CBSE_CS_G5_TM_AY24

Teacher Manual

COMPUTER

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.

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Implementation Plan

A Wise Surprise

Evolution of Computers

Story Time

Story in a Nutshell…

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

Story in This Chapter…

● It is a very beautiful day in Avora.

● Mel and Conji are flying over Avora and feeling excited.

● Mel and Conji decide to visit the newly opened Computer Museum.

● Soon, they land in front of the Computer Museum.

● Conji is very surprised after looking at computers of different shapes and sizes in the Computer Museum.

● Pointing to a computer, Mel tells Conji that this is the first computer that was ever made.

● Conji is very excited to learn more about computers.

● Mel teaches Conji about computers.

This chapter is divided into the following classroom sessions

1. History of Computers

2. Generations of Computers

3. Characteristics and Limitations of Computers

1. History of Computers

Learning Outcomes

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

● explain why computers are important.

● describe examples of some early computers.

Keywords

● Abacus: Abacus is one of the earliest counting device.

● ENIAC: ENIAC was one of the first programmable, general-purpose electronic digital computer.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students about some early counting methods or devices.

Explain to the students that just like humans are evolving, computers are also evolving day by day.

Discuss some early computers with the students.

Group discussion Conclude the concepts

Assign homework

Action Plan

Warm Up

● Ask the students about some early counting methods and devices.

● Relate the concept that computers are also used for counting and for various types of complex calculations.

● Now, build the concept that, just like the early counting devices, like Abacus and Napier’s Bones, computers are also used to perform counting and mathematical operations.

Engage

Explain the following concepts:

Learning Outcomes

Explain why computers are important.

Explanation

Discuss with the students that computers have become an integral part of our lives. They help us in almost every sphere of life these days. We cannot even imagine a world without computers, as given on page 4.

Learning Outcomes

Describe examples of some early computers.

Explanation

Explain to the students about some early computers, like Abacus, Napier’s Bones, Pascaline, Stepped Reckoner or Leibniz Wheel, Difference Engine and Analytical Engine, Tabulating Machine, Differential Analyzer, Mark I, ENIAC, and UNIVAC, as given from pages 4 to 6.

Check for Understanding

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

Correct Response:

Build

Mark 1

Tabulating Machine

Napier’s Bones

Ancient Abacus

Pascaline

5 mins

● Conduct a group discussion in the class among students on the topic ‘Early Computers’

Possible Responses: Abacus, Napier’s Bones, Pascaline, Stepped Reckoner or Leibniz Wheel, Difference Engine and Analytical Engine, Tabulating Machine, Differential Analyzer, Mark I, ENIAC, and UNIVAC.

3 mins

Sum Up

● Conclude the session by summarising that the computers have become an integral part of our lives. Early computers were not like the computers that we see today. They are evolving year by year.

Name some of the early counting devices and computers, like Abacus, Napier’s Bones, Pascaline, Stepped Reckoner or Leibniz Wheel, Difference Engine and Analytical Engine, Tabulating Machine, Differential Analyzer, Mark I, ENIAC, and UNIVAC.

● 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 4

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

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

E. Answer the Following: Questions 1 and 2

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

2. Generations of Computers

Learning Outcomes

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

● discuss about the computers of the first generation.

● describe the second generation of computers.

● explain the third generation of computers.

● discuss the computers of the fourth generation.

● explain the fifth generation of computers.

Keywords

● Generations of computers: Generations are various stages of advancement in computer technology.

● Integrated Circuits (ICs): ICs are circuits of many electronic components together on a silicon chip.

● Microprocessor: Microprocessor is a chip containing about 1,00,000 electronic components.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students about the advancements in the living styles and foods of their earlier family members, such as grandparents, parents, and themselves.

Discuss about all generations of computers with the students.

Group discussion

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

Ask the students about advancements in the living styles and foods of their earlier family members, such as grandparents, parents, and themselves.

● Build the concept that, just like we have parental generations, computers also have generations. Tell them that we are currently in the fifth generation of computers. Also, discuss with them about the different generations of computers and their features.

Engage

Explain the following concepts:

Learning Outcomes

Discuss about the computers of the first generation.

Describe the second generation of computers.

Explain the third generation of computers.

Discuss the computers of the fourth generation.

Explain the fifth generation of computers.

Explanation

Explain to the students that the computers developed in the first generation used vacuum tubes, which consisted of thin filaments. They were huge in size, had less memory, and were very costly. They required a lot of maintenance and were programmed using the complex machine language or the assembly language. The popular first generation computers include ENIAC and UNIVAC, as given on page 6.

Discuss with the students that the computers of the second generation were relatively smaller because they used tiny transistors. They are faster and cheaper. They stored information using magnetic core memory, used punched cards for input, and were programmed using the assembly languages. The famous computers from this time were the CDC 3600 and IBM 7090, as given on pages 6 and 7.

Describe that the computers of the third generation used Integrated Circuits (ICs), which reduced the size of the computers. Integrated circuits are circuits of many electronic components together on a chip. They used core memory, which was faster and more reliable. Keyboards and friendlier interfaces were introduced for the users. These computers were programmed using languages, like Common Business-Oriented Language (COBOL), Formula Translation (FORTRAN), and Beginner’s All-purpose Symbolic Instruction Code (BASIC). Popular third generation computers were IBM’s System/360 and DEC’s PDP-11, as given on page 7.

Explain to the students that the computers of the fourth generation used integrated circuits with VLSI, which stands for Very Large Scale Integration. This chip is also known as a Microprocessor. They used faster and more reliable Random Access Memory (RAM), keyboards and mouses, and programmed using languages like C, Pascal, and FORTRAN. Popular computers from this era include the IBM PC, HP 9000 Series, and DEC 10, as given on pages 7 and 8.

Discuss with the students that the computers of the fifth generation use Artificial Intelligence (AI) and Machine Learning (ML) as their main technologies and have advanced memory to store large amounts of data. Advanced input and output methods, like voice recognition, gesture control, augmented reality, virtual reality, and brain-computer interfaces, are used and these computers are programmed using languages like R, Python, and Julia, as given on page 8.

Check for Understanding

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

Correct Response: A B

First Generation Computers Integrated Circuits (SSI, MSI)

Second Generation Computers Integrated Circuits (VLSI)

Third Generation Computers Artificial Intelligence

Fourth Generation Computers Transistors

Fifth Generation Computers Vacuum Tubes

5 mins

Build

● Conduct a group discussion in the class among students on the topic ‘Input and output methods in the fifth generation of computers’.

Possible Response: Input and output methods include voice recognition, gesture control, augmented reality, virtual reality, and brain-computer interfaces.

3 mins

Sum Up

● Conclude the session by summarising that, based on the time period and the advancements in the technology, computers are broadly classified into five generations: first generation, second generation, third generation, fourth generation, and fifth generation. Different devices, like vacuum tubes, transistors, integrated circuits, and microprocessors, are used in different generations.

● 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, and 3

C. Who Am I?: Question 2

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

E. Answer the Following: Question 3

F. Apply Your Learning: Question 4

3. Characteristics and Limitations of Computers

Learning Outcomes

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

● explain various characteristics of computers.

● discuss the limitations of computers.

Keywords

● Storage: It is the memory of a computer in which it stores pictures, documents, videos, and more.

● Multitasking: Working of a computer on various tasks at the same time is called multitasking.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students about their characteristics.

Discuss about different characteristics and limitations of computers.

Group discussion Conclude the concepts

Assign homework

mins

Action Plan

Warm Up

● Ask the students about their characteristics.

5 mins

● Build the concept that, just like you have characteristics like curiosity, adaptability, creativity, and intelligence, computers also have characteristics like speed, accuracy, storage, multitasking, being automatic, and used in communication.

● Also, tell them that computers are incredibly powerful and versatile machines, but they also have several limitations, like they cannot think like humans, need maintenance, and lack emotional intelligence.

Engage

Explain the following concepts:

Learning Outcomes

Explain various characteristics of computers.

Discuss the limitations of computers.

15 mins

Explanation

Discuss with students about the different characteristics of computers, like they are superfast at doing things, being accurate, have a huge memory, do things on their own, multitasking, being automatic, and used in communication, as given on page 10.

Explain about the different limitations of computers, like they cannot think like humans, need maintenance, and lack emotional intelligence, as given on pages 10 and 11.

Check for Understanding

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

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

Build

7 mins

● Conduct a group discussion in the class among students based on the topic, “What tasks can be done using a computer?” given in the Discuss section, as mentioned on page 11.

Possible Response: Computers are used for communication, playing games, listening to music, doing calculations, reading books, etc.

3 mins

Sum Up

● Conclude the session by summarising that the computers have characteristics, like speed, accuracy, storage, multitasking, automatic, and communication. It also has some limitations, like a computer cannot think itself, it needs maintenance, and it lacks emotional intelligence.

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

B. Tick the Correct Option: Question 5

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

E. Answer the Following: Questions 4 and 5

F. Apply Your Learning: Question 5

2

Internet Services

Story Time

Story in a Nutshell…

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

Story in This Chapter…

● Mel and Conji rushed to Elder Wizard’s office to inform the elders about the missing book.

● Conji told them that they had gone to the library to read about the evolution of Avora but the book was missing from the shelf.

● Elder Wizard suggested that someone else must have taken the book.

● Conji, then, asked the Elders if the book could have been taken by Lord Ero, but according to Elder Robot, Lord Ero already had a copy of the book.

● Conji wanted to read about Avora and how it was created.

● Elder Robot told them that they can use the internet to learn about Avora.

● Conji did not know about the internet. Mel then starts telling him about the internet.

This chapter is divided into the following classroom sessions

1. Internet and Its Uses

Learning Outcomes

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

● explain what the internet is.

● describe the uses of the internet.

Keywords

● Internet: It is a huge network of millions of computers connected worldwide.

● Online communication: It is a way to talk to your friends using the internet, see their pictures and videos, and share a lot of data with them.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students how people are socially connected with each other.

Explain to the students what the internet is. Also, explain its uses.

Action Plan

Group discussion

Conclude the concepts

Assign homework

mins

Warm Up

● Ask the students how people are socially connected with each other to form a social network.

● Now, develop the concept that, similar to people, computers are also connected with each other to form the internet.

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Explain what the internet is. Explain to the students that the internet is a huge network of millions of computers connected worldwide, as given on page 20.

Describe the uses of the internet.

Explain to the students the uses of the internet, such as online shopping, cashless payment, online learning, online communication, etc., as given on pages 20 and 21.

over a phone, send and receive and a lot of other information. Have of this is possible? because of the internet. of millions of computers connected communication and the sharing of information.

this is possible? of the internet. of millions of computers connected communication and the sharing of information.

Check for Understanding

foundations were laid in the 1960s with the creation of ARPANET Projects Agency Network).

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

foundations were laid in the 1960s with the creation of ARPANET Projects Agency Network).

Internet of the internet are: buy toys, clothes, and many from the comfort of your home. and Myntra make it easy to

Internet of the internet are: can buy toys, clothes, and many from the comfort of your home. Flipkart, and Myntra make it easy to click.

Correct Responses:

1.

Online Learning

can use apps like Paytm, Google cards to pay for things online. as cashless payments, are increasingly popular.

known as cashless payments, are increasingly popular.

can use apps like Paytm, Google cards to pay for things online. known as cashless payments, are increasingly popular.

internet allows you to discover new the world, making it possible to of topics anytime and anywhere.

internet allows you to discover new the world, making it possible to of topics anytime and anywhere.

internet allows you to discover new the world, making it possible to of topics anytime and anywhere.

2.

a. Amazon

b. YouTube

c. Instagram

Build

Online Shopping Cashless Payment

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Internet for Entertainment’.

Correct Response: The internet provides many ways to have fun and be entertained. You can watch videos, play games, and listen to your favourite songs online. There are apps, like Netflix, Hotstar, and YouTube, that let you stream various kinds of videos.

3 mins

Sum Up

● Conclude the session by summarising that the internet is a huge network of millions of computers connected worldwide. There are various uses of the internet, such as online shopping, cashless payment, online learning, online communication, etc.

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

E. Answer the Following: Question 1

2. Requirements and Ways to Connect to the Internet

Learning Outcomes

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

● describe the requirements for connecting to the internet.

● discuss the different ways to connect to the internet.

Keywords

● Web browser: It is an application that allows you to visit websites on the internet.

● Modem: It is a device that carries out the processes of both modulating and demodulating electrical signals.

● Broadband connection: It is the wired connection which uses copper or fibre optic cables to transmit data.

WEBS at a Glance

Warm

Ask the students, “How do you think we connect to the internet?”

Discuss with the students the different requirements and ways to connect to the internet.

Action Plan

Warm Up

Group discussion

Think and Tell

Conclude the concepts

Assign homework

5 mins

● Ask the students: How do you think we connect to the internet and what do we need for that?

● Now, build the concept by telling them that there are different things required to connect to the internet, like an Internet Service Provider (ISP), a device that can access the internet, a modem, a network cable, and a web browser.

But it’s not good for today’s internet because it’s too slow and can’t handle modern internet speed.

Most people now use faster internet connections like broadband.

Explain the following concepts:

Learning Outcomes Explanation

Describe the requirements for connecting to the internet.

Think and Tell

What are the ways to connect to the internet?

Discuss the different ways to connect to the internet.

Do It Yourself 2B

Check for Understanding

1

2

3

4

5

6

Tell the students about the things needed to connect to the internet, such as the Internet Service Provider (ISP), modem, network cable, etc., as given on pages 22 and 23.

Tell the students about the ways to connect to the internet, such as wired connection, wireless connection, cellular connection, etc., as given on pages 23 and 24.

Find the given words, related to the internet, from the word grid.

● 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.

2

What are the requirements to connect to the internet?

2. The requirements to connect to the internet are Internet Service Provider (ISP), a device that can access the internet, a modem, a network cable, and a web browser.

