 What Computers Do

 Places Where Computers Are Used

3 Parts of a Computer �� 14

 Main Parts of a Computer-I

 Main Parts of a Computer-II

 Devices-I Input and Output Devices

 Devices-II Storage Devices 4 Using a Computer �� 22

 Starting a Computer

 Shutting Down a Computer

 Rules for Using a Computer–Do’s

 Rules for Using a Computer–Don’ts

Using a Mouse* �� 30

 Computer Mouse and Its Parts

 Using and Holding a Computer Mouse

Using a Keyboard �� 35

 Alphabet Keys and Number Keys

 Arrow Keys and Special Keys

 Introduction to Paint

 Drawing in Paint  Colouring in Paint and Saving a Drawing

 What is Coding?

 Block-based Coding

 Problem Solving: Example 1

 Problem Solving: Example 2

 Exploring Code.org

 Puzzle 1

 Puzzle 2

 Coding Challenge

 Command I

 Command II

 Sequence I

 Sequence II  Coding Challenge

Computer—A Machine

This chapter is divided into the following sessions

1. Natural and Human-made Things

2. What are Machines?

3. Computers

4. Types of Computers

1. Natural and Human-made Things

Learning Outcomes

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

● describe natural things.

● describe human-made things.

Keywords

● Natural Things: Some things like trees, animals, and rocks are present in nature. These are called natural things.

● Human-made Things: Humans make things like chairs, books, and toys. These are called human-made things.

WEBS at a Glance

Ask the students about different things around them. Discuss a few examples of things such as chairs, books, trees, etc., and then describe them as natural and human-made things.

Action Plan

● Ask the students about different things around them.

● Now, build the concept by asking the students if they know whether these things are created by humans or nature. Then introduce them to natural and human-made things.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe natural things. Tell the students that things present in nature like trees, animals and rocks are called natural things as given on page 1.

Describe human-made things. Tell the students that things made by humans are called human-made things as given on page 2.

Check for Understanding

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

Correct Responses:

● Conduct a group discussion in the class among the students on the topic “Tell five natural objects and five man-made objects” as mentioned in the Discuss section on page 1.

Possible Responses: Five natural objects: flowers, tree, animals, plants, mountains Human-made things: car, cake, building, toys, pen

● Conclude the session by summarising that things that are present in nature like trees, animals and rocks are called natural things and things made by humans such as chairs, books, toys, etc., are called human-made things.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in classroom.

B. Tick the Correct Option: Question 1

C. Who Am I?: Question 1

D. Write T for True and F for False: Question 4

E. Answer the Following: Question 1

2. What Are Machines?

Learning Outcome

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

● describe machines.

Keyword

● Machines: Machines are human-made things that help us do different kinds of work.

WEBS at a Glance

Ask the students about the machines they have seen at home such as washing machine, refrigerator, gas stove.

Tell them what machines are.

Group discussion

Conclude the concepts 5 mins 15 mins 7 mins 3 mins

Action Plan

5 mins

Warm Up

● Ask the students about the machines they have seen at home such as washing machine, refrigerator, gas stove, etc. Then tell what functions some of these machines perform. For example, a washing machine helps us wash our clothes.

15 mins

Engage

Explain the following concepts:

Learning Outcome

Explanation

Describe machines. Tell the students what a machine is. Also, tell them that some machines need electricity, some need fuel and some need human power to run, as given on page 2.

Check for Understanding

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

● Name three machines you see every day around you.

Possible Responses: Car, mobile, rickshaw

● Categorise the given machines on the basis of whether they require electricity, fuel or human power to run: Aeroplane, cycle, television.

Correct Responses:

Aeroplane: Fuel

Cycle: Human power

Television: Electricity

● Conduct a group discussion in the class among the students on the topic ‘My Favourite Machine’.

Possible Responses: Calculator, mobile, refrigerator

● Conclude the session by summarising that machines are human-made things that help us do different kinds of work. Machines run on electricity, fuel, and human power.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in classroom.

A. Fill in the Blanks: Question 1

B. Tick the Correct Option: Question 2

C. Who Am I?: Question 2

E. Answer the Following: Question 2

F. Apply Your Learning: Questions 1 and 3

3. Computers

Learning Outcomes

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

● describe a computer and do things using a computer.

● describe how are computers different from us.

Keyword

● Computer: A computer is a machine. It needs electricity to work.

WEBS at a Glance

Ask the students to name some machines that run on electricity. Explain to the students what a computer is. Tell them things we can do using a computer. Also, tell them how are computers different from us.

Think and Tell Conclude the concepts

● Ask students to name some machines that run on electricity. Now, build the concept by discussing computer is also a machine that runs on electricity.

Explain the following concepts:

Learning Outcomes

Describe a computer and do many things using a computer.

Describe how are computers different from us.

Explanation

Tell the students that a computer is a machine that needs electricity to work. Also, tell them computers are used to learn new things, listen to music, etc., as given on page 3.

Tell them that a computer is a smart machine that works very fast, never gets tired, etc., as discussed on page 4.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 1A Question 2 section and encourage students to solve them. Instruct them to write the answers in their book.

Correct Responses: 2. a. F b. T c. T Build 7

● Ask the students to answer the question “What are some fun things you want to do using a computer?” asked in the Think and Tell section given on page 3.

Possible Responses: Play games, watch cartoons, make drawing, etc.

● Conclude the session by summarising that a computer is a machine that needs electricity to work. Computers are used to learn new things, listen to music, etc. Also revise with them that a computer is a smart machine that works very fast, never gets tired, and does not make any mistakes.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in classroom.

A. Fill in the Blanks: Questions 2 and 3

B. Tick the Correct Option: Question 3

C. Who Am I?: Question 3

E. Answer the Following: Question 3

4. Types of Computers

Learning Outcome

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

● describe different types of computers.

WEBS at a Glance

Ask the students where they have seen computers. Describe different types of computers.

Group discussion Conclude the concepts

Action Plan

Warm Up

● Ask the students where they have seen the computers.

● Now, build the concept of types of computers by asking students if they know that a smartphone is also a type of computer.

● Also tell them that a desktop, laptop, tablet, and a smartphone are different types of computers.

Engage

Explain the following concepts:

Learning Outcome

Explanation

Describe different types of computers. Tell the students that there are many different types of computers such as desktops, laptops, tablets, and smartphones. Also, tell them about the features of each of these types of computers, as given on page 5.

Check for Understanding

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

Correct Responses:

● Conduct a group discussion in the class among the students on the topic “Can computers be smaller than smartphones?” as mentioned in the Discuss section on page 5.

Possible Responses: Yes/No Correct Response: No

● Conclude the session by summarising that there are many different types of computers such as desktops, laptops, tablets, and smartphones.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in classroom.

A. Fill in the Blanks: Question 4

C. Who Am I?: Question 4

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

E. Answer the Following: Question 4

F. Apply Your Learning: Question 2

Uses of a Computer 2

This chapter is divided into the following sessions

1. What Computers Do

2. Places Where Computers Are Used

1. What Computers Do

Learning Outcome

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

● describe about the activities we can do on a computer.

WEBS at a Glance

Ask the students what a computer is.

Ask them to name a few things that they keep in their school bag. Describe to them what the computers do.

Action Plan

Warm Up

● Ask the students what a computer is.

● Ask them to name a few things that they keep in their school bag.

● Tell them as we do different kinds of work with each item in our school bag like books, bottles, pencils, and crayons. In the same way, a computer also has many things in it that lets us do different activities.

