CBSE_CS_G7_TM_ebook by Uolo

COMPUTER SCIENCE Teacher Manual

Acknowledgements

Academic Authors: Ayushi Jain, Neha Verma

Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish

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 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 Computer Science Teacher Manual 7

ISBN: 978-81-984882-3-7

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.

Avora Under Attack

1 Introduction to Number Systems �� 1

 Introduction to Number Systems

 Converting Numbers from One System to Another

 Binary Addition and Binary Subtraction

2 Cybersecurity �� 8

 What Are Cybercrimes?

 How to Protect Yourself?

3 Computational Thinking �� 14

 Problem-Solving and Concepts of Computational Thinking 1

 Concepts of Computational Thinking 2

4 Calculations Using Spreadsheets �� 21

 Calculations Using Spreadsheets 1

 Calculations Using Spreadsheets 2

 Calculations Using Spreadsheets 3

 Calculations Using Spreadsheets 4

5 Visualising Data Using Spreadsheets �� 31

 Sorting, Grouping and Filtering Data 1

 Sorting, Grouping and Filtering Data 2

 Charts and Sheet Tabs 1

 Charts and Sheet Tabs 2

6 Introduction to Database �� 40

 Introduction to Database and DBMS 1

 Introduction to Database and DBMS 2

 MySQL 1

 MySQL 2 7 Creating Animations with Canva �� 51

 Animations with Canva 1

 Animations with Canva 2

 Animations with Canva 3

 Animations with Canva 4

 Introduction, Working and Future of Big Data

 Fun with AI: Using Impact Filter

9 AI: Machine Learning* �� 67

 Machine Learning and its Types

 Fun with AI: Using Teachable Machine

 Applications of Machine Learning and Deep Learning

 MIT App Development

1 Basics of Python �� 76

 Basics of Python 1

 Basics of Python 2

 Basics of Python 3

2 Control Statements in Python �� 82

 Control and Conditional Statements

 Logical Operators

 Loops

3 Introduction to Web Development �� 91

 HTML and Its Basic Document Structure

 Basic HTML Terminologies

 CSS 1

 CSS 2

4 Images and Hyperlinks in HTML � 101

 Adding Images  Styling Images

 Flexbox  Hyperlinks

5 Lists and Tables in HTML* �� 109

 Adding and Styling Lists

 Tables

Implementation Plan

Avora Under Attack

Introduction to Number Systems

Story Time

Story in a Nutshell…

Mel, Conji, and Eva live in a magical world where robots can use magic. One day, the Council of Elders warns them of Lord Ero, an evil wizard planning to erase robots’ magical knowledge with a dark virus. The Trio is tasked with backing up this knowledge, but things take a dark turn when Mel starts struggling with magic. They discover the virus has begun corrupting robots, including Elder Robot, disabling their magic. As the virus spreads, they uncover a shocking truth: Mel’s circuits were created by Lord Ero. Despite fears of turning evil, Elder Wizard reassures her she can choose her own path. When the virus turns robots, including Elder Robot, against them, the Trio seeks help from Joy in the magical fairy garden. Together, they temporarily disconnect infected robots from the main server and devise a plan to stop the virus. With Avora’s destruction looming, they realize only Mel, capable of blending magic and technology, can restore the system. They create an animated version of Mel using their skills in Canva, hoping to bring her back to her senses and save their world. Their adventure highlights the power of teamwork, courage, and innovation in overcoming even the darkest threats.

Story in This Chapter…

● Mel, Conji, and Eva are playing on the school playground.

● They come to know from Elder Wizard that Lord Ero has threatened the unique ability of robots to learn magic through binary digits.

● Elder Wizard asks the three children to take backup of all the magic that the robots have learned so far before Lord Ero erases it all.

● Conji does not know what binary digits are.

● Mel tells Conji and Eva about binary digits on the way to the control room to take the backup.

This chapter is divided into the following classroom sessions

1. Introduction to Number Systems

2. Converting Numbers from One System to Another

3. Binary Addition and Binary Subtraction

1. Introduction to Number Systems

Learning Outcomes

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

● describe what a number system is.

● explain the types of number systems.

Keywords

● Number system: It is a way of representing and expressing numbers using a set of symbols or digits.

WEBS at a Glance

Warm Up

Engage Build Sum Up

Ask the students what measuring quantity they use for measuring length and weight. Explain the number systems and their types. Think and Tell Conclude the concepts

Assign homework

Action Plan

Warm Up

● Ask the students about various measuring quantities.

● Set the context of the chapter so that we use numbers to measure and express these quantities.

● Also tell them that numbers are made of digits—0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. These ten digits together form our number system.

● Base: The base of a number system is the total number of digits the system uses. 15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe what a number system is.

Explain the types of number systems.

Explanation

Tell the students that a number system is a way of representing and expressing numbers using a set of symbols or digits, as given on page 4.

Explain the types of number systems—decimal, binary, octal, and hexadecimal number systems, as given on pages 4 to 7.

Check for Understanding

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

Correct Responses:

1. a. Binary number system

b. Octal number system

c. Decimal number system

d. Hexadecimal number system

● Ask the students to answer the question “Is the value of 0 and 1 the same in different number systems?” in the Think and Tell section given on page 7.

Possible Responses: Yes/No

Correct Response: Yes. The values of 0 and 1 are conceptually the same across different number systems, but the way they are represented and their positional values can vary.

● Conclude the session by summarising that we use numbers to measure and express quantities. Similarly, a number system is used to represent a set of symbols or digits. Also summarise the different types of number systems—decimal number system (a base 10 number system that we use every day), binary number system (a base 2 number system), octal (a base 8 number system), and hexadecimal number system (a base 16 number system).

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

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

B. Tick the Correct Option: Questions 1, 2, 3, and 4

C. Who Am I?: Questions 1, 2, 3, 4, and 5

D. Write T for True and F for False: Questions 1, 2, 3, and 5

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

2. Converting Numbers from One System to Another

Learning Outcomes

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

● convert decimal to binary, octal, and hexadecimal.