7 mins

Build

● Ask the students to answer the question “What are the ways to connect to the internet?” asked in the Think and Tell section, as given on page 24.

24

Correct Response: Wired connection, wireless connection, cellular connection, satellite, and dial-up

● Conduct a group discussion in the class among students on the topic ‘WiFi: The modern way to connect to the internet‘.

Possible Response: Wireless connections use radio waves to transmit data between devices and a router. This method is highly convenient, as it eliminates the need for physical cables. Wi-Fi is one of the most commonly used wireless connections.

Sum Up

● Conclude the session by summarising that an ISP is a company that provides you with access to the internet, often for a fee. A modem is a device that carries out the processes of both modulating and demodulating electrical signals. Wi-Fi is one of the most commonly used wireless connections.

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

A. Fill in the Blanks: Questions 1 and 2

B. Tick the Correct Option: Question 1

C. Who Am I?: Questions 1 and 3

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

3. Services on the Internet

Learning Outcomes

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

● describe about browsing the internet.

● describe different services of the internet.

Keywords

● E-commerce: It is a platform for buying and selling of products and services online.

● Email: Email stands for Electronic Mail. It allows users to send and receive messages, files, audio, links, images, etc., over the internet.

WEBS at a Glance Warm

Ask the students if they have ever used any service on the internet.

Explain the concept of browsing the internet and internet services to the students.

Group discussion

Action Plan

Warm Up

● Ask the students if they have ever used any service on the internet.

● Now, set the context by explaining the meaning of browsing the internet.

Engage

Explain the following concepts:

Learning Outcomes

Describe about browsing the internet.

Describe different services of the internet.

Explanation

Conclude the concepts

Assign homework

5 mins

15 mins

Explain to the students that browsing the internet refers to using a web browser to search for and access information on the World Wide Web (WWW), which is a part of the internet, as given on page 25.

Explain to the students the wide range of services and applications the internet offers, as given on pages 25 and 26.

Check for Understanding

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

Correct Responses:

1. a. STREAMING MEDIA b. FILE SHARING c. EMAIL d. SOCIAL MEDIA

2. Build 7 mins

● Conduct a group discussion in the class among the students on the topic ‘Online Streaming Platforms’.

Possible Responses: YouTube, Amazon Prime, Netflix, Hotstar

Sum Up

3 mins

● Conclude the session by summarising that browsing the internet refers to using a web browser to search for and access information on the World Wide Web (WWW), which is a part of the internet. Internet services refer to the various applications, resources, and functionalities available to users on the internet.

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

A. Fill in the Blanks: Question 3

B. Tick the Correct Option: Questions 2 and 4

C. Who Am I?: Questions 2 and 4

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

E. Answer the Following: Question 2

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

4. Internet Threats and Netiquettes

Learning Outcomes

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

● describe a range of threats and risks on the internet.

● describe different netiquettes.

Keywords

● Malware: Malware refers to any software designed to harm, exploit, or compromise computer systems, networks, or users’ privacy.

● Netiquette: It refers to a set of guidelines and rules for polite and respectful behaviour when communicating online.

WEBS at a Glance

Ask the students what they do when they see a pop-up on the computer screen regarding an advertisement while accessing the internet.

Explain to the students about the different threats and risks on the internet. Also, tell them about the netiquettes they must follow.

Group discussion

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Ask the students what they do when they see a pop-up on the computer screen regarding an advertisement while accessing the internet.

● Now, build the concept by explaining that the internet has brought so many benefits and opportunities, but it also comes with a range of threats and risks.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe a range of threats and risks on the internet.

Explanation

Explain to the students the various threats and risks one may face while using the internet, such as malware, phishing, cyberbullying, privacy invasion, etc., as given on pages 28 and 29.

Describe different netiquettes. Explain to the students that netiquette refers to a set of guidelines and rules for polite and respectful behaviour when communicating online. Also, tell them about some important netiquette for internet users, as given on pages 29 and 30.

Check for Understanding

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

Correct Responses:

1. a. CYBERBULLYING b. PHISHING c. RANSOMWARE d. WORMS e. TROJAN HORSE

2. a. Cyberbullying b. Virus c. Trojan Horse

Build

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Activities that invade the privacy of an online user’.

Possible Response: Entering someone’s private information, watching what they do online without their permission, sharing their personal data without asking, etc., are all activities that invade the privacy of an online user.

3 mins

Sum Up

● Conclude the session by summarising that some of the risks on the internet are malware, phishing, cyberbullying, privacy invasion, etc. Netiquette refers to a set of guidelines and rules for polite and respectful behaviour when communicating online. Some of the netiquette principles are not sharing personal information, respecting other people’s privacy, being careful when posting something, etc.

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

A. Fill in the Blanks: Questions 4 and 5

B. Tick the Correct Option: Questions 3 and 5

C. Who Am I?: Question 5

D. State T for True and F for False: Questions 1, 4, and 5

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

F. Apply Your Learning: Questions 2 and 5

3

Tables in Google Docs

Story Time

Story in a Nutshell…

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

Story in This Chapter…

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

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

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

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

● Conji wants Mel to help Eva.

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

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

This chapter is divided into the following classroom and lab sessions

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

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

3. Formatting Tables in Google Docs I

4. Formatting Tables in Google Docs II

5. Formatting Tables in Google Docs III

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

Learning Outcomes

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

● create a table in Google Docs.

● enter data into a table.

● edit a table.

Keywords

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

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

WEBS at a Glance

Warm Up Engage Build Sum Up

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

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

Action Plan

Group discussion

Conclude the concepts

Assign homework

5 mins

Warm Up

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

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

Engage

Explain the following concepts:

Learning Outcomes

Create a table in Google Docs.

15 mins

Explanation

Tell the students that a table is like a grid made up of rows and columns, as given on pages 39 and 40. Also, explain the steps to create a table.

Enter data into a table. Explain the steps to enter data into a table to the students, as given on pages 40 and 41. Explain how to use the Tab key to move to the next cell and Shift + Tab key to move to the previous cell.

Learning Outcomes Explanation

Edit a table. Discuss with the students that editing a table means making some modifications to the table structure or changing the data in it, as given on page 41.

Check for Understanding

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

Correct Responses:

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

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

b. Shift + Tab

Additional Questions to Check for Understanding

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

Possible Response: Click Insert > Table > Select the size

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

Possible Response: Tab

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

Build

7 mins

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

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

Sum Up

3 mins

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

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

A. Fill in the Blanks: Questions 1 and 2

B. Tick the Correct Option: Question 1

C. Who Am I?: Question 2

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

E. Answer the Following: Questions 1 and 2

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

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

Learning Outcomes

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

● create a table in Google Docs.

● enter data into a table.

● edit a table.

Keywords

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

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

WEBS at a Glance

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

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

Attempt the activity on the Assignment page

Conclude the concepts

Assign homework

Action Plan

5 mins

Warm Up

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

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

Engage

Explain the following concepts:

Learning Outcomes Explanation

Create a table in Google Docs.

15 mins

Tell the students that a table is like a grid made up of rows and columns, as given on pages 39 and 40. Also, explain the steps to create a table.

Learning Outcomes

Explanation

Enter data into a table. Explain the steps to enter data into a table to the students, as given on pages 40 and 41. Explain how to use the Tab key to move to the next cell and Shift + Tab key to move to the previous cell.

Edit a table. Discuss with the students that editing a table means making some modifications to the table structure or changing the data in it, as given on page 41.

Check for Understanding

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

7 mins

Build

● Instruct the students to click on the Start practice button on the Assignment page to attempt the activity.

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

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

3. Formatting Tables in Google Docs I

Learning Outcomes

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

● format a table.

● change row height and column width in a table.

● split and merge cells in a table.

Keywords

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

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

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

WEBS at a Glance

Warm Up Engage

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

Explain about different types of formatting options for tables like changing row height/column width and splitting/merging cells.

Action Plan

Warm Up

Build Sum Up

Group discussion Conclude the concepts

Assign homework

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

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

Explain the following concepts:

Learning Outcomes

Explanation

Format a table. Explain to the students that formatting means to change the overall appearance of a table, as given on page 42.

Change row height. Discuss with the students that row height is the vertical distance between the top and bottom borders of a row in a table, as given on pages 42 and 43. Also, demonstrate the steps to do so.

Change column width. Define that column width is the horizontal distance between the left and right borders of a column in a table, as given on pages 44 and 45. Also, demonstrate the steps to do so.

Split cells. Explain to the students that splitting cells in a table can help us separate and categorise information in a clear and structured way, as given on pages 45 and 46.

Merge cells. Discuss with the students that merging cells is like combining two or more cells in a table to create a single, larger cell, as given on pages 46 and 47.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 3B section Question 1 and encourage the students to solve the questions. Instruct the students to write the answers in their books.

Correct Responses:

Merging Cells

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

Splitting Cells

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

Additional Questions to Check for Understanding

● Rohit wants to increase the horizontal distance between the left and right borders of a column in a table. Which option from the Table properties pane should he use to do this?

Possible Response: He can use Column width option under the Column category.

● If you want to change the height of a row in a table, you need to open Table properties pane. How can you open it from the menu bar?

Possible Response: By selecting Format → Table → Table properties option

● Ravi wants to divide a cell into two parts. Which option should he use to do so?

Possible Response: Split cell

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

7 mins

Build

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

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

3 mins

Sum Up

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

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

A. Fill in the Blanks: Questions 3 and 4

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

C. Who Am I?: Questions 1 and 3

E. Answer the Following: Question 3

F. Apply Your Learning: Question 5

4. Formatting Tables in Google Docs II

Learning Outcomes

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

● format a table.

● change row height and column width in a table.

● split and merge cells in a table.

Keywords

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

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

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

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.

Discuss the concepts given in slides.

Attempt the activity given on the Assignment page

Action Plan

Conclude the concepts Assign homework

5 mins

Warm Up

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Format a table. Explain to the students that formatting means to change the overall appearance of a table, as given on page 42.

Change row height. Discuss with the students that row height is the vertical distance between the top and bottom borders of a row in a table, as given on pages 42 and 43. Also, demonstrate the steps to do so.

Learning Outcomes

Explanation

Change column width. Define that column width is the horizontal distance between the left and right borders of a column in a table, as given on pages 44 and 45. Also, demonstrate the steps to do so.

Split cells. Explain to the students that splitting cells in a table can help you separate and categorise information in a clear and structured way, as given on pages 45 and 46.

Merge cells. Discuss with the students that merging cells refers to combining two or more cells in a table to create a single, larger cell, as given on pages 46 and 47.

Check for Understanding

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

7 mins

Build

● Instruct the students to click on the Start practice button on the Assignment page to attempt the activity.

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

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

5. Formatting Tables in Google Docs III

Learning Outcomes

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

● add and remove rows and columns in a table.

● apply border and shading to a table.

● align the text horizontally and vertically.

Keywords

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

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

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

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students to recall the concept of formatting a table.

Discuss how to add and remove rows or columns to and from a table.

Group discussion

Action Plan

Conclude the concepts

Assign homework

mins

5 mins

Warm Up

● Ask the students to recall the concept of formatting a table.

● Now, build the concept that once the table is created, you can format the table by adding/removing rows and columns, applying border and shading, aligning text horizontally and vertically.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Adding rows and columns to a table.

Removing rows and columns from a table.

15 mins

Tell the students that after creating a table, they can add more rows and columns by right-clicking on the row/column and selecting the appropriate option, as given on page 47.

Discuss with them that they can remove a row/column from a table by right-clicking on the row/column and selecting the appropriate option, as given on pages 47 and 48.

Learning Outcomes

Applying borders and shading.

Aligning text horizontally.

Aligning text vertically.

Explanation

Describe that applying borders and shading to a table in Google Docs can enhance its visual appeal and make it stand out, as given on pages 48 and 49.

Tell them that horizontal text alignment refers to how the text is positioned within a cell, deciding whether it aligns with the left, centre, or right margins, as given on page 50.

Discuss with them that vertical alignment refers to the position of a text within the top and bottom edges of a cell in a table, as given on pages 50 and 51.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 3B section Question 2 and encourage the students to solve the question. Instruct the students to write the answers in their books.

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

7 mins

Build

● Conduct a group discussion in the class among students on the topic, ‘Why do we need to Align Text horizontally and vertically in the table?’.

Possible Response: Aligning text both horizontally and vertically in the table improves the readability of the content and gives a polished and professional look to the table.

3 mins

Sum Up

● Conclude the session by summarising that you can add and remove rows and columns from a table by right-clicking on row/column and selecting the desired option. Tell them that they can apply border and shading to a table to enhance visual appeal and make it stand out. Also, tell them that they can align the text horizontally and vertically in the table.

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

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Question 3

C. Who Am I?: Questions 4 and 5

E. Answer the Following: Question 3

F. Apply Your Learning: Question 5

4

Mail Merge Using Google Docs

Story Time

Story in a Nutshell…

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

Story in This Chapter…

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

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

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

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

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

1.

1. Mail Merge I

Learning Outcomes

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

● describe Mail Merge and its two documents.

● create the main document.

● create a datasource.

Keywords

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

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

WEBS at a Glance

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

Action Plan

Group discussion

Conclude the concepts Assign homework

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe Mail Merge and its two documents.

Explanation

Tell the students that mail merge is a tool in Google Docs that helps you send the same document to many people. Describe its two documents, as given on page 60.

Learning Outcomes Explanation

Create the main document. Describe to the students that the main document is the primary file in a mail merge that contains the layout and structure of the document. The steps to create the main document include launching Google Docs on your computer and selecting the Blank option to create a new document for your invitation, as shown on pages 61 and 62. Create a datasource. Describe to the students that the datasource is a file or database containing the information that needs to be merged into the main document during a mail merge. The steps to create the datasource include launching Google Docs on your computer and selecting the Blank option to create a new sheet to create a list of ten friends. Then, provide a unique title for the sheet, such as “List of Friends,” as given on pages 62 to 66.