Explain the following concepts:

Learning Outcome

Describe about the activities we can do on a computer.

Explanation

Describe to the students that we can draw and colour, learn new things, play games, etc., on a computer, as given on page 9.

Check for Understanding

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

Correct Responses: 1.

Possible Responses: Learn block-based coding, touch typing, etc. 2. Column A Column B

● Conduct a group discussion in the class among the students based on the topic “What are some of the new things you wish to learn on a computer?” provided in the Discuss section, as mentioned on page 10.

● Conclude the session by summarising that we can use a computer to do different activities such as learn new things, draw and colour, listen to music, send messages, watch videos, etc.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in classroom.

A. Fill in the Blanks: Questions 1 and 2

B. Tick the Correct Option: Question 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 3

2. Places Where Computers Are Used

Learning Outcome

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

● describe the uses of computers at different places.

WEBS at a Glance

Ask the student to name the places where they have seen computers.

Describe about the places where computers are used. Think and Tell Conclude the concepts

Action Plan

Warm Up

● Ask the students to name the places where they have seen computers.

● Tell them that computers are used at various places, such as offices, schools, shops, airports, etc.

Engage

Explain the following concepts:

Learning Outcome

Describe the uses of computers at different places.

Explanation

Describe to the students that we go to different places like restaurants, shopping malls, and airports. People use computers at all these places for different kinds of work, such as at airports to book tickets, schools to teach, etc., as given on pages 10 and 11.

Check for Understanding

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

Correct Responses:

1. a. To pay for food.

b. To order the food.

c. To chew the food.

2. a. To teach and learn.

b. To book tickets.

c. To play on the field.

Build

7 mins

● Ask the students to give the answer to the question “What can we use the computer at home for other than the activities given in this chapter?” asked in the Think and Tell section, as given on page 11. Possible Responses: Make class projects, access school’s online learning material, etc.

3 mins

Sum Up

● Conclude the session by summarising that computers can be used at airports and railway stations to book tickets, offices to do important work and send messages, hospitals to keep information of the patients, etc.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 3 and 4

B. Tick the Correct Option: Question 1

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

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

E. Answer the Following: Question 2

F. Apply Your Learning: Questions 1 and 2

Parts of a Computer 3

This chapter is divided into the following sessions

1. Main Parts of a Computer-I

2. Main Parts of a Computer-II

3. Devices-I Input and Output Devices

4. Devices-II Storage Devices

1. Main Parts of a Computer-I

Learning Outcome

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

● describe the two main parts of a computer: the monitor and the CPU.

Keywords

● Monitor: A monitor looks like a TV screen. It shows us what we are doing on a computer.

● CPU (Central Processing Unit): It is like the brain of a computer.

at a Glance

Ask the students the names of different parts of the body. Relate our body parts to the computer’s parts and tell them about the monitor and the CPU.

Action Plan

● Ask the students the names of different parts of the body. Relate our body parts to the computer’s parts and tell them about the monitor and the CPU.

Learning Outcome

Describe two main parts of a computer: the monitor and the CPU.

Explanation

Describe to the students that the monitor looks like a TV screen. It shows us what we are doing on a computer, and the CPU is like the brain of a computer, as given on pages 14 and 15.

Check for Understanding

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

Explain the following concepts: Build

● looks like a TV.

Correct Response: Monitor

● orders the other parts of the computer to work properly.

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Have you seen a monitor before?’.

Correct Response: Yes. I have seen a monitor at home. I watch cartoons on it.

Correct Response: CPU Sum Up

3 mins

● Conclude the session by summarising that the monitor and the CPU are two important parts of a computer. The monitor looks like a TV screen, and the CPU is the brain of a computer.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to complete in the classroom.

A. Fill in the Blanks: Questions 1 and 3

C. Who Am I?: Questions 2 and 3

E. Answer the Following: Question 3

2. Main Parts of a Computer-II

Learning Outcome

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

● describe the other two important parts of a computer: the keyboard and the mouse.

Keywords

● Keyboard: It helps us to write on a computer. It has many buttons on it, known as keys.

● Mouse: It is a device to select different things on a computer.

WEBS at a Glance

Ask the students how they write in their notebooks.

Ask the students how they point to some words in their book.

Tell the students that with the help of the keyboard we can write on a computer.

Tell the students that on a computer, we point to a line or word with the help of a mouse.

Action Plan

Warm Up

● Ask the students how they write in their notebooks.

● Ask the students how they point to some words in their book.

● Now, explain to them about the keyboard and the mouse.

Engage

Explain the following concepts:

Learning Outcome

Describe the other two important parts of a computer: the keyboard and the mouse.

Explanation

Describe that the keyboard helps us to write on a computer. It has many buttons on it, known as keys and mouse is a device to select different things on a computer, as given on page 15.

Check for Understanding

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

Correct Responses:

7 mins

● Conduct a group discussion in the class among the students by asking, ‘What are the main parts of a computer?’.

Possible Responses: CPU, mouse, monitor, and keyboard.

Sum Up

3 mins

● Conclude the session by summarising that the keyboard and mouse are two important parts of a computer. The keyboard helps us to write on a computer. The mouse is used to select different things on the monitor.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to complete in the classroom.

A. Fill in the Blanks: Question 2

C. Who Am I?: Question 1

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

F. Apply Your Learning: Question 1

3. Devices-I Input and Output Devices

Learning Outcomes

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

● describe the input devices.

● describe the output devices.

Keywords

● Input Devices: These devices help us tell the computer what to do.

● Output Devices: These devices help the computer to share information with us.

WEBS at a Glance

Ask the students what a keyboard is. Explain to them that a keyboard is an input device. Then explain to them the input and output devices by giving examples of each.

Warm Up Action Plan

Group discussion Conclude the concepts

5 mins

● Ask them what a keyboard is and then build the concept by defining the input and output devices.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe the input devices. Explain to the students that input devices help us to tell the computer what we want to do. The keyboard and mouse are input devices, as given on page 16.

Describe the output devices. Explain to the students that output devices help the computer share information with us. Monitor, speaker, and printer are output devices, as given on page 16.

Check for Understanding

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

Correct Responses:

● Conduct a group discussion in the class among the students on the topic ‘Give examples of input and output devices’.

Correct Responses: Input: Keyboard, mouse Output: Monitor, speaker

● Conclude the session by summarising that the keyboard and mouse are input devices, whereas the monitor, printer, and speaker are output devices.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to complete in the classroom.

A. Fill in the Blanks: Question 4

B. Tick the Correct Option: Question 1

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

E. Answer the Following: Question 1

F. Apply Your Learning: Questions 2 and 3

4. Devices-II Storage Devices

Learning Outcome

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

● describe the storage devices of computers.

Keyword

● Storage Devices: A computer stores information in storage devices.

WEBS at a Glance

Ask the students where they store their clothes and books. Describe to the students that storage devices are like their wardrobe where they keep their toys, clothes, and books.

Group discussion Conclude the concepts

● Ask the students where they store their clothes and books.

● Describe to the students that storage devices are like their wardrobe where they keep their toys, clothes, and books.

Explain the following concepts:

Describe the storage devices of computers. Describe to the students that a computer stores information on storage devices. A compact disc, pen drive, hard disk, and memory card are some examples of storage devices, as given on page 16.

Check for Understanding

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

● Where does a computer store information?