● convert any other base into decimal.

● convert binary to octal and hexadecimal.

● convert hexadecimal and octal into binary.

● convert hexadecimal numbers into octal numbers, and vice versa.

WEBS at a Glance

Ask the students if the decimal number system can be represented in the binary number system or not.

Demonstrate to the students how to convert numbers from one system to another by doing step-by-step calculations.

Think and Tell Conclude the concepts

Assign homework 5 mins 15 mins 7 mins 3 mins

Action Plan

5 mins

Warm Up

Ask students if the decimal number system can be represented in the binary number system or not. Recall the concepts from the previous session to see binary representations for their corresponding decimal representations, octal representations for their corresponding decimal representations, etc., given in the tabular format in the first session.

Tell the students that we can convert numbers from one system to another.

Engage

Explain the following concepts:

Learning Outcomes

Convert decimal to binary, octal, and hexadecimal.

15 mins

Explanation

Explain to the students the steps to convert a decimal number into binary, octal, and hexadecimal number systems by doing calculations using examples, as given on pages 7 and 8.

Learning Outcomes Explanation

Convert any other base into a decimal.

Convert binary to octal and hexadecimal.

Convert hexadecimal and octal into binary.

Convert hexadecimal numbers into octal numbers, and vice versa.

Explain to the students the steps to convert any other base into a decimal by doing calculations using examples, as given on pages 9 and 10.

Explain to the students the steps to convert binary to octal and hexadecimal by doing calculations using examples, as given on pages 10 and 11.

Explain to the students the steps to convert hexadecimal and octal into binary by doing calculations using examples, as given on page 11.

Explain to the students the steps to convert hexadecimal numbers into octal numbers, and vice versa, by doing calculations using examples, as given on page 12.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 1B, Do It Yourself 1C, Do It Yourself 1D, Do It Yourself 1E, and Do It Yourself 1F sections and encourage students to solve them. Instruct them to write the answers in their book.

Correct Responses:

Do It Yourself 1B

1. Binary: (110111010)2

Octal: (672)8

Hexadecimal: (1BA)16

Do It Yourself 1C

1. a. (10)10

b. (287)10

c. (2716)10

Do It Yourself 1D

1. Octal: (1111)8

Hexadecimal: (249)16

Do It Yourself 1E

1. a. 1111100 b. 101100010010

Do It Yourself 1F

1. a. (1F4)16 b. (1261)8

● Ask the students to answer the question “Why are we forming groups of 4?”, asked in the Think and Tell section given on page 10.

Correct Response:

When converting binary to hexadecimal, we form groups of 4 because:

Base of binary = 2

Base of hexadecimal = 16

24 = 16

Sum Up

3 mins

● Conclude the session by summarising the steps to convert one number system to another using various examples.

● Assign the following 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 5

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

3. Binary Addition and Binary Subtraction

Learning Outcomes

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

● perform binary addition.

● perform binary subtraction.

Ask the students if they can perform addition and subtraction on the binary numbers or not.

WEBS at a Glance

Demonstrate to the students how to perform addition and subtraction for binary numbers. Think and Tell Conclude the concepts

Assign homework 5 mins 15 mins 7 mins 3 mins

Action Plan

5 mins

Warm Up

● Ask students if they can perform addition and subtraction on the binary numbers or not.

● Now tell them that just as they can add and subtract decimal numbers, they can also add and subtract binary numbers.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Perform binary addition. Explain to the students the steps to perform binary addition with examples, as given on pages 12 and 13.

Perform binary subtraction.

Explain to the students the steps to perform binary subtraction with an example, as given on page 13.

Check for Understanding

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

Correct Responses:

● Ask the students to answer the question “In a binary system, only 1 can be carried over. In the decimal system, what numbers can be carried over?” asked in the Think and Tell section given on page 12.

Correct Response: In the decimal number system, while adding two decimal numbers, if the sum of the digits in a column is greater than 9, then 1 is carried over to the next column.

3 mins

● Conclude the session by summarising the steps to perform binary addition and binary subtraction through examples.

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

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

F. Apply Your Learning: Questions 4 and 5

Cybersecurity

Story Time

Story in a Nutshell…

Story in This Chapter…

● The Trio arrives in the Council Room, worried despite their successful backup mission.

● Mel reveals she is struggling with her magic spells, and the Elder Wizard shares that the problem is widespread, affecting even the Elder Robot.

● A healing spell cast by the Elder Wizard fails, further alarming the group.

● Elder Robot suspects a dark influence, possibly Lord Ero’s use of Dark Magic to create a powerful virus targeting Avora’s main control system.

● The virus, an anti-magic cyberattack, is disrupting magic across the robots.

● The Elder Wizard stresses that traditional spells won’t work against the virus, labeling it a serious cybercrime requiring cybersecurity measures.

● Mel begins explaining cybersecurity to help the group fight the attack.

This chapter is divided into the following classroom sessions

1. What Are Cybercrimes?

2. How to Protect Yourself?

1. What Are Cybercrimes?

Learning Outcomes

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

● describe cybercrime.

● explain the categories of cybercrime.

Keywords

● Cybercrime: It means crimes that happen on the internet.

● Phishing: It is a type of cybercrime in which an attempt is made to trick a user to get his or her personal information.

● Cyberbullying: It is a type of cybercrime where a user is targeted on social media to cause emotional harm by creating a fake account or spreading rumours.

● Cyberstalking: It is a type of cybercrime which includes tracing a user’s location, monitoring his or her actions, and harming one’s privacy.

● Denial of Service (DoS): It is a type of cybercrime in which a network is purposely flooded with so much data, resulting in a slowdown.

● Cyberterrorism: It is a type of cybercrime in which a large number of people are frightened or attacked using computers and the internet.

WEBS at a Glance

Ask the students about the internet and its uses. Explain the meaning of the term cybercrime. Explain the different categories of cybercrime.