Think and Tell

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

Check for Understanding

Do It Yourself 4A

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

Correct Responses:

1 Find these words in the word grid.

1.

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

2 Answer the following questions.

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

a  What is the main document in Mail Merge?

Build

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

7 mins

● Conduct a group discussion in the class among the students based on the topic “What would be a better idea—writing an invitation by yourself or doing this job using Mail Merge?” provided in the Discuss section as mentioned on page 60.

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

Inserting Merge Fields

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

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

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

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

B. Tick the Correct Option: Questions 1 and 2

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

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

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

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

2. Mail Merge II

Learning Outcomes

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

● describe Mail Merge and its two documents.

● create the main document.

● create the data source.

Keywords

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

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

WEBS at a Glance

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

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

Warm Up

Action Plan

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

5 mins

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

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

Engage

Explain the following concepts:

Learning Outcomes

Describe mail merge and its two documents.

10 mins

Explanation

Tell the students that mail merge is a tool in Google Docs that helps you send the same document to many people. Describe its two documents, as given on page 60.

Learning Outcomes

Explanation

Create the main document. Describe to the students that the main document is the primary file in a mail merge that contains the layout and structure of the document. Demonstrate the steps to create a new document for your invitation, as given on Page 61.

Create a datasource. Describe that a datasource is a file or database containing the information that needs to be merged into the main document during a mail merge. Demonstrate the steps to create a datasource as given on pages 62 to 66.

Check for Understanding

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

12 mins

Build

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

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

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

3. Mail Merge III

Learning Outcomes

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

● define how to insert merge fields.

● describe how to view merge fields.

● print the letter.

Keyword

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

WEBS

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

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

Group discussion Conclude the concepts

Assign homework

Action Plan

5 mins

Warm Up

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Define how to insert merge fields.

Explanation

Describe what a merge field is and then tell the students the steps to insert merge fields as given on pages 66 to 68.

Learning Outcomes Explanation

Describe how to view merge fields.

Explain to them that viewing the merge field is to check whether the letter has been created with all recipients on the list. Also, describe the various steps involved in viewing merge fields as given on pages 68 and 69.

Print the letter. Tell the students that after merging the letters, you can take printouts of the letters. Then discuss the steps to print the letter as given on page 70.

Check for Understanding

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

Correct Responses:

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

4. View the letter 5. Print the letter

2. a. F b. T c. F

Build 7 mins

● Conduct a group discussion in the class among students based on the topic “Share some real-life scenarios where you can use Mail Merge”, provided in the Discuss section as mentioned on page 70.

Possible Responses:

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

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

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

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

3 mins

Sum Up

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

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

A. Fill in the Blanks: Questions 4 and 5

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

C. Who Am I?: Questions 4 and 5

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

E. Answer the Following: Questions 4 and 5

F. Apply Your Learning: Questions 3 and 5

4. Mail Merge IV

Learning Outcomes

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

● define how to insert merge fields.

● describe how to view merge fields.

● print the letter.

Keyword

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

WEBS at a Glance

Warm Up Engage Build Sum Up

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

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

Warm Up

Attempt the activity on the Assignment page.

Action Plan

Conclude the concepts

Assign homework

5 mins

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

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

10 mins Engage

Explain the following concepts:

Learning Outcomes

Define how to insert merge fields.

Describe how to view merge fields.

Explanation

Describe what a merge field is and then demonstrate to the students the steps to insert merge fields as given on pages 66 to 68.

Explain to them that viewing the merge field is to check whether the letter has been created with all recipients on the list. Also, describe the various steps involved in viewing merge fields as given on pages 68 and 69.

Learning Outcomes

Explanation

Print the letter. Tell the students that after merging the letters, you can take printouts of the letters. Then discuss the steps to print the letter as given on page 70.

Check for Understanding

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

Build

12 mins

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

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

Sum Up

3 mins

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

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

Themes and Layouts in Google Slides

Story Time

Story in a Nutshell…

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

Story in This Chapter…

● Mel, Conji, and Eva are planning Eva’s birthday party but are stuck on choosing a theme.

● Eva wants a unique theme that will captivate all the guests but is having trouble deciding.

● They consider using the princess theme but dismiss it as too common.

● Cartoons are suggested but also rejected as overused.

● They decide to seek help from Ms. Idea at the Idea Centre for suggestions.

● Ms. Idea introduces them to the Slide Master, where they explore modifying themes and layouts to find inspiration for Eva’s birthday party theme.

This chapter is divided into the following classroom sessions

1.

2.

3.

4.

5.

6.

1. Basics of Google Slides, Themes and Layout I

Learning Outcomes

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

● explain the purpose and impact of presentations.

● build a presentation from scratch and define its key components.

● apply and modify themes in their presentation.

● describe layouts and learn how to choose and apply them.

Keywords

● Presentation: Presentation is a way to share information, ideas, or stories using a combination of pictures, text, and sometimes even audio or video.

● Themes: Themes are like special designs for your slides. They make the presentation look colourful and interesting, just like wearing different clothes for different occasions.

● Layouts: Layouts determine how your content, such as titles, text, and images, is organised on the slide.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students what comes to their minds when they hear the word ‘presentation’?

How do they think different colours and images can impact a presentation?

Explain about presentations and how to create them.

Describe the steps needed to apply themes and modify it. Elaborate the steps to apply layouts.

Group discussion

Think and Tell

Conclude the concepts

Assign homework

Action Plan

Warm Up

● Ask the students what comes to their minds when they hear the word ‘presentation’?

● How do they think different colours and images can impact a presentation?

● Now build the concept that a well-designed presentation can make information easier to understand and more engaging for the audience.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explain the purpose and impact of presentations.

Build a presentation from scratch and define its key components.

Apply and modify themes in their presentation.

Describe layouts and learn how to choose and apply them.

Explanation

Describe that a presentation is a way to share information, ideas, or stories using a combination of pictures, text, and sometimes even audio or video to the students, as given on page 81.

Discuss how to create a presentation and the key components of a presentation such as presentation title, menu bar, toolbar, etc, as given on pages 81 and 82.

Discuss with them that themes are like special designs for your slides. They make the presentation look colourful and interesting, just like wearing different clothes for different occasions and how we can apply and modify it in our presentation, as given on pages 83 and 84.

Explain to the students that layouts determine how your content, such as titles, text, and images, is organised on the slide and how we can choose and apply it in our presentation, as given on pages 85 and 86.

Check for Understanding

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

Correct Responses:

1. Choose the correct answers.

a. (i) Presentation title b. (iv) Slide workspace c. (ii) Toolbar

2. Match the following. A B

Theme

It is used to change the background of the slides.

Layout It is like a special design for your slide.

Slide → Change background

Google Slides

Build

It is an online presentation-making app.

It determines how your content is organised on the slide.

7 mins

● Conduct a group discussion in the class among students based on the topic provided in the Discuss section, as mentioned on page 81.

Possible Responses:

1. Presentations help the teacher show us pictures and videos to make learning more fun.

2. They can explain things better with slides and make it easier for us to understand.

3. Sometimes, presentations make the lesson more exciting and easier to remember.

● Ask the students to give the answer to the question, “If you were making a presentation on a forest, which colour theme would you choose?” asked in the Think and Tell section, as given on page 83.

Possible Response: Green

Sum Up

● Conclude the session by summarising that the presentation is a way to share information with your classmates or teacher using slides or visual aids. It has various components, which include the presentation title, menu bar, tool bar, slide workspace, slide navigation pane, speaker notes and slideshow button. Themes help in making presentation look more attractive, interesting and appealing. The layout helps to organise data in your presentation.

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

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

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

C. Who Am I?: Questions 1 and 2

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

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

F. Apply Your Learning: Questions 1 and 3

2. Basics of Google Slides, Themes and Layout II

Learning Outcomes

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

● explain the purpose and impact of presentations.

● build a presentation from scratch and define its key components.

● apply and modify themes in their presentation.

● describe layouts and learn how to choose and apply them.

Keywords

● Presentation: Presentation is a way to share information, ideas, or stories using a combination of pictures, text, and sometimes even audio or video.

● Themes: Themes are like special designs for your slides. They make the presentation look colourful and interesting, just like wearing different clothes for different occasions.

● Layouts: Layouts determine how your content, such as titles, text, and images, is organised on the slide.

WEBS at a Glance

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

Explain about presentations and how to create them.

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

5 mins

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explain the purpose and impact of presentations.

Build a presentation from scratch and define its key components.

Apply and modify themes in their presentation.

Describe layouts and learn how to choose and apply them.

Check for Understanding

Explanation

Describe that a presentation is a way to share information, ideas, or stories using a combination of pictures, text, and sometimes even audio or video with the students, as given on page 81.

Discuss how to a create presentation and the key components of a presentation, such as the presentation title, menu bar, toolbar, etc, as given on pages 81 and 82.

Discuss with them that themes are like special designs for your slides. They make the presentation look colourful and interesting, just like wearing different clothes for different occasions and how we can apply and modify it in our presentation, as given on pages 83 and 84.

Explain to the students that layouts determine how your content, such as titles, text, and images, is organised on the slide and how we can choose and apply it in our presentation, as given on pages 85 and 86.

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

7 mins

Build

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

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

3 mins

Sum Up

● Conclude the session by summarising the presentation, which is a way to share information with your classmates or teacher using slides or visual aids. It has various components, which includes, the presentation title, menu bar, tool bar, slide workspace, slide navigation pane, speaker notes and slideshow button. Themes help is making presentation look more attractive, interesting and appealing. Layout helps to organise data in your presentation.

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

3. Tables and Charts in Google Slides I

Learning Outcomes

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

● use tables for arranging data.

● use charts for presenting data visually.

Keywords

● Tables: Tables are used to organise information neatly and in an easy-to-understand manner. Tables helps to put information in rows and columns.

● Charts: Charts are graphics or visual representations that are used to display and compare data easily.

WEBS at a Glance

Ask students to think of a time when they used a table to organise their homework or chores. How did it help them?

Imagine you’re making a presentation about a fun trip you took. How could you use the charts to show the exciting parts of your adventure to your classmates?

Explain about tables, charts and discuss how to insert them into the presentation.

Group discussion Conclude the concepts

Assign homework

Action Plan

Warm Up

● Ask students to think of a time when they used a table to organise their homework or chores. How did it help them?

● Imagine you’re making a presentation about a fun trip you took. How could you use the charts to show the exciting parts of your adventure to your classmates?

● Now, build the concept that tables and charts play an important role in sharing information in a presentation.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Use tables for arranging data.

Use charts for presenting data visually.

Explanation

Describe tables are used to organise information neatly and in an easy-to-understand manner. Tables help to put information in rows and columns, as given on pages 87 and 88.

Describe charts are graphics or visual representations that are used to display and compare data easily to the students, as given on pages 88 to 91.

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 the book.

Correct Responses:

a. Table

b. Charts

c. Vertical

Build

7 mins

● Conduct a group discussion in the class among students on the topic ‘How can tables be utilised to organise information?’

Possible Response: Tables help to organise information neatly, like creating a chart to show our classmates’ favourite hobbies. We can list hobbies in rows and use columns for details, making it easy to compare and understand. This way, everyone can see and share their interests in a clear and organised way.

3 mins

Sum Up

● Conclude the session by summarising tables, used to arrange the data in rows and columns which makes it easy to understand. Charts are used to visually represent the data by which audience can easily grasp what the presenter wants to convey.

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

A. Fill in the Blanks: Question 4

B. Tick the Correct Option: Questions 4 and 5

C. Who Am I?: Questions 3 and 5

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

E. Answer the Following: Question 5

F. Apply Your Learning: Question 2

4. Tables and Charts in Google Slides II

Learning Outcomes

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

● use tables for arranging data.

● use charts for presenting data visually.

Keywords

● Tables: Tables are used to organise information neatly and in an easy-to-understand manner. Tables help to put information in rows and columns.

● Charts: Charts are graphics or visual representations that are used to display and compare data easily.

WEBS at a Glance

Warm Up Engage Build Sum Up

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

Explain tables, and charts and how to insert them into the presentation.

Warm Up

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Use tables for arranging data.

Use charts for presenting data visually.

Explanation

Describe that tables are used to organise information neatly and in an easy-to-understand manner. Tables help to put information in rows and columns, as given on pages 87 and 88.

Describe that charts are graphics or visual representations used to display and compare data easily for the students, as given on pages 88 to 91.

Check for Understanding

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

7 mins

Build

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

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

3 mins

Sum Up

● Conclude the session by summarising tables are used to arrange the data in row and column form which makes it easy to understand the data. Charts are used to visually represent the data through which the audience can grasp easily what the presenter wants to convey.

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

5. Diagrams and Master Slide I

Learning Outcomes

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

● use diagrams in a presentation.

● incorporate Slide Master in a presentation.

● change the order of slides.

Keywords

● Diagram: Diagrams are colourful pictures that help you show how things are connected, explain processes, or display information in a clear and organised way.

● Master Slide: The Master Slide is like a main slide, which allows you to change the appearance of your entire presentation all at once.

WEBS at a Glance Warm Up

Have you ever seen a colourful picture that helped you understand a game’s rules or how something works?

Explain about diagrams and how to insert them into the presentation.

Elaborate about the Master Slide and how to use the Master Slide.

Warm Up Action Plan

Group discussion

Conclude the concepts

Assign homework

● Have you ever seen a colourful picture that helped you understand a game’s rules or how something works? Share that picture or describe it!

● Now build the concept that diagrams are colourful pictures that help you show how things are connected, explain processes, or display information in a clear and organised way.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Use diagrams in a presentation.

Explanation

Describe diagrams are colourful pictures that help you show how things are connected, explain processes, or display information in a clear and organised way to the students, as given on pages 91 and 92.

Learning Outcomes

Incorporate Slide Master in a presentation.

Explanation

Discuss master slide is like a main slide, which allows you to change the appearance of your entire presentation all at once and how to use it, as given on pages 93 and 94.

