CBSE_CS_G6_TM_AY24

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

The Secrets of Enigmus

Computer Languages and Types of Computers

Story Time

Story in a Nutshell…

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

Story in This Chapter…

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

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

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

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

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

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

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

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

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

This

1. Computer Languages

Learning Outcomes

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

● define computer languages.

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

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

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

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

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

Keyword

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

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students about different communicating languages.

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

Group discussion Conclude the concepts

Assign homework

● Ask the students about different communicating languages.

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

Engage

Explain the following concepts:

Learning Outcomes Explanation

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

Describe first-generation languages and their advantages and disadvantages.

Describe second-generation languages and their advantages and disadvantages.

Describe third-generation languages and their advantages and disadvantages.

Describe fourth-generation languages and their advantages and disadvantages.

Describe fifth-generation languages and their advantages and disadvantages.

Check for Understanding

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

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

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

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

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

● Give some examples of third-generation languages.

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

● Which generation language uses simple mnemonic code?

Correct Response: Second-generation languages

● What is the advantage of 5GL?

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

7 mins

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

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

3 mins

Sum Up

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

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

A. Fill in the Blanks: Questions 4 and 5

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

C. Who Am I?: Questions 1 and 2

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

E. Answer the Following: Questions 1 and 5

F. Apply Your Learning: Questions 1 and 4

2. Translator Programs

Learning Outcomes

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

● describe what a translator program is.

● differentiate between compiler, interpreter, and assembler.

Keywords

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

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

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

WEBS at a Glance

Warm Up Engage

Ask the students the meaning of translation.

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

Action Plan

Warm Up

Build Sum Up

Group discussion

Conclude the concepts

Assign homework

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

Engage

Explain the following concepts:

Learning Outcomes

Describe what a translator program is.

Differentiate between compiler, interpreter, and assembler.

5 mins

15 mins

Explanation

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

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

Check for Understanding

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

Correct Responses:

1. a. Assembler b. Fifth-generation

2. a. T b. F

Build

7 mins

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

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

3 mins

Sum Up

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

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

B. Tick the Correct Option: Question 3

C. Who Am I?: Question 3

E. Answer the Following: Question 4

F. Apply Your Learning: Question 5

3. Categories of Computers

Learning Outcomes

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

● describe supercomputers and their advantages and disadvantages.

● describe mainframe computers and their advantages and disadvantages.

● describe minicomputers and their advantages and disadvantages.

● describe workstations and their advantages and disadvantages.

● describe personal computers and their advantages and disadvantages.

● describe tablets and smartphones and their advantages and disadvantages.

Keywords

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

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

WEBS at a Glance

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

Describe different categories of computers such as supercomputers, mainframe computers, minicomputers, etc.

Group discussion Conclude the concepts

Assign homework

Action Plan

5 mins

Warm Up

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

Engage

Explain the following concepts:

Describe supercomputers and their advantages and disadvantages.

15 mins

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

Learning Outcomes

Describe mainframe computers and their advantages and disadvantages.

Describe minicomputers and their advantages and disadvantages.

Describe workstations and their advantages and disadvantages.

Describe personal computers and their advantages and disadvantages.

Describe tablets and smartphones and their advantages and disadvantages.

Check for Understanding

Explanation

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

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

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

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

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

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

Correct Responses:

Type of Computer

Tablet and smartphones

Supercomputer

Mainframe computer

Feature

Smaller than mainframes

Need a lot of power and specialised cooling to stay cool

Can be carried anywhere

Minicomputer Performance is meaured in FLOPS

Build

7 mins

● Ask the students to give the answer to the question “What other tasks can be performed using personal computers?" asked in the Think and Tell section on Page 4.

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

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

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

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

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

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

C. Who Am I?: Questions 4 and 5

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

E. Answer the Following: Questions 2 and 3

F. Apply Your Learning: Questions 2 and 3

New in Windows 10

Story Time

Story in a Nutshell…

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

Story in This Chapter…

● Mel, Conji, and Eva tell the Elders about a virus they found that mixes magic and technology.

● They also tell the Elders that it is sent by Lord Ero and Cyborg.

● The Elders worry about this news. They know the virus is dangerous.

● They say they knew about the virus already, but now it is spreading fast.

● They are trying to fight it by using Windows 10. They think its tools could help them beat the virus.

1. New Features of Windows 10

Learning Outcomes

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

● explain about Windows 10.

● identify different parts of the Start menu.

● describe the Continuum feature of Windows 10.

● explain about virtual desktop.

● discuss the action centre of Windows 10.

Keywords

● Live tiles: These are boxes of different sizes with app icons on the right-hand side.

● Continuum: It is a feature in Windows 10 that allows the operating system to adapt to how a device is being used.

● Action centre: It is used to arrange and prioritise system alerts and notifications so that users are informed of key events, changes, and problems.

WEBS at a Glance

Explain the different features of Windows 10, including the Start menu, Continuum, virtual desktop and action centre. Conclude the concepts Assign homework 5 mins 15 mins 7 mins 3 mins 5 mins

Action Plan

Warm Up

● Ask the students which operating system they are using.

● Now, build the concept that Windows 10 is an operating system that has various exciting features to enhance your computing experience.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Explain about Windows 10. Tell the students that Windows 10 is the successor to Windows 8.1. It offers exciting new features to enhance your computing experience, as given on page 20.

Identify different parts of the Start menu.

Describe the Continuum feature of Windows 10.

Explain about virtual desktop.

Discuss the action centre of Windows 10.

Discuss with the students that in Windows 10, the Start Menu is introduced in a new way. It has the functionality of the classic Start menu used in earlier versions of Windows as well as Live Tiles that were introduced in Windows 8, as given on page 20.

Describe that Continuum is a feature in Windows 10 that allows the operating system to adapt to how a device is being used, as given on pages 21 and 22.

Explain to the students that a virtual desktop is like having multiple computer screens on a single monitor. Also tell them how to create virtual desktops, switch between them, manage applications on virtual desktops, and close virtual desktops, as given on pages 23 to 25.

Discuss with them that the Action Centre is a critical component of modern operating systems, such as Windows. Its fundamental purpose is to arrange and prioritise system alerts and notifications so that users are informed of key events, changes, and problems, as given on pages 25 and 26.

Check for Understanding

● Read aloud Question 1 and 2 provided in the Do It Yourself 2A section and Question 1 and 2a 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:

Do It Yourself 2A

1. A B

To open the Start Menu

Shows the Live Tiles of various apps

Right-hand pane of the Start Menu 2-in-1 devices

Most-used Apps

Click on the Start button

Continuum is primarily designed for A list of your frequently used apps

2. In tablet mode, the Start menu is replaced with the Start screen, which is a full-screen interface that displays Live Tiles and app shortcuts in a more touch-friendly layout. This makes it easier to launch apps and access important information.

Do It Yourself 2B

1. a. Win + Ctrl + D

b. Win + Ctrl + Left Arrow key

2. a. Notification

● Ask the students to give the answer to the questions “How does Continuum impact on the behaviour of Windows 10 on devices like smartphones and tablets that support it?” asked in the Think and Tell section on page 22.

Possible Responses: It is a feature in Windows 10 that allows the operating system to adapt to how a device is being used. It is primarily designed for 2-in-1 devices like laptops with detachable keyboards or tablets that can be used as both a traditional laptop and a tablet. The main idea behind Continuum is to provide users with a consistent and optimised experience across various devices.

● Conduct a group discussion in the class among students on the topic “What are the different benefits of virtual desktops?” given in the Discuss section on page 25.

Possible Responses: A virtual desktop is like having multiple computer screens on a single monitor. It helps you organise your work by creating separate desktop spaces for different tasks.

3 mins

Sum Up

● Conclude the session by summarising that Windows 10 is the successor to Windows 8.1. The Start Menu has the functionality of the classic Start Menu as well as Live Tiles. Continuum is a feature in Windows 10 that allows the operating system to adapt to how a device is being used. A virtual desktop is like having multiple computer screens on a single monitor. The action centre is a critical component of modern operating systems.

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

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

B. Tick the Correct Option: Questions 1 and 2

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

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

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

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

2. More Features of Windows 10

Learning Outcomes

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

● explain about Microsoft Edge.

● describe the Windows Hello feature.

● discuss how to use the Snip and Sketch app.

● explain about Settings app.

● discuss about Windows security.

Keywords

● Microsoft Edge: It is the default web browser that comes with Windows 10.

● Windows security: It is a complete security suite that helps protect your computer from viruses, malware, and other online threats.

WEBS at a Glance

Ask the students which feature of Windows they like.

Explain to the students about more features of Windows 10, like Microsoft Edge, Windows Hello, the Snip & Sketch app, the Settings app, and the Windows security.

Warm Up

Action Plan

Group discussion

Conclude the concepts

Assign homework

5 mins

Now that the students have learnt about some of the features of Windows 10, ask them their favourite feature.

Now, tell them that there are more features in Windows 10 that make it even more useful.

Explain the following concepts:

Learning Outcomes

Explain about Microsoft Edge.

Describe the Windows Hello feature.

Discuss how to use the Snip and Sketch app.

Explanation

Explain to the students that Microsoft Edge is the default web browser that comes with Windows 10. It replaced Internet Explorer and introduced several new features, as given on page 26.

Discuss with the students that Windows Hello is a feature in Windows 10 that lets you sign in to your device using your face, fingerprint, or PIN. Also, tell them how to set it up and its uses, as given on pages 27 to 29.

Tell the students that Snip & Sketch is a newer utility software that was introduced in Windows 10. Also tell them about its features and how this feature can be used, as given on page 29.

Explain about Settings app. Discuss with them that the Settings app in Windows 10 is used for configuring a computer’s settings. Also, tell them about some of the important settings and how the Settings app can be used to customise the computer, as given on pages 30 and 31.

Discuss about Windows security.

Check for Understanding

Explain to the students that the Windows Security is a complete security suite that helps protect your computer from viruses, malware, and other online threats. Explain to them how does Windows security protects their computer. Also discuss with them how to use Windows security, as given on page 31.

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

Correct Responses:

Do It Yourself 2B

2. b. Microsoft Edge

Do It Yourself 2C

1.

a. unauthorised access to the internet.

b. Win + Shift + S

c. fingerprint reader or webcam.

2.

a. Personalization

b. Time and language

c. Privacy

d. System

7 mins

Build

● Conduct a group discussion in the class among students on the topic ‘Importance of Settings app’. Possible Response: The Settings app in Windows 10 is used for configuring your computer’s settings. It is easy to use and navigate, and it covers everything—from personalising the appearance of your Windows to managing your security and privacy.

3 mins

Sum Up

● Conclude the session by summarising that Microsoft Edge is the default web browser on Windows 10. Windows Hello lets you sign in to your device using your face, fingerprint, or PIN. The Snip and Sketch app helps you take quick screenshots and record screens in any application on Windows. The Settings app in Windows 10 is used for configuring a computer’s settings. Windows Security is a complete security suite that helps protect your computer from viruses, malware, etc.

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

A. Fill in the Blanks: Question 5

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

C. Who Am I?: Questions 4 and 5

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

E. Answer the Following: Question 5

F. Apply Your Learning: Questions 4 and 5

Internet Services

Story Time

Story in a Nutshell…

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

Story in This Chapter…

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

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

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

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

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

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

This chapter is divided into the following classroom sessions

1.

1. What is the Internet?

Learning Outcomes

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

● define what internet is.

● describe history of internet.

● elaborate advantages of internet.

● discuss disadvantages of internet.

Keyword

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

at a

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

Warm Up

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

Think and Tell Conclude the concepts Assign homework

Action Plan

5 mins

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

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

Engage

Explain the following concepts:

Learning Outcomes Explanation

15 mins

Define what internet is. Discuss with the students, internet is a network that connects computers all over the world, as given on page 41.

Describe history of internet. Tell the students that in the early 1960s, the U.S. military laid the groundwork for the internet by creating ARPANET, a network for sharing information between universities, as given on page 41.

Learning Outcomes Explanation

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

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

Elaborate advantages of internet. Tell them various advantages of the internet from instant connections across continents to virtual classrooms and convenient shopping, the internet has irrevocably changed how we communicate, learn, navigate, shop, and manage finances, as given on pages 41 and 42.

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

Discuss disadvantages of internet.

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

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

Describe the different disadvantages of the Internet: that it leads to addiction and neglecting personal health; unsecured connections expose us to cyber threats; while misinformation and cyberbullying can have emotional impacts, as given on pages 42 and 43.

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

Check for Understanding

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

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

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

● 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 the book.

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

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

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

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

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

Disadvantages of the Internet

Despite many advantages, the internet has some disadvantages too.

Build

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

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

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

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

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

7 mins

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

Disadvantages of the Internet

42

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

● Ask the students to give the answer of the question “Is using the internet an advantage or a disadvantage?” asked in the Think and Tell section on page 43.

Despite many advantages, the internet has some disadvantages too.

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

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

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

Sum Up

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

Disadvantages of the Internet

Despite many advantages, the internet has some disadvantages too.

Disadvantages of the Internet

Despite many advantages, the internet has some disadvantages too.