Action Plan

Warm Up

● Ask the students about the internet.

● Ask students about the various uses of the internet, like searching for information, watching videos, playing online games, and many more.

● Tell the students that they should use the internet cautiously, as it may sometimes lead to cybercrime.

Explain the following concepts:

Learning Outcomes Explanation

Describe cybercrime. Explain to the students that cybercrime means crimes that happen on the internet. Give them examples to communicate the correct meaning of the term cybercrime, as given on page 23.

Explain the categories of cybercrime. Tell the students that there are many categories of cybercrime based on the nature of criminal activity, like cybercrimes against individuals, cybercrimes against businesses, cybercrimes against governments, and cybercrimes against society, as given on pages 23 to 25.

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. Crimes that happen on the internet are called cybercrime. Cybercrime involves illegal activities carried out using computers, the internet, or other digital technologies, such as hacking, phishing, or spreading viruses. Unlike real-world crime, which occurs in the physical world and targets tangible objects or people, cybercrime happens in the virtual space and often focuses on stealing or disrupting digital assets like data or systems.

2. There are different categories of cybercrimes such as cybercrimes against individuals, cybercrimes against businesses, and cybercrimes against governments.

● Cybercrimes against individuals: These crimes include the theft of personal information, such as credit card numbers, Aadhaar card numbers, and passwords.

● Cybercrimes against businesses: These crimes involve the theft of intellectual property, such as trade secrets, sensitive information, and ownership of an invention or idea.

● Cybercrimes against governments: These crimes involve the theft of sensitive data of a country’s government such as information about their military, policing, economy, tax, and citizens. They can also involve cyberwarfare, which is the use of cyber attacks to disrupt or disable government systems.

3. a. Phishing b. Cyberbullying

● Ask the students to give the answer to the question, “If a hacker locks your friend’s files on his computer and demands money to unlock them, what kind of cyber threat is that?” asked in the Think and Tell section given on page 25.

Correct Response: Ransomware attack

● Ask the students to give the answer to the question, “Share some tips you can give your friends on staying safe while using public Wi-Fi networks”, asked in the Think and Tell section given on page 25.

Possible Response: To stay safe on public Wi-Fi, avoid accessing sensitive accounts. Stick to secure websites (https://), turn off file sharing, and disable auto-connect features. Always be cautious about entering personal information on unsecured networks to protect your data.

● Conclude the session by summarising that the internet is a boon, but it can be a curse if not handled properly. Cybercrime can cause harm to individuals, businesses, governments, and also to the whole society. So, we should be aware of any fraudulent mail asking for personal or bank account details, or any type of bullying or stalking online.

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

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

B. Tick the Correct Option: Questions 1 and 2

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

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

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

F. Apply Your Learning: Question 1

2.

How to Protect Yourself?

Learning Outcomes

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

● define cybersecurity.

● implement cybersecurity.

Keyword

WEBS at a Glance

Ask the students if they can name some cybercrimes. Explain to the students what cybersecurity is.

Describe the different ways to implement cybersecurity. Group discussion Conclude the concepts Assign homework

Action Plan

● Cybersecurity: It is the practice of protecting computers, systems, and networks from digital attacks. 5 mins

Warm Up

Ask the students if they can name some cybercrimes they learnt about in the previous session. Tell the students the importance of cybersecurity in preventing cybercrime and protecting society.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Define cybersecurity. Describe to the students that cybersecurity is the practice of protecting computers, systems, and networks from digital attacks, as given on page 26.

Implement cybersecurity.

Describe how to implement cybersecurity by keeping strong passwords, using multi-factor authentication, by avoiding suspicious links and emails, installing and maintaining antivirus software, and lastly, by using secure networks and browsers, as given on pages 26 and 27.

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. Since we cannot see an online friend in the real world, we should not provide our personal details.

2. Some people might want to make us uncomfortable or trick us, so we should not share any personal information online.

3. We should inform our elders about it.

4. One should not share his or her online account password, as it can be used for malicious activities. 5. You should block that person online and also inform your parents.

Additional Questions to Check for Understanding

● Give some examples of the weak password.

Possible Responses: Person’s name, 12345

● Tell the name of the software used to protect our computer from virus.

Correct Response: Antivirus

● What is the use of a firewall?

Correct Response: It is used to filter and block harmful content when using the internet.

● Conduct a group discussion in the class on the topic “Importance of cybersecurity”.

Possible Responses: Cybersecurity is crucial as it protects our personal information online, ensures safe use of technology, prevents unauthorised access to devices, and promotes a secure digital environment for learning and play. It empowers the user to use technology wisely and protect themselves in the digital world.

● Conclude the session by summarising that cybersecurity is the practice of protecting computers, systems, and networks from digital attacks. It is very important in today’s world as the internet is full of people with malicious intent. We should always be cautious when online.

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

A. Fill in the Blanks: Question 5

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

C. Who Am I?: Questions 3 and 4

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

E. Answer the Following Questions: Questions 2 and 4

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

Computational Thinking

Story Time

Story in a Nutshell…

Mel, Conji, and Eva live in a magical world where robots can use magic. One day, the Council of Elders warns them of Lord Ero, an evil wizard planning to erase robots’ magical knowledge with a dark virus. The Trio is tasked with backing up this knowledge, but things take a dark turn when Mel starts struggling with magic. They discover the virus has begun corrupting robots, including Elder Robot, disabling their magic.As the virus spreads, they uncover a shocking truth: Mel’s circuits were created by Lord Ero. Despite fears of turning evil, Elder Wizard reassures her she can choose her own path. When the virus turns robots, including Elder Robot, against them, the Trio seeks help from Joy in the magical fairy garden. Together, they temporarily disconnect infected robots from the main server and devise a plan to stop the virus.With Avora’s destruction looming, they realize only Mel, capable of blending magic and technology, can restore the system. They create an animated version of Mel using their skills in Canva, hoping to bring her back to her senses and save their world. Their adventure highlights the power of teamwork, courage, and innovation in overcoming even the darkest threats.