Change the order of slides. Explain to the students changing the order of the slides means to rearrange the slides in a desired order, as given on page 95.

Check for Understanding

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

Correct Responses:

Do It Yourself 5B

1. d. Master Slide

2. a. 2 b. 1 c. 4 d. 3

Build

7 mins

● Conduct a group discussion in the class among students on the topic ‘How diagrams and symbols help in learning’.

Possible Responses: Diagrams and symbols make learning easier by providing visual representations and simplifying information. Symbols act like a secret code, aiding memory in subjects like math. Additionally, these visual elements make learning more engaging and enjoyable, turning it into a fun puzzle or game.

3 mins

Sum Up

● Conclude the session by summarising diagrams, which are colourful pictures that help you show how things are connected, explain processes, or display information in a clear and organised way. Slide Master allows you to control the appearance and layout of multiple slides consistently. Changing the order of the slides means rearranging the slides in a desired order.

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

A. Fill in the Blanks: Question 5

C. Who Am I?: Question 4

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

F. Apply Your Learning: Questions 4 and 5

6. Diagrams and Master Slide II

Learning Outcomes

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

● use diagrams in a presentation.

● incorporate Slide Master in a presentation.

● change the order of slides.

Keywords

● Diagram: Diagrams are colourful pictures that help you show how things are connected, explain processes, or display information in a clear and organised way.

● Master Slide: The Master Slide is like a main slide, which allows you to change the appearance of your entire presentation all at once.

WEBS at a Glance Warm

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

Explain about diagram and how to insert them into the presentation.

Elaborate about the Master Slide and how to use the Master Slide.

Warm Up

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Diagrams and Master Slide II.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Use diagrams in a presentation.

Explanation

Describe diagrams are colourful pictures that help you show how things are connected, explain processes, or display information in a clear and organised way to the students, as given on pages 91 and 92.

Learning Outcomes

Incorporate Slide Master in a presentation.

Change the order of slides.

Explanation

Discuss master slide is like a main slide, which allows you to change the appearance of your entire presentation all at once and how to use it, as given on pages 93 and 94.

Explain to the students changing the order of the slides means to rearrange the slides in a desired order, as given on page 95.

Check for Understanding

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

7 mins

Build

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

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

3 mins

Sum Up

● Conclude the session by summarising diagram are the colourful pictures that helps you show how things are connected, explain processes, or display information in a clear and organised way. Slide Master allows you to control the appearance and layout of multiple slides consistently. Changing the order of the slides means to rearrange the slides in a desired order.

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

Animations and Transitions on Google Slides

Story Time

Story in a Nutshell…

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

Story in This Chapter…

● Friends Mel, Conji, and Eva plan a robotics-themed party after a suggestion from Ms. Idea.

● Excited about the theme, they decide to work on invitation cards using Google Slides.

● Eva feels unsure about using Slides but gets encouraged to explore its creative possibilities.

● They plan to create a unique invitation with a designed card, a video message, and a birthday song.

● Mel explains animations and transitions in Google Slides, introducing these concepts to Eva and Conji.

● The group heads to the computer lab to learn and implement these features for their party invitations.

● The friends collaboratively design an elegant robotics-themed invitation using Google Slides, successfully sending it to all their guests, marking it as the major task completed for the party planning.

1.

2.

3.

4.

5.

1. Applying Animation in Google Slides I

Learning Outcomes

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

● define animation.

● apply animation.

Keyword

● Animation: Animation is a process through which you can bring still objects such as text, shapes, images, charts, logos etc, “to life” by making them move.

WEBS at a Glance

Warm Up Engage

Ask them if they remember those cool cartoons with moving characters.

Explain the concept of animation. Brief about the steps to add animation to the presentation.

Build Sum Up

Group discussion

Conclude the concepts

Assign homework

mins

Action Plan

Warm Up

● Ask them if they remember those cool cartoons with moving characters.

5 mins

● Tell the benefits of using animation in presentations, like highlighting key points, engaging the audience, and making information more memorable.

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Define animation. Describe animation as a process through which you can bring still objects such as text, shapes, images, charts, logos etc, “to life” by making them move to the students, as given on page 105.

Apply animation. Elaborate the steps to apply animation in slides to the students, as given on pages 105 and 106.

Check for Understanding

● Read aloud the 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:

1. a. True 2. b. True 3. c. True

Build

7 mins

● Conduct a group discussion in the class among students on the topic ‘How animation brings slides to life!’.

Possible Responses: Animation makes slides exciting by adding movement, like bringing characters or objects to life. It grabs attention and helps explain ideas in a fun way, making presentations more interesting for everyone. With animation, our slides become like a mini-movie, making learning or sharing information super cool!

3 mins

Sum Up

● Conclude the session by summarising an animation is a process through which you can bring still objects such as text, shapes, images, charts, logos etc, “to life” by making them move.

● 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 4

B. Tick the Correct Option: Question 3

C. Who Am I?: Question 1

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

E. Answer the Following: Questions 1 and 2

F. Apply Your Learning: Question 1

2. Applying Animation in Google Slides II

Learning Outcomes

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

● define animation.

● apply animation.

Keyword

● Animation: Animation is a process through which you can bring still objects such as text, shapes, images, charts, logos etc, “to life” by making them move.

WEBS at a Glance

Warm Up Engage

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

Explain the concept of animation. Brief about the steps to add animation to the presentation.

Build Sum Up

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 Applying Animation in Google Slides II.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Define animation. Describe animation as a process through which you can bring still objects such as text, shapes, images, charts, logos etc, “to life” by making them move to the students, as given on page 105.

Learning Outcomes

Explanation

Apply animation. Elaborate the steps to apply animation in slides to the students, as given on pages 105 and 106.

Check for Understanding

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

7 mins

Build

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

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

3 mins

Sum Up

● Conclude the session by summarising Animation is a process through which you can bring still objects such as text, shapes, images, charts, logos, etc, “to life” by making them move.

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

3. Applying Transition in Google Slides I

Learning Outcomes

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

● describe transition.

● add transition effect into the presentation.

Keyword

● Transition: Transition is a way to move smoothly from one slide to next.

WEBS at a Glance

Warm Up Engage

Ask students if they ever played a video game where scenes change quickly or slowly depending on the action. Why do you think they do that?

Explain the concept of transition. Brief about the steps to add transitions to the presentation.

Build Sum Up

Think and Tell Conclude the concepts Assign homework

Action Plan

Warm Up

5 mins

● Ask students if they ever played a video game where scenes change quickly or slowly depending on the action. Why do you think they do that?

● Now, build the concept that a slide transition provides a visual effect that takes place when one slide changes to another during a presentation.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe transition. Describe transition as a way to move smoothly from one slide to the next to the students, as given on page 107.

Learning Outcomes

Add the transition effect into the presentation.

Check for Understanding

Explanation

Elaborate on the steps to apply animation in slides to the students, as given on page 107.

● Read aloud the 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:

1.

a  Animation can be added to every object on the slide.

b  When we select the starting condition as “After previous”, the animation starts once the previous animation ends.

c  Applying too many animations distracts the audience from the actual content.

d  The speed of a transition can be controlled.

e  A Cube is a type of transition.

2.  Select the Transition option from the drop-down list.

b a e c d

Click the Slide menu from the menu bar.

Set the transition’s Duration.

Click the Play button.

Select the Transition type from the Motion pane.

7 mins

Build

● Conduct a group discussion in the class among students on the topic “Difference between animation and transition”.

Possible Responses: In Google Slides, animation is when things move on a slide, like characters or objects. Transition, on the other hand, is how one slide changes to the next, like a fade or slide effect.

3 mins

Sum Up

● Conclude the session by summarising that transition is a way to move smoothly from one slide to next.

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

A. Fill in the Blanks: Question 3

B. Tick the Correct Option: Question 1

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

E. Answer the Following: Question 3

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

4. Applying Transition in Google Slides II

Learning Outcomes

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

● describe transition.

● add the transition effect into the presentation.

Keyword

● Transition: Transition is a way to move smoothly from one slide to the next.

WEBS at a Glance

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

Explain the concept of transition. Brief about the steps to add transitions to the presentation.

Action Plan

Warm Up

Build Sum Up

Attempt the activity on the Assignment page.

Conclude the concepts Assign homework

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Applying Transition in Google Slides II.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe transition. Describe transition as a way to move smoothly from one slide to the next to the students, as given on page 107.

Add the transition effect into the presentation.

Elaborate on the steps to apply animation in slides to the students, as given on page 107.

Check for Understanding

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

7 mins

Build

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

● 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 transition is a way to move smoothly from one slide to the next.

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

5. Adding Audio and Video to the Presentation I

Learning Outcomes

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

● add audio to the presentation.

● add video to the presentation.

Warm Up

Ask the students whether they find audio and visual content more interesting than the text.

mins

Warm Up

WEBS at a Glance

Engage

Explain the importance of adding audio and video in a presentation.

Also, discuss the steps to add audio and video in a presentation.

Action Plan

Build Sum Up

Group discussion

Conclude the concepts Assign homework

5 mins

● Ask the students whether they find audio and visual content more interesting than the text.

● Then, explain the importance of adding audio and video in a presentation.

Engage

Explain the following concepts:

Learning Outcomes

Add audio to the presentation.

Add video to the presentation.

15 mins

Explanation

Explain to the students that by adding audio and video elements to your presentation can add a new dimension to it. Then, explain the steps to add an audio file from Google Drive as given on pages 109 to 110.

Discuss with the students that using videos, you can showcase the video content in your presentation. Also, explain the two different ways of adding video that is from YouTube and from Google Drive as given on pages 110 to 112.

Check for Understanding

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

1 Match the following.

Terms

Correct Responses:

YouTube tab

1. Match the following:

Meaning

Allows to play audio/video on the slide

Audio format

YouTube tab-Used to add videos from YouTube

.mp4

.mp4-Video format

Play button

Video format

Play button-Allows to play audio/video on the slide

.mp3

.mp3-Audio format

Used to add videos from YouTube

2 Rearrange the steps of adding a YouTube video to a slide.

2.

Select the Video option from the drop-down list.

Search for the video you want to add.

Select a video and click on the Insert button.

Click on the Insert menu.

In the Insert video window, select the YouTube tab.

Points to Remember

Build 7 mins

1  With the animations, you can make objects like text, images, and shapes move on your slides.

● Conduct a group discussion in the class among students based on the topic provided in the Discuss section as mentioned on page 110.

2  A single object can have multiple animation effects applied to it. But too many animations can cause distraction.

3  Transitions are visual effects that can be applied to slides when one slide changes to another.

Correct Response: Yes, adding different types of background sounds in presentations makes them more engaging and informative.

Ask the students to give the answer of the question.

4  The speed of transitions can be changed, and the same transition effect can be applied to all the slides or any individual slide.

“How do you think inserting a video in your presentation can give the audience a better understanding of the topic?” asked in the Think and Tell section, as given on page 112.

5  The most commonly used audio format is .mp3, while the most popular video format is .mp4.

6  Audios can be added as background music, voice narration, or sound effects in your presentation.

Possible Response: Videos in presentations help people understand better by showing things, keeping them interested, making them feel connected, showing real examples, and demonstrating steps clearly.

7  Any video from Google Drive or YouTube can be inserted into the presentation.

Sum Up

Chapter Checkup

A. Fill in the Blanks.

3 mins

● Conclude the session by summarising that adding audio and video elements to your presentation can add a new dimension to it. Also, make the students revise the steps to add audio and video files from various sources to the presentations.

Hints on click  animation  audios  slide transition  videos   objects

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

1 In a presentation, animations can be applied on .

A. Fill in the Blanks: Question 5

2 To add an animation effect to a presentation, go to the Insert menu and choose option.

B. Tick the Correct Option: Questions 4 and 5

C. Who Am I?: Question 3

3 A provides a visual effect that takes place when one slide changes to another during a presentation.

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

E. Answer the Following: Questions 4 and 5

F. Apply Your Learning: Question 4

113

6. Adding Audio and Video to the Presentation II

Learning Outcomes

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

● add audio to the presentation.

● add video to the presentation.

WEBS at a Glance Warm Up

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

Brief about the steps to add Audio to the presentation.

Brief about the steps to add Video to the presentation.

Action Plan

Warm Up

Attempt the activity on the Assignment page.

Conclude the concepts Assign homework

mins

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Adding Audio and Video to the Presentation.

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

Engage

Explain the following concepts:

Add audio to the presentation.

Add video to the presentation.

15 mins

Elaborate that audio refers to sound, typically in the form of speech, music, or other sounds that can be heard and the steps to add audio in slides to the students, as given on pages 108 to 110.

Elaborate that video refers to moving visual images that are typically accompanied by audio and the steps to apply animation in slides to the students, as given on pages 110 to 112.

Check for Understanding

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

7 mins

Build

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

● 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 the most commonly used audio format is mp3 and the most popular video format is mp4. Audio can be added as background music, voice narration, or sound effects in your presentation while any video can be inserted into the presentation to make it more attractive.

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

7

Introduction to Spreadsheets

Story Time

Story in a Nutshell…

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

Story in This Chapter…

● Mel, Conji, and Eva are finishing birthday party planning after sending out invitations.

● Elder Wizard and Elder Robot enter the Computer Lab and hear about the trio’s great experience.

● Conji and Mel express curiosity about this experience, while Eva mentions planning her upcoming birthday party.

● Elder Wizard congratulates Eva and assures her they will try to attend, offering their blessings.

● However, Eva realises she forgot about the budget her mother set for the party.

● Mel suggests using Spreadsheets to manage expenses, and then explains the concept and its uses to Eva and Conji.

This chapter is divided into the following classroom sessions

1. Basics of Google Sheets I

2. Basics of Google Sheets II

3. Saving, Closing, and Opening a Sheet I

4. Saving, Closing, and Opening a Sheet II

1. Basics of Google Sheets I

Learning Outcomes

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

● describe google sheets.

● discuss the uses of Spreadsheets.