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

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

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

Cybersecurity Threats: The internet, if not used correctly, can be a bit like leaving your front door unlocked. Some not-so-nice people may try to sneak into your personal networks and systems and cause harm for their gain or just for fun. If your computer is not secured, they can gain unauthorised access to your personal documents and other information such as stealing your bank account details and using them for their benefit. UT24CB_G6.indb 42

3 mins

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

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

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

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

11/16/2023 2:28:26 PM

A. Fill in the Blanks: Questions 1 and 4

42

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

E. Answer the Following: Question 1

F. Apply Your Learning: Question 1

PM

11/16/2023 2:28:26 PM

2. Popular Services on the Internet

Learning Outcomes

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

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

● define Google Drive.

● explain about e-commerce.

● elaborate online payments.

● describe blogging.

● define podcasting.

Keywords

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

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

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

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

WEBS at a Glance

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

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

● Podcasting: It involves creating and sharing audio content. 5 mins

Warm Up

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

Action Plan

Think and Tell Conclude the concepts

Assign homework

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

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

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

An email is a short form for electronic mail which lets you share messages across the internet. Also tell about its features, advantages and disadvantages as given on pages 43 and 44.

Define Google Drive. Tell the students that Google Drive is their personal vault, which lets you store any file online and access it from anywhere with an internet connection as given on page 44.

Explain e-commerce. Define that e-commerce is an online shopping wonderland which lets you browse and buy anytime, anywhere, as given on pages 44 and 45.

Elaborate online payments. Explain to the students that online payments are the convenient way to pay for goods and services over the internet without the need for cash or checks, as given on page 45.

Describe blogging. Discuss with the students that a blog is your own corner of the internet, a platform where you can share your thoughts, experiences, and passions with the world, as given on page 46.

Define podcasting. Tell students that podcasts are like radio on demand, but with a twist. Instead of one-size-fits-all broadcasts, you get to choose your own story, as given on pages 46 and 47.

Check for Understanding

● Read aloud the questions provided.

1. What is an email?

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

2. Name some of the online modes of payment.

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

Build

7 mins

● Ask the students to give the answer of the question “Is using email a more convenient way to send or receive messages than the traditional mail?” asked in the Think and Tell section on page 44.

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

Sum Up

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

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

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

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

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

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

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

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

3. Potential Threats of Using the Internet and Netiquette

Learning Outcomes

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

● define various potential threats and risks.

● describe netiquette.

Keyword

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

WEBS at a Glance

Warm Up Engage Build Sum Up

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

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

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

Also tell them about the netiquette.

Group discussion

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

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

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

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

Engage

Explain the following concepts:

Learning Outcomes Explanation

Define various potential threats and risks.

15 mins

Tell students that there are various risks related to the use of the internet, starting from malware hiding in the shadows to fake links phishing for your personal information, the online world can be a minefield for the unwary, as given on page 47.

Describe netiquette. Discuss with them netiquette refers to a set of rules and regulations for behaving politely and respectfully online, that means being polite, avoiding unnecessary drama, and respecting privacy, as given on pages 47 and 48.

Check for Understanding

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

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

Build

7 mins

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

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

Sum Up

3 mins

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

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

B. Tick the Correct Option: Question 4

C. Who Am I?: Question 4

E. Answer the Following: Question 4

F. Apply Your Learning: Question 5

More Features of Google Slides

Story Time

Story in a Nutshell…

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

Story in This Chapter…

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

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

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

● Mel and Conji express amazement at Ms Idea’s existence in the Void.

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

● The trio is impressed by the beauty of the Enigmus and wonders about its use in solving the problems in Avora.

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

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

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

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

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

This chapter is divided into the following classroom and lab sessions

1. Applying Animation and Transitions-I

2. Applying Animation and Transitions-II

3. Inserting Multimedia-I

4. Inserting Multimedia-II

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

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

1. Applying Animation and Transitions-I

Learning Outcomes

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

● describe animation and apply animation effects in Google Slides.

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

Keywords

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

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

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students:

Have you ever thought about how moving effects are added to the objects and slides in a presentation?

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

Action Plan

Warm Up

Group discussion

Conclude the concepts

Assign homework

● Ask the students a few questions like: Have you ever thought about how moving effects are added to the objects and slides in a presentation?

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe animation and apply animation effects in Google Slides.

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

Check for Understanding

Tell the students that the animations are special visual effects that they add to the text and different objects on a slide, as given on pages 59 and 60.

Discuss with the students that the way one slide follows the other on the screen in a presentation is called a transition, as given on pages 61 and 62.

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

Correct Responses: (Do It Yourself 4A)

1. False 2. True

Correct Responses: (Do It Yourself 4B)

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

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

7 mins

Build

● Conduct a group discussion in the class among students on the topic “How do animations add life to videos and presentations?” as given in the Discuss section on page 60.

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

3 mins

Sum Up

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

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

A. Fill in the Blanks: Question 3

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

D. Answer the Following: Question 4

2. Applying Animation and Transitions-II

Learning Outcomes

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

● describe animation and apply animation effects in Google Slides.

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

Keywords

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

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

WEBS at a Glance

Warm Up Engage

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

Demonstrate the steps to apply animation and transition effects in a presentation.

Build Sum Up

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 Applying Animation and Transitions-II.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe animation and apply animation effects in Google Slides.

Explanation

Tell the students that the animations are special visual effects that you add to the text and different objects on a slide, as given on pages 59 and 60.

Learning Outcomes

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

Check for Understanding

Explanation

Discuss with the students that the way one slide follows the other on the screen in a presentation is called transition, as given on pages 61 and 62.

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

7 mins

Build

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

● Explain the activity to the students.

Sum Up

3 mins

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

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

3. Inserting Multimedia-I

Learning Outcomes

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

● explain the use of multimedia in a presentation.

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

Keyword

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

WEBS at a Glance

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

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

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

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

Explain the following concepts:

Learning Outcomes Explanation

Explain the use of multimedia in a presentation.

Determine how to insert audio and video in a presentation.

Explain to the students that multimedia refers to the combination of multiple forms of content, such as text, audio, video, images, etc., as given on page 63.

Discuss with the students that sound can capture the audience’s attention and make the presentation more engaging and memorable. And videos can break the monotony of text and static images, making the content more engaging, as given on pages 63 to 66.

Check for Understanding

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

Correct Responses: (Do It Yourself 4C)

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

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

Correct Responses: (Do It Yourself 4D)

1. Insert, Video 2. URL

Build

7 mins

● Ask the students to give the answer to the question, “What is the importance of videos? Should they be used or avoided? Present your opinion”, asked in the Think and Tell section given on page 66.

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

3 mins

Sum Up

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

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

A. Fill in the Blanks: Question 4

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

D. Answer the Following: Question 3

4. Inserting Multimedia-II

Learning Outcomes

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

● explain the use of multimedia in a presentation.

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

Keyword

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

WEBS at a Glance

Warm Up

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

Build Sum Up

Explain to them the process of inserting audio and video into the presentation. Attempt the activity on the Assignment page

Action Plan

Warm Up

Conclude the concepts

Assign homework

5 mins

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explain the use of multimedia in a presentation.

Explanation

Explain to the students that multimedia refers to the combination of multiple forms of content, such as text, audio, video, images, etc., as given on page 63.

Learning Outcomes

Determine how to insert audio and video in a presentation.

Check for Understanding

Explanation

Discuss with the students that the way one slide follows the other on the screen in a presentation is called transition, as given on pages 61 and 62.

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

7 mins

Build

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

● Explain the activity to the students.

Sum Up

3 mins

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

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

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

Learning Outcomes

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

● explain how to use action buttons in a presentation.

● import external data into a presentation.

● describe how to add comments into a presentation.

● explain the use of a dictionary in Google Slides.

● use ink annotations in a presentation.

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

● describe how to view a presentation.

Keywords

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

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

WEBS at a Glance

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

Explain to them the process of inserting action buttons into the presentation.

Think and Tell Conclude the concepts Assign homework

Action Plan

Warm Up

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

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

Engage

Explain the following concepts:

Learning Outcomes

Explain how to use action buttons in a presentation.

Import external data into a presentation.

Describe how to add comments into a presentation.

Explain the use of a dictionary in Google Slides.

Use ink annotations in a presentation.

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

Describe how to view a presentation.

Check for Understanding

Explanation

Explain to the students that action buttons in a presentation are like magic buttons. Also, tell them that it is used to make the slides more interactive, as given on pages 66 to 68.

Discuss with the students that importing data into a presentation is the process of bringing external content or data into your own presentation, as given on pages 68 and 69.

Define that comments facilitate collaboration among multiple authors or reviewers working on the same presentation, as given on pages 70 and 71.

Describe to the students that they can learn more about words or phrases used in the presentation with the help of a dictionary, as given on pages 71 and 72.

Elaborate to them that ink annotations in presentations is like drawing or writing on the slides with colourful pens, just like we do on paper, as given on page 73.

Discuss with the students that slide zoom in presentations makes a small part of the slide look enlarged on the screen. Also, tell them that rearranging slides means changing the order of your slides in your presentation, as given on pages 74 and 75.

Discuss with the students that viewing a presentation means to watch the slides in action, as given on page 76.

● Read aloud the questions provided in the Do It Yourself 4E, 4F, 4G, 4H, and 4I sections and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses: (Do It Yourself 4E)

1. Insert

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

Correct Responses: (Do It Yourself 4F)

1. T 2. F

Correct Responses: (Do It Yourself 4G)

1. Insert, Comment 2. Comment

Correct Responses: (Do It Yourself 4H)

1. T 2. F

Correct Responses: (Do It Yourself 4I)

1. Open your presentation in Google Slides

2. Running a slideshow

3. Navigate through slides

4. End the presentation

5. Close Google Slides

Build

7 mins

● Conduct a group discussion in the class among the students on the topic, “If you are given the option to choose the shape for an action button you would like to insert in your presentation, which one would you select, and why do you think it will be suitable?” given in the Discuss section on page 68.

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

● Encourage the students to actively participate in the group discussion and provide guidance on the expected outcomes.

● Ask the students to give the answer to the question, “In what ways can importing data benefit the presenter?” in the Think and Tell section given on page 69.

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

3 mins

Sum Up

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

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

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

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

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

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

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

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

Learning Outcomes

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

● explain how to use action buttons in a presentation.

● import external data into a presentation.

● describe how to add comments into a presentation.

● explain the use of a dictionary in Google Slides.

● use ink annotations in a presentation.

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

● describe how to view a presentation.

Keywords

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

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

WEBS at a Glance

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

Action Plan

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explain how to use action buttons in a presentation.

Import external data into a presentation.

Describe how to add comments into a presentation.

Explain the use of a dictionary in Google Slides.

Use ink annotations in a presentation.

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

Describe how to view a presentation.

Check for Understanding

Explanation

Explain to the students that action buttons in a presentation are like magic buttons. Also, tell them that it is used to make the slides more interactive, as given on pages 66 to 68.

Discuss with the students that importing data into a presentation is the process of bringing external content or data into your own presentation, as given on pages 68 and 69.

Define that comments facilitate collaboration among multiple authors or reviewers working on the same presentation, as given on pages 70 and 71.

Describe to the students that they can learn more about words or phrases used in the presentation with the help of a dictionary, as given on pages 71 and 72.

Elaborate to them that ink annotations in presentations is like drawing or writing on the slides with colourful pens, just like we do on paper, as given on page 73.

Discuss with the students that slide zoom in presentations makes a small part of the slide look enlarged on the screen. Also, tell them that rearranging slides means changing the order of your slides in your presentation, as given on pages 74 and 75.

Discuss with the students that Slideshow views are used to view a presentation in action, as given on page 76.

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

7 mins

Build

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

● Explain the activity to the students.

Sum Up

3 mins

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

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

5

Editing and Formatting Data in Google Sheets

Story Time

Story in a Nutshell…

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

Story in This Chapter…

● The three friends create a presentation to address chaos in Avora.

● Mel shares the presentation citywide, reaching everyone in Avora.

● Elders discuss the trio’s progress and worry about Cyborg’s release.

● Elders decide to send the trio a secret file for decoding.

● Trio receives appreciation in the Council Room for their efforts.

● They successfully decode the Google Sheets file, crucial for fighting Dark Forces.

● The Elders explain editing and formatting to Mel, emphasising the importance of the decoded information.

This chapter is divided into the following classroom and lab sessions

1. Introduction to Google Sheets and Entering Data-I

2. Introduction to Google Sheets and Entering Data-II

3. Editing and Formatting Data in Google Sheets-I

4. Editing and Formatting Data in Google Sheets-II

1. Introduction to Google Sheets and Entering Data-I

Learning Outcomes

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

● define Google Sheets and its features.

● start Google Sheets.

● describe components of Google Sheets.

● enter the data in sheet.

● select cells in the sheet.

Keyword

● Worksheet: It is like a digital notebook where data is organised neatly into rows and columns.

WEBS at a Glance

Warm Up Engage

Imagine you have a list of your favourite movies with information like title, release year, and genre. How would you organise this information on a sheet of paper? What challenges might you face?

Describe to students the Google Sheets and its features.

Tell them how to start the Google Sheets.

Also explain its components. Explain to them how to enter the data and select cells in the sheet.

Build Sum Up

Group discussion

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Imagine you have a list of your favourite movies with information like title, release year, and genre. How would you organise this information on a sheet of paper? What challenges might you face?