Correct Response: Storage Devices

● Give any two examples of storage devices.

Possible Responses: Compact disc/Pen drive/Hard disk/Memory card

Build

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Give some examples of storage devices’.

Possible Responses: refrigerator, pen drive, cupboard, and container.

Sum Up

3 mins

● Conclude the session by summarising that compact discs, memory cards, hard disks, and pen drives are used to store information on a computer in the same way we store our things in a cupboard.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to complete in the classroom.

B. Tick the Correct Option: Question 2

D. Write T for True and F for False: Question 4

E. Answer the Following: Question 2

Using a Computer 4

This chapter is divided into the following sessions

1. Starting a Computer

2. Shutting Down a Computer

3. Rules for Using a Computer–Do’s

4. Rules for Using a Computer–Don’ts

1. Starting a Computer

Learning Outcome

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

● start a computer.

WEBS at a Glance

Ask the students if they know how to turn on the television at their homes.

Explain to the students the steps to start a computer. Think and Tell Conclude the concepts

● Ask the students if they know how to turn on the television at their homes.

● Now tell them that they can start the computers by following certain steps.

Explain the following concepts:

Learning Outcome

Explanation

Start a Computer. Explain to the students that there are three steps needed to start a computer: Switching on the main power supply button Pressing the ON button on the CPU, and Pressing the Power button on the monitor, as given on page 20.

Check for Understanding

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

Correct Responses:

1. T 2. T 3. T

7 mins

● Ask the students to give the answer to the question “What will happen if we just switch on the main power and then turn on the monitor? Will the computer start?” asked in the Think and Tell section, as given on page 20.

Correct Response: No, the computer will not start. We also need to switch on the CPU to start the computer.

3 mins

Sum Up

● Conclude the session by summarising that a computer runs on electricity. Also, to start the computer, we need to switch on the main power supply button, then press the ON button of the CPU and finally, press the ON button of the monitor.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

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

B. Tick the Correct Option: Question 1

C. Who Am I?: Question 1

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

E. Answer the Following: Question 1

2. Shutting Down a Computer

Learning Outcome

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

● shut down a computer.

Keyword

● Shut down: To shut down a computer means to turn it off.

WEBS at a Glance

Ask the students if they keep the television on for the whole day or they switch it off after watching it for some time.

Explain to the students how to shut down a computer. Also, explain to them why they should not turn off the computer directly.

Group discussion Conclude the concepts

Action Plan

Warm Up

● Ask the students if they keep the television on for the whole day or if they switch it off after watching it for some time.

● Now, tell them that they should shut down the computer when it is not in use.

Engage

Explain the following concepts:

Learning Outcome

Explanation

Shut down a computer. Describe the steps of shutting down a computer: clicking on the Start menu, clicking on the Power icon, and clicking on the Shut down option, as given on page 21. Also, explain to the students if they turn off the computer directly, then it may get damaged.

Check for Understanding

● Read aloud the question provided in the Do It Yourself 4B section. Instruct the students to write the answers in their book.

● Conduct a group discussion in the class among the students based on the topic ‘Should we leave the computer on forever?’

Correct Response: No, we should not leave the computer on forever. We should shut it down when it is not in use.

● Conclude the session by summarising that we should shut down a computer properly and always use the mentioned steps to shut down a computer.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 1

B. Tick the Correct Option: Question 2

C. Who Am I?: Question 3

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

E. Answer the Following: Question 2

F. Apply Your Learning: Question 1

3. Rules for Using a Computer–Do’s

Learning Outcome

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

● follow the do’s while using a computer.

Keyword

● Do’s: Do’s are the things we must do.

WEBS at a Glance Warm Up Engage Build

Ask the students if they follow some rules while playing in the playground.

Then tell them that while using a computer, they must follow some do’s.

Explain to the students the various do’s one must follow while using a computer.

Group discussion Conclude the concepts

● Ask the students if they follow some rules while playing in the playground.

● Then tell them that while using a computer, they must follow some do’s.

Engage

Explain the following concepts:

Learning Outcome

Explanation

Follow the do’s while using a computer. Describe some do’s that must be followed while using a computer, such as keeping the computer clean and pressing the keyboard keys gently, etc., as given on pages 22 and 23.

Check for Understanding

● Read aloud questions 3 and 4 provided in the Do It Yourself 4C section. Instruct the students to write the answers in their book.

Correct Responses:

3. T 4. T Build

7 mins

● Conduct a group discussion in the class among the students based on the topic ‘Is it necessary to follow rules to operate computers?’.

Correct Response: Yes, it is necessary to follow the rules to operate computers, as they function properly when we take good care of them.

3 mins

Sum Up

● Conclude the session by summarising that we should follow some do’s while using a computer, such as keeping the computer clean and pressing the keyboard keys gently, etc.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

B. Tick the Correct Option: Question 3

C. Who Am I?: Question 4

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

E. Answer the Following: Question 3

F. Apply Your Learning: Question 2

4. Rules for Using a Computer–Don’ts

Learning Outcome

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

● learn what not to do while using a computer.

Keyword

● Don’ts: Don’ts are the things we must never do.

WEBS at a Glance

Ask the students if their parents tell them to not do certain things.

Then tell them that while using a computer, there are certain things that they must never do.

Explain to the students what they should not do with a computer while using it.

Group discussion Conclude the concepts

● Ask the students if their parents tell them to not do certain things.

● Then tell them that while using a computer, there are certain things that they must never do.

Engage

Explain the following concepts:

Learning Outcome Explanation

Learn what not to do while using a computer.

Describe some don’ts that must be followed while using a computer, such as not to switch off the CPU directly, not to touch the computer devices with wet and dirty hands, and not to pull the wires from the computer, etc., as given on page 23.

Check for Understanding

● Read aloud questions 1 and 2 provided in the Do It Yourself 4C section. Instruct the students to write the answers in their book.

Correct Responses:

● Conduct a group discussion in the class among the students based on the topic ‘Should we eat or drink near a computer?’

Correct Response: No, we should not eat or drink near a computer as it will make the computer dirty and not work properly.

3 mins

Sum Up

● Conclude the session by summarising that we should follow some don’ts while using a computer, such as not to switch off the CPU directly, not to touch the computer devices with wet and dirty hands, and not to pull the wires from the computer, etc.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

C. Who Am I?: Question 2

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

E. Answer the Following: Question 4

F. Apply Your Learning: Question 3

3. F 4. F

Using a Mouse

This chapter is divided into the following sessions

1. Computer Mouse and Its Parts

2. Using and Holding a Computer Mouse

1. Computer Mouse and Its Parts

Learning Outcomes

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

● describe a computer mouse and a mouse pointer.

● identify parts of a computer mouse.

Keywords

● Mouse: A computer mouse is a pointing device that is used to point on the computer screen.

● Mouse Pointer: It is a small arrow that appears on your computer screen.

WEBS at a Glance

Ask the students if they have ever tried pointing to the words using their fingers or a pencil while reading books.

Explain to the students what a computer mouse and a mouse pointer is. Also explain to them the parts of a computer mouse.

Action Plan

Think and Tell Conclude the concepts

5 mins

Warm Up

● Ask the students if they have ever tried pointing to the words using their fingers or a pencil while reading books. This helps to avoid getting lost in the words.

● In the same way, we use the computer mouse to point on the screen.

Explain the following concepts:

Learning Outcomes

Explanation

Describe a computer mouse and a mouse pointer. Tell the students that a computer mouse is a pointing device that is used to point on the computer screen. Also, tell them about the mouse pointer, as given on page 26.