● explain the advantages of using Google Sheets.

● create a Google Sheet

● explain components of Google Sheets.

● move around in a spreadsheet.

● enter data into a spreadsheet.

Keywords

● Spreadsheet: A spreadsheet is a digital table that helps you organise and work with numbers, data, and information in a neat and structured way.

● Cell: A cell pointer is an active cell in a spreadsheet.

WEBS at a Glance

Imagine you’re planning a class pizza party! How would you organise all the orders and toppings?

Have you ever used a calendar or schedule? How do you use it to remember important dates and activities? What if you had a lot of events all at once?

Elaborate about Google Sheets and how to create it.

Also, define the components of Google Sheets and explain how to move around in a spreadsheet.

Action Plan

Warm Up

Group discussion

Think and Tell Conclude the concepts

● Imagine you’re planning a class pizza party! How would you organise all the orders and toppings?

● Have you ever used a calendar or schedule? How do you use it to remember important dates and activities? What if you had many events all at once?

● Tell students that spreadsheet helps us in arranging information in rows and columns which makes it easier to see patterns and keep track of details.

Engage

Explain the following concepts:

Learning Outcomes

Describe Google Sheets.

Discuss the uses of Spreadsheets.

Explain the advantages of using Google Sheets.

Create a Google Sheet.

Explain components of Google Sheets.

Move around in a spreadsheet.

Entering data in a Spreadsheet.

Explanation

Tell the students Google Sheets is a free, online spreadsheet app for organising data, building charts, and collaborating with others, as given on page 122.

Explain spreadsheets serve as versatile tools for organising and analysing data, enabling tasks such as data organization, mathematical calculations, and visualization through tables and charts, as given on page 122.

Describe Google Sheets facilitates real-time collaboration, enabling multiple users to work simultaneously on a spreadsheet from different locations. Its accessibility from any computer globally, coupled with features like Smart Fill and Autocomplete, enhances efficiency, while automatic saving ensures data security, as given on page 122.

Describe the steps to create a Google sheet, tell them to visit https://docs. google.com/spreadsheets, and click the plus sign for a new spreadsheet then rename the sheet by typing your project name in the top-left corner, and your Google Sheet is ready, as given on page 123.

Explain to the students about different components of Google Sheets such as row is the horizontal group of cells and column is vertical group of cells, as given on pages 124 to 126.

Describe that you can move from one cell to another by using the mouse or various key combinations such as arrow keys, Tab, Ctrl + End, as given on page 127.

Explain the steps to enter the data in spreadsheet, as given on pages 127 and 128.

Check for Understanding

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

Correct Responses:

Do It Yourself 7A

1. (b) Managing Attendance.

2. (b) To organise data by making tables.

3. (b) Google Sheets.

Do It Yourself 7B

1. Spreadsheet Title

● Conduct a group discussion in the class among students based on the topic provided in the Discuss section, as mentioned on page 124.

Possible Responses:

i. Organise and track information.

ii. Create visual representations.

iii. Perform calculations and formulas. iv. Collaborate and share.

v. Generate reports and documents.

vi. Manage tasks and workflows.

● Ask the students to answer the question “Observe the following text: ‘ZZ10’. Can this be a cell address on Google Sheets?” asked in the Think and Tell section, as given on page 125.

Possible Response: No, it is not a standard cell address in a google sheets.

Sum Up

3 mins

● Conclude the session by summarising that Google Sheets is a free, online spreadsheet app for organising data, building charts, and collaborating with others. It has various components, some of which are spreadsheet titles, rows, columns, active cells and many more. A cell pointer is an active cell in a spreadsheet and you can move a cell pointer from one cell to another using a mouse or various key combinations.

● 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 5

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

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

D. Write T for True and F for False: Questions 1, 2, 3, 4, and 5

E. Answer the Following: Questions 1, 2, 3, 4, and 5

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

2. Basics of Google Sheets II

Learning Outcomes

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

● describe Google Sheets.

● discuss the uses of Spreadsheets.

● explain the advantages of using Google Sheets.

● create a Google Sheet.

● explain the components of Google Sheets.

● move around in a spreadsheet.

● enter data into a spreadsheet.

Keywords

● Spreadsheet: A spreadsheet is a digital table that helps you organise and work with numbers, data, and information in a neat and structured way.

● Cell: A cell pointer is an active cell in a spreadsheet.

WEBS at a Glance

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

Elaborate about Google Sheets and how to create it. Also, define the components of Google Sheets and explain how to move around in a spreadsheet.

Action Plan

Warm Up

Attempt the activity on the Assignment page.

Conclude the concepts Assign homework

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Basics of Google Sheets II

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

Engage

Explain the following concepts:

Learning Outcomes

Describe Google Sheets.

Discuss the uses of Spreadsheets.

Explain the advantages of using Google Sheets.

Create a Google Sheet.

Explain the components of Google Sheets.

Move around in a spreadsheet.

Entering data in a Spreadsheet

15 mins

Explanation

Tell the students that Google Sheets is a free, online spreadsheet app for organising data, building charts, and collaborating with others, as given on page 122.

Explain spreadsheets serve as versatile tools for organising and analysing data, enabling tasks such as data organization, mathematical calculations, and visualization through tables and charts, as given on page 122.

Describe Google Sheets facilitates real-time collaboration, enabling multiple users to work simultaneously on a spreadsheet from different locations. Its accessibility from any computer globally, coupled with features like Smart Fill and Autocomplete, enhances efficiency, while automatic saving ensures data security, as given on page 122.

Describe the steps to create a Google sheet, tell them to visit https://docs. google.com/spreadsheets, and click the plus sign for a new spreadsheet then rename the sheet by typing your project name in the top-left corner, and your Google Sheet is ready, as given on page 123.

Explain to the students about different components of Google Sheets, such as row is the horizontal group of cells and column is the vertical group of cells, as given on pages 124 to 126.

Describe that you can move from one cell to another by using the mouse or various key combinations such as arrow keys, Tab, Ctrl + End, as given on page 127.

Explain the steps to enter the data in spreadsheet, as given on pages 127 and 128.

Check for Understanding

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

7 mins

Build

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

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

3 mins

● Conclude the session by summarising that Google Sheets is a free, online spreadsheet app for organising data, building charts, and collaborating with others. It has various components, some of which are spreadsheet titles, rows, columns, active cells and many more. A cell pointer is an active cell in a spreadsheet and you can move a cell pointer from one cell to another using a mouse or various key combinations.

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

3. Saving, Closing, and Opening a Sheet I

Learning Outcomes

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

● save and close the sheet.

● open the existing sheet.

Keyword

● Auto save: It means that you do not need to save the sheet repeatedly. It will be saved automatically.

WEBS at a Glance

What is the significance of automatic saving in Google Sheets, and how does it differ from manual saving?

Tell them how to save and close the sheet.

Also, discuss with students how to open the existing sheets.

Action Plan

Group discussion

Conclude the concepts

Assign homework

5 mins

Warm Up

● What is the significance of automatic saving in Google Sheets, and how does it differ from manual saving?

● Now, build the concept that Google Sheets automatically saves the data you entered.

Engage

Explain the following concepts:

Learning Outcomes

15 mins

Explanation

Save and close the sheet. Discuss with the students how to save and close a spreadsheet, as given on page 128.

Open an existing sheet. Explain the steps to open the existing sheet, as given on page 129.

Check for Understanding

● Read aloud the question provided in the Do It Yourself 7C section Question 1 and encourage the students to solve the questions. Instruct the students to write the answers in the book.

1 Match the Following. Component Description

Key ↓

Saving a Sheet

Entering Data

Correct Responses: 130

Start typing in the active cell.

Moves the active cell down.

Google Sheets has an auto save feature.

2 What key combination do you use to go to the next row when entering data?

Build

Points to Remember

7 mins

● Conduct a group discussion in the class among students based on the topic “What can happen if you close the sheet without saving it?”, provided in the Discuss section, as mentioned on page 128.

1  A spreadsheet is a digital table that helps you organise and work with numbers, data, and information in a neat and structured way.

2  Google Sheets is a popular web-based spreadsheet application.

3  Google Sheets auto-saves your work and it also allows you to work offline.

Possible Response: The most likely and concerning outcome can be any changes you made to the sheet will be gone forever if you haven’t saved them. Google Sheets will automatically save your work continuously as you edit.

4  The horizontal group of cells in the spreadsheet is called rows. Rows are numbered 1, 2, 3, and so on.

Sum Up

5  A column is a vertical group of cells denoted by letters. These letters range from A to Z, followed by AA, AB, through to AZ, and so on.

6  Cells are at the intersections of rows and columns.

7  The cell address format is the column letter followed by the row number, such as A1, B2, or C3.

8  The currently selected cell in a spreadsheet where you can enter or edit data is called an active cell.

9  The formula bar is where you can enter and edit formulae or cell contents in an active cell.

10  The menu bar provides a range of tools to create, edit, format, and manage the spreadsheet.

3 mins

● Conclude the session by summarising the steps for saving and closing the sheets as follows: Google Sheets automatically saves your data, removing the need for manual saving. The “Saving...” icon in the top right corner indicates ongoing saving, followed by a cloud icon with a checkmark () upon completion. To close the spreadsheet, click the X button on the browser tab. Access or add more data by launching Google Chrome, visiting Google Sheets, finding the desired sheet at the bottom or using the Search bar, and clicking on the sheet to open it—changes are automatically saved and marked by the cloud icon with a checkmark.

11  The toolbar is a set of tools or options in Google Sheets that allows users to perform various actions or tasks such as editing text, zooming, and printing.

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

12  The Share button helps you to share your spreadsheet with your friends and work together with them.

A. Fill in the Blanks: Question 4

B. Tick the Correct Option: Questions 4 and 5

F. Apply Your Learning: Question 3

12/4/2023 11:30:42 AM

4. Saving, Closing, and Opening a Sheet II

Learning Outcomes

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

● save and close the sheet.

● open the existing sheet.

Keyword

● Auto save: It means that you do not need to save the sheet repeatedly. It will be saved automatically.

WEBS at a Glance Warm Up

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

Tell them how to save and close the sheet.

Also, discuss with students how to open the existing sheets.

Action Plan

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

5 mins

Warm Up

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Saving, Closing and Opening a Sheet II.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Save and close the sheet. Discuss with the students how to save and close a spreadsheet, as given on page 128.

Open the existing sheet. Explain the steps to open the existing sheet, as given on page 129.

Check for Understanding

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

7 mins

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

● 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 the steps for saving and closing the sheets. Google Sheets automatically saves your data, removing the need for manual saving. The “Saving...” icon in the top right corner indicates ongoing saving, followed by a cloud icon with a checkmark () upon completion. To close the spreadsheet, click the X button on the browser tab. Access or add more data by launching Google Chrome, visiting Google Sheets, finding the desired sheet at the bottom or using the Search bar, and clicking on the sheet to open it—changes are automatically saved and marked by the cloud icon with a checkmark.

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

Editing Data in a Spreadsheet

Story Time

Story in a Nutshell…

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

Story in This Chapter…

● Elder Wizard gifts children with a magical present in the Computer Lab.

● The gift is an early birthday surprise from Mr Fate, head of the Ministry of Happiness.

● Eva reads a letter from Mr Fate, emphasising the importance of the gift and sharing a life lesson.

● The magical wand is part of the gift, and everyone is intrigued about its powers.

● The Elders play a crucial role in the children’s lives, reflecting Mr Fate’s commitment to happiness.

● The concept of adding and deleting memories reminds Mel of editing in Google Sheets, leading to a discussion cut short as the Elders need to leave urgently.

This chapter is divided into the following classroom sessions

1. Interacting with Spreadsheets I

2. Interacting with Spreadsheets II

3. Copying, Moving, and Deleting Cell Data I

4. Copying, Moving, and Deleting Cell Data II

1. Interacting with Spreadsheets I

Learning Outcomes

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

● select the cell content.

● enter numbers as text.

● enter the date and time.

Keywords

● change cell data.

● use Undo and Redo commands.

● Google Sheets: It is a spreadsheet application which is used to process complex mathematical calculations. It also allows you to store, organise and analyse data.

● Entering number as text: It refers to a situation where you enter a number in such a way that it is considered as a text rather than a number.

WEBS at a Glance

Warm Up Engage

When writing a story, do you ever change a name or description halfway through? How do you fix it without starting over?

Tell the students how to select the cell, enter the number as text, enter the date and time and change cell data.

Also tell the use of undo and redo.

Build Sum Up

Group discussion

Conclude the concepts

Assign homework

Warm Up

Action Plan

● When writing a story, do you ever change a name or description halfway through? How do you fix it without starting over?

● Now, build the concept that how spreadsheets play a crucial role in arranging or organising information.

Engage

Explain the following concepts: Learning Outcomes

Select the cell content.

15 mins

Discuss with the students how to select the content of a cell, as given on pages 141 and 142.

Learning Outcomes Explanation

Enter numbers as text. Explain to them that entering number as text refers to a situation where you enter a number in such a way that it is considered as a text rather than a number, as given on page 142.

Enter date and time. Discuss with the students how to modify the date format in a cell, as given on pages 142 and 143.

Change cell data. Tell them how to modify cell content, as given on pages 143 and 144.

Use Undo and Redo. Discuss with them that Undo helps you to cancel the effect of the last action that you performed, while Redo helps when you want to reverse the action of the Undo command. It allows you to bring back the data you previously removed or changed, as given on page 145.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 8A section and encourage the students to solve the questions. Instruct the students to write the answers in the book.

Correct Responses:

Question 1

(a) Right aligned. (b) Right aligned. (c) Left aligned.

Question 2

(a) Selecting cell (b) Changing cell data

Build

7 mins

● Conduct a group discussion in the class among students based on the topic provided in the Discuss section, as mentioned on pages 144 and 145.

Possible Responses: The undo and redo features apply to various applications, not just spreadsheets. They could mention word processors and presentation tools as examples of where these features are commonly found.