Story in This Chapter…

● The Trio, leaving the Council Room, is met with a sudden earthquake, a darkening sky, and panicked voices from the streets.

● They realise Avora is under attack by Lord Ero's virus.

● Elder Robot, despite the danger, searches his database for a defense, risking his own life.

● He finds a solution but is weakened.

● The Trio decides to follow Elder Robot's advice and develop a defense software using computational thinking, breaking down the complex problem into smaller, manageable steps.

● They rush to the main control system to begin their work.

This chapter is divided into the following classroom sessions

1. Problem-Solving and Concepts of Computational Thinking 1

2. Concepts of Computational Thinking 2

1. Problem-Solving and Concepts of Computational Thinking 1

Learning Outcomes

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

● describe problem-solving.

● explain the concept of computational thinking: Decomposition and Pattern Recognition.

Keywords

● Problem: It is a challenge or a task that needs to be solved.

● Puzzles: These are problems that challenge our thinking skills.

● Computational thinking: It is a process of breaking down a problem into smaller parts and recognising a pattern to efficiently solve it.

● Decomposition: It means breaking down a complex problem into smaller subproblems.

● Pattern recognition: It means finding similarities or patterns within a problem.

WEBS at a Glance Warm Up

Ask the students to name the types of problems they solve in their day-to-day lives.

Explain the meaning of the terms problem, puzzles and computational thinking. Explain the concept of computational thinking: Decomposition and Pattern Recognition.

Action Plan

Warm Up

Think and Tell Conclude the concepts Assign homework

● Ask the students about the types of problems they face in their day-to-day lives.

● Tell them that they solve problems related to managing multiple tasks, riddles, maths puzzles, etc.

● Tell them that they solve these problems by breaking down the problems into smaller steps.

Explain the following concepts:

Learning Outcomes

Describe problem-solving.

Explanation

Describe the term problem and puzzle to the students. A problem is a challenge or a task that needs to be solved. Puzzles are problems that challenge our thinking skills. Explain to the students that computational thinking is the process of breaking down a problem to efficiently solve it, as given on page 36.

Explain the concept of computational thinking. Explain the different concepts of computational thinking like decomposition and pattern recognition, as given on pages 36 to 39. Decomposition means breaking down a big, difficult task into smaller, easier ones. Pattern recognition is the process of identifying patterns in data or information.

Additional Questions to Check for Understanding

● Give an example of speech recognition making use of pattern recognition.

Correct Response: Voice assistants like Alexa, Siri, and Google Assistant detect speaking patterns to understand and carry out your requests.

● Give one advantage of decomposition.

Possible Response: Decomposition makes collaboration more feasible. Various individuals may work on various portions of an issue, and when you bring all the solutions together, you solve the complete problem.

7 mins

Build

● Ask the students to answer the question “Share a situation where you have used computational thinking in real life.” asked in the Think and Tell section, as given on page 36.

Possible Responses: jigsaw puzzles, Sudoku, riddles, maths puzzles, and more.

● Ask the students to answer the question “Why is decomposition important?” asked in the Think and Tell section, as given on page 37.

Possible Responses: By breaking down a task into smaller tasks, it becomes more manageable.

3 mins

Sum Up

● Conclude the session by summarising that a problem is a challenge or a task that needs to be solved. The process of breaking down a problem into smaller parts and recognising a pattern to efficiently solve it is called computational thinking. Decomposition means breaking down a big, difficult task into smaller, easier ones. Pattern recognition is the process of identifying patterns in data or information.

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

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

E. Answer the Following Questions: Questions

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

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

2. Concepts of Computational Thinking 2

Learning Outcomes

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

● explain the concept of computational thinking: abstraction and algorithmic design.

Keywords

● Abstraction: It refers to disregarding the minute details of a problem and focusing on its major issues.

● Algorithms: It can be defined as step-by-step instructions to be followed for a machine to carry out a particular task.

WEBS at a Glance Warm Up

Ask students the steps to make a cup of tea. Explain to the students about the concept of abstraction and algorithmic design.

● Algorithmic design: It is the process of designing and analysing algorithms to solve computational problems. 5

Warm Up

Group discussion Conclude the concepts Assign homework

Action Plan

● Ask students the steps to make a cup of tea.

● Tell students that this step-by-step procedure for making a tea is called an algorithm.

Engage

Explain the following concepts:

Learning Outcomes

Explain the concept of abstraction.

Explanation

Tell students that abstraction refers to disregarding the minute details of a problem and focusing on its major issues. Also tell them about abstraction applied in daily-life situations and advantages of abstraction, as given on page 40.

Learning Outcomes Explanation

Explain the concept of algorithmic design. Tell students that algorithms can be defined as step-by-step instructions to be followed for a machine to carry out a particular task. Also tell them about algorithmic design, its applications in daily-life situations, rules for writing an algorithm and designing an algorithm, as given on pages 41 and 42.

Check for Understanding

● Read aloud questions 1 and 2 provided in the Do It Yourself 3A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

a. Getting Ready for School Algorithm:

1. Start.

2. Wake up and get out of bed.

3. Brush your teeth.

4. Take a bath.

5. Wear your school uniform.

6. Eat breakfast.

7. Pack your school bag with necessary books, notebooks, and stationery.

8. Check if you have your lunchbox and water bottle.

9. Wear your shoes and check the time.

10. Leave for school.

11. Stop.

b. Making a Cup of Tea Algorithm:

1. Start.

2. Take a saucepan and pour water into it.

3. Place the saucepan on the stove and turn on the heat.

4. Add tea leaves to the water.

5. Add sugar.

6. Wait until the water boils.

7. Add milk to the boiling water.

8. Let the mixture boil for a few more minutes.

9. Turn off the stove and strain the tea into a cup.

10. Serve the tea hot.

11. Stop.

c. Convert a Temperature in Celsius to Fahrenheit Algorithm:

1. Start.

2. Input the temperature in Celsius (°C).

3. Apply the formula: °F = (°C × 9/5) + 32.

4. Output the temperature in Fahrenheit (°F).

5. Stop.

● Conduct a group discussion in the class among the students based on the topic “Can we solve all problems by creating algorithms for them?” provided in the Discuss section on page 41. Possible Response: No, we cannot solve all problems using algorithms. Some problems, like making choices or dealing with emotions, need human thinking. Also, some problems are too hard or don’t have clear solutions that algorithms can follow.