● Now, build the concept that before the arrival of computers, people used to arrange information similarly, using pen and paper. In Google Sheets, we do it electronically, but the basic idea is the same.

Engage

Explain the following concepts:

Learning Outcomes

Define Google Sheets and its features.

Explanation

Describe that Google Sheets is a web-based application program that helps you to manage information, do calculations, and display data graphically using charts. The features of Google Sheets include easy editing and formatting, and printable sheets as given on page 85.

Start Google Sheets. Tell students that to open Google Sheets on your computer, ensure internet connectivity, open a web browser like Google Chrome and sign in to your Google account. Either type sheets.google.com and press Enter as given on page 85.

Describe components of Google Sheets.

Google Sheets is a versatile tool for data management and analysis, comprising essential components. Some of its components are spreadsheet title, menu bar toolbar, formula bar, cells, and many more as given on page 86.

Enter the data in sheet. When creating a spreadsheet, the initial step is entering the data, whether numerical or textual. This is achieved by clicking inside a cell and typing the desired information as given on page 87.

Select cells in the sheet.

Check for Understanding

Do It Yourself 5A

Google Sheets offers versatile options for selecting cells, rows, columns, or entire sheets as given on pages 87 and 88.

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

1 Match the following.

Correct Responses:

Column A

Ctrl + Spacebar key

Column B

Untitled spreadsheet

Shift + Spacebar key Used to move down to the next cell

Enter key Used to select a row

Default Title Used to select a column

B. 1. D1

2 Identify and write the cell addresses of the following.

a First cell of the column D

2. A10

3. Z1000

b Fifth cell of the tenth row

4. A1

c Last cell of the spreadsheet

d First cell of the spreadsheet

Editing means changing data values in your sheet. You can do this to fix mistakes or update information. For example, you may need to change numbers or add text to a cell.

To edit data:

7 mins

● Conduct a group discussion in the class among students based on the topic ‘Some real-life situations where Google Sheets can be useful.’

Possible Responses: Google Sheets aids in collaborative class projects, promoting teamwork and real-time editing. For science experiments, students use Sheets to input and analyse data, enhancing their understanding of scientific processes.

3 mins

Sum Up

● Conclude the session by summarising that Google Sheets is a web-based tool for managing, calculating, and visually presenting data through charts. Accessed via a web browser, it offers features like easy editing, printable sheets, formulas, and charts. The spreadsheet components include a customisable title, a menu bar for various functions, a top toolbar for quick commands, a formula bar for input/editing, and cells at column-row intersections containing text, numbers, or formulas. Multiple sheets in one document ease organisation and data entry involves selecting a cell, typing, and navigating with Enter. Versatile cell selection options enhance user control in data management.

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

A. Fill in the Blanks: Questions 1 and 2

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

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

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, 2, and 3

2. Introduction to Google Sheets and Entering Data-II

Learning Outcomes

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

● define Google Sheets and its features.

● start Google Sheets.

● describe components of Google Sheets.

● enter the data in sheet.

● select cells in the sheet.

Keyword

● Worksheet: It is like a digital notebook where data is organised neatly into rows and columns.

WEBS at a Glance

Warm Up Engage

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

Describe to students the Google Sheets and its features.

Tell them how to start the Google Sheets.

Also explain its components.

Explain to them how to enter the data and select cells in the sheet.

Attempt the activity on the Assignment page

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Introduction to Google Sheets and Entering Data-II

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

10 mins

Engage

Explain the following concepts:

Learning Outcomes

Define Google Sheets and its features.

Explanation

Describe that Google Sheets is a web-based application program that helps you to manage information, do calculations, and display data graphically using charts. The features of Google Sheets include easy editing and formatting, and printable sheets as given on page 85.

Start Google Sheets. Tell the students that to open Google Sheets on your computer, ensure internet connectivity, open a web browser like Google Chrome and sign in to your Google account. Either type sheets. google.com and press Enter as given on page 85.

Describe components of Google Sheets.

Google Sheets is a versatile tool for data management and analysis, comprising essential components. Some of its components are spreadsheet title, menu bar toolbar, formula bar, cells, and many more as given on page 86.

Enter the data in sheet. When creating a spreadsheet, the initial step is entering data, whether numerical or textual. This is achieved by clicking inside a cell and typing the desired information as given on page 87.

Select cells in the sheet. Google Sheets offers versatile options for selecting cells, rows, columns, or entire sheets as given on pages 87 and 88.

Check for Understanding

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

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

● Explain the activity to the students.

12 mins Sum Up

3 mins

● Conclude the session by summarising Google Sheets is a web-based tool for managing, calculating, and visually presenting data through charts. Accessed via a web browser, it offers features like easy editing, printable sheets, formulas, and charts. The spreadsheet components include a customisable title, a menu bar for various functions, a top toolbar for quick commands, a formula bar for input/ editing, and cells at column-row intersections containing text, numbers, or formulas. Multiple sheets in one document ease organisation, and data entry involves selecting a cell, typing, and navigating with Enter. Versatile cell selection options enhance user control in data management.

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

3. Editing and Formatting Data in Google Sheets-I

Learning Outcomes

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

● edit data in Google Sheets.

● copy and move cell data.

● change column width and row height.

● use Undo and Redo.

● insert cells, columns, rows.

Keyword

● delete cells, columns, rows.

● apply text effects.

● apply italics effect.

● add and format cell borders.

● freeze rows and columns.

● Editing: Editing means changing values in your sheet.

WEBS at a Glance

Imagine you are organising a school event and using Google Sheets to keep track of attendees. How would you apply bold formatting to highlight the names of volunteers?

In a sports tournament spreadsheet, you want to emphasise the teams that have advanced to the next round. How would you use the cell border feature in Google Sheets for this purpose?

Tell the students about how to copy and move cell data. How to change column width and row height.

Use of undo and redo option. How to insert and delete cells, columns or rows.

How to apply text effects, apply italics effect, add and formatting cell border. How to freeze rows and columns.

Group discussion

Conclude the concepts

Assign homework

Action Plan

5 mins

Warm Up

● Imagine you are organising a school event and using Google Sheets to keep track of attendees. How would you apply bold formatting to highlight the names of volunteers?

● In a sports tournament spreadsheet, you want to emphasise the teams that have advanced to the next round. How would you use the cell border feature in Google Sheets for this purpose?

● Now, build the concept that editing means changing data values in your sheet. You can do this to fix mistakes or update information.

Engage

Explain the following concepts:

Learning Outcomes

Edit data in Google Sheets.

Copy and move cell data.

Change column width and row height.

Explanation

Describe to the students that editing means changing data values in your sheet and explain the steps to edit data as given on page 89.

Tell the students that moving data rearranges information, making it disappear from its original spot, while copying duplicates information at both the source and destination as given on page 89 and 90.

Describe that if your data doesn’t fit well in a column, you can make it wider. Just move your mouse to the right edge of the column, and when it turns into a double arrow, drag it to your preferred width. You can also adjust the height of row as given on page 90.

Use Undo and Redo. Tell the students that if a mistake occurs, use the Undo feature by clicking the Undo button. To redo an action, click Redo as given on page 90.

Insert cells, columns, rows.

Delete cells, columns, rows.

Explain to the students that you can easily insert cells, columns, or rows to customise your data layout as given on page 91.

Tell the students that deleting cells, columns, or rows is straightforward. These options grant efficient control over data removal while adjusting the spreadsheet layout as given on pages 92 and 93.

Apply text effects. Tell the students that you can enhance text presentation by changing font, size, and colour as given on pages 94 and 95.

Apply italics effect. Tell the students that to italicise cell data in Google Sheets, select the desired cells and either click the Italics button on the Toolbar as given on page 95.

Add and format cell borders.

Freeze rows and columns.

Describe that adding borders around cells is simple. Select the target cells, click the Borders button on the Toolbar, and choose the desired border type as given on page 95.

Explain to the students that freezing rows or columns keeps them visible while scrolling. Choose the row/column, go to View, select Freeze, and choose the number of rows or columns to freeze as given on page 95.

Check for Understanding

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

Correct Responses:

Do It Yourself 5B

Que 1:

a. Press F2 b. Ctrl + C

Que 2:

1. This will insert the row above the selected row.

Do It Yourself 5C

2. This will insert the row below the selected row.

Do It Yourself 5C

Que 1:

1 Arrange the following steps in the correct sequence to apply border in Google Sheets. Click the Borders button from Toolbar.

2

1 3

Que 2:

Select the cells containing data where you want to put borders. Choose the type of border you want to apply.

2 Write the use of the following shortcut key combinations.

3. Bold

a Ctrl + B

4. Italics

b Ctrl + I

Build

Points to Remember

7 mins

● Conduct a group discussion in the class among the students based on the topic provided in the Discuss section as mentioned on page 93.

Possible Responses: If you select a single cell and press the Delete key, it will delete the content (data) within that specific cell.

1 Google Sheets is a web-based application program that helps you to manage information, do calculations, and display data graphically using charts.

If you select an entire row or column and press the Delete key, it will delete the entire row or column along with its contents.

2 A spreadsheet is a file containing multiple sheets, each consisting of columns (identified by letters) and rows (identified by numbers).

3 mins

Sum Up

3 Cells are the basic units where data is entered, identified by the coordinates of the intersecting column and row (cell addresses).

4 You can select a cell, row, column, or an entire sheet by using a mouse or a keyboard.

5 Editing means changing data values in your sheet.

● Conclude the session by summarising Google Sheets provides Cut, Copy, and Paste commands for efficient data handling. Moving data rearranges it, making it vanish from its original place, while copying duplicates it at both locations. Adjusting column width and row height is easy by dragging the column or row borders. Undo and Redo features help correct mistakes, and inserting or deleting cells, columns, or rows is straightforward. Customise text presentation with font, size, colour, bold, and italics options. Adding borders enhances visual appeal, and freezing rows or columns in Google Sheets keeps them visible while scrolling, providing efficient data organisation.

6 Moving data helps you rearrange information; and when you move it, it disappears from its original place.

7 The Undo feature is used to cancel the last changes.

8 The Redo feature reverses the actions performed using the Undo feature.

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

9 You can delete a cell, row, or column from a sheet.

10 You can make your sheet more presentable by applying one or several formatting features.

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

B. Tick the Correct Option: Question 3

11 Freezing rows in Google Sheets allows you to pin data in place so that you can see it while scrolling.

C. Who Am I?: Questions 5

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

E. Answer the Following: Question 5

F. Apply Your Learning: Question 4

Chapter Checkup

A. Fill in the Blanks.

Hints scrolling   worksheet   cell   Ctrl+Z   font

4. Editing and Formatting Data in Google Sheets-II

Learning Outcomes

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

● edit data in Google Sheets.

● copy and move cell data.

● change column width and row height.

● use Undo and Redo.

● insert cells, columns, rows.

Keyword

● delete cells, columns, rows.

● apply text effects.

● apply italics effect.

● add and format cell borders.

● freeze rows and columns.

● Editing: Editing means changing values in your sheet.

WEBS at a Glance

Warm Up Engage Build Sum Up

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

Tell the students about how to copy and move cell data.

How to change column width and row height.

Use of undo and redo option. How to insert and delete cells, columns or rows.

How to apply text effects, apply italics effect, add and formatting cell border.

How to freeze rows and columns.

Attempt the activity on the Assignment page

Conclude the concepts

Assign homework

Action Plan

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Editing and Formatting Data in Google Sheets-II.

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

10 mins

Engage

Explain the following concepts:

Learning Outcomes

Edit data in Google Sheets.

Copy and move cell data.

Change column width and row height.

Use Undo and Redo.

Insert cells, columns, rows.

Delete cells, columns, rows.

Explanation

Describe students that editing means changing data values in your sheet and explain the steps to edit data as given on page 89.

Tell students that moving data rearranges information, making it disappear from its original spot, while copying duplicates information at both the source and destination as given on pages 89 and 90.

Describe that if your data doesn’t fit well in a column, you can make it wider. Just move your mouse to the right edge of the column, and when it turns into a double arrow, drag it to your preferred width. You can also adjust the height of row as given on page 90.

Tell the students that if a mistake occurs, use the Undo feature by clicking the Undo button. To redo an action, click Redo as given on page 90.

Explain students that you can easily insert cells, columns, or rows to customise your data layout as given on page 91.

Tell the students that deleting cells, columns, or rows is straightforward. These options grant efficient control over data removal while adjusting the spreadsheet layout as given on pages 92 and 93.

Apply text effects. Tell the students that you can enhance text presentation by changing font, size, and colour as given on pages 94 and 95.

Apply italics effect. Tell the students that to italicise cell data in Google Sheets, select the desired cells and either click the Italics button on the Toolbar as given on page 95.

Add and format cell borders.

Freeze rows and columns.

Describe that adding borders around cells is simple. Select the target cells, click the Borders button on the Toolbar, and choose the desired border type as given on page 95.

Explain to the students that freezing rows or columns keeps them visible while scrolling. Choose the row/column, go to View, select Freeze, and choose the number of rows or columns to freeze 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.

Build

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

● Explain the activity to the students.