If you have entered the wrong data simply select that particular cell and enter or replace it with the correct data.

3 mins

Sum Up

● Conclude the session by summarising that Google Sheets is a spreadsheet application which is used to process complex mathematical calculations. It also allows you to enter text, number, date and time. To modify cell content, choose the desired cell, then input the new information and save by pressing the Enter key. Undo helps you to cancel the effect of the last action that you performed, while Redo helps when you want to reverse the action of the Undo command. It allows you to bring back the data you previously removed or changed.

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

A.

C.

2. Interacting with Spreadsheets II

Learning Outcomes

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

● select the cell content.

● enter numbers as text.

● enter date and time.

● change cell data.

● use undo and redo.

Keywords

● Google Sheets: It is a spreadsheet application which is used to process complex mathematical calculations. It also allows you to store, organise and analyse data.

● Entering number as text: It refers to a situation where you enter a number in such a way that it is considered text rather than a number.

WEBS at a Glance

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

Tell the students how to select the cell, enter the number as text, enter the date and time and change cell data.

Also tell the use of undo and redo.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

Warm Up

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Interacting with Spreadsheet II.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Select the cell content.

Enter numbers as text.

Explanation

Discuss with the students how to select the content of a cell, as given on pages 141 and 142.

Explain to them that entering number as text refers to a situation where you enter a number in such a way that it is considered as a text rather than a number, as given on page 142.

Enter date and time. Discuss with the students how to modify the date format in a cell as given on pages 142 and 143.

Change cell data. Tell them how to modify cell content, as given on pages 143 and 144.

Use Undo and Redo. Discuss with them that Undo helps you to cancel the effect of the last action that you performed, while Redo helps when you want to reverse the action of the Undo command. It allows you to bring back the data you previously removed or changed, as given on page 145.

Check for Understanding

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

Build

7 mins

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

● 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 Google Sheets is a spreadsheet application which is used to process complex mathematical calculations. It also allows you to enter text, number, date and time. To modify cell content, choose the desired cell, then input the new information and save by pressing the Enter key. Undo helps you to cancel the effect of the last action that you performed, while Redo helps when you want to reverse the action of the Undo command. It allows you to bring back the data you previously removed or changed.

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

3. Copying, Moving, and Deleting Cell Data I

Learning Outcomes

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

● copy data from one cell to another.

● move cell data.

● delete cell data.

Keywords

● Copying cell: It means making an exact duplicate of the data.

● Moving cell: It refers to the process of relocating data from one cell or a range of cells to another.

● Deleting cell: It refers to removing the content that is currently in a cell.

WEBS at a Glance Warm Up

Think about a classroom chart with everyone’s names and scores. If someone moved, would you erase their name and rewrite it somewhere else? Or would you move it somehow? How?

Think and Tell Conclude the concepts Assign homework

Action Plan

Warm Up

● Think about a classroom chart with everyone’s names and scores. If someone moved, would you erase their name and rewrite it somewhere else? Or would you move it somehow? How?

● Now, build the concept that Google Sheets allows you to copy, move and delete data.

Engage

Explain the following concepts:

Learning Outcomes

Copy data from one cell to another.

15 mins

Explanation

Explain to the students copying data means making an exact duplicate of the data, as given on pages 145 and 146.

Move cell data. Tell the students that it refers to the process of relocating data from one cell or a range of cells to another, as given on pages 146 and 147.

Delete cell data. Describe deleting cell data refers to removing the content that is currently in a cell, as given on pages 147 to 149.

Check for Understanding

● Read aloud the question provided in the Do It Yourself 8B section and encourage the students to solve the questions. Instruct the students to write the answers in the book.

7 mins

Build

● Ask the students to answer the questions “Can only one cell be copied at a time in Google Sheets?” and “How do you move data from one cell to another?” asked in the Think and Tell section, as given on pages 146 to 149.

Possible Responses: No, multiple cells can be copied.

By using the Cut option or Ctrl + X.

Sum Up

3 mins

● Conclude the session by summarising copying data means making an exact duplicate of the data. Moving cell data refers to the process of relocating data from one cell or a range of cells to another. Deleting cell data refers to removing the content that is currently in a cell.

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

A. Fill in the Blanks: Question 4

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

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

D. Answer the Following: Questions 1, 4, and 5

E. Apply Your Learning: Question 3

4. Copying, Moving, and Deleting Cell Data II

Learning Outcomes

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

● copy data from one cell to another.

● move cell data.

● delete cell data.

Keywords

● Copying cell: It means making an exact duplicate of the data.

● Moving cell: It refers to the process of relocating data from one cell or a range of cells to another.

● Deleting cell: It refers to removing the content that is currently in a cell.

WEBS

a

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

Explain to the students how they can copy the data, move the cell data, or delete the cell 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 Copying, Moving and Deleting Cell II.

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

Engage

Explain the following concepts:

Learning Outcomes

Copy data from one cell to another.

15 mins

Explanation

Explain to the students copying data means making an exact duplicate of the data, as given on pages 145 and 146.

Learning Outcomes

Explanation

Move cell data. Tell the students that it refers to the process of relocating data from one cell or a range of cells to another, as given on pages 146 and 147.

Delete cell data. Describe deleting cell data refers to removing the content that is currently in a cell, as given on pages 147 to 149.

Check for Understanding

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

7 mins

Build

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

● 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 copying data means making an exact duplicate of the data. Moving cell data refers to the process of relocating data from one cell or a range of cells to another. Deleting cell data refers to removing the content that is currently in a cell.

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

AI—Computer Vision and Machine Learning

Story Time

Story in a Nutshell…

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

This chapter is divided into the following classroom sessions

1. AI and Its Applications

2. Machine Learning and Computer Vision

1. AI and Its Applications

Learning Outcomes

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

● define Artificial Intelligence.

● explain different AI applications.

Keyword

● Artificial intelligence: It is the ability of a computer to think and learn.

WEBS at a Glance

Have you ever used a voice assistant like Siri or Alexa? How do you think they understand what you say and give you helpful answers?

Describe the Artificial Intelligence and its applications. Group discussion

Conclude the concepts Assign homework

Action Plan

5 mins

Warm Up

● Have you ever used a voice assistant like Siri or Alexa? How do you think they understand what you say and give you helpful answers?

● Tell the students that these voice assistants use Artificial Intelligence.

Engage

Explain the following concepts:

Define Artificial Intelligence.

Explain applications of AI.

15 mins

Tell the students that AI is the ability of a computer to think and learn, as given on page 155.

Artificial intelligence has various applications in various fields such as healthcare, transportation, education, manufacturing, security, etc, as given on pages 155 to 157.

Check for Understanding

● Read aloud the questions provided.

1. What does AI stand for?

2. Where is AI used in daily life?

Correct Responses:

1. AI stands for Artificial Intelligence.

2. AI is everywhere. Think of your phone’s voice assistant like Siri or Alexa. They use AI to understand your questions and give you helpful answers, like playing music or finding directions.

7 mins

Build

● Conduct a group discussion in the class among students based on the topic “If you could design a robot friend, what would it be able to do?”

Possible Responses:

1. Help me with my homework by explaining things in fun ways and finding learning resources.

2. Tell endless jokes and stories, with different voices and sound effects, to keep me entertained for hours.

3. Be a dance partner who always knows the latest moves and can even invent new ones to teach me.

4. Have built-in roller skates or jetpacks so that we can zoom around the town together.

5. Invent new games and challenges.

Sum Up

3 mins

● Conclude the session by summarising that artificial intelligence is the ability of a computer to think and learn. AI has various applications, such as in health care, AI powered robots are used to perform surgeries or to develop new drugs. In education, AI powered learning programs are helping students to learn at their own pace. In transportation, Tesla is making self-driving cars.

● 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 3

C. Match the Following: Question 1

D. Answer the Following: Questions 1 and 2

E. Apply Your Learning: Question 3

2. Machine Learning and Computer Vision

Learning Outcomes

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

● describe Machine Learning.

● define Computer Vision.

Keywords

● use Google Lens.

● explain applications of Google Lens.

● Machine learning: It is a domain of AI due to which machines learn from data and become intelligent.

● Computer vision: It is a way for computers to see and understand the world around them.

● Google Lens: It is a visual search tool developed by google that uses AI and machine learning to recognise and provide information about any object or image captured through a device.

WEBS at a Glance

Ever used a camera app that automatically identifies objects or landmarks? How do you think it knows what it’s looking at?

Tell the students about the concept of machine learning and computer vision.

Also tell them about the Google Lens and its applications.

Action Plan

Warm Up

Group discussion Conclude the concepts

Assign homework

5 mins

● Ever used a camera app that automatically identifies objects or landmarks? How do you think it knows what it’s looking at? Can you guess how computers “see” the world differently than us?

● Now, build the concept that how machine learning and computer vision is helping humans in their lives to do work with ease.

Engage

Explain the following concepts: Learning Outcomes Explanation

Describe machine learning.

15 mins

Tell students that machine learning is a domain of AI by which machines learn from the data and become intelligent, as given on pages 157 and 158.

Learning Outcomes

Define computer vision.

Explanation

Discuss with the students that computer vision is a way for computers to see and understand the world around them, as given on page 158.

Use Google Lens. Tell the students that Google Lens is a visual search tool developed by google that uses AI and machine learning to recognise and provide information about any object or image captured through a device, as given on page 158.

Explain applications of Google Lens.

Discuss with them that there are two main applications of Google Lens: Text Translation and Smart Text Selection, as given on pages 159 and 160.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 9A section and encourage the students to solve the questions. Instruct the students to write the answers in the book.

Correct Responses:

Question 1: 5 3 1

Question 2

1. a. T b. T c. F

Build

7 mins

● Conduct a group discussion in the class among students based on the topic “How would your intelligence learn and improve over time?”

Possible Responses:

Reading and practicing

Feedback and rewards

Adapting and changing

Sum Up

3 mins

● Conclude the session by summarising that machine learning is a domain of AI by which machines learn from the data and become intelligent. Computer vision is a way for computers to see and understand the world around them. Google Lens is a visual search tool developed by Google that uses AI and machine learning to recognise and provide information about any object or image captured

through a device. Two main applications are—Text Translation which allows you to translate your text from one language to another using a phone camera and Smart Text Selection which allows you to understand text from images or documents.

● 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 4

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

E. Apply Your Learning: Questions 1 and 2

Introduction to Scratch 3.0 1

This chapter is divided into the following lab sessions

1. Introduction to Scratch 3.0 and Its Components

2. Adding and Duplicating a Sprite

3. Adding Backdrops

1. Introduction to Scratch 3.0 and Its Components

Learning Outcomes

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

● explain what coding is.

● describe block-based coding.

● explain about Scratch 3.0.

● start Scratch 3.0.

● identify the components of the Scratch window.

Keywords

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

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

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

WEBS at a Glance

Warm Up Engage Build Sum Up

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

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

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

5 mins

Warm Up

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

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

Describe block-based coding.

Explain about Scratch 3.0.

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

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

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

Identify the components of the Scratch window.

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

Check for Understanding

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

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

Correct Responses:

Do It Yourself 1A

1. software, websites, mobile apps

2. block-based coding

3. block-based

Build

7 mins

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

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

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

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

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

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

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

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

2. Adding and Duplicating a Sprite

Learning Outcomes

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

● add a sprite and change its costume.

● animate a sprite.

● duplicate a costume and a sprite.

Keyword

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

WEBS at a Glance

Warm Up Engage

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

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

Build Sum Up

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Add a sprite and change its costume.

Explanation

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

Learning Outcomes

Explanation

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

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

Check for Understanding

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

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

Correct Responses:

Do It Yourself 1C

1. Sprite

2. next costume

3. Choose a sprite

Do It Yourself 1D

4. Sprite

5. When clicked, next costume

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

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

3. These blocks are used to animate a sprite.

Build

7 mins

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

● 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 how to add a sprite, change a costume, animate a sprite, duplicate a costume, and duplicate a sprite.

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

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

A. Fill in the Blanks: Question 1

B. Who Am I?: Question 3

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

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

E. Answer the Following: Questions 3 and 5

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

3. Adding Backdrops

Learning Outcomes

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

● add a backdrop.

● change a backdrop.

Keyword

● Backdrop: Backdrops are the background scenes for your sprites to interact with.

WEBS at a Glance

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

Demonstrate how can a backdrop be added and changed.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

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

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

Check for Understanding

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

7 mins

Build

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

● 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 they can add backdrops to their project to create various settings or scenes for their sprites to interact with. Revise with them on how to add a backdrop. Also tell them if they want to change the background while their project is running, they can use special code blocks to do it.

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

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

A. Fill in the Blanks: Question 2

C. Explain the Function of the Icon: Question 2

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

F. Apply Your Learning: Questions 2 and 5

Control and Sensing Blocks 2

This chapter is divided into the following lab sessions

1. Using Control Blocks

2. Using Sensing Blocks

1. Using Control Blocks

Learning Outcomes

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

● describe control blocks and their various categories.

Keywords

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

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

WEBS at a Glance

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

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

Attempt the activity on the Assignment page.

Action Plan

Conclude the concepts

Assign homework

Warm Up

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

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

Explain the following concepts:

Learning Outcomes

Describe control blocks and their various categories.

Explanation

Build an understanding of control and sensing blocks using the ask and answer blocks. Discuss control blocks and their various categories, such as if-then, if-then-else, repeat, forever, repeat until, wait, wait until, and stop all, with the students, as given on pages 16 and 17.

Check for Understanding

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

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

Correct Responses: 1. condition 2. repeat

Build

7 mins

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

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

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

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

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

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

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

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

E. Answer the Following: Questions 1 and 3

F. Apply Your Learning: Questions 2 and 5

2. Using Sensing Blocks

Learning Outcomes

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

● describe the sensing blocks.

Keyword

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

WEBS at a Glance

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

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

Action Plan

Warm Up

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

5 mins

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

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

Engage

Explain the following concept:

Describe the sensing blocks.