● Conclude the session by summarising that abstraction refers to disregarding the minute details of a problem and focusing on its major issues. Algorithms can be defined as step-by-step instructions to be followed for a machine to carry out a particular task. Algorithmic design is the process of designing and analysing algorithms to solve computational problems.

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

A. Fill in the Blanks: Questions 3 and 4

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

C. Match the Following: Questions 1, 2, 3, and 4

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

E. Answer the Following Questions: Questions 1 and 2

F. Apply Your Learning: Question 5

Calculations Using Spreadsheets

Story Time

Story in a Nutshell…

Story in This Chapter…

● Mel takes a nap in her room to recharge her system.

● Conji and Eva go to visit her. They ask her if she is feeling better now.

● Mel tells them that her circuits are still weak. She does not know what the virus has done to her.

● Eva mentions Elder Robot can help, and Elder Wizard has an important message.

● They meet Elder Wizard, who praises them for fighting off Lord Ero’s attack but explains it weakened Mel and Elder Robot.

● Elder Wizard magically restores the Elder Robot’s circuits, but he’s still tired.

● Elder Robot scans Mel, finding her internal circuits messed up by the dark virus, likely due to being built by Lord Ero.

● Mel asks to have her circuits destroyed, fearing she’s a danger.

● Elder Robot reprograms Mel, securing her system from future attacks.

● Eva suggests using the same method to secure the Magic-chain from dark magic.

● Elder Robot agrees and plans to teach the children using Google Sheets. Mel explains what Google Sheets is.

This chapter is divided into the following classroom and lab sessions

1. Calculations Using Spreadsheets 1

Learning Outcomes

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

● describe what a spreadsheet is.

● create a spreadsheet.

● identify the various elements of a spreadsheet.

● refer to a cell using the cell names.

● apply formulas in Google Sheets.

Keywords

● Spreadsheet: A spreadsheet is a tool that helps you organise data in rows and columns and do calculations.

● Row: The horizontal set of boxes is called a row or record.

● Column: The vertical set of boxes is called a column or field.

● Cell: The intersection of a row and a column is called a cell.

WEBS at a Glance

Ask the students if they keep track of the money spent and the amount of money to save monthly. Ask the students what tools or software they use for doing calculations.

Explain to the students what a spreadsheet is. Also, tell them the steps to create a spreadsheet. Explain the different elements of a spreadsheet. Explain to them how to refer to a cell using cell names. Also, tell them the steps to apply formulas in Google Sheets.

Action Plan

● Ask the students if they keep track of the money spent and the amount of money to save monthly.

● Ask the students what tools or software they use for doing calculations.

● Tell the students that they can do it with the help of a spreadsheet which is a tool that helps you organise data in rows and columns and do calculations.

Explain the following concepts:

Learning Outcomes

Describe what a spreadsheet is.

Explanation

Tell the students that a spreadsheet is a tool that helps you organise data in rows and columns and do calculations. Also tell them the various examples of spreadsheets, as given on page 54.

Create a spreadsheet. Explain the steps to create a spreadsheet using Google Sheets, as given on page 54.

Identify the various elements of a spreadsheet.

Refer to a cell using the cell names.

Apply formulas in Google Sheets.

Check for Understanding

Tell the students that a spreadsheet consists of a grid-like structure. Explain to them the various components of a spreadsheet, like a row, a column, and a cell, as given on page 55..

Tell the students that a cell name is a combination of letters and numbers. Also, tell them the steps to enter the data in the sheet, as given on page 55.

Tell students the steps to apply formulas in Google Sheets, as given on pages 55 and 56.

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

Correct Responses: Do It Yourself 4A

● Conduct a group discussion in the class among students based on the topic, “How are rows and columns different?”

Correct response: The horizontal set of boxes is called a row or record. Whereas, the vertical set of boxes is called a column or field.

2. = A1+ B1+C1+D1

● Conclude the session by summarising that a spreadsheet is a tool that helps you organise data in rows and columns and do calculations. A spreadsheet consists of a grid-like structure. Google Sheets is one such example. There are various components of a spreadsheet, like a row, a column, and a cell. Also revise the steps to create a spreadsheet, enter data in Google Sheets, and how to apply formulas in Google Sheets.

● 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

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

E. Answer the Following Questions: Questions 2 and 5

2. Calculations Using Spreadsheets 2

Learning Outcomes

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

● describe what a spreadsheet is.

● create a spreadsheet.

● identify the various elements of a spreadsheet.

● refer to a cell using the cell names.

● apply formulas in Google Sheets.

Keywords

● Spreadsheet: A spreadsheet is a tool that helps you organise data in rows and columns and do calculations.

● Row: The horizontal set of boxes is called a row or record.

● Column: The vertical set of boxes is called a column or field.

● Cell: The intersection of a row and a column is called a cell.

WEBS at a Glance

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

Explain to the students what a spreadsheet is. Demonstrate to them the steps to create a spreadsheet. Explain the different elements of a spreadsheet. Demonstrate to them how to refer to a cell using cell names. Also demonstrate to them the steps to apply the formulas in Google Sheets.

Action

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Calculations Using Spreadsheets 2.

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

Explain the following concepts:

Learning Outcomes

Describe what a spreadsheet is.

Explanation

Tell the students that a spreadsheet is a tool that helps you organise data in rows and columns and do calculations. Also tell them the various examples of spreadsheets, as given on page 54.