12 mins

Sum Up

● Conclude the session by summarising that Google Sheets provides Cut, Copy, and Paste commands for efficient data handling. Moving data rearranges it, making it vanish from its original place, while copying duplicates it at both locations. Adjusting column width and row height is easy by dragging the column or row borders. Undo and Redo features help correct mistakes, and inserting or deleting cells, columns, or rows is straightforward. Customise text presentation with font, size, colour, bold, and italics options. Adding borders enhances visual appeal, and freezing rows or columns in Google Sheets keeps them visible while scrolling, providing efficient data organisation.

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

Image Editing with Canva

Story Time

Story in a Nutshell…

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

Story in This Chapter…

● Trio continues to search for clues in the secret file.

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

● Eva looks at some random pictures on screen.

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

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

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

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

Learning Outcomes

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

● define Canva.

● open Canva.

● create a blank card and define its components.

● apply templates in Canva.

● apply styles in Canva.

● add shapes and graphics.

Keywords

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

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

WEBS at a Glance

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

Tell students about the Canva and how to open it.

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

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

Group discussion

Conclude the concepts

Assign homework

Action Plan

Warm Up

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

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

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

Engage

Explain the following concepts:

Learning Outcomes Explanation

Define Canva. Explain to the students that Canva is a user-friendly online tool that allows you to create and edit images, design cards, and make various visual projects, as given on page 104.

Open Canva. Tell them to open Canva, begin by launching your preferred web browser, such as Google Chrome. In the browser’s Address bar, type www.canva.com and press Enter key, as given on page 104.

Create a blank card and define its components.

Apply templates in Canva.

Apply styles in Canva.

Add shapes and graphics.

Describe to create a blank card in Canva, start by clicking the “Create a design” button on the Home page. Then, select the “Custom Size” option and input the dimensions for your project. The Canva editor window will open, featuring essential components: Canvas, Design, Elements, Text, Zoom, Notes, Preview, Draw, as given on pages 105 and 106.

Discuss with them that templates in Canva serve as pre-designed structures to kickstart your projects, resembling outlines in a colouring book, as given on pages 106 and 107.

Explain to them Canva’s Styles feature enhances the visual appeal of your projects by offering unique colour combinations and font styles, as given on page 107.

Elaborate that in Canva, the addition of lines, shapes, and graphics allows for the customisation and modification of design templates, bringing creativity to your projects, as given on pages 108 and 109.

Check for Understanding

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

Do It Yourself 6A

Correct Responses:

Match the component of Canva with its correct description.

4

7 mins

● Conduct a group discussion in the class among the students based on the topic provided in the Discuss section, as mentioned on page 109.

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

3 mins

Sum Up

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

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

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

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

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

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

E. Answer the Following: Questions 1 and 4

F. Apply Your Learning: Questions 1 and 4

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

Learning Outcomes

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

● define Canva.

● open Canva.

● create a blank card and define its components.

● apply templates in Canva.

● apply styles in Canva.

● add shapes and graphics.

Keywords

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

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

WEBS at a Glance

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

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

Also, discuss the steps to add shapes and graphics.

Action Plan

Warm Up

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Define Canva. Explain to the students that Canva is a user-friendly online tool that allows you to create and edit images, design cards, and make various visual projects, as given on page 104.

Open Canva. Tell them to open Canva, begin by launching your preferred web browser, such as Google Chrome. In the browser’s Address bar, type www.canva.com and press Enter, as given on page 104.

Create a blank card and define its components.

Describe to create a blank card in Canva, start by clicking the “Create a design” button on the Home page. Then, select the “Custom Size” option and input the dimensions for your project. The Canva editor window will open, featuring essential components: Canvas, Design, Elements, Text, Zoom, Notes, Preview, Draw, as given on pages 105 and 106.

Apply templates in Canva.

Discuss with them that templates in Canva serve as pre-designed structures to kickstart your projects, resembling outlines in a colouring book, as given on pages 106 and 107.

Apply styles in Canva. Explain to them Canva’s Styles feature enhances the visual appeal of your projects by offering unique colour combinations and font styles, as given on page 107.

Add shapes and graphics.

Elaborate that in Canva, the addition of lines, shapes, and graphics allows for the customisation and modification of design templates, bringing creativity to your projects, as given on pages 108 and 109.

Check for Understanding

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

7 mins

Build

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

● Explain the activity to the students.

Sum Up

3 mins

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

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

3. Editing Images-I

Learning Outcomes

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

● edit an image in Canva.

● change colour scheme and style.

● flip an image.

● auto—adjust, foreground, background.

● adjust white balance, light, colour.

● crop and rotate image.

Keywords

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

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

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

Tell the students about how to edit images in Canva.

Think and Tell Conclude the concepts

Assign homework

Action Plan

Warm Up

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

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

Engage

Explain the following concepts:

Learning Outcomes

5 mins

15 mins

Explanation

Edit an image in Canva. Discuss with the students that editing an image in Canva means making changes to a picture to make it look better or different, as given on page 109.

Learning Outcomes Explanation

Change colour scheme and style.

Tell them to make any changes to the image, you need to upload it onto your canvas. You can select any image that is saved on your computer, as given on pages 109 and 110.

Flip an image. Elaborate to them that flipping an image means creating a mirrored or reversed version of the original image, as given on pages 110 and 111.

Auto—adjust, foreground, background.

Adjust white balance, light, colour.

Explain to them there are many options that you can apply to your design to make it attractive. You can change the foreground and background of the image. Also, you can select the option to auto-adjust various aspects of your image, as given on pages 111 and 112.

Discuss with them to adjust the brightness of the image, various options are available, as given on page 112.

Crop and rotate image. Tell them cropping means to remove the unwanted parts from your image so that you can focus on the important area of your image, as given on pages 112 and 113.

Check for Understanding

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

Correct Responses:

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

7 mins

Build

● Ask the students to give the answer of the questions “Suppose you have taken a picture using your digital camera. How could you use Canva to enhance it or add a creative touch?” asked in the Think and Tell section, as given on page 113.

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

3 mins

Sum Up

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

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

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Questions 2 and 5

C. Who Am I?: Questions 1 and 5

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

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

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

4. Editing Images-II

Learning Outcomes

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

● edit an Image in Canva.

● change colour scheme and style.

● flip an image.

● auto–adjust, foreground, background.

● adjust white balance, light, colour.

● crop and rotate image.

Keywords

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

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

WEBS at a

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

Tell the students about how to edit images in Canva.

Warm Up

Action Plan

Attempt the activity on the Assignment page

Conclude the concepts

Assign homework

5 mins

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Edit an image in Canva. Discuss with the students that editing an image in Canva means making changes to a picture to make it look better or different, as given on page 109.

Learning Outcomes Explanation

Change colour scheme and style.

Tell them to make any changes to the image, you need to upload it onto your canvas. You can select any image that is saved on your computer, as given on pages 109 and 110.

Flip an image. Elaborate to them that flipping an image means creating a mirrored or reversed version of the original image, as given on pages 110 and 111.

Auto—adjust, foreground, background.

Adjust white balance, light, colour.

Explain to them there are many options that you can apply to your design to make it attractive. You can change the foreground and background of the image. Also, you can select the option to auto-adjust various aspects of your image, as given on pages 111 and 112.

Discuss with them to adjust the brightness of the image, various options are available, as given on page 112.

Crop and rotate image. Tell them cropping means to remove the unwanted parts from your image so that you can focus on the important area of your image, as given on pages 112 and 113.

Check for Understanding

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

7 mins

Build

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

● Explain the activity to the students.

Sum Up

3 mins

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

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

7

Creating Mind Maps with Canva

Story Time

Story in a Nutshell…

Mel and Conji went to the Computer Lab to submit their project. They noticed that the computer screens were going out of control. They were infected by a virus, which was a mix of magic and technology and had been created by Lord Ero and Cyborg. The trio tried to find more information about the virus with the help of the Elders.They wanted to find an ancient magical tool which could assist them in dealing with the virus. They learnt about the Enigmus through the internet, which was a magical encyclopaedia and could undo the virus. They went on a digital treasure hunt by following various clues, which led them to Ms Idea in the Void. Ms Idea was like a guardian of that place and showed the Enigmus to them. The Elders gave a secret file to the trio, which they had gotten from Cyborg’s system. The trio followed the clues and patterns inside it carefully, and it led them to the final solution. There was a battle between the two sides where Ero’s dangerous spell hit Eva, and she fainted. Mel and Conji used a spell from the Enigmus to defeat Lord Ero and Cyborg and save their friend, Eva.

Story in This Chapter…

● The group gathered in Avora to fight Dark Forces with Cyborg and Lord Ero.

● Lord Ero mocked their futile planning, and targeted Eva for her mind map skills.

● Elder Wizard shielded Eva from Lord Ero’s magic attack.

● The group decided to use mind maps linked with a spell from the Enigmus.

● Lord Ero attempted to strip Conji of his powers, but Eva sacrificed herself.

● Despite Eva’s sacrifice, the group resolved to defeat Dark Forces and restore her magic.

This chapter is divided into the following classroom and lab sessions

1. Introduction to Mind Maps and Creating a Mind Map in Canva-I

2. Introduction to Mind Maps and Creating a Mind Map in Canva-II

3. Editing and Formatting Text and Applying Text Effects-I

4. Editing and Formatting Text and Applying Text Effects-II

5. Adding Branches to a Mind Map-I

6. Adding Branches to a Mind Map-II

1. Introduction to Mind Maps and Creating a Mind Map in Canva-I

Learning Outcomes

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

● describe mind maps.

● create a blank canvas.

● add a background.

● add shapes.

● add text.

Keyword

● Mind Maps: They provide a creative way to visually organise and connect ideas using text, shapes, colours, and lines.

WEBS at a Glance

Warm Up Engage Build Sum Up

Why might it be helpful to represent ideas or concepts using different shapes in a visual format?

Tell the students about mind maps, and how to create a mind map by adding a background, shapes, and text.

Action Plan

Group discussion

Conclude the concepts

Assign homework

5 mins

Warm Up

● Why might it be helpful to represent ideas or concepts using different shapes in a visual format?

● Now, build the concept that Canva helps you represent your information by using shapes in the form of mind maps.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe mind maps. Discuss with the students that mind maps provide a creative way to visually organise and connect ideas using text, shapes, colours, and lines as given on page 123.

Learning Outcomes

Create a blank canvas.

Explanation

Explain to them that creating a blank canvas in Canva for mind mapping involves initiating a fresh workspace to design your mind map from scratch, as given on pages 124 and 125.

Add a background. Elaborate that adding a background to the canvas provides a base on which you can create your mind map, as given on pages 125 and 126.

Add shapes. Discuss with them that adding shapes to a mind map helps visually represent and categorise ideas. It enhances the organisation of and clarity in the mind map, as given on pages 126 to 128.

Add text.

Highlight that adding text is an essential step while creating a mind map, as it allows you to convey your ideas clearly, as given on pages 128 to 130.

Check for Understanding

● Read aloud the question provided.

1. Describe mind maps and its uses.

Answer: Mind maps provide a creative way to visually organise and connect ideas using text, shapes, colours, and lines. Mind maps serve various purposes, including organising information, brainstorming ideas, note-taking, understanding relationships between concepts, enhancing creativity, project planning, and catering to visual learners.

7 mins

Build

● Conduct a group discussion in the class among the students based on the topic provided in the Discuss section, as mentioned on page 130.

Possible Responses: The background in a mind map adds visual appeal, helps organise ideas, represents themes, encourages creativity, aids memory, and brings a fun element to the learning experience.

3 mins

Sum Up

● Conclude the session by summarising the steps to create a mind map in Canva. Start by initiating a new workspace and selecting the ‘Mind Map’ option. Choose a blank canvas for maximum customisation. Establish a foundation by choosing a background colour and incorporating images for visual appeal. Utilise the shapes from the Elements tab, such as circles, to visually organise and structure ideas. Resize and customise shapes to enhance clarity. Integrate text by adding text boxes to convey information effectively, ensuring a well-organised and visually appealing mind map.

● 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

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: Question 2

2. Introduction to Mind Maps and Creating a Mind Map in Canva-II

Learning Outcomes

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

● describe mind maps.

● create a blank canvas.

● add a background.

● add shapes.

● add text.

Keyword

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 the students about mind maps, and how to create a mind map by adding a background, shapes, and text.

Attempt the activity on the Assignment page

● Mind Maps: They provide a creative way to visually organise and connect ideas using text, shapes, colours, and lines. 5 mins

Warm Up

Conclude the concepts Assign homework

Action Plan

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Introduction to Mind Maps and Creating a Mind Map in Canva-II.

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

10 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe mind maps. Discuss with the students that mind maps provide a creative way to visually organise and connect ideas using text, shapes, colours, and lines, as given on page 123.

Create a blank canvas.

Explain to them that creating a blank canvas in Canva for mind mapping involves initiating a fresh workspace to design your mind map from scratch, as given on pages 124 and 125.

Add a background. Elaborate that adding a background to the canvas provides a base on which you can create your mind map, as given on pages 125 and 126.

Add shapes. Discuss with them that adding shapes to a mind map helps visually represent and categorise ideas. It enhances the organisation of and clarity in the mind map, as given on pages 126 to 128.

Add text. Highlight that adding text is an essential step while creating a mind map, as it allows you to convey your ideas clearly, as given on pages 128 to 130.