Identify parts of a computer mouse.

Check for Understanding

Explain to the students the parts of a computer mouse, namely, the left mouse button, the scroll wheel, and the right mouse button, as given on pages 26 and 27.

● 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:

Uses of a Computer Mouse

mouse helps us do many things:

● Ask the students to give the answer to the question “Which type of mouse would you like to use— wired or wireless? Why?” asked in the Think and Tell section given on page 27.

Possible Response: Nowadays, we use mouse that have no wire, as they give us freedom of movement.

Holding a Mouse

● Conclude the session by summarising that a computer mouse is a pointing device that is used to point on the computer screen. A mouse pointer is a small arrow that appears on your computer screen. Parts of a computer mouse are the left mouse button, the scroll wheel, and the right mouse button.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 2 and 5

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

C. Who Am I?: Question 5

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

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

2. Using and Holding a Computer Mouse

Learning Outcomes

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

● describe the uses of a computer mouse.

● hold a mouse and use the mouse buttons.

Keyword

● Scroll Wheel: The scroll wheel helps you move up and down on the screen.

WEBS at a Glance

Ask the students if they have ever played games using a computer mouse. Also, ask them what else they can do with a mouse.

Explain to the students the uses of a computer mouse. Also, explain to them how to hold a mouse and use the mouse buttons.

Action Plan

concepts

Warm Up

● Ask the students if they have ever played games using a computer mouse. Also, ask them what else they can do with a mouse.

● Tell them that by using a mouse they can point and select, draw and colour, play games, open a file, etc.

Engage

Explain the following concepts:

Learning Outcomes

Describe the uses of a computer mouse.

Hold a mouse and use the mouse buttons.

Explanation

Tell the students that a mouse can be used to point and select, draw and colour, play games, open a file, etc., as given on page 28.

Tell the students that one must hold the left mouse button and the right mouse button with the index finger and the middle finger, respectively, as given on pages 28 and 29. Also, tell them what a left mouse button, a right mouse button, and a scroll wheel do, as given on page 29.

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.

Index finger

2 Do It Yourself 5B

Name the part of the mouse that:

2. a. Right mouse button

a Pops up a list item

b. Scroll wheel

b Helps to move up and down in the file

c Opens the file

c. Left mouse button

Chapter Checkup

A. Fill in the Blanks.

Build

Hints: two pointer scroll wheel left options

1 The on the mouse is used to move up and down on a page.

2 The computer mouse has buttons.

3 We can click the button to select things on the computer.

4 You can click the right button to see

58 Write the names of the fingers that you will keep on these parts of the mouse.

Middle finger

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Uses of a Computer Mouse’. Possible Responses: A mouse helps us do many things: point and select, draw and colour, play games, open a file, etc.

5 When you move the mouse, a small on the screen moves.

Sum Up

3 mins

● Conclude the session by summarising that there are many uses of a mouse. We put the index finger on the left mouse button and the middle finger on the right mouse button. The left mouse button opens the file, and the right mouse button pops up a list of items. The scroll wheel helps you move up and down on the screen.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

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

B. Tick the Correct Option: Questions 1 and 5

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

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

E. Answer the Following: Questions 4 and 5

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

Using a Keyboard 6

This chapter is divided into the following sessions

1. Alphabet Keys and Number Keys

2. Arrow Keys and Special Keys

1. Alphabet Keys and Number Keys

Learning Outcomes

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

● describe a keyboard.

● describe what the alphabet keys are.

● describe what the number keys are.

Keywords

● Keyboard: It is a part of the computer that helps us write on it.

● Typing: Writing on the computer using a keyboard is called typing.

● Cursor: The blinking line on the computer screen is called a cursor.

WEBS at a Glance

Ask the students how we can write on a computer.

Explain to the students what a keyboard is. Also explain to them about alphabet keys and number keys.

Think and Tell Group discussion

Conclude the concepts

Action Plan

5 mins

Warm Up

● Ask the students how we can write on a computer.

● Tell them that just as we write on paper with a pencil, we can write on the computer using its part called the keyboard.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe a keyboard.

Describe what the alphabet keys are.

Describe what the number keys are.

Explanation

Tell the students that a keyboard is a part of the computer that helps us write on it. Tell them about typing and the cursor as well, as given on pages 34 and 35.

Tell the students that for each letter of the alphabet, we have one key on the keyboard. These keys are called alphabet keys, as given on page 35.

Tell them that we can use the number keys to type numbers on the computer, as given on page 36.

Check for Understanding

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

Build

7 mins

● Ask the students to give the answer to the question “Which keys will you use to type your name?” asked in the Think and Tell section, as given on page 35.

Possible Response: Alphabet Keys/Number Keys

Correct Response: Alphabet Keys

● Conduct a group discussion in the class among the students on the topic “Which number keys will you use to type your age?”, as mentioned in the Discuss section on page 36.

Possible Responses: 5 or 6.

● Conclude the session by summarising that a keyboard is a part of the computer that helps us write on it. Writing on the computer using a keyboard is called typing. The alphabet keys are used to type words and sentences on a computer. We can type numbers using the number keys.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 3 and 5

C. Who Am I?: Questions 1 and 5

D. Write T for True and F for False: Question 4

E. Answer the Following: Questions 1, 3, and 5

F. Apply Your Learning: Questions 1 and 2

2. Arrow Keys and Special Keys

Learning Outcomes

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

● describe what arrow keys are.

● describe what special keys are.

Ask the students if they know, while typing on the computer, which key helps them to move up, down, left, and right across various words. Ask the students if they can write their name in capital letters using a keyboard.

WEBS at a Glance

Explain to the students what arrow keys and special keys are. Group discussion Conclude the concepts

● Ask the students if they know that while typing on the computer, which key helps them to move up, down, left, and right across various words, sentences, etc.

● Tell them that the up arrow key helps them move the cursor up, the left arrow key helps to move the cursor left, and similarly for the other keys.

Explain the following concepts:

Learning Outcomes

Describe what arrow keys are.

Describe what special keys are.

Explanation

Tell the students that there are four arrow keys: the up arrow key, the down arrow key, the right arrow key, and the left arrow key. Explain what each of these keys does, as given on page 37.

Tell the students about special keys such as the Spacebar, Enter, and Backspace keys, as given on pages 37 and 38.

Check for Understanding

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

Build

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Use of Backspace Key’. Correct Response: The backspace key helps us to erase mistakes while typing. Sum Up

3 mins

● Conclude the session by summarising that there are four arrow keys: the up arrow key, the down arrow key, the right arrow key, and the left arrow key. The Spacebar key, the Enter key, and the Backspace key are some special keys on the keyboard.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

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

B. Identify the Keys Correctly: Question 1

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

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

E. Answer the Following: Questions 2 and 4

F. Apply Your Learning: Questions 3 and 4

Fun With Paint

This chapter is divided into the following sessions

1. Introduction to Paint

2. Drawing in Paint

3. Colouring in Paint and Saving a Drawing

1. Introduction to Paint

Learning Outcomes

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

● describe what Paint is.

● start Paint.

● explain the different parts of the Paint window.

Keyword

● MS Paint: MS Paint or simply Paint lets us draw and colour on the computer.

WEBS at a Glance

Ask the students to draw their favourite fruit on a paper using a pencil. Discuss what MS Paint is. Explain to them how they can start Paint. Also, get them familiar with the different parts of the Paint window.