Create a spreadsheet. Demonstrate to the students the steps to create a spreadsheet using Google Sheets, as given on page 54.

Identify the various elements of a spreadsheet.

Refer to a cell using the cell names.

Apply formulas in Google Sheets.

Tell the students that a spreadsheet consists of a grid-like structure. Explain to them the various components of a spreadsheet, like a row, a column, and a cell, as given on page 55.

Tell the students that a cell name is a combination of letters and numbers. Also demonstrate the steps to enter the data in the sheet, as given on page 55.

Demonstrate to the students the steps to apply formulas in Google Sheets, as given on pages 55 to 56.

Check for Understanding

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

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

● Explain the activity to the students. Sum

7 mins

3 mins

● Conclude the session by summarising that a spreadsheet is a tool that helps you organise data in rows and columns and do calculations. A spreadsheet consists of a grid-like structure. Google Sheets is one such example. There are various components of a spreadsheet, like a row, a column and a cell. Also revise the steps to create a spreadsheet, enter data in Google Sheets, and how to apply formulas in Google Sheets.

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

3. Calculations Using Spreadsheets 3

Learning Outcomes

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

● use functions in Google Sheets.

● apply more functions used in Google Sheets.

Keyword

● Functions: Functions allow you to calculate more efficiently using cell ranges instead of typing out the name of each cell.

WEBS at a Glance

Warm Up

Engage

Build Sum Up

Ask the students what tools or software they use for doing calculations. Explain to the students what functions are and how they can apply functions in Google Sheets. Think and Tell Group discussion Conclude the concepts Assign homework

Action Plan

Warm Up

● Ask the students what tools or software they use for doing calculations.

● Tell the students that they can do it with the help of functions used in spreadsheets.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Use functions in Google Sheets. Explain to the students that functions allow us to calculate efficiently using cell ranges instead of typing out the name of each cell. Explain to them the various functions, such as Sum(), Average(), Max(), Min(), and Count(), as given on pages 57 to 59.

Learning Outcomes Explanation

Apply more functions used in Google Sheets. Explain to them about some more categories of functions such as mathematical functions, text functions, and data & time functions. Tell the students the steps to apply these functions in Google Sheets, as given on pages 60 to 62.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 4B and Do It Yourself 4C sections and encourage the students to solve the questions. Instruct them to write the answers in their book.

Correct responses:

Do It Yourself 4B

1. =SUM(B2:B8) = 40580

=AVERAGE(B2:B8) = 5797.143

Do It Yourself 4C

1. a. Function name b. Cell range

2. a. 87 b. MyRules c. 23 d. 400

Build

7 mins

● Ask the students to give the answer to the question, “You are tracking the number of hours you study for different subjects in a Google Sheet. Which function would you use to find the subject that you have studied the longest? Hint: Refer to the table given above.” asked in the Think and Tell section on page 61.

Possible responses: MAX/MIN/COUNT/IF

Correct response: MAX

● Conduct a group discussion in the class on the topic, “How are formulas and functions different?” provided in the Discuss section on page 62.

Correct response: You can simplify your formulas by using the functions. Functions allow you to calculate more efficiently, as they are built-in formulas in Google Sheets.

3 mins

Sum Up

● Conclude the session by summarising that functions are built-in formulas in Google Sheets. Also, revise the steps to apply different functions in Google Sheets.

● 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 1, 2, 3, 4, and 5

C. Who Am I?: Questions 1, 2, 3, 4, and 5

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

E. Answer the Following Questions: Questions 1, 3, and 4

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

4. Calculations Using Spreadsheets 4

Learning Outcomes

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

● use functions in Google Sheets.

● apply more functions used in Google Sheets.

Keyword

● Functions: Functions allow you to calculate more efficiently using cell ranges instead of typing out the name of each cell.

WEBS at a Glance

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

Explain to the students what functions are and how they can apply functions in Google Sheets. Attempt the activity on the Assignment page. Conclude the concepts Assign homework

Action Plan

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Calculations Using Spreadsheets 4.

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

Engage

Explain the following concepts:

Learning Outcomes

Use functions in Google Sheets.

Explanation

Explain to the students that functions allow us to calculate efficiently using cell ranges instead of typing out the name of each cell. Demonstrate to them the various functions, such as Sum(), Average(), Max(), Min(), and Count(), as given on pages 57 to 59.

Learning Outcomes Explanation

Check for Understanding

7 mins

Build

● Instruct the students to click on the Practice button on the Assignment page to attempt the activity. Then, click on the Attempt button to open the activity page.

● Encourage the students to attempt the activity and assist them in case of any doubts.

● Instruct the students to click on the Confirm button to submit their work when they are done with the activity.

3 mins

Sum Up

● Conclude the session by summarising that functions are built-in formulas in Google Sheets. Also, revise the steps to apply different functions in Google Sheets.

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

Visualising Data Using Spreadsheets

Story Time

Story in a Nutshell…

Mel, Conji, and Eva live in a magical world where robots can use magic. One day, the Council of Elders warns them of Lord Ero, an evil wizard planning to erase robots’ magical knowledge with a dark virus. The Trio is tasked with backing up this knowledge, but things take a dark turn when Mel starts struggling with magic. They discover the virus has begun corrupting robots, including Elder Robot, disabling their magic.As the virus spreads, they uncover a shocking truth: Mel’s circuits were created by Lord Ero. Despite fears of turning evil, Elder Wizard reassures her she can choose her own path. When the virus turns robots, including Elder Robot, against them, the Trio seeks help from Joy in the magical fairy garden. Together, they temporarily disconnect infected robots from the main server and devise a plan to stop the virus.With Avora’s destruction looming, they realize only Mel, capable of blending magic and technology, can restore the system. They create an animated version of Mel using their skills in Canva, hoping to bring her back to her senses and save their world. Their adventure highlights the power of teamwork, courage, and innovation in overcoming even the darkest threats.