Check for Understanding

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

12 mins

Build

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that to create a mind map in Canva, start by initiating a new workspace and selecting the ‘Mind Map’ option. Choose a blank canvas for maximum customisation. Establish a foundation by choosing a background colour and incorporating images for visual appeal. Utilise the shapes from the Elements tab, such as circles, to visually organise and structure ideas. Resize and customise shapes to enhance clarity. Integrate text by adding text boxes to convey information effectively, ensuring a well-organised and visually appealing mind map.

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

3. Editing and Formatting Text and Applying Text Effects-I

Learning Outcomes

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

● apply font style.

● change font size.

● change text colour.

● apply text formatting.

● change text alignment.

● use the effects option.

● adjust letter and line spacing.

● use the list option.

Keyword

● Text alignment: It refers to the position of the text within a text box or a shape.

WEBS at a Glance

Warm Up Engage Build Sum Up

Can you think of a poster or flyer you’ve seen that caught your attention? What elements do you think make it visually appealing?

How do you think the way text is presented contributes to the overall impact of a visual message, whether it’s a social media post or a school project?

Warm Up

Action Plan

5 mins

● Can you think of a poster or flyer you’ve seen that caught your attention? What elements do you think make it visually appealing?

● How do you think the way text is presented contributes to the overall impact of a visual message, whether it’s a social media post or a school project?

● Now, build the concept by explaining different editing and formatting options in Canva.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Apply font style. Explain to the students that to change a font style in Canva, click on the text box and find the font style option at the top of the canvas, as given on page 131.

Change font size. Tell them, to adjust the font size in Canva, simply click on the text box and locate the font size option at the top of the canvas. Once found, click on it to reveal a range of size options, and select the desired font size, as given on page 132.

Change text colour. Describe to them that to customise the text colour in Canva, click on the text box, and find the Text Colour option on the top bar. Upon clicking, a colour palette appears in the left-hand side panel. From there, choose any desired colour as given on page 133.

Change case (aA): The Change case option is used to make all the letters capital if they are small and vice versa. The capital letters can be used for headings or to convey a strong message in your mind map. Click the More icon on the right side of the top bar. Select the Change case aA icon to apply the desired text case.

Apply text formatting. Tell the students that in Canva, text formatting options such as bold (B), italic (I), underline (U), strikethrough (S), and change case (Aa) are available to enhance the visual presentation of your text, as given on pages 134 to 136.

Change text alignment.

Explain the students that text alignment in Canva plays a crucial role in visual appeal and readability. Users can choose from left, centre, right, or justified alignment options, as given on pages 136 to 138.

Use the effects option. Tell the students that in Canva, enhancing the visual appeal of your mind maps is made easy by applying various effects to the text. To do this, select the desired text box and find the Effects option on the top bar, as given on pages 138 and 139.

Adjust letter and line spacing.

Describe to the students that controlling letter and line spacing is essential for effective design, allowing users to manage the distance between the characters and the lines of text, as given on pages 139 and 140.

Use the list option. Tell them that the List option within a text box provides a convenient way to create organised and visually clear bulleted or numbered lists as given on page 141.

Check for Understanding

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

Do It Yourself 7A

Correct Responses:

7A.

Match the following.

7B. 1. d. Blank Canvas

2. a. Left Alignment b. Centre Alignment c. Right Alignment

You can apply various text effects to the text given in the mind maps. For example, you can change the text

● Conduct a group discussion in the class among students based on the topic provided in the Discuss section as mentioned on page 141.

Possible Responses: In Canva, various effects can be applied to the text in mind maps. This includes basic formatting like bold, italics, underlining, changing font styles and sizes, adjusting text colour, and using effects such as outlines, shadows, and background colours.

Sum Up

3 mins

● Conclude the session by summarising that in Canva, text customisation is achieved by selecting the text box and choosing the font styles, sizes, and colours from the top menu. Additional formatting options like bold, italic, underline, strikethrough, and change case are easily applied or removed using the icons. Text alignment options, including left, centre, right, and justified, contribute to visual appeal and readability. Various text effects, such as shadows and styles, can be applied for enhanced design. The curve effect allows for creative text shaping. Control over letter and line spacing ensures improved readability. Canva’s list option simplifies the creation of organised bulleted or numbered lists within text boxes, aiding in maintaining a well-organised layout and enhancing content clarity in designs.

● 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 3, 4, and 5

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

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

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

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

4. Editing and Formatting Text and Applying Text Effects-II

Learning Outcomes

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

● apply font style.

● change font size.

● change text colour.

● apply text formatting.

● change text alignment.

● use the effects option.

● adjust letter and line spacing.

● use the list option.

Keyword

● Text alignment: It refers to the position of the text within a text box or a shape.

WEBS at a Glance

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

Action Plan

5 mins

Warm Up

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

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

10 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Apply font style. Explain to the students that to change a font style in Canva, click on the text box and find the font style option at the top of the canvas, as given on page 131.

Change font size. Tell them, to adjust the font size in Canva, simply click on the text box and locate the font size option at the top of the canvas. Once found, click on it to reveal a range of size options, and select the desired font size as given on page 132.

Change text colour. Describe to them that to customise the text colour in Canva, click on the text box, and find the Text Colour option on the top bar. Upon clicking, a colour palette appears in the left-hand side panel. From there, choose any desired colour, as given on page 133.

Apply text formatting.

Change text alignment.

Use the effects option.

Adjust letter and line spacing.

Tell the students that in Canva, text formatting options such as bold (B), italic (I), underline (U), strikethrough (S), and change case (Aa) are available to enhance the visual presentation of your text, as given on pages 134 to 136.

Explain to the students that text alignment in Canva plays a crucial role in visual appeal and readability. Users can choose from left, centre, right, or justified alignment options as given on pages 136 to 138.

Tell the students that In Canva, enhancing the visual appeal of your mind maps is made easy by applying various effects to text. To do this, select the desired text box and find the Effects option on the top bar as given on pages 138 and 139.

Explain to them that controlling letter and line spacing is essential for effective design, allowing users to manage the distance between the characters and lines of text, as given on pages 139 and 140.

Use the list option. Tell them, that the List option within a text box provides a convenient way to create organised and visually clear bulleted or numbered lists as given on page 141.

Check for Understanding

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

12 mins

Build

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

● Explain the activity to the students.

Sum Up

● Conclude the session by summarising that in Canva, text customisation is achieved by selecting the text box and choosing font styles, sizes, and colours from the top menu. Additional formatting options like bold, italic, underline, strikethrough, and change case are easily applied or removed using icons. Text alignment options, including left, centre, right, and justified, contribute to visual appeal and readability. Various text effects, such as shadows and styles, can be applied for enhanced design. The curve effect allows for creative text shaping. Control over letter and line spacing ensures improved readability. Canva’s list option simplifies the creation of organised bulleted or numbered lists within text boxes, aiding in maintaining a well-organised layout and enhancing content clarity in designs.

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

5. Adding Branches to a Mind Map-I

Learning Outcome

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

● add branches to a mind map.

Keyword

● Branch: It connects the main idea of a mind map with other related aspects or its subtopics.

WEBS at a Glance

When you hear the term ‘branches’, what do you think it might refer to?

Tell the students how to add branches to a mind map.

Group discussion

Conclude the concepts

Assign homework 5 mins

Warm Up

Action Plan

5 mins

● When you hear the term ‘branches’ in the context of a Mind Map, what do you think it might refer to?

● Relate the concept that adding branches to a mind map means creating links between the main topic and the subtopics.

Engage

Explain the following concepts:

Learning Outcome

Add branches to a mind map.

15 mins

Explanation

Discuss with the students that adding branches to a mind map, involves creating connections between the main topic and its subtopics, enhancing understanding, as given on pages 142 to 145.

Check for Understanding

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

Correct Responses:

Build

7 mins

● Conduct a group discussion in the class among students based on the topic ‘Uses of Branches in Mind Maps’.

Possible Responses: They help organise information, connect ideas, add details, provide a visual representation, highlight key points, create a map of ideas, make it easy to read, express creativity, and break down big topics.

Sum Up

3 mins

● Conclude the session by summarising that adding branches to a mind map involves creating connections between the main topic and its subtopics, enhancing understanding.

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

B. Tick the Correct Option: Question 2

C. Who Am I?: Question 1

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

6. Adding Branches to a Mind Map-II

Learning Outcome

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

● add branches to a mind map.

Keyword

● Branch: It connects the main idea of a mind map with other related aspects or its subtopics.

WEBS at a Glance

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

Tell the students how to add branches to a mind map.

Attempt the activity on the Assignment page

Action Plan

Conclude the concepts Assign homework

mins 3 mins

5 mins

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Adding Branches to a Mind Map-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 Outcome

Add branches to a mind map.

10 mins

Explanation

Discuss with the students that adding branches to a mind map, involves creating connections between the main topic and its subtopics, enhancing understanding, as given on pages 142 to 145.

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

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that adding branches to a mind map involves creating connections between the main topic and its subtopics, enhancing understanding.

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

AI—Computer Vision

Story Time

Story in a Nutshell…

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

This chapter is divided into the following classroom sessions

1. Artificial Intelligence-I

2. Artificial Intelligence-II

1. Artificial Intelligence-I

Learning Outcomes

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

● explain what AI is.

● describe the evolution of AI.

● describe the applications of AI.

● differentiate between natural and artificial intelligence.

Keyword

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

WEBS at a Glance

Ask the students the full form of AI.

Action Plan

Group discussion Conclude the concepts Assign homework

5 mins

Warm Up

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

Engage

Explain the following concepts:

Learning Outcomes Explanation

15 mins

Explain what AI is. Tell the students that AI is the capability of a machine, to mimic human intelligence, as given on page 151.

Describe the evolution of AI.

Tell the students how AI got smarter and better over time from initial AI to Future adventures, as given on page 151.

Learning Outcomes

Describe the applications of AI.

Differentiate between natural and artificial intelligence.

Explanation

Discuss the various applications of AI such as smart assistants, video games, chatbots, robots, etc., with the students as given on pages 152 and 153.

Discuss the difference between natural and artificial intelligence based on learning, emotions and consciousness, flexibility, physical presence, etc., as given on pages 153 and 154.

Check for Understanding

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

Correct Responses:

Do It Yourself 8A

1. Talking AI

Do It Yourself 8B

2. Initial AI

3. Future adventures 4. Super Smart AI

1. Translator 2. Sensors and Cameras

Do It Yourself 8C

1. F 2. F

Build

5. Learning AI

7 mins

● Conduct a group discussion in the class among students based on the topic “Which one is more reliable, artificial intelligence or natural intelligence?”, as provided in the Discuss section on page 154.

Possible Responses: Natural intelligence, artificial intelligence.

Sum Up

3 mins

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

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

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

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

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

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

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

2. Artificial Intelligence-II

Learning Outcomes

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

● describe computer vision- it’s working and applications.

● describe augmented reality.

● describe virtual reality.

● explain AI ethics.

Keywords

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

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

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

WEBS at a Glance

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

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

Action Plan

Warm Up

5 mins

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe computer visionits working and applications.

Explanation

Explain to the students what computer vision is. Explain to them the working of CV. Also, introduce them with various applications of CV such as object recognition, face recognition, robotics, etc., as given on pages 154 to 156.

Describe augmented reality. Explain to the students that AR enhances the user’s perception of reality by overlaying virtual elements on their view of the physical environment, as given on page 156.

Describe virtual reality. Explain to the students that VR involves the use of a headset or goggles that block out the real world and replace it with a computer generated one, as given on page 156.

Explain AI ethics. Explain to the students what AI ethics are. Discuss the basic code of conduct for AI, as given on page 157.

Check for Understanding

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

Correct Responses:

Do It Yourself 8D

1. Computer Vision

2. Augmented Reality

3. Virtual Reality

Do It Yourself 8E

Match the following.

Column A

Data protection

Environmental responsibility

Making the world better

Helping others

Bias avoidance

Build

Column B

Treat everyone the same

Reduce energy use

Personal information

Solving big problems

Diagnosing diseases

7 mins

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

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

Sum Up

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

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

A. Fill in the Blanks: Questions 4 and 5

B. Who Am I?: Question 5

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

D. Answer the Following: Question 5

E. Apply Your Learning: Questions 1 and 3

Python I

Web Development I

Introduction to Python 1

This chapter is divided into the following classroom and lab sessions

1. Introduction to Python-I

2. Introduction to Python-II

1. Introduction to Python-I

Learning Outcomes

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

● explain what programming is.

● describe Python.

● explain features and applications of Python.

● identify syntax and built-in functions of Python.

Keywords

● Programming: It is the process of giving instructions to tell a computer to perform a specific task.

● Syntax: A set of rules for writing programs is known as syntax.

● Function: It is a block of code used to perform a specific task.

WEBS at a Glance

Ask the students if they are familiar with programming.

Explain to them what programming is; tell them about Python; Discuss the features and applications of Python with them; Explain the built-in functions of Python.

Action Plan

Warm Up

● Ask the students if they are familiar with programming.

Think and Tell Conclude the concepts

Assign homework

5 mins

● Now, build on the concept that programming is the process of giving instructions to tell a computer to perform a specific task. Also tell them that Python is a high-level programming language that is easy to learn and simple to use.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explain what programming is.