15 mins

Describe sensing blocks to the students. Discuss the usage of some sensing blocks like touching colour, answering, key pressing, etc.

Demonstrate the workings of the project, as given on pages 18 to 22.

Check for Understanding

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

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

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

Build

7 mins

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

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

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

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

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Questions 2 and 5

C. Who Am I?: Questions 1 and 4

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

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

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

3 Using Variable and Mathematical Blocks in Scratch

This chapter is divided into the following classroom and lab sessions

1. Variable Blocks

1. Variable Blocks

Learning Outcomes

2. Mathematical Blocks

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

● describe variable blocks.

● add variables.

Keyword

● set variable values.

● change the variable values.

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

Ask the students what a variable is.

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

Group discussion

Conclude the concepts

Assign homework

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

Explain the following concepts:

Learning Outcomes

Explanation

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

Add variables.

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

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

Change the variable values.

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

Check for Understanding

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

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

Correct response: Numeric variable and string variable.

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

Correct response: Set variable to 0.

Build

7 mins

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

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

Sum Up

3 mins

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

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

A. Fill in the Blanks: Questions 1 and 4

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

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

E. Answer the Following: Questions 1 and 2

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

2. Mathematical Blocks

Learning Outcomes

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

● describe the mathematical blocks.

● add the two given numbers.

● subtract a number from another number.

● multiply two numbers.

● divide two numbers.

WEBS at a Glance

Warm Up Engage

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

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

Build Sum Up

Attempt the activity on the Assignment page.

Conclude the concepts

Action Plan

Warm Up

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

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

15 mins

Engage

Explain the following concept:

Learning Outcomes

Describe the mathematical blocks.

Add the two given numbers.

Explanation

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

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

Learning Outcomes

Subtract a number from another number.

Explanation

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

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

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

Check for Understanding

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

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

Correct Responses:

1. Events

2. Motion blocks

3. ask and wait

4. Set my variable to

5. Variables

6. Set my variable to

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

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

3 mins

7 mins Sum Up

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

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

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

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

B. Tick the Correct Option: Questions 1 and 4

C. Who Am I?: Question 2

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

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

F. Apply Your Learning: Question 1

4 Using Comparison Blocks and Random Blocks in Scratch

This chapter is divided into the following lab sessions

1. Comparison Blocks

1. Comparison Blocks

2. Random Blocks

Learning Outcomes

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

● describe the comparison blocks.

● check whether the given numbers are equal or not.

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

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

WEBS at a Glance

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

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

Action Plan

Attempt the activity on the Assignment page

Conclude the concepts

Assign homework

5 mins

Warm Up

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

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

Explain the following concept:

Learning Outcomes

Describe the comparison blocks.

Check whether the given numbers are equal or not.

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

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

Check for Understanding

Explanation

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

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

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

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

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

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

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

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

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

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

A. Fill in the Blanks: Questions 2 and 3

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

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

E. Answer the Following: Questions 1, 3, 4, and 5

F. Apply Your Learning: Questions 2 and 4

2. Random Blocks

Learning Outcomes

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

● describe random blocks.

● use a random block to add numbers.

WEBS at a Glance

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

Explain random blocks to the students. Demonstrate to them how to use a random block to add numbers.

Action Plan

Warm Up

Attempt the activity on the Assignment page

Conclude the concepts

Assign homework

5 mins

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

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

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe random blocks. Describe to the students that a random block is a block that helps a computer pick a random number between two numbers that you have chosen, as given on page 50.

Use a random block to add numbers.

Demonstrate to them the steps to make the Robo calculator, use a random block to add numbers, as given on pages 50 to 56.

Check for Understanding

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

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

Correct Responses:

1. Events

2. Control

3. Go to random position

4. Wait (2) seconds

5. Events

6. Start sound

7. Change my variable by (1)

Build

7 mins

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

● 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 random blocks are blocks that help a computer pick a random number between two numbers that you have chosen. Demonstrate them how to use a random block to add numbers.

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

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

A. Fill in the Blanks: Questions 1 and 4

B. Tick the Correct Option: Question 3

C. Who Am I?: Question 2

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

E. Answer the Following: Question 2

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

Answer Key

Chapter-1 Evolution of Computers

Chapter Checkup

A. Fill in the Blanks.

1. Abacus 2. ENIAC 3. Vacuum Tubes 4. Integrated Circuits 5. Artificial Intelligence

B. Tick () the Correct Option.

1. a. Magnetic core memory 2. b. Third generation 3. a. Python

4. a. Charles Babbage 5. d. Multitasking

C. Who Am I?

1. Charles Babbage 2. First generation 3. Pascaline 4. Leibniz 5. ENIAC

D. Write T for True and F for False.

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

E. Answer the Following.

1. The abacus is one of the earliest counting devices. It was a wooden frame divided into two parts. Both the parts have rods on which the beads move and are used for basic mathematical calculations.

2. Pascaline is the first mechanical and automatic calculator. It is also called the Arithmetic Machine or Adding Machine. It was invented between 1642 and 1644 by Blaise Pascal, a French mathematician and philosopher. It can perform only addition and subtraction.

3. Fifth generation computers use Artificial Intelligence (AI) and Machine Learning (ML) as their main technologies.

4. Characteristics of computers are speed, accuracy, storage, automatic operation, multitasking, and communication.

5. Some of the key limitations of computers are:

a. Computers cannot think like humans.

b. Maintenance cost

c. Lack of emotional intelligence

F. Apply Your Learning.

1. Abacus and Pascaline

2. Napier’s Bones

3. Charles Babbage, Abacus

4. Memory

5. Multitasking

Chapter-2 Internet Services

Chapter Checkup

A. Fill in the Blanks.

1. ISP 2. modem 3. WWW 4. Ransomware 5. shouting

B. Tick () the Correct Option.

1. d. Internet Service Provider

2. c. Various applications, resources, and functionalities available on the internet to users.

3. c. Trojan Horse

4. c. YouTube

5. c. Cyberbullying

C. Who Am I?

1. Network cable 2. File sharing 3. Wireless 4. Social media 5. Worm

D. Write T for True and F for False.

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

E. Answer the Following.

1. The internet is a huge network of millions of computers connected worldwide. It allows communication and the sharing of information.

2 Internet services refer to the various applications, resources, and functionalities available to users on the internet. We use internet services for communication, information access, entertainment, education, commerce, work, and socialising.

3. Privacy invasion means doing things that break the rules and make people feel uncomfortable or unsafe when they use the internet. This can include entering someone’s private information, watching what they do online without their permission, or sharing their personal data without asking.

4. We should never give our full name, address, phone number, or any other personal details online.

5. Cyberbullying happens when people use social media platforms to be mean and hurtful to others. This can make people feel sad and scared.

F. Apply Your Learning.

1. Shree can use online shopping.

2. Raj should be more careful before posting pictures, videos, or messages.

3. Archi can use maps and navigation services to look at the directions.

4. Aanchal is using a search engine to search for the information.

5. Typing in capital letters is considered to be shouting while chatting online.

Chapter-3 Tables in Google Docs

Chapter Checkup

A. Fill in the Blanks.

1. grid 2. rows, columns 3. vertical 4. adjacent 5. center

B. Tick () the Correct Option.

1. b. Click on the Insert menu.

2. c. Dividing a cell into smaller parts.

3. c. To make the table visually appealing and stand out.

4. a. Merging Cells

5. c. By adjusting the row height value in the Table properties pane.

C. Who Am I?

1. Format 2. Column 3. Column width 4. Border 5. Cell Alignment

D. Write T for True and F for False.

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

E. Answer the Following.

1. The intersection of a row and a column is called a cell.

2. A row is a horizontal arrangement of cells or boxes that runs from left to right. On the other hand, a column is a vertical arrangement of cells or boxes that run from top to bottom.

3. Two methods to open the Table properties pane are:

Method 1:

a. Right-click on any cell of your table.

b. Select the Table properties option. The Table properties pane will appear.

Method 2: Select the Format menu Table Table properties option from the menu bar.

4. The Border dash option is used to change the type of border of a table.

5. The three types of alignments available in Google Docs are: Left, Right, and Center.

F. Apply Your Learning.

1. Do it yourself.

2. Do it yourself.

3. Do it yourself.

4. Do it yourself.

5. Merging cells.

Chapter-4 Mail Merge Using Google Docs

Chapter Checkup

A. Fill in the Blanks.

1. Recipients 2. Main document 3. Data source 4. personalise 5. view

B. Tick () the Correct Option.

1. b. Sending many personalised letters at once. 2. b. Details which will be merged with the letters.

3. b. Information inserted from the data source. 4. d. All of these.

5. c. By checking the document which is created after merging.

C. Who Am I?

1. Mail Merge 2. Main Document 3. Data source 4. Insert Merge Field 5. Print Icon

D. Write T for True and F for False.

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

E. Answer the Following.

1. i. Mail merge is important because it can save time and effort by producing mass mailings.

ii. Users can select many people at once and send them a letter easily.

iii. Users don’t have to type each recipient’s name separately in each letter.

iv. Users only need to proofread the main document.

v. Mail merge is economical.

2. A data source is a list of recipients to whom you want to send the invite. The datasource contains the details of the recipients like name, address, phone number etc. that will be used in mail merge.

3. The first file is the Main Document. The main document contains the text that is to be sent to all the recipients.

4. When you use Mail Merge, it takes information from the Google Sheets and inserts it into the empty spaces in the letter, one by one, until all the letters are ready to be sent.

5. A merge field is where you want to insert information from a spreadsheet document or data source into a main document.

F. Apply Your Learning.

1. Main Document

2. Data Source

3. The merge fields would be the personalized details like names, addresses, and any other individual information.

4. Data Source

5. Yes, it is possible for Pihu to send these letters as an email. She can use the mail merge feature in an email to personalize and send emails to her friends.

Chapter-5 Themes and Layouts in Google Slides

Chapter Checkup

A. Fill in the Blanks.

1. Menu 2. Themes 3. Layout 4. Columns 5. Master

B. Tick () the Correct Option.

1. c. Speaker notes. 2. a. To change the design of the presentation. 3. b. Slide.

4. b. Displaying information neatly in rows and columns. 5. a. Bar Chart.

C. Who Am I?

1. Presenter Mode 2. Themes Pane 3. Insert menu 4. Diagrams 5. Line Chart

D. Write T for True and F for False.

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

E. Answer the Following.

1. Three Presentation applications are: Canva, Power Point, Google Slides.

2. It is a place where you can see thumbnails or miniature images of all the slides of your presentation.

3. Themes are like special design layouts for your slides. They make the presentation look colourful and interesting, just like wearing different clothes for different occasions whereas layouts determine how your content, such as titles, text, and images is organised on your slide.

4. The edit theme option is present in the Slide menu.

5. A pie chart represents data using ‘Slices’ of a whole circle. The size of each ‘slice’ shows how much value that specific ‘slice’ holds.

F. Apply Your Learning.

1. To make her presentation on her favourite book look good, Shaina can use features like different themes, background colours, fonts and add relevant images or icons.

2. Himank should use the “Table” feature in Google Slides to organise information about animals’ names, habitats and diets in rows and columns.

3. Vamika can use the “Presenter Mode” in Google Slides to showcase pictures of various sports in full-screen mode during her school’s annual sports day.

4. Komal should use the “Master Slide” or “Slide Master” option to ensure that a specific image, such as a planet, appears consistently on all the slides in her presentation on the solar system.

5. Saharsh can use the “Slide Sorter” feature in Google Slides to change the order in which the slides were arranged for his presentation on famous monuments around the world.

Chapter-6 Animations and Transitions on Google Slides

Chapter Checkup

A. Fill in the Blanks.

(

C.

Am I?

E. Answer the Following.

1. Animation is a process through which you can bring still objects, such as text, shapes, images, charts, logos, etc., ‘to life’ by making them move. Animation is a great tool by which you can make your presentation lively and engaging. It enables you to control the flow of information presented or convey processes and alterations with greater efficiency. It also helps you connect with your audience in a better way.

2. Yes, you can add animations to both text and objects in a presentation.

3. A slide transition provides visual effects that take place when one slide changes to another during a presentation. To view the transition effect, click on the Play button.

4. You can add videos from YouTube and Google Drive.

5. Videos can help make presentations more engaging and easier to understand.

F. Apply Your Learning.

1. She should use animations in her presentation.

2. She should use transitions in her presentation.

3. She should use the Duration option to increase the speed.

4. Yes, she can add that video in her presentation from YouTube.

5. She should use the option of Apply to all slides.

Chapter-7 Introduction to Spreadsheets

Chapter Checkup

A. Fill in the Blanks.

1. Columns 2. Formula 3. share 4. auto-save 5. name box

B. Tick () the Correct Option.

1. d. By renaming the Untitled spreadsheet 2. c. Sheets tab 3. a. Rows

4. c. It displays a cloud icon with a check mark 5. a. The X button

C. Who Am I?

1. Cell 2. Menu bar 3. Ctrl + Home 4. Down arrow key 5. Active cell

D. Write T for True and F for False.

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

E. Answer the Following.

1. A spreadsheet is a digital table that helps you organise and work with numbers, data and information in a neat and structured way.

2. Some advantages of using Google Sheets are:

● Google Sheets allows multiple people to work on the same spreadsheet at the same time.

● Google Sheets can be accessed from any computer worldwide.

● Google Sheets offers Smart Fill and Autocomplete features which means it can help you complete words in your spreadsheet.

● Google Sheets automatically saves your work.

3. Components of Google sheet are:

4. The horizontal group of cells in a spreadsheet is called rows. Rows are numbered 1,2,3 and so on whereas a column is a vertical group of cells denoted by letters. These letters range from A to Z, followed by AA, AB through to Az and so on.

5. Two methods to move around in a spreadsheet are:

● Using a mouse- Click the cell directly.

● Using a keyboard- You can use various key combinations to move around.