Group discussion Conclude the concepts

Action Plan

Warm Up

● Ask the students to draw their favourite fruit on a paper using a pencil.

● Now, build the concept by telling the students that we can draw on a computer as well, using MS Paint.

Engage

Explain the following concepts:

Learning Outcomes

Describe what MS Paint is.

Explanation

Tell the students that as we draw on paper using pencil and colours, we can also draw on the computer, as given on page 42.

Start Paint. Demonstrate to the students the steps to start MS Paint, as given on page 42.

Explain the different parts of Paint.

Tell the students about different parts of the MS Paint window, such as the title bar, drawing area, tools, etc., as given on page 43.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 7A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Additional Questions to Check for Understanding

Ask the students the following questions to check their understanding:

● Name the space where you draw in MS Paint.

Correct Response: Drawing area

● Which bar shows the name of your MS Paint file?

Correct Response: Title bar

Tabs

Title bar Shapes

Tools

● Conduct a group discussion in the class among the students on the topic ‘My Favourite Drawing in MS Paint’.

Possible Responses: Hut, robot, etc.

● Conclude the session by summarising that MS Paint lets us draw and colour on the computer. To start MS Paint, click on the Search bar, type “Paint” in it, and click on Paint in the menu. In MS Paint, you’ll see the title bar at the top, tabs like File, Home and View, different tools, color options, and the drawing area where you can draw and colour.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 1

B. Tick the Correct Option: Questions 1 and 3

C. Who Am I?: Question 1

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

2. Drawing in Paint

Learning Outcomes

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

● draw an oval.

● draw a triangle.

WEBS at a Glance

Ask the students to give examples of some objects that are oval in shape. Discuss how to draw an oval and a triangle using the Shapes tool.

Group discussion Conclude the concepts

Action Plan

Warm Up

● Ask the students to give examples of some objects that are oval in shape. Then, build on the concept by explaining how they can draw shapes using Paint.

Explain the following concepts:

Learning Outcomes Explanation

Draw an oval.

Demonstrate to the students the various steps to draw an oval, as given on page 44.

Draw a triangle. Demonstrate to the students the various steps to draw a triangle, as given on page 44.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 7B section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses: 1. 2 2. 4 3. 2 4. 3

● Conduct a group discussion in the class among the students based on the topic, “Which is your favourite shape? Which shapes do you want to draw in Paint?” provided in the Discuss section, as mentioned on page 44.

Possible Responses: Triangle, star, diamond, etc.

Sum Up

● Conclude the session by summarising the steps to draw an oval and a triangle.

3 mins

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 2

C. Who Am I?: Questions 2 and 3

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

E. Answer the Following: Question 3

3. Colouring in Paint and Saving a Drawing

Learning Outcomes

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

● colour a drawing.

● save a drawing.

WEBS at a Glance

Ask the students if they would like to colour in the drawings they have created. Ask the students how they can see the same drawing again some days later.

Describe the steps to colour and save a drawing. Group discussion

Action Plan

the concepts

Warm Up

● Ask the students if they would like to add colour to the drawings they have created. Tell them that they can make their drawings colourful by using the Fill Colour tool.

● Ask the students how they can see the same drawing again some days later. Tell them that they can do so by saving their files.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Colour a drawing. Demonstrate to the students the steps to colour a drawing, as given on page 45.

Save a drawing. Tell the students the importance of saving a drawing and then tell them the steps to save a drawing, as given on page 46.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 7C and Do It Yourself 7D sections and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Do It Yourself 7C: Colour the given picture using the hints. Do It Yourself 7D: 1. T 2. F 3. T

7 mins

● Conduct a group discussion in the class among the students on the topic, “By what name should we save our drawing?”.

Possible Responses: Our name, favourite animal, superhero, etc.

Correct Response: We should give the file a name that reflects the content of the drawing. Sum Up

3 mins

● Conclude the session by summarising that saving a file helps us open our drawing again on Paint. Also, revise with them the steps to colour and save a drawing.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 3 and 4

B. Tick the Correct Option: Question 2

C. Who Am I?: Question 4

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: Question 1

Introduction to Coding 8

This chapter is divided into the following sessions 1. What is Coding?

Block-based Coding

1. What is Coding?

Learning Outcome

Problem Solving: Example 1

Problem Solving: Example 2

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

● describe what coding is.

Keyword

● Coding: Coding is a language used to give instructions to a computer.

WEBS at a Glance

Ask the students whether they like to solve the puzzles. Explain to the students what coding is. Group

Action Plan

● Ask the students if they like solving puzzles. Tell them, just like solving a puzzle, coding is putting the right instructions in the right order to tell the computer what to do. Then, connect this concept to define coding.

Explain the following concepts:

Learning Outcome Explanation

Describe what coding is. Tell the students that a computer does not understand human languages. That is why we need to learn coding so that we can tell computers what to do, as given on page 49.

Check for Understanding

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

● Computers are smart, but they need instructions. Can you talk to a computer in any language? Do you think it will listen to you?

Possible Responses: Yes/No

Explanation: No. The computer does not understand all the languages. It will only understand our instructions if we use a language that the computer understands.

● How would learning coding help us?

Possible Response: Learning coding will help us to understand problems, think of solutions, make a computer do a task, and solve a question in many ways.

● Conduct a group discussion in the class among the students on the topic, ”How can you solve any puzzle?”.

Possible Responses: Sort by colour, trial and error method, looking at the solved picture, etc.

● Conclude the session by summarising that a computer is a machine. It does not understand human language. So, we use coding to tell the computer what to do.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 3

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

2. Block-based Coding

Learning Outcome

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

● explain block-based coding.

Keyword

WEBS at a Glance

Ask the students if they have ever played with Lego or physical colourful blocks.

Explain to the students what block-based coding is. Attempt the given activity Conclude the concepts

Action Plan

● Block-based coding: Block-based coding is a visual computer language that uses colourful blocks. 5 mins

Warm Up

Ask the students if they have ever played with Lego or physical colourful blocks.

Explain to them that, just like connecting the Lego blocks with each other, we need to arrange the blocks in a sequence in block-based coding. 15 mins

Engage

Explain the following concept:

Learning Outcome

Explanation

Explain block-based coding. Tell the students that block-based coding is a visual computer language that uses colourful blocks, as given on page 50.

Check for Understanding

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

● Consider that you are playing with Lego. What will you need to play?

Possible Responses: Blocks, boxes, shapes

● How will you make the shape of “number 1” with blocks?

Possible Response: I will join 1 block above the other until the desired shape is created.

Build

Cut out one triangle and three rectangles of different sizes using colourful papers.

7 mins

● Present the scenario: Consider these shapes as blocks. Now, build a house using these shapes.

1. Allow some time for the kids to do this activity.

2. Now, similarly ask the students to make a tree using rectangle and oval shape cutouts. Make a sun using oval shape cutout using colourful papers. Sum Up

3 mins

● Conclude the session by summarising that in block-based coding, we join blocks just like Lego.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 2

B. Tick the Correct Option: Question 1

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

3. Problem Solving: Example 1

Learning Outcome

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

● solve the given problem.

Keyword

● Problem: A problem is something that we need to solve.

WEBS at a Glance

Warm Up Engage Build Sum Up

Give some puzzle pieces to the students to solve and ask them how they have solved them.