Explanation

Introduce the concept of programming to the students by telling them that programming is the process of giving instructions to tell a computer to perform a specific task, as given on page 1.

Define Python. Tell them that Python is a high-level programming language that is easy to learn and simple to use, as given on page 1.

Explain features and applications of Python.

Introduce different features of Python, like easy to code, cross-platform compatible, open-source, used to create GUI apps, and interactive and dynamically typed language, as given on page 1.

Also tell them about different applications of Python, like software, games; web applications and websites, Artificial Intelligence applications, and scientific research applications, as given on page 2.

Identify syntax and built-in functions of Python.

Tell them that every programming language has its own set of rules for writing programs which is known as syntax, as given on page 2.

Also discuss with them that built-in functions are the functions that are already defined in Python, as given on page 3.

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 write the answer in their book.

Correct Response:  Graphical User Interface

Build

7 mins

● Ask the students to give the answer of the question “Will a syntax error stop a program from running?” asked in the Think and Tell section given on page 2.

Possible Response: Yes, a syntax error stops the program from execution.

Sum Up

3 mins

● Conclude the session by summarising that programming is the process of giving instructions to tell a computer to perform a specific task. Tell them that Python is a high-level programming language that is easy to learn and simple to use. Python has several features like, easy to code, cross-platform compatible, open-source, used to create GUI apps, interactive and dynamically typed language.

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

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

B. Tick the Correct Option: Questions 1 and 4

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

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

E. Apply Your Learning: Question 3

2. Introduction to Python-II

Learning Outcomes

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

● discuss the different data types in Python.

● explain the concept of variables.

● describe the concept of dynamic typing.

Keywords

● Data type: It specifies the type of value a variable can contain.

● Variable: A variable is a reference name given to a location in a computer’s memory.

● Identifier: The name given to a variable is known as an identifier.

WEBS at a Glance

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

Demonstrate how data types and variables are used in Python.

Action Plan

Attempt the activity on the Assignment page

Conclude the concepts

Assign homework

mins

5 mins

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Introduction to Python-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

Discuss the different data types in Python.

Explanation

Introduce students to the different data types in Python, like int, float, and string, as given on pages 3 and 4.

Learning Outcomes

Explanation

Explain the concept of variables. Tell the students that a variable is a reference name given to a location in a computer’s memory. Also tell them how to create and initialise a variable. Also, tell them the rules for naming a variable, as given on pages 4 and 5.

Describe the concept of dynamic typing.

Check for Understanding

Discuss with the students that dynamic typing in Python means that you can assign a value to a variable, and the variable automatically takes the data type of that assigned value at runtime, as given on page 5.

● 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 section, Question 1, and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

<class ‘int’>

<class ‘float’>

<class ‘float’>

Build

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

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that Python supports different data types, including int, float, string, etc. Also discuss with the students that a variable is a reference name given to a location in a computer’s memory.

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

● Assign the following 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 2, 3, and 5

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

D. Answer the Following: Questions 3 and 4

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

Using Operators in Python 2

This chapter is divided into the following lab sessions

1. Using Operators in Python

2. Algorithm and Flowcharts

3. Writing a Python Program and Using the Math Library

1. Using Operators in Python

Learning Outcomes

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

● describe operators.

● describe the types of operators.

● explain operator precedence.

Keywords

● Operator: An operator is a symbol that is used to perform operations on variables or values.

● Expression: The combination of operands and operators is called an expression.

WEBS at a Glance

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

Describe operators to the students. Explain the different types of operators and operator precedence.

Attempt the activity on the Assignment page

Action Plan

Conclude the concepts

Assign homework

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Using Operators in Python

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

Explain the following concepts:

Learning Outcomes Explanation

Describe operators. Describe operators to the students. Tell them what an operators, operand, and expression are, as given on page 10.

Describe the types of operators.

Explain operator precedence.

Describe to them that the Python language supports arithmetic operators, assignment operators, relational/comparison operators, and logical operators, as given on pages 10 to 12.

Explain to them that if there are more than one operator in an expression, then we need to follow operator precedence to evaluate the expression, as given on pages 12 and 13.

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 the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses: 1. 17 2. True 3. 100 4. 6

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

● Explain the activity to the students.

● Conclude the session by summarising that an operator is a symbol that is used to perform operations on variables or values. The Python language supports arithmetic operators, assignment operators, relational/comparison operators, and logical operators. Operator precedence describes the order in which operations are to be performed on the operand.

● 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, 4, and 5

B. Tick the Correct Option: Questions 1, 2, 3, 4, and 5

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

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

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

F. Apply Your Learning: Question 1

2. Algorithm and Flowcharts

Learning Outcomes

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

● describe an algorithm and the rules to write an algorithm.

● describe the flowcharts and symbols used for a flowchart.

Keywords

● Algorithm: An algorithm can be defined as a logical, step-by-step procedure for solving a problem.

● Flowchart: A flowchart is a graphical or visual representation of an algorithm that uses various symbols, shapes, and arrows to show a process or program.

WEBS at a Glance

Warm Up Engage Build Sum Up

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

Explain the concept of algorithms and flowcharts to the students.

Action Plan

Attempt the activity on the Assignment page

Warm Up

Conclude the concepts

Assign homework

mins

5 mins

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe an algorithm and the rules to write an algorithm.

Explanation

Describe to the students that any problem can be solved if a specific sequence of steps is followed. Also, tell them the rules for writing an algorithm, as given on pages 13 and 14.

Learning Outcomes

Describe the flowcharts and symbols used for a flowchart.

Check for Understanding

Explanation

Describe to the students that the primary goal of using aflowchart is to evaluate various ways to solve a problem. Also demonstrate to them the various symbols used to draw a flowchart, as given on pages 14 and 15.

● 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: Do it yourself

Build

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

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that an algorithm can be defined as a logical, step-bystep procedure for solving a problem. You need to provide a set of inputs to the algorithm, and the algorithm will provides you with the output. A flowchart helps a user readily understand a problem and then provide various ways to solve 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 1

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

F. Apply Your Learning: Questions 4 and 5

3. Writing a Python Program and Using the Math Library

Learning Outcomes

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

● write a Python program.

● use the math library in Python.

Keyword

● Syntax: Syntax is like the grammar rules for writing code in a programming language.

WEBS at a Glance

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

Demonstrate to them how to write a Python program and tell them about the math library in Python.

Attempt the activity on the Assignment page

Warm Up

Action Plan

Conclude the concepts

Assign homework

mins

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Writing a Python Program and Using the Math Library

● 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

Write a Python program.

Use the math library in Python.

Explanation

Describe to the students that in the Python language, you need to follow certain rules for writing programs. These rules are called syntax. Demonstrate to them how to write basic Python programs, as given on page 16.

Describe to the students that the math library is used to store various mathematical operations for which Python has many built-in methods, as given on pages 17 and 18.

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 2C and 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: Do it yourself

Build

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

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that an algorithm can be defined as a logical, step-bystep procedure for solving a problem. You need to provide a set of inputs to the algorithm, and the algorithm will provides you with the output. A flowchart helps a user readily understand a problem and then provide various ways to solve 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.

C. Who Am I?: Questions 1 and 2

E. Answer the Following: Question 4

F. Apply Your Learning: Questions 2 and 3

Conditional Statements in Python 3

This chapter is divided into the following lab sessions

1. Conditional Statements in Python-I

2. Conditional Statements in Python-II

1. Conditional Statements in Python-I

Learning Outcomes

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

● describe control statements.

● define conditional statements.

Keywords

● Control statements: Control statements are used to manage the sequence of execution within a program.

● Conditional statements: These statements enable you to execute various sections of code based on whether a given condition is true or false.

WEBS at a Glance

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

Action Plan

Warm Up

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Conditional Statements in Python-I

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

15 mins

Explain the following concepts:

Learning Outcomes

Describe control statements.

Define conditional statements.

Explanation

Discuss with the students that control statements in the Python programming language are used to manage the sequence of execution within a program, as given on page 21.

Describe to them that conditional statements enable us to execute various sections of code, based on whether a given condition is true or false, as given on page 21.

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

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

● Explain the activity to the students.

3 mins

● Conclude the session by summarising that the control statements in the Python programming language are used to manage the sequence of execution within a program. Tell them that the main types of control statements in Python are sequential, conditional, and iterative statements, or loops. The conditional statements enable you to execute various sections of code based on whether a given condition is true or false.

● 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.

E. Answer the Following: Questions 1 and 2

2. Conditional Statements in Python-II

Learning Outcomes

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

● use the if statement.

● use the if-else statement.

● use the if-elif-else statement.

Keyword

● Indentation: Indentation refers to the space at the beginning of a code line.

WEBS at a Glance Warm Up

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

Explain the different types of conditional statements. Attempt the activity on the Assignment page

Warm Up

Action Plan

Conclude the concepts

Assign homework

mins

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Conditional Statements in Python-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

Use the if statement. Explain to the students that the ‘if’ statement is used to evaluate a condition and execute a code block if the condition evaluates to true, as given on page 21. Also, demonstrate to them how to use the if statement in a program, as given on page 22. Also, show them the use of indentation in a program, as given on page 22.

Learning Outcomes

Use the if-else statement.

Use the if-elif-else statement.

Explanation

Discuss with them that using the if-else statement, the block of code after the if statement is executed if the condition is true, and the block of code after the else statement is executed if the condition is false, as given on page 22. Demonstrate how to use it in a program, as given on page 23.

Explain to them that the if-elif-else statement allows you to check multiple conditions in a program. Python checks each condition until any one of them is true, as given on page 23. Show them the use of the if-elif-else statement in a program, as given on page 24. Also, show them the examples given on pages 24 and 25. Ask them to attempt the coding challenge given on page 25.

Check for Understanding

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

7 mins

Build

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that the ‘if’ statement is used to evaluate a condition and execute a code block if the condition evaluates to true. Using the if-else statement, the block of code after the if statement is executed if the condition is true, and the block of code after the else statement is executed if the condition is false. The if-elif-else statement allows you to check multiple conditions in a program. Python checks each condition until any one of them is true.

● 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, 2, 3, 4, and 5

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

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

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

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

This

Introduction to HTML 4

chapter is divided into the following classroom and lab sessions

1. HTML-I

1. HTML-I

Learning Outcomes

2. HTML-II

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

● describe HTML and its advantages and disadvantages.

● explain about web browsers.

● describe the basic structure of an HTML document.

● design web pages in HTML.

● create the structure of an HTML document.

Keywords

● HTML: HTML stands for HyperText Markup Language. It helps you to display colourful text, images, and attractive backgrounds to your web page.

● Web browser: A web browser is a software application that processes HTML and other web technologies to display web pages to users.

WEBS at a Glance

Ask the student to define web browser.

Describe to the students what HTML is. Tell its advantages and disadvantages. Explain them what a web browser is.

Describe the basic structure of an HTML document. Also, explain how to design web pages in HTML. Tell them how to create the structure of an HTML document.

Action Plan

Warm Up

5 mins

● Ask the student to define web browsers. Tell them that web browsers are used to process HTML and other web technologies to display web pages to users.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe HTML and its advantages and disadvantages.

Explanation

Tell the students that we use various computer languages or technologies to create web pages. HTML is one of the technologies used to create web pages, as given on pages 28 and 29.

Explain about web browsers. Describe to them what a web browser is. Tell them that Google Chrome, Mozilla Firefox, and Microsoft Edge are some common examples of web browsers, as given on page 29.

Describe the basic structure of an HTML document.

Describe the basic structure of an HTML document, which includes a header section and a body section, as given on page 29.

Design web pages in HTML. Describe the steps involved in designing a web page in HTML are open an editor, write HTML code, save a file, open a browser, and check the web page, as given on page 30.

Create the structure of an HTML document.

Check for Understanding

Describe to them that to create an HTML document, you need to know about a few essential elements, such as doctype HTML, HTML, head, etc. To create a basic HTML document structure, refer to pages 30 and 31 for the necessary elements.

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

Correct Responses: (Do It Yourself 4A)

7 mins

● Ask the students to give the answer to the question “What type of websites do you want to create using HTML?” asked in the Think and Tell section given on page 29.

Possible Responses: Game websites, news websites, and social networking websites

Sum Up

3 mins

● Conclude the session by summarising that HTML helps you display colourful text, images, and attractive backgrounds to your web page. Describe its advantages and disadvantages. Explain to them what a web browser is. Also, revise that HTML contains two sections: a head section and a body section. Also, explain how to design web pages in HTML. Tell them how to create the structure of an HTML document.

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

A. Fill in the Blanks: Question 3

B. Tick the Correct Option: Question 1

C. Who Am I?: Questions 1 and 4

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

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

F. Apply Your Learning: Question 2

2. HTML-II

Learning Outcomes

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

● describe basic terminologies in HTML.

● explain different types of tags.

Keywords

● Tags: A tag is a keyword that tells the browser how to display a piece of text or content.

● Container tags: These tags consist of an opening tag as well as a closing tag. This start tag and end tag pair are known as the ON and OFF tags and are used to open and close the document.

● Empty tags: An empty tag is a tag without a closing tag.

WEBS at a Glance

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

Describe to them the basic terminologies in HTML. Explain about different types of tags.