Story in This Chapter…

● The Trio, Conji, Eva, and Mel, enjoy a stroll in the Magical Garden while discussing the balance between light and darkness.

● Mel argues that darkness is necessary for magic to be strong, but her tone raises concerns.

● Suddenly, she reveals that the Dark Virus has altered her perspective, and she views the Elders’ rule as outdated.

● To everyone’s shock, Mel attacks Eva and Conji with a laser blast.

● Conji uses magic to repel the attack, and Eva runs to the Idea Centre for help.

● At the Idea Centre, Eva explains the situation to Ms Idea, who assures her that she can help.

● Ms Idea offers Eva access to the central spreadsheet that tracks all robots in Avora, allowing her to check if other robots have also been affected by the Virus.

● Eva, worried about her lack of skills, is reassured when Ms Idea promises to teach her how to visualise and interpret the data in spreadsheets.

● Meanwhile, Conji continues to distract Mel to give Eva enough time to find a solution.

This chapter is divided into the following classroom and lab sessions

1. Sorting, Grouping and Filtering Data 1 2. Sorting, Grouping and Filtering Data 2

Charts and Sheet Tabs 1

Charts and Sheet Tabs 2

1. Sorting, Grouping and Filtering Data 1

Learning Outcomes

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

● sort data.

● group data.

● filter data.

Keywords

● Sorting: Sorting means arranging data in a particular sequence based on specific criteria.

● Grouping: In Google Spreadsheets, grouping means putting similar things together.

● Filters: Filters are a useful feature used in Google sheets that enables you to display data according to specific criteria.

WEBS at a Glance Warm Up

Ask the students that if they have a set of numbers that need to be analysed and understood. How will they simplify the process of analysing this data?

Explain to the students how to sort, group, and filter data. Tell them the steps to apply these features in Google Sheets.

Group discussion

Conclude the concepts

Assign homework

Action Plan

5 mins

Warm Up

● Ask the students if they have a set of numbers that needs to be analysed and understood. How will they simplify the process of analysing this data.

● Tell the students that for this, they should arrange the data in a specific order, for example, descending or ascending order. The sorting feature of Google Sheets helps us arrange data in a specific order.

● They may also display data according to a specific criterion, for example, by displaying only those numbers that are greater than 100. For this, they may use the filter feature.

Explain the following concepts:

Learning Outcomes

Explanation

Sort data. Tell the students that sorting means arranging data in a particular sequence based on specific criteria. Tell them the steps to sort the data, as given on page 70.

Group data. Tell the students that grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster. Also tell them the steps to group data, as given on pages 70 and 71.

Filter data. Tell the students that filters are a useful feature used in Google Sheets that enable you to display data according to specific criteria. Also tell them the steps to filter data, as given on pages 71 and 72.

Check for Understanding

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

1. b. Filtering

2. a. T b. F

● Conduct a group discussion in the class among students based on the topic, ”How is filtering different from grouping?” provided in the Discuss section as mentioned on page 72.

Correct Response: Filtering helps display data according to specific criteria. Filters can help narrow down the options to what we want and hide the rest. On the other hand, grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster.

Sum Up 3 mins

● Conclude the session by summarising that sorting means arranging data in a particular sequence based on specific criteria. Grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster. Filters are a useful feature used in Google Sheets that enables you to display data according to specific criteria.

● 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 2, 4, and 5

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

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

E. Answer the Following Questions: Questions 1 and 3

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

2. Sorting, Grouping and Filtering Data 2

Learning Outcomes

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

● sort data.

● group data.

● filter data.

Keywords

● Sorting: Sorting means arranging data in a particular sequence based on specific criteria.

● Grouping: In Google Spreadsheets, grouping means putting similar things together.

● Filters: Filters are a useful feature used in Google sheets that enables you to display data according to specific criteria.

WEBS at a Glance

Warm Up Engage Build Sum Up

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

Demonstrate to the students how to sort, group, and filter data. Attempt the activity on the Assignment page.

Action Plan

Conclude the concepts

Assign homework

5 mins

Warm Up

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Sorting, Grouping and Filtering Data 2.

● Show the learning slides or the video and discuss the concepts shown on the panel.

Engage

Explain the following concepts:

Learning Outcomes

15 mins

Explanation

Sort data. Tell the students that sorting means arranging data in a particular sequence based on a specific criteria. Demonstrate the steps to sort the data, as given on page 70.

Learning Outcomes Explanation

Group data. Tell the students that grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster. Also demonstrate the steps to group data, as given on pages 70 and 71.

Filter data. Tell the students that filters are a useful feature used in Google Sheets that enables you to display data according to specific criteria. Also demonstrate the steps to filter data, as given on pages 71 and 72.

Check for Understanding

7 mins

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

● Explain the activity to the students.

3 mins

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

3. Charts and Sheet Tabs 1

Learning Outcomes

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

● create a chart.

● add a new sheet tab and colour sheet tabs.

Keywords

● Charts: Charts help us look at data in the form of pictures. This helps us to understand the data in a better way.

WEBS at a Glance Warm Up Engage

Ask students: Can you think of an example where you have seen a chart or graph in your daily life, like on TV, in a book, or on a website? How did it help you understand the information better?

Warm Up

Sum Up

Explain to the students how to create a chart. Also tell them how to add a new sheet tab and colour sheet tabs. Group discussion Conclude the concepts

Assign homework

Action Plan

5 mins

● Ask students: Can you think of an example where you have seen a chart or graph in your daily life, like on TV, in a book, or on a website? How did it help you understand the information better?

● Tell students that an example is a weather forecast chart on TV showing temperatures and chances of rain. It helps quickly understand the day’s weather without needing to read a lot of numbers.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Create a chart. Tell the students that charts help us look at data in the form of pictures. This helps us to understand the data in a better way. Explain to them about different charts such as column chart, bar chart, pie chart, and line chart. Also tell them the steps to create a chart, as given on pages 73 to 75.