Discuss the given problem. Group discussion Conclude the concepts

Action Plan

Warm Up

● Give some puzzle pieces to the students to solve, and ask them how they have solved them. Then, relate them to the concept of problem solving.

Note: The teacher can ask the students to bring any puzzle pieces/paper cutouts from home for this activity.

Explain the following concepts:

Learning Outcome

Explanation

Solve the given problem. Explain to the students the problem of ‘Finding Your Friend’s House’ given on page number 50 and give them hints on how to solve it.

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 solve the answers in their book.

● Find 5 differences.

7 mins

3 mins

● Conclude the session by summarising that a problem is something that we need to solve.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 1 Correct Response:

4. Problem Solving: Example 2

Learning Outcome

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

● solve a given problem.

Keyword

● Problem: A problem is something that we need to solve.

WEBS at a Glance

Warm Up

Sum Up

Ask the students the steps to get ready for school. Discuss the given example. Attempt the given activity Conclude the concepts 5 mins

Action Plan

Warm Up

● Ask the students what steps they follow to get ready for the school.

Explain the following concepts:

Learning Outcome

Explanation

Solve a given problem. Discuss the given example with the students to tie shoelaces, as given on page 51.

Check for Understanding

Ask the following question to the students to check their understanding.

● What to do when you can’t find your things?

Possible Response: Ask my mom or dad for help, look in all the places where I usually play, wait for some time, and look again later.

● Complete the grid:

Note: The teacher can draw this pattern on the board and ask the students to solve it.

Sum Up

● Conclude the session by summarising that a problem is something that we need to solve.

Additional Questions for Homework

Fill in the blanks.

1. A is something that we need to solve.

3 mins

2. The solution to the problem of trying to find your friend’s house is using .

Exploring Code.org 9

1. Exploring Code.org

Learning Outcomes

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

● describe what Code.org is.

● describe parts of the Puzzle Code Studio.

Keywords

● Code.org: Code.org is an educational platform to learn coding in a fun and engaging way.

● Play Area: The play area is where the program will run. It is on the left side of the screen.

● Toolbox: The toolbox is the area that holds all the blocks needed to solve the puzzles.

● Workspace: The workspace is the area where we drag the blocks from the toolbox to code.

● Instruction Area: The instruction area holds the instructions to solve a puzzle.

WEBS at a Glance

Ask the students whether they like to solve puzzles.

Explain to the students what Code.org is.

Explain the parts of the Puzzle Code Studio. Group

Conclude the concepts

Action Plan

Warm Up

● Ask the students if they like to solve puzzles. Then, tell them that they can solve puzzles on the computer by using Code.org.

Explain the following concepts:

Learning Outcomes

Explanation

Describe Code.org. Tell the students that we can solve and practice various puzzles using the Code.org platform. Also, tell them that Code.org is an educational platform to learn coding in a fun and engaging way, as given on page 54.

Describe parts of the Puzzle Code Studio. Explain the various parts of the Puzzle Code Studio interface, such as the play area, toolbox, workspace, and instruction area, as given on pages 54 and 55.

Check for Understanding

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

● How would learning about Code.org platform help us?

Correct Response: Learning about Code.org platform will help us to solve puzzles easily.

● Conduct a group discussion in the class among the students based on the topic ‘What is the purpose of the workspace?’.

Correct Response: The workspace is the area where we drag the blocks from the toolbox to code.

● Conclude the session by summarising that Code.org is an educational platform to learn coding in a fun and engaging way. Also, mention the different parts of the puzzle code studio, such as play area, toolbox, workspace, and instruction area.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

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

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

2. Puzzle 1

Learning Outcome

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

● solve the given puzzle.

Keyword

WEBS at a Glance Warm Up

Ask the students what games they play at home. Discuss the given puzzle problem. Attempt the given activity Conclude the concepts 5 mins 15 mins 7 mins 3 mins

Action Plan

● Jigsaw Puzzle: A jigsaw puzzle is a game where you put pieces together to make a picture. 5 mins

Warm Up

● Ask the students what games they play at home.

● Build the concept by telling them solving a puzzle is just like a jigsaw puzzle game.

Engage

Explain the following concepts:

Learning Outcome

15 mins

Explanation

Solve the given puzzle. Tell the students that they need to drag and drop the partial block picture to complete the puzzle picture. Demonstrate the steps to solve the puzzle, as given on page 56.

Check for Understanding

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

● What will you do to move the puzzle block?

Possible Responses: Drag and drop.

● Where do we need to put the puzzle block?

Possible Responses: On the shaded region.

● Rishi finds difficulty in solving puzzles. Let’s help him to complete his school assignment by solving the puzzle.

Correct Output:

3 mins

● Conclude the session by summarising that we need to drag and drop the puzzle block to complete the puzzle.

● Assign the following question from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

B. Tick the Correct Option: Question 1

3. Puzzle 2

Learning Outcome

At the end of the session, the students will be able to: ● solve a puzzle.

Keyword

● Puzzle: Puzzle is a game where you put pieces together to make a picture.

WEBS at a Glance

Ask the students whether they have solved puzzles given in the newspapers, books, etc.

Describe what a puzzle is. Explain how to solve a puzzle. Attempt the given activity Conclude the concepts

Action Plan

Warm Up

● Ask the students whether they have solved puzzles given in the newspapers, books, etc. Then, relate the concept to solving puzzles in Code.org.

Explain the following concepts:

Learning Outcomes

Solve a puzzle.

Explanation

Explain to the students that to solve a puzzle, we need to observe it first and then place the missing parts by dragging and joining them together, as given on page 57.

Check for Understanding

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

● What is meant by joining pieces together to complete a picture?

Possible Response: Puzzle

● How do you check whether a puzzle is completed?

Possible Responses: When the puzzle is completed, a sound will be played.

● Complete the picture using the picture blocks.

Correct Output:

7 mins

3 mins

● Conclude the session by summarising that a puzzle can be solved by observing it and then placing the pieces together to complete the puzzle.

Additional Questions for Homework

Fill in the blanks.

1. The holds the instructions to solve a puzzle.

2. A puzzle is like a game where you put pieces together to make a picture.

4. Coding Challenge

Learning Outcome

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

● solve the given coding challenge.

WEBS at a Glance

Ask the students what jigsaw puzzles are. Discuss the given puzzle problem. Attempt the given activity

Conclude the concepts

Action Plan

Warm Up

● Ask the students what jigsaw puzzles are.

● Encourage students to understand the picture given in the coding challenge.

Explain the following concept:

Learning Outcome

Explanation

Solve the coding challenge. Demonstrate to the students how to solve the given coding challenge, as given on page 58. Then, ask the students to solve it.

Check for Understanding

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

● Can we rearrange the blocks while placing them to complete the puzzle?

Possible Responses: Yes/No

Correct Response: Yes, we can rearrange the blocks in a puzzle to complete it.

● Find 8 differences.

Correct Output: Sum Up

3 mins

● Conclude the session by summarising that we need to drag and drop the puzzle blocks to complete the given coding challenge.

Additional Questions for Homework Fill in the blanks.

1. Once the puzzle is completed, a will be played.

Command and Sequence

This chapter is divided into the following sessions

1. Command I

Sequence II 2. Command II

Coding Challenge 3. Sequence I

1. Command I

Learning Outcomes

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

● describe a command.

● describe various types of command blocks.

Keyword

● Command: Command is the instruction given to a computer to complete a task.

WEBS at a Glance

Instruct the students to touch their eyes, nose, and ears. Play this game and the one who touches correctly will be the winner.