Attempt the activity on the Assignment page

Conclude the concepts

Assign homework

mins

Action Plan

Warm Up

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

5 mins

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

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe basic terminologies in HTML.

Explain different types of tags.

15 mins

Describe basic terminologies of HTML, such as tags, elements, attributes, as given on page 31.

Describe types of tags, such as container tags and empty tags. Also, tell them about basic tags in HTML, as given on pages 31 to 34.

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 4C section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Tag Meaning

hr Italics

br Horizontal rule

b Underline

i Line break

u Bold

Build 7 mins

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that a tag is a keyword that tells the browser how to display a piece of text or content. Tell them about elements and attributes. Also, describe to them the various types of tags, such as paragraph, break, body, head, etc.

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

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

A. Fill in the Blanks: Questions 1, 2, 4, and 5

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

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

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

E. Answer the Following: Question 4

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

Creating a Web Page 5

This chapter is divided into the following classroom and lab sessions

1. Structure of an HTML Document

2. Creating an HTML Document

3. Basic HTML Coding Conventions

4. More HTML Tags

1. Structure of an HTML Document

Learning Outcome

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

● describe the structure of an HTML document.

Keyword

● HTML: HTML stands for HyperText Markup Language. It helps you to display colourful text, images, and attractive backgrounds to your web page

Ask the student for the full form of HTML.

● Ask the student the full form of HTML, and then recall to them the basic structure of an HTML document that they have studied in the previous chapter

Explain the following concepts:

Learning Outcome Explanation

Describe the structure of an HTML document.

Describe to the students that the structure of an HTML document includes a header section and a body section. Tell them that the basic structure of an HTML document consists of five elements, as given on pages 38 and 39.

Check for Understanding

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

● Name the 5 elements of the basic structure of an HTML document.

Correct Responses: <Doctype HTML>, <HTML> tag, <head> tag, <title> tag, and <body> tag.

● What is the use of the title tag?

Correct Responses: The <title> tag provides a suitable title for the entire HTML document.

Build

7 mins

● Conduct a group discussion in the class among the students based on the topic ‘Uses of DOCTYPE HTML tag’

Possible Responses: This tag informs the browser about the document type.

Sum Up

3 mins

● Conclude the session by summarising that HTML helps you to display colourful text, images, and attractive backgrounds to your web page. Explain to them the structure of an HTML document. Also, revise them that HTML contains two sections: a head section and a body section.

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

A. Fill in the Blanks: Questions 2 and 3

B. Tick the Correct Option: Questions 1 and 2

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

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

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

2. Creating an HTML Document

Learning Outcomes

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

● create an HTML document.

● view an HTML document using a web browser.

WEBS at a Glance Warm Up

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

Demonstrate to them how to create an HTML document and the steps to view an HTML document using a web browser.

Warm Up

Action Plan

Attempt the activity on the Assignment page

Up

Conclude the concepts Assign homework

mins

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Creating an HTML Document.

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

Create an HTML document. Demonstrate the steps to create an HTML document, as given on pages 39 and 40.

View an HTML document using a web browser.

Check for Understanding

Demonstrate the steps to view an HTML document using a web browser, as given on page 40.

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

•

7 mins

Build

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising the steps to create an HTML document. Also, demonstrate the steps to view an HTML document using a web browser.

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

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

C. Who Am I?: Question 1

3. Basic HTML Coding Conventions

Learning Outcome

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

● describe the basic HTML coding conventions.

WEBS at a Glance

Ask the student if they know the meaning of the coding convention.

Describe the basic HTML coding conventions to the students. Group discussion Conclude the concepts Assign homework

Action Plan

Warm Up

Ask the student if they know the meaning of the coding convention. 15 mins

Engage

Explain the following concepts:

Learning Outcome

Describe the basic HTML coding conventions.

Explanation

Describe to the students that while writing HTML documents, you should follow some coding conventions, as given on page 41.

Check for Understanding

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

Correct Responses:

1. Do it yourself

2.

Build

7 mins

● Conduct a group discussion in the class among the students based on the topic ‘Basic HTML coding conventions’.

Possible Responses: Never skip the <title> element. Try to keep your code lines short.

Sum Up

3 mins

● Conclude the session by summarising that while writing HTML documents, you should follow the coding conventions such as, always declare the document type as the first line in your document; use either small or capital letters for element names because mixing capital and small letters may be confusing and difficult to debug, etc.

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

A. Fill in the Blanks: Question 1

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

4. More HTML Tags

Learning Outcome

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

● describe more HTML tags.

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

WEBS at a Glance

Describe to the students more HTML tags, such as <em>, <section>, <sub>, <sup>, etc.

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

Engage

Explain the following concepts: Learning Outcome Explanation

Describe more HTML tags.

15 mins

Demonstrate to them the use, syntax, and code for some more HTML tags, as given on pages 42 to 44.

Check for Understanding

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

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising the <em> tag, <strong> tag, <sub> tag, <sup> tag, <section> tag, and <article> tag. Also, demonstrate the complete project.

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

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

A. Fill in the Blanks: Questions 4 and 5

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

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

E. Answer the Following: Questions 4 and 5

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

This

Cascading Style Sheets 6

chapter is divided into the following classroom and lab sessions

1. Introduction to CSS

3. CSS Font Properties

1. Introduction to CSS

2. CSS Colour Properties

4. CSS Border Property

Learning Outcomes

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

● explain what CSS is.

● describe CSS syntax.

● use inline CSS.

● use internal CSS.

● use external CSS.

Keywords

● CSS: Cascading Style Sheets (CSS) is a language used to incorporate styles like background colour, font colour, and font size in web pages.

● Selector: It is any HTML element to which you want to apply a style, like <p>.

● Property: It is like an HTML attribute, like colour, which adds additional features to an element.

WEBS at a Glance

Ask students if they have ever seen the look of a web page changed without recreating it.

Discuss with the students about CSS, its syntax, and different methods to use it.

Action Plan

Warm Up

● Ask students if they have ever seen the look of a web page change without recreating it.

5 mins

● Now, build the concept that CSS allows you to change the look of a website without recreating it.

Engage

Explain the following concepts:

Learning Outcomes

15 mins

Explanation

Explain what CSS is. Explain to the students that Cascading Style Sheets (CSS) is a language used to incorporate styles like background colour, font colour, and font size in web pages, as given on page 48.

Describe CSS syntax. Explain to the students that style rules are made up of selectors, properties, and values. All style rules are enclosed within curly brackets {}, as given on page 48.

Use inline CSS. Tell students that the purpose of inline CSS is to apply CSS style rules only to a particular element in an HTML document, as given on page 49.

Use internal CSS. Tell students that they can use the internal CSS method to apply CSS style rules to multiple elements or an entire web page, as given on page 49.

Use external CSS. Explain to the students that the external CSS method allows you to apply style rules to multiple web pages of a website, as given on pages 49 and 50.

Check for Understanding

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

Correct Responses:

1. a. F b. F c. T

2. Values of the href and rel attributes are wrong. The correct code is: <link rel=”stylesheet” href = “style.css”>

Build

7 mins

● Conduct a group discussion among the students in the class on the topic “Which method of adding CSS to an HTML document is better in your point of view?” mentioned in the Discuss section, as given on page 50.

Possible Responses: The external CSS method is better in case if you want to apply the style to the entire web page. The internal CSS method is useful when you want to apply the style to multiple elements or an entire web page. The inline CSS method is beneficial when the style needs to be applied to a particular element in a web page.

Sum Up

● Conclude the session by summarising that Cascading Style Sheets (CSS) is a language used to incorporate styles like background colour, font colour, and font size in web pages. Style rules are made up of selectors, properties, and values. There are three methods to use CSS in an HTML document: inline, internal, and external.

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

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

B. Tick the Correct Option: Questions 1 and 2

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

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

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

F. Apply Your Learning: Question 2

2. CSS Colour Properties

Learning Outcome

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

● use CSS colour properties.

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

WEBS at a Glance

Demonstrate how to use colour properties of CSS.

Attempt the activity on the Assignment page

Action Plan

Warm Up

Sum Up

Conclude the concepts

Assign homework

mins

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on CSS Colour Properties.

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

Engage

Explain the following concepts:

Learning Outcome

Use CSS colour properties.

15 mins

Explanation

Demonstrate to the students how to use colour and background-colour properties. The colour property applies colour to the text of an element. The background-colour applies a colour to the background of an HTML document, as given on pages 50 and 51.

Check for Understanding

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

7 mins

Build

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that CSS provides two colour properties: colour and background-colour. The colour property applies colour to the text of an element. The backgroundcolour property applies colour to the background of an HTML document.

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

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

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Questions 3 and 4

C. Who Am I?: Question 3

E. Answer the Following: Question 3

3. CSS Font Properties

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

● use CSS font properties.

Ask students if they have ever wondered how the text on the web page looks well formatted.

WEBS at a Glance

Group discussion Conclude the concepts Assign homework

mins

Action Plan

Warm Up

● Ask students if they have ever wondered how the text on the web pages looks well formatted.

● Tell students that they can use the various CSS font properties to format text on web pages.

Engage

Explain the following concepts:

Learning Outcome Explanation

Use CSS font properties.

5 mins

15 mins

Tell students that the CSS font properties are used to format text on web pages. Also tell them how to use the font properties like font-family, font-size, font-weight, text-align, text-decoration, and line-height, as given on pages 51 and 52.

Check for Understanding

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

Correct Responses:

Match the CSS property with its possible value.

CSS Property Value

background-colour 14pt font-size red text-align double text-decoration justify border-style overline

Build

Chapter Checkup

7 mins

● Conduct a group discussion among the students in the class on the topic ‘Different ways to format text on a web page’.

A Fill in the Blanks.

Possible Response: We can format text on a web page by setting its various font styles and sizes, changing the thickness of characters, aligning text, underlining, changing the spacing between the lines of text, etc.

Hints .css   #   style   font-weight   structure

1 The main purpose of CSS is to separate the styles from the of the web pages.

3 mins

Sum Up

2 rules are made up of selectors, properties, and values.

3 CSS file is saved with the extension.

● Conclude the session by summarising that the CSS font properties are used to format text on web pages. There are various font properties like font family, font size, font weight, text align, text decoration, and line height

4 The property of CSS specifies the thickness of characters.

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

5 The symbol is used at the beginning of hexadecimal code.

A. Fill in the Blanks: Question 4

B Tick () the Correct Option.

B. Tick the Correct Option: Question 5

C. Who Am I?: Question 4

1 Which of the following brackets is used to enclose style rules with a selector?

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

a  {} b  [] c  () d  <>

2 Which of the following is not a method of using CSS in an HTML document?

a  Inline b  Outline c  Internal d  External

3 Hexadecimal codes are made up of:

a  six characters b  four characters c  two characters d  eight characters

4 What does R stand for in RGB?

a  Rich b  Red c  Real d  Rose

5 The property sets the size of the text in pixels, points, percentage, or em.

a  font-family b  font-size c  font-weight d  text-align

4. CSS Border Property

Learning Outcome

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

● use CSS border property.

WEBS at a Glance Warm Up

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

Demonstrate to the students how to use the border property of CSS.

Attempt the activity on the Assignment page

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on CSS Border Property.

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

15 mins

Engage

Explain the following concepts:

Learning Outcome Explanation

Use CSS border property. Tell students that the border property allows them to add a border around an HTML element. It is a shorthand property that allows them to set the width, style, and colour of the borders. Demonstrate to them how to use border property, as given on pages 52 and 53.

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 question provided in the Do It Yourself 6B section and encourage the students to solve the question. Instruct the students to write the answer in the book.

Correct Response:

Match the CSS property with its possible value.

CSS Property Value background-colour 14pt font-size red text-align double text-decoration justify border-style overline

Chapter Checkup

Build 7 mins

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

A Fill in the Blanks.

● Explain the activity to the students.

Hints

Sum Up 3 mins

1 The main purpose of CSS is to separate the styles from the of the web pages.

● Conclude the session by summarising that the border property allows you to add a border around an HTML element. It is a shorthand property that allows you to set the width, style, and colour of all four borders (top, right, bottom, and left).

2 rules are made up of selectors, properties, and values.

3 CSS file is saved with the extension.

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

4 The property of CSS specifies the thickness of characters.

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

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

5 The symbol is used at the beginning of hexadecimal code.

E. Answer the Following: Question 4

B Tick () the Correct Option.

F. Apply Your Learning: Question 5

1 Which of the following brackets is used to enclose style rules with a selector?

a  {} b  [] c  () d  <>

2 Which of the following is not a method of using CSS in an HTML document?

a  Inline b  Outline c  Internal d  External

3 Hexadecimal codes are made up of:

a  six characters b  four characters c  two characters d  eight characters

4 What does R stand for in RGB?

a  Rich b  Red c  Real d  Rose

5 The property sets the size of the text in pixels, points, percentage, or em.

a  font-family b  font-size c  font-weight d  text-align

Answer Key

Chapter-1 Computer Languages and Types of Computers

Chapter Checkup

A. Fill in the Blanks.

1. FLOPS 2. Mainframe 3. Personal 4. binary 5. mnemonic

B. Tick () the Correct Option.

1. b. A way in which computers understand instructions. 2. a. Binary 3. b. Interpreter

4. d. Fifth-generation 5. d. Fourth-generation

C. Who Am I?

1. Assembly language 2. Binary language 3. Translator program 4. Workstation

5. Personal Computer

D. Write T for True and F for False.

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

E. Answer the Following.

1. A computer language can be defined as a set of instructions that computers can understand and follow.

2. Based on their size and capacity, the computers can be categorised into supercomputers, mainframes, minicomputers, workstations, personal computers, laptops, and tablets.