F. Apply Your Learning.

1. Google Sheets 2. A4 3. Auto-save 4. Yes 5. Arrow (up, down, left, right) key.

Chapter-8 Editing Data in a Spreadsheet

Chapter Checkup

A. Fill in the Blanks.

1. Ctrl + A 2. text 3. undo 4. Copying cell 5. enter

B. Tick () the Correct Option.

1. d. all of these

2. d. Cell

3. d. Ctrl+Z

4. b. Reverse the action of undo

5. a. Shift + (up & down) arrow keys

C. Who Am I?

1. Ctrl+A 2. Cut or Ctrl+X 3. Cut and Paste

4. Custom date and time option 5. Delete

D. Write T for True and F for False.

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

E. Answer the Following.

1. You can delete the content in the cell in two ways:

1. Select the cell and right-click on it. Select the delete option from the context menu. Now, select any option from the Delete cell menu.

2. You can also delete cells by pressing the delete key on the keyboard.

2. You can select multiple cells at the same time using the Shift + (Up and Down) Arrow keys. Or to select multiple cells using the mouse, click on the first cell and drag your mouse over the cells to be selected. Release the mouse button.

3. Entering numbers as text refers to a situation where you enter a number in such a way that it is considered text rather than a number.

For example, if you type “123” in a cell, the data is considered as text, and the spreadsheet program will treat it as a string of characters rather than a number. By default, text is left-aligned and numbers are rightaligned in a cell.

4. Ctrl+ X (Cut) and Ctrl+ V (Paste) are two shortcut keys which are involved in moving the cell data.

5. Copying cell data means making an exact duplicate of data whereas moving data in a spreadsheet refers to the process of relocating data from one cell or range of cells to another.

F. Apply Your Learning.

1. Deleting the cell data

2. Format menu → Number option → Custom date and time option

3. Ctrl+ X and then Ctrl+ V

4. By deleting the cell data which consist of wrong input.

5. By using Redo option

Chapter-9 AI—Computer Vision and Machine Learning

Chapter Checkup

A. Fill in the Blanks.

1. cameras 2. Machine Learning 3. chatbots 4. Artificial Intelligence

4

What is computer vision?

a  A type of eyeglasses

B. Tick () the Correct Option.

b  The ability to hear sounds

1. b. Artificial Intelligence

c  The ability for computers to see and understand the world around them

2. d. All of these

3. c. Google and Tesla

d  A type of video game

4. c. The ability of computer to see and understand the world around them

C. Match the Following.

C. Match the following.

AI is being used to develop new drugs

Self-Driving cars

D. Answer the Following.

Chatbots

AI-powered security systems

1. Artificial Intelligence or AI is the capability of a computer to think and learn.

2. ● AI-powered robots are used to perform surgery with greater precision and accuracy than human surgeons

● AI is being used to develop new drugs and treat critical diseases.

● AI is being used to diagnose diseases by analysing their medical records and images of patients.

162

3. Computer vision is a way for computers to see and understand the world around them.

4. Google Lens is a visual search tool developed by Google that uses AI and machine learning to recognise and provide information about objects, images and text captured through a device’s camera.

5. Machine Learning is a domain of AI due to which machines learn from data and became intelligent.

E. Apply Your Learning.

1. Google Lens 2. Machine Learning 3. Chatbots

Scratch 3.0 III

Chapter-1 Introduction to Scratch 3.0

Chapter Checkup

A. Fill in the Blanks.

1. Sprite 2. Backdrops library 3. Scratch 4. Stop sign 5. Sprites pane

B. Who Am I?

1. Coding 2. Blocks palette 3. Event category 4. Scratch 5. Coding area

C. Explain the Function of the Icon.

1. when (green flag) clicked – It is an Event category block. It helps the script run when the green flag is clicked.

2. Choose a Backdrop Button – The Choose a Backdrop button helps you add backgrounds to your projects.

3. Costumes – This tab allows you to customise and edit the costumes of your sprites or backdrops.

4. create clone of (myself) – This block allows you to create a clone (copy) of the sprite on the stage.

5. next costume – This block allows you to change the next costume (pose) of the sprite.

D. Write T for True and F for False.

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

E. Answer the Following.

1. Scratch 3.0 is an application program that lets you create your games, stories, and animations.

2. The Sprites Pane contains details about sprites, including name, size, and location.

3. To add a sprite to a project, the Choose a Sprite option is used.

4. The coding area is the area where you assemble coding blocks to create scripts and make your sprites perform actions.

5. Steps to duplicate a sprite in Scratch are as follows:

● In the Sprites pane, click the sprite you want to duplicate.

● Right-click the sprite, which opens a menu.

● Select the duplicate option to create a copy of the selected sprite.

● The duplicated sprite will appear with the same name as the sprite along with the suffixes 2, 3, or so on.

F. Apply Your Learning.

1. Do it yourself.

2. Follow the given steps to upload the school’s playground as a backdrop:

● Click on the Choose a Backdrop button in the bottom right corner of the interface.

● Click on the Upload Backdrop option from the list.

● The Open dialog box appears.

● Locate the picture that you want to use as a backdrop.

● Click on the Open button.

● The selected picture will be applied to the background of your project.

3. Steps to duplicate a sprite in Scratch are as follows:

● In the Sprites pane, click the sprite you want to duplicate.

● Right-click the sprite, which opens a menu.

● Select the duplicate option to create a copy of the selected sprite.

● The duplicated sprite will appear with the same name as the sprite along with the suffixes 2, 3, or so on.

4. Tanu can use the created clone of (myself) block to add the same sprite five times.

5. To change the background while your project is running, you can use special code blocks to do it.

● Drag the when clicked block from the Events category.

● Drag the next backdrop from the Looks category and snap it below the when clicked block.

Chapter-2 Control and Sensing Blocks

Chapter Checkup

A. Fill in the Blanks.

1. Decisions 2. Sensing 3. Pause 4. Condition 5. User’s response

B. Tick () the Correct Option.

1. c. Control 2. a. touching colour? 3. c. It is used to make decisions based on a condition.

4. b. wait until 5. b. Use the touching edge block.

C. Who Am I?

1. ask and wait and answer block 2. if-then block 3. wait block

4. touching colour? Block 5. Control block category

D. Write T for True and F for False.

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

E. Answer the Following.

1. The blocks from the Control category are also called conditional blocks. They allow a program to perform a test based on a given condition and then take actions based on the result of that test.

2. The Sensing blocks are used to sense conditions in the environment, such as the background colour or the sprite touching status. For example, you can use the “touching colour?” block to check if a sprite is touching a specific colour on the stage. Two commonly used sensing blocks are “touching colour?” and “ask and wait” blocks.

3. Difference between the if and if-else blocks:

If block

This block is used to check the given condition. If the condition is true, the blocks inside the if-then block are executed; if it is false, the blocks are not executed.

If-else block

This block is an extension of the if-then block. If the given condition is true, then the blocks inside the if then section are executed. If the condition is false, then the blocks inside the else part are executed.

4. Sensing category blocks are used to gather information about the environment and user input hence making the games quite interactive and interesting for the users.

5. The ask and wait block displays a message or a question for the users and waits for their input.

F. Apply Your Learning.

1. Script for sprite to move left and right:

In this script, the “key pressed” block is used, which is a Sensing block.

2. For this project, you can add two sprites the cat and mouse on the stage as shown below:

Add the following scripts for both the sprites:

Script for cat sprite: Script for mouse sprite:

3. Quiz game:

4. Script for changing the costume of a sprite when mouse pointer is hovering on it:

In this script, the forever block, if block, and wait block from the Control category and touching mousepointer block from Sensing category are used.

5. For traffic lights simulation, you need to paint the following sprites with different costumes:

The script for the project is as follows:

4 The subtraction block is present in the category.

You can add a backdrop and more sprites to make your project interactive.

a  Sensing

b  Operators

Chapter-3 Using Variable and Mathematical Blocks in Scratch

c  Motion d  Variables

Chapter Checkup

A. Fill in the Blanks.

5 In which category is the change variable by block present?

1. store 2. four 3. Operators 4. Variable 5. add

a  Variables b  Sensing

B. Tick () the Correct Option.

c  Operators d  Not present

C. Who Am I?

block

Operators 5. a. Variables

C Who Am I? Who Am I? What I Do?

I am used to store text.

I am used to divide two numbers.

I am used to add two numbers.

I am used to store numbers.

D Write T for True and F for False.

D. Write T for True and F for False.

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

1 A variable is changeable at any time.

2 The subtraction block subtracts a number from another number.

3 The multiplication block adds two numbers together.

4 The division block divides a number by another number.

E. Answer the Following.

1. Variable blocks are the blocks that help a computer store a value that can be changed throughout a project. Variables can be used to store numbers and text.

2. In Scratch, two types of variables can be created: Numeric variable and String variable.

3. Mathematical blocks help a computer to perform mathematical operations. These blocks are found under the Operators block category.

4. The four most used mathematical blocks are: The four most commonly used mathematical blocks are:

Block Name

Description

Addition It is used to add two numbers.

SubtractionIt is used to subtract a number from another number.

MultiplicationIt is used to multiply two numbers.

Division It is used to divide a number by another number.

5. The addition block is used to add two numbers.

Discuss

F. Apply Your Learning.

The major differences between the Division and Multiplication blocks.

1. The given block is the division block. It is used to divide a number by another number.

Adding Two Given Numbers

2. The given block is used to set the value of a variable to numeric.

3. The given block is used to set the value of a variable to a string.

Instead of changing the variable value, we used the answer block to set the value of the number 1 variable. To make Robo Calculator add two numbers:

4. When the green flag (Go) button is clicked, the selected sprite with go to the middle of the stage and a question “Give me one word to find its length” will be displayed on the screen.

1 Drag the answer block from the Sensing category to the value area of the set variable to block, to set the value of the number 1 variable.

5. The given script will first move the sprite to the centre of the stage. Then a question, “Give me one word to find its length” will be displayed on the screen. The next block will assign the answer to the variable “word” and then the next block will store the length of the word stored in the variable “word”.

2 Again, drag the ask and wait block to the previous block.

3 Set the What is the second number? text to the ask and wait block.

4 Drag the set variable to block in the code and then select the number 2 variable from its drop-down menu.

Chapter-4 Using Comparison Blocks and Random Blocks in Scratch

Chapter Checkup

5 Drag the answer block to the value area of the set variable to block, to set the value of the number 2 variable.

A. Fill in the Blanks.

1. Random numbers

2. equal, less than, greater than

3. compare

4. Operators

6 Again, drag the set variable to block in the code and then select the result variable from its drop-down menu.

7 Click the Operators category.

B. Tick () the Correct Option.

1. c. 2. c. greater than 3. c. Operators 4. b. Compare 5. c. three

C. Who Am I? C Who Am I? Who Am I? What I Do?

8 Drag the addition block to inside the set variable to block, to set the value of the result variable. Chapter 3 • Using Variable

D Write T for True and F for False.

I return true when the first number is greater than the second; otherwise, I return false when it is not.

I am a block that picks a random number between two numbers that you have chosen.

1:39:02 PM

I return true when the first number is less than the second; otherwise, I return false when it is not.

I return true when the two numbers are equal; otherwise, I return false when they are not.

1 Comparison blocks can be used to generate random numbers.

2 A pick random block always returns the same number.

3 Comparison blocks can be used to compare two values or expressions.

D. Write T for True and F for False.

Comparison Blocks

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

E. Answer the Following.

Computers cannot make comparisons like we do. But we can code them to make comparisons using Comparison blocks. Comparison blocks are the blocks that help a computer make comparisons, depending on the statements or equations it checks.

Did You Know?

1. Comparison blocks are the blocks that help a computer make comparisons, depending on the statements or equations it checks.

The first version of Scratch was implemented in ‘Squeak’.

2. The Random block is a block that helps a computer pick a random number between two numbers that you have chosen.

3. In Scratch, we have three different types of comparison blocks:

In Scratch, we have three comparison blocks in the Operators category:

BlocksName

Description

Equal It returns true when the two numbers are equal; it returns false when they are not equal.

Greater than It returns true when the first number is greater than the second; otherwise, it returns false.

Less thanIt returns true when the first number is less than the second; otherwise, it returns false.

4. The greater than block returns true when the first number is greater than the second; otherwise, it returns false.

Check Whether the Given Numbers Are Equal or Not

To make Robo Calculator check whether the given numbers are equal or not, we can just add the equal block. Steps to make the Robo calculator check the given numbers are equal or not:

5. The equal to block returns true when the two numbers are equal; it returns false when they are not equal.

F. Apply Your Learning.

1 Similar to the project created in the previous chapter, create three variables named number 1, number 2, and compare

1. The given script will make the sprite go to random positions on the stage after a wait of 2 seconds.

2. The when green flag clicked block makes the script execute when the green flag (Go) button is clicked.

2 Drag and drop the when clicked block on the script area.

3. The given block will generate the random numbers between 1 and 10.

3 Display the appropriate messages to take the value of the number 1 and number 2 variables using the ask block.

4. The given block is the less than block. It returns true when the first number is less than the second; otherwise, it returns false.

5. Snake Game:

4 Set the values of the number 1 and number 2 variables, using the answer block.

Create one snake sprite by using Paint editor window. Also, add a food sprite from the library.

5 Again, drag and drop the ask and wait block.

Do you want to check whether the given numbers are equal or not? in the block.

Then, create the following scripts for both the sprites:

Script for Food Sprite:

About the Book

This teacher manual has been designed to implement Tekie, the storytelling-based Coding and Computer Science program. The manual consists of lesson plans within each chapter that teachers transact within classrooms and computer labs. Each lesson is based on a research-based ‘WEBS’ framework that simplifies pedagogical practices for teachers and enables them to deliver effectively.

‘WEBS’ Framework

W E B

S Warm Up Engage Build Sum Up

Special Features

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

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

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

About Uolo

Uolo partners with K-12 schools to bring technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia, and the Middle East.

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