Describe a command.

Describe the various types of command blocks.

Action Plan

Warm Up

● Play a game of instructions where you ask the students to touch their nose, eyes, and ears, and the one who touches correctly will be the winner. Now, relate this concept of giving commands to the students to the commands concept in the computer.

Explain the following concepts:

Learning Outcomes

Explanation

Describe a command. Tell the students that instructions which we provide are called commands, as given on page 60.

Describe various types of command blocks. Explain the purpose of various types of command blocks, such as east, west, north, and south, as given on page 60.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 10A section and encourage the students to solve the questions. Instruct the students to solve the answers in their book.

Correct Response: Option a

● Observe the picture. What is the command here? Stand

Possible Response: Stand up

● Conclude the session by summarising that instructions given to a computer are known as commands and we have four types of command blocks, such as east, west, north and south.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 1

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

2. Command II

Learning Outcome

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

● solve angry-bird puzzles.

Keywords

● Run button: The Run button allows you to run the code in the workspace.

● Reset button: The Reset button allows you to reset the workspace.

WEBS at a Glance

Ask the students what approaches they follow to solve a puzzle. Discuss the given angry bird puzzle. Attempt the given activity Conclude the concepts

● Ask the students what approaches they follow to solve a puzzle. Encourage them to solve the given puzzle.

Engage

Explain the following concepts:

Learning Outcome

Explanation

Solve angry-bird puzzles. Describe the activity as given on pages 60 and 61 to the students and demonstrate how to arrange the command blocks to solve the puzzle. Also, explain the purpose of the Run and Reset buttons.

Check for Understanding

● Ask the following additional questions to check for understanding.

1. The button allows you to run the code in your workspace.

2. Button allows you to reset the workspace.

Possible Responses: 1. Run 2. Reset

● Solve the following puzzle to make the angry bird move towards the pig.

Correct Output:

Sum Up

3 mins

● Conclude the session by summarising that we use different command blocks to solve the given angry bird puzzle. Also, revise that the Run button is used to run the code and the Reset button is used to reset the workspace, respectively.

Additional Question for Homework

Fill in the blanks.

1. In block-based programming, the are the commands.

3. Sequence I

Learning Outcomes

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

● describe a sequence.

● describe the types of sequence.

Keywords

● Sequence: When we give more than one command in order, it is called a Sequence.

● Fixed Sequence: In a fixed sequence, there is only one way to do the task.

● Flexible Sequence: In a flexible sequence, there can be more than one way to do the task.

WEBS at a Glance

Discuss with the students the process of growing a plant.

Describe a sequence. Describe the types of sequence. Attempt the given activity Conclude the concepts

Action Plan

Warm Up

● Discuss with the students the process of growing a plant.

Correct Response: Dig the soil, insert a seed, water the seed, make sure to place it in an area that receives sufficient sunlight, seed will sprout slowly, the plant will start to flower, that flower will convert into a fruit and the fruit will grow.

Explain the following concepts:

Learning Outcomes

Describe a sequence.

Describe the types of sequence.

Explanation

Describe the concept of a sequence to the students that when we give more than one command in an order, it is called a sequence. Also, give an example of how a seed becomes a plant by following the sequence of steps, as given on page 62.

Discuss the various types of sequence, such as fixed and flexible, with the students. Explain both types by giving examples, as given on page 63.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 10B section and encourage the students to solve the questions. Instruct the students to solve the answers in their book.

● Solve the following puzzle to get bird towards the pig.

Correct Response: The code should be look like this:

mins

● Conclude the session by summarising that a set of commands given more than once is called a sequence. Also, we have two types of sequences: fixed and flexible. In a fixed sequence we only have one way to do a task. In a flexible sequence, we have more than one way to do a task.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 2 and 3

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

4. Sequence II

Learning Outcome

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

● differentiate between fixed and flexible sequence.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students about different types of sequences.

Discuss the difference between the two types of sequences, fixed and flexible.

Attempt the given activity Conclude the concepts 5 mins 15 mins 7 mins 3 mins

Action Plan

Warm Up

● Ask the students about different types of sequences.

● Now, explain the given examples to them.

Engage

Explain the following concept:

Learning Outcome Explanation

Differentiate between fixed and flexible sequence.

Check for Understanding

5 mins

15 mins

Explain the difference between the fixed and flexible sequence with the help of the examples, as given on page 63.

● Ask the following additional questions to the students to check their understanding.

● Observe the picture and say whether it is an example of a fixed sequence or a flexible sequence.

Correct Response: Fixed sequence

● Solve the following puzzle to get the bird towards the pig.

Correct Response: Follow the given code:

● Conclude the session by summarising that we have two types of sequence: fixed and flexible. In fixed sequence, we only have one way to do a task. In flexible sequence, we have more than one way to do a task.

Additional Question for Homework

Solve the given puzzle and say whether it is a fixed sequence or a flexible sequence.

5. Coding Challenge

Learning Outcome

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

● solve the given coding challenge.

WEBS at a Glance

Now that the students have understood the concept of fixed and flexible sequences, ask them to solve a few puzzles.

Discuss the given coding challenge with the students and explain how to solve it.

Attempt the given activity

Conclude the concepts

Action Plan

Warm Up

● Now that the students have understood the concept of fixed and flexible sequences, ask them to solve a few puzzles. You can give the puzzles from old magazines or newspapers.

Explain the following concepts:

Learning Outcome

Solve the given coding challenge.

Explanation

Discuss the given coding challenge with the students, as given on page 64. Tell them that the given example is that of a flexible sequence.

Check for Understanding

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

● Which sequence helps us to do the task in one way?

Possible Response: Fixed/Flexible sequence

Correct Response: Fixed Sequence

● Your mother gives you three commands in an order. Let’s guess the name of it.

Correct Response: Sequence

● Solve the following puzzle to get the bird towards the pig.

Correct Output: The final code should look like this:

Sum Up

3 mins

● Conclude the session by summarising that in some situations we can have multiple ways to solve the given problem.

Additional Question for Homework

Solve the given puzzle and say whether it is a fixed sequence or a flexible sequence.

Answer Key

Chapter-1 Computer—A Machine

Chapter Checkup

A. Fill in the Blanks.

1. machine 2. games 3. mistakes 4. laptop

B. Tick () the Correct Option.

1. b. Car and d. Scissors.

2. c Blender

3. a. Play a game and c. Draw

C. Who Am I?

Water 2. Washing Machine 3. Computer 4.

D. Write T for True and F for False.

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

E. Answer the Following.

1. Trees, animals, mountains, rivers, and flowers

2. Machines are human-made things that make our work faster and easier. A computer and a refrigerator are two machines that work on electricity.

3. a. Computers do not make mistakes.

b. The computer never gets tired.