Learning Outcomes Explanation

Add a new sheet tab and colour sheet tabs.

Tell the students the steps to add a new sheet tab and colour sheet tabs, as given on pages 75 and 76.

Check for Understanding

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

1. c. To help understand and analyse data more easily.

2. c. Pie chart

7 mins

● Conduct a group discussion in the class among students on the topic, “Steps to Create a Chart in Google Sheets”.

Correct Response: Firstly, choose the cells that contain the data you want to present in the chart, go to the Insert tab and select the Chart option. Select the appropriate type of chart from the Chart editor menu on the right-hand side of the page.

3 mins

Sum Up

● Conclude the session by summarising that charts help us look at data in the form of pictures. This helps us to understand the data in a better way. Also revise them the steps to create a chart. You can also add new sheets in the same spreadsheet by adding a new sheet tab in Google Sheets. Also revise them the steps to do so.

● 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 5

B. Tick the Correct Option: Questions 1 and 3

C. Who Am I?: Questions 3 and 5

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

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

F. Apply Your Learning: Question 4

4. Charts and Sheet Tabs 2

Learning Outcomes

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

● create a chart.

● add a new sheet tab and colour sheet tabs.

Keyword

● Charts: Charts help us look at data in the form of pictures. This helps us to understand the data in a better way.

WEBS at a Glance

Warm Up

Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel. Demonstrate to the students how to create a chart. Also tell them how to add a new sheet tab and colour sheet tabs. Attempt the activity on the Assignment page. Conclude the concepts Assign homework

Action Plan

Warm Up

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Charts and Sheet Tabs 2

● Show the learning slides or the video and discuss the concepts shown on the panel.

Engage

Explain the following concepts:

Learning Outcomes

15 mins

Explanation

Learning Outcomes Explanation

Add a new sheet tab and colour sheet tabs. Tell the students the steps to add a new sheet tab and colour sheet tabs, as given on pages 75 and 76.

Check for Understanding

7 mins

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

● Explain the activity to the students.

3 mins

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

Introduction to Database

Story Time

Story in a Nutshell…

Story in This Chapter…

● Eva, Conji, and Joy confront Mel, who has been turned to Lord Ero’s side by the Dark Virus.

● Joy unexpectedly appears and saves them by transporting everyone to the Quiet Valley.

● She reveals that the Magical Garden belongs to the fairies and questions what caused Mel to turn evil.

● Conji explains that the Dark Virus, created by Lord Ero, has severely affected the robots.

● Joy suggests that handling the Virus might be similar to dealing with plant infections, which inspires Conji to propose temporarily disconnecting the affected robots from the main server to neutralise the Virus.

● Eva agrees and mentions that they can use a Database Management System (DBMS) to access the server data and disconnect the robots.

● The trio decides to head to the Computer Lab, where Eva promises to explain DBMS to Conji on the way.

This chapter is divided into the following classroom and lab sessions

1. Introduction to Database and DBMS 1

Learning Outcomes

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

● describe databases.

● discuss Database Management System (DBMS).

Keywords

● Database: It is a collection of information or data stored electronically in a computer system.

● Data integrity: It is a process that ensures the data is correct, whole, and the same as long as it exists in the database.

● Data redundancy: It occurs when we have multiple copies of the same data.

● DBMS: It is a software that helps the user to store, retrieve, and manage data in a database.

● Hardware: The hardware of computers consists of physical components such as a keyboard, mouse, monitor, and processor.

● Software: It is a set of programs that help hardware to do its job.

● Procedures: It is a form of general instructions or guidelines for using a DBMS.

● Data: It refers to a collection of raw facts stored in a database.

● Database Access Language: It is a language that allows users to give commands to a database to operate the data stored.

WEBS at a Glance

Ask the students about the importance of cupboards. Also, ask them how they fetch the clothes to wear from a cupboard.

Explain the meaning of the database. Explain the importance of a database. Explain the meaning of the term DBMS.

Define the different components of a DBMS. Group

Conclude the concepts

Assign homework

Action Plan

5 mins Warm Up

● Ask the students about the importance of cupboard.

● Ask the students about the process of fetching the clothes to wear from the cupboard. For example, whenever you want to go to the bathroom, how do you take out the clothes? As to where pants and skirts are kept.

● Tell the students that just like how clothes are properly organised in a cupboard, data stored in a computer are also organised in the form of database.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe databases. Describe that a database is a collection of information or data stored electronically in a computer system. Also, explain the importance of a database to the students. The concept of a database is given on pages 85 to 87.

Discuss Database Management System (DBMS).

Explain that a DBMS is a software that enables you to store, retrieve, and manage data in a database. Explain the different components of a DBMS, such as hardware, software, people, procedures, data, and Database Access Language, as given on pages 87 to 89.

Check for Understanding

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

Column A

Column B

Database Occurrence of duplicate copies of similar data

Data Integrity

Database Management System

Data Redundancy

A special computer program for managing databases

A collection of organised data

A process that makes sure data is accurate, complete, and consistent over the data’s lifecycle

7 mins

● Conduct a group discussion in the class among students on the topic “What is the difference between a database and a DBMS?” provided in the Discuss section, as mentioned on page 87.

Possible Response: A database is a collection of information or data stored electronically in a computer system, whereas a DBMS (Database Management System) is a software that helps us to store, retrieve, and manage data in a database.

● Conclude the session by summarising that a database is a collection of information or data stored electronically in a computer system. A DBMS (Database Management System) is software that helps us store, retrieve, and manage data in a database. The different components of a DBMS are hardware, software, people, procedures, data, and Database Access Language.

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

A. Fill in the Blanks: Questions 1 and 2

B. Tick the Correct Option: Question 5

C. Who Am I?: Questions 1 and 2

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

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

2. Introduction to Database and DBMS 2

Learning Outcomes

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

● describe databases.

● discuss Database Management System (DBMS).

Keywords

● Database: It a collection of information or data, stored electronically in a computer system.