4. A laptop is smaller than a desktop. It can be folded and carried easily.

Tablet

F. Apply Your Learning.

1. Microwave

2. Laptop

3. Torch, sewing machine, and clock

Chapter-2 Uses of a Computer

Chapter Checkup

A. Fill in the Blanks.

1. games 2. friends 3. hospital 4. bills

B. Tick () the Correct Option.

1. b. Playing field

2. b. Video Calling

C. Who Am I?

1. Airport 2. Restaurant 3. Hospital

D. Write T for True and F for False.

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

E. Answer the Following.

1. We can draw and colour, learn new things, and send emails and messages on a computer.

2. Computers can be used at offices to do important work and send messages.

F. Apply Your Learning.

1. A computer can help Rina order and pay for food in a restaurant.

2. Manu can keep information of patients in a hospital.

3. Geeta can use a computer to listen to music and record music.

Chapter-3 Parts of a Computer

Chapter Checkup

A. Fill in the Blanks.

1. monitor 2. mouse 3. CPU 4. input

B. Tick () the Correct Option.

C. Who Am I?

1. Keyboard 2. CPU 3. Monitor

D. Write T for True and F for False.

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

E. Answer the Following.

1. Input devices help us tell the computer what to do.

2. The names of two storage devices used in a computer are a pen drive and a memory card.

3. A monitor is an important part of a computer because it shows what we write on a computer.

F. Apply Your Learning.

1. Shyam must use a mouse to select five pictures of his friends on a computer.

2. Sara is using a monitor to watch a video.

3. A printer can help print a card on paper.

Chapter-4 Using a Computer

Chapter Checkup

A. Fill in the Blanks.

1. Shut down 2. Electricity 3. Machine 4. Don’t 5. CPU

B. Tick () the Correct Option.

1. a. Switch the main power button on

2. a. Computer may get damaged 3. b. Clean and dry cloth

C. Who Am I?

1. CPU 2. Wires 3. Start 4. Keyboard

D. Write T for True and F for False.

1. F 2. T 3. F 4. F 5. T

E. Answer the Following.

1. We can switch the computer on by doing these steps:

i. Switch the main power button on.

ii. Press the ON button on the CPU.

iii. Press the Power button on the monitor.

5 Which button opens a pop-up menu on the screen?

C. Who Am I?

1. Mouse 2. Middle finger 3. Scroll wheel 4. Index finger 5. Mouse Pointer

D. Write T for True and F for False.

UT24CB_G1.indb 59

11/16/2023 1:08:09 PM 5. Chapter 5 • Using a Mouse 59

11/16/2023 1:08:09 PM

1. T 2. F 3. F 4. F 5. F

E. Answer the Following.

1. A computer mouse is a pointing device that is used to point on the computer screen.

2. The Mouse Pointer is the small arrow that moves on the computer screen when you move the mouse.

3. A computer mouse has two buttons.

4. The left button on the mouse opens a file with a double click.

5. The mouse has a scroll wheel to help you move up and down on the screen.

F. Apply Your Learning.

1. The middle finger is used to click the right button on the mouse.

2. The palm is kept on the body of the mouse.

3. The scroll wheel is the part of the mouse used for scrolling.

4. The index finger is used to click the left button on the mouse.

5. The right button on the mouse pops up the menu on the screen.

Chapter-6 Using a Keyboard Chapter Checkup

A. Fill in the Blanks.

1. Up 2. Spacebar 3. Keyboard 4. Enter 5. Number

B. Identify the Keys Correctly.

C. Who Am I?

1. Keyboard 2. Backspace Key 3. Enter Key 4. Spacebar Key 5. Cursor

D. Write T for True and F for False.

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

E. Answer the Following.

1. We use the keys on the keyboard to type what we want.

2. The arrow keys help us to move the cursor up, down, left or right.

3. The number keys help us type the numbers.

4. The Spacebar key helps us to add a space between the two words.

5. The alphabet keys help us to type the words and sentences on a computer.

F. Apply Your Learning.

1. Charlie can use the alphabet keys to type a letter.

2. Sanchit can use the number keys to type his father’s mobile number on the computer.

3. Sara can use the backspace key to correct her mistake.

4. Gurung can use the Enter key to take the cursor to the next line.

Chapter-7 Fun With Paint

Chapter Checkup

A. Fill in the Blanks.

1. Paint 2. Oval 3. Fill 4. Saving

B. Tick () the Correct Option.

1. c. Drawing Area 2. a. Home 3. d. Title Bar

C. Who Am I?

1. Drawing Area 2. Circle 3. Left mouse button 4. Save option

D. Write T for True and F for False.

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

E. Answer the Following.

1. The Fill colour tool helps us colour our shapes.

2. Click on File > Save > Save As. Type a name in the File name box and click on the Save button.

3. To draw a triangle, we need to select the triangle shape. And to draw a circle, we need to select the oval shape.

F. Apply Your Learning.

Do it yourself

Chapter-8 Introduction to Coding

Chapter Checkup

A. Fill in the Blanks.

1. Solved 2. Blocks 3. Computer

B. Tick () the Correct Option.

1 c.

C. Write T for True and F for False.

1. T 2. F 3. T

Chapter-9 Exploring Code.org

Chapter Checkup

A. Fill in the Blanks.

1. Run 2. Blocks 3. Workspace 4. Instructions

B. Tick () the Correct Option. 1. a.

C. Write T for True and F for False.

1. F 2. F 3. T

Chapter-10 Command and Sequence

Chapter Checkup

A. Fill in the Blanks.

1. Instructions 2. Sequence 3. Fixed

B. Tick () the Correct Option.

1. d.

C. Write T for True and F for False. 1. F 2. F 3. F

Mains Test Paper 1 (Based on Chapters 1 to 5)

A. Fill in the Blanks. 1. Natural 2. Desktop 3. Schools 4. Mouse

B. Tick () the Correct Option.

1. b. Laptop

2. c. Restaurants

3. b. Video calling

4. d. CPU

C. Write T for True and F for False. 1. F 2. T 3. T 4. T

D. Answer the Following Questions.

1. Machines are human-made things that help us do different kinds of work. They help us do things faster and save us time.

2. In Hospitals, computers are used to keep information of patients.

3. Pen drive and hard disk

4. The right mouse button pops up a list of items. Then, we can click to choose any item.

E. Apply Your Learning.

1. Smartphone

2. Arpit’s elder sister stopped him because switching off the CPU directly can damage the computer or cause data loss.

Mains Test Paper 2 (Based on Chapters 6 to 10)

A. Fill in the Blanks.

1. Drawing area 2. Typing 3. Sequence 4. Code.org

B. Tick () the Correct Option.

1. a. Workspace

2. c. Title bar

3. a. Enter

C. Write T for True and F for False.

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

D. Answer the Following Questions.

1. Delete key

2. Left, right, up, down

3. The Backspace key is used to delete the character to the left of the cursor.

E. Apply Your Learning.

1. Number keys

2. Spacebar key

About the Book

Uolo has introduced a comprehensive program, Hexa, for Grades 1 to 8, aimed at empowering young minds with essential knowledge and skills for the digital age.

To support the effective implementation of Hexa in classrooms, this Teacher Manual has been thoughtfully designed. It provides structured lesson plans for each chapter, guiding teachers through both classroom instruction and computer lab activities. Every lesson follows Uolo’s research-based WEBS framework, which simplifies teaching methodologies and enhances lesson delivery, making learning more engaging and impactful for students.

Framework

B S Warm Up Engage Build Sum Up

Special Features

• Sharp Lesson Planning: Each lesson plan focuses on specific sub-learning outcomes within a chapter and are designed for delivery within the stipulated class or lab time.

• Real-life and Application-based Questions: Additional questions that link Computer Science to real-life contexts and assist teachers to develop learners' conceptual understanding and application skills.

• Support and Detailed Solutions: In-depth solutions for in-class and post-class activities to reinforce learning.

About Uolo

Uolo partners with K-12 schools to bring technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, South East Asia, and the Middle East.

ISBN 978-81-985727-2-1