3. The features of mainframe computers are:

● Mainframe computers are big and super-fast, but they are smaller than supercomputers.

● They can do lots of jobs quickly.

● They are used in places where high precision is required, such as in banks to handle money transactions or in aeroplane guidance.

● Mainframes are super reliable, and they can work for a long time—at least 10 years.

● Examples: IBM z15, IBM z14, Unisys ClearPath Libra, Fujitsu GS21 360, and Hitachi VOS3.

4. A compiler is a language processor that reads the source programs written in high-level language and converts them into an equivalent program written in machine code in one go. On the other hand, the interpreter is a translator program that converts high-level language code to machine language line by line as the program runs.

5. Assembly language uses a simple mnemonic code to communicate with computers. On the other hand, the language that includes the use of binary codes is called binary language.

F. Apply Your Learning.

1. She must have used high-level languages, for example, C, C++, and Java.

2. Supercomputers.

3. Laptop

4. Fifth generation

5. Translator program

Chapter-2 New in Windows 10

Chapter Checkup

A. Fill in the Blanks.

1. two 2. Task View 3. Desktop 4. Action Centre 5. Edge

B. Tick () the Correct Option.

1. c. Both a and b

2. a. Live Tiles

3. c. It supports browser extensions, which can add additional functionality and customisation options.

4. c. Windows Hello

5. a. Settings

C. Who Am I?

1. Start Menu 2. Virtual Desktop 3. Search Bar 4. Microsoft Edge 5. Windows Hello

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 similarity between the Start Menu of Windows 10 and earlier versions is that they both help you find and open programs, files, and settings on your computer. Both versions also allow users to customise the Start Menu to some extent, such as by pinning frequently used apps or organising shortcuts into folders.

2. Continuum is a feature in Windows 10 that allows the operating system to adapt to how a device is being used. It is primarily designed for 2-in-1 devices, like laptops with detachable keyboards or tablets that can be used as both a traditional laptop and a tablet.

3. Steps to create a virtual desktop by using the mouse are:

● Click on the Task View button on your taskbar, as shown.

● Click on New desktop to create a new virtual desktop.

4. To access the Action Centre on Windows 10, click on the Notification icon on the right side of the taskbar, typically represented as a speech bubble icon or a notification icon (it may vary based on your system settings).

5. Follow these steps to set up Windows Hello:

● Click on the Start button.

● Click on the Settings icon to open the Settings app.

● Click on Accounts.

● Click the Sign-in option.

● Select the type of sign-in option you want to add (face, fingerprint, or PIN).

● Click on the Set up button. Follow the on-screen instructions to set up your sign-in option.

F. Apply Your Learning:

1. a. Microsoft Edge is the default web browser that comes with Windows 10. b. A virtual desktop is like having multiple computer screens on a single monitor.

2. Windows Continuum

3. Reena should click on the "Task View" button.

4. Windows Hello

5. Snip & Sketch

Chapter-3 Internet Services

Chapter Checkup

A. Fill in the Blanks.

1. global 2. send 3. share 4. 1960s 5. sell

B. Tick () the Correct Option.

1. d. Television

2. a. A writer’s thoughts and opinions on a particular topic

3. d. None of these

4. c. Share personal information about yourself or others

5. a. You can share your thoughts and experiences with the world

C. Who Am I?

1. E-mail 2. Blog 3. Podcasting 4. Netiquette 5. UPI

D. Write T for True and F for False.

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

E. Answer the Following.

1. The internet is a network that connects computers all over the world.

2. Email stands for electronic mail. It is a way to send messages over the internet to other people. Emails can be used to send textual content, photos, documents, and others as attachments.

Following are the advantages of an email:

● Most email services are free and easy to use.

● You can send a message in real time to a person anywhere across the globe.

● Emails are personal and are secured with passwords.

3. Podcasting is a way to create and distribute audio content. This content can include discussions, interviews, storytelling, music, and more.

4. Following are the netiquette rule one should follow while online:

● Treat others on the internet the way you want to be treated. Do not say or write mean or hurtful things.

● Write in a way that is easy to understand, and avoid using all capital letters (LIKE THIS) or unnecessary punctuation (!!!! Or *!?*#), which can seem like shouting or being rude.

5. Examples of Modes of Online Payments:

Credit Card: Customers can make online payments using their credit cards. The customers need to enter card details like their card number, expiration date, and CVV code for transactions.

Debit Card: Debit cards are another popular option for making online payments. These cards allow users to pay online by entering debit card information, and the transaction amount is deducted directly from their bank account.

F. Apply Your Learning.

1. Nishi can search for information online using the internet.

2. You can find it on the internet by browsing a web browser.

3. No, she should not share her personal information. The potential threats she can be exposed to include: financial fraud, identity theft.

4. Blogs

5. ● Write in a way that is easy to understand, and avoid using all capital letters (LIKE THIS) or unnecessary punctuation (!!!! Or *!?*#), which can seem like shouting or being rude.

● Do not be mean or make fun of others online. Cyberbullying hurts people, just like physical bullying.

● Emojis can help show emotions, but do not use too many. It can be confusing.

● Sometimes, people on the internet may not respond right away. Be patient, and give them time.

Chapter-4 More Features of Google Slides

Chapter Checkup

A. Fill in the Blanks.

1.

1.

C. Explain the Functions of the Icons.

1. The comments facilitate collaboration among multiple authors or reviewers working on the same presentation.

2. The Shapes icon is used to select a shape that you want to use as an action button.

3. The Slide zoom feature in presentations makes a small part of your slides look enlarged on the screen.

4. The Grid View icon represents the Slide Sorter view.

D. Answer the Following.

1. Using the “Dictionary” feature in presentations can help you learn more about words or phrases used in your presentation. This allows you to quickly access definitions, explanations, and other relevant information about a word or phrase within your presentation.

2. Action buttons in a presentation are used to make your slides more interactive. You can set action buttons to open external content, such as a website, another PowerPoint presentation, a document, a spreadsheet, and much more.

3. You can choose one of the following sources to insert a video into your presentation:

YouTube: Look for a video on the YouTube by typing keywords in the search box.

Google Drive: You can also insert an uploaded video from your Google Drive.

URL: You can paste the URL of a specific YouTube video or the link of an uploaded video from the Google Drive in the search bar.

4. Animations are special visual effects that you add to a text and different objects on a slide. On the other hand, the way one slide follows the other on the screen in a presentation is called a transition.

5. Importing data into a presentation is the process of bringing external content or data into your own presentation. Importing slides helps you add slides from another presentation to your current presentation. You can also import data from the Google Sheets into your Google Slides presentation.

E. Apply Your Learning.

1. Mahima can use the Ink Annotation feature of the Google Slides.

2. To zoom in on a presentation slide, you can use the shortcut key Ctrl + =.

3. She can use the Dictionary feature to find the meaning of the word.

4. To reply to a comment, click on it and type your response in the comment box. Click on the Reply button.

Chapter-5 Editing and Formatting Data in Google Sheets

Chapter Checkup

A. Fill in the Blanks.

B. Tick () the Correct Option.

C. Who Am I? 1.

D. Write T for True and F for False.

1.

E. Answer the Following.

1. The features of the Google Sheets are:

● Easy editing and formatting of data

● Use of formulas and functions

● Printable sheets

● Use of charts for data analysis

2. Row-5 Column-H

3. Types of data you can enter into a cell are: Numbers and words

4. To select a row in a google sheet, click the number of the row or the row heading you want to select or press Shift + spacebar keys.

5. Formatting is a crucial feature in Google Sheets. Formatting displays the data with an attractive look. You can make your sheet more presentable by applying one or several formatting features.

F. Apply Your Learning.

1. Do it yourself 2. Do it yourself 3. Do it yourself 4. Do it yourself 5. Do it yourself

Chapter-6 Image Editing with Canva

Chapter Checkup

A. Fill in the Blanks.

1. message 2. Create a design 3. design 4. zoom 5. Flipping

B. Tick () the Correct Option.

1. a. creating and editing images

2. b. Selecting the part you want to keep

3. d. It is the working area where you create your project

4. c. Elements

5. a. Upload

C. Who Am I?

1. Flip Tool 2. Text tools 3. Customise size button 4. Canvas 5. Smart crop

D. Write T for True and F for False.

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

E. Answer the Following.

1. Canva is a user-friendly online tool that allows you to create and edit images, design cards, and make various visual projects. You can use Canva for doing a variety of things, like creating and editing cards, videos, docs, presentations, etc.

2. Editing an image in Canva means making changes to a picture to make it look better or different. It includes editing the colour scheme and style, cropping, and flipping an image. Canva offers tools to help you enhance images for your card or project.

3. Flipping an image means creating a mirrored or reversed version of the original image, whereas cropping means to removing the unwanted parts from your image so that you can focus on the important area of your image.

4. Canva templates offer three key benefits:

● Time-saving: They let you skip the design process and jump straight to customisation, saving you valuable time.

● Professional look: Even without design expertise, templates can elevate your work with a polished and professional appearance.

● Flexibility: You can personalise templates with your own colours, images, and text for a unique and customised design.

5. Two flipping options are: Flip Horizontal or Flip Vertical

F. Apply Your Learning.

1. Step 1: On the home page of Canva, click on the Create a design button.

Step 2: Click on the Custom size button and enter the dimension 5 inches by 7 inches.

Step 3: The Canva editor window with a blank canvas for designing will open.

2. Step 1: Select the image you want to flip.

Step 2: Click on the Flip button.

Step 3: Choose Flip horizontally.

3. Editing an image

4. Style Tab

5. Step 1: Select the image you want to crop in Canva.

Step 2: Click on the Edit photo button to open the editing menu.

Step 3: Click on the Crop tab. You will see handles or corners around the image.

Step 4: Click and drag these handles to select the part of the image you want to keep.

Step 5: Adjust the cropping area until it looks the way you want.

Chapter-7 Creating Mind Maps with Canva

Chapter Checkup

A. Fill in the Blanks.

1. workspace 2. background 3. right alignment 4. Letter 5. formatting

B. Tick () the Correct Option.

1. b. To enhance organisation and clarity

2. b. Elements

3. b. Bulleted and numbered list

4. b. Distance between lines of text and letters

5. c. Apply various visual styles like shadows and glows

C. Who Am I?

1. Mind Maps 2. Effects 3. Bold 4. List 5. Left Alignment

D. Write T for True and F for False.

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

E. Answer the Following.

1. Mind maps provide a creative way to visually organise and connect ideas using text, shapes, colours, and lines.

2. Adding a background to canvas is important as it provides a base on which you can create your mind map. You can add any colour or image to the background.

3. Letter spacing and Line spacing are the crucial design elements in Canva that allows you to control the distance between the letters and lines of the text.

4. Underline effect has a horizontal line beneath the text. Underlining is commonly used for headings or to emphasise on specific points.

5. Types of text alignment in Canva are:

● Left alignment: Text starts from the left edge of the text box or shape. This is the default alignment and is used often for body text in many designs.

● Centre alignment: Text is centred horizontally within the text box or shape. The Centre alignment is useful for headings or titles, creating a balanced and visually appealing design.

● Right alignment: Text starts from the right edge of the text box or shape. Right-aligned text is commonly used for specific design elements or captions, providing a unique look within the design.

● Justified Alignment: Text is aligned between the left and right edges of the text box.

F. Apply Your Learning.

1. To change the font size, click on the text box. Look for the Font size option at the top of the canvas and choose the appropriate font size.

To change the font style, click on the text box. Look for the Font style option at the top of the canvas and choose the appropriate font type.

2. Steps to add a background colour to the mind map are:

Step 1: Click on the blank canvas.

Step 2: Click the Background colour option that appears in the top left-hand corner of the canvas.

Step 3: The colour palette with default colours opens. Select any colour of your choice.

3. Importance of applying text effects:

● Boost clarity: Highlight key points, differentiate branches, and clarify connections.

● Increase engagement: Make your mind map visually appealing and grab attention.

4. You can select the italic I icon to apply the italic effect to regular text.

Chapter-8 AI—Computer Vision

Chapter Checkup

A. Fill in the Blanks.

1. Initial 2. Chatbot 3. Computer vision 4. Virtual Reality 5. Equally

B. Who Am I?

1. Upper smart AI 2. Robots 3. Chatbots 4. Natural Intelligence 5. Augmented Reality

C. Write T for True and F for False.

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

D. Answer the Following.

1. Artificial intelligence is the capability of a machine, typically a computer or a robot, to mimic human intelligence.

2. Natural Intelligence is biological in nature, arising from the complexity of the brain and nervous system. AI is synthetic, created by humans using technology and computer system.

3. AI can translate one language into another. It helps when you want to talk to someone who speaks a different language. Google Translate is a commonly used AI language Translator.

4. As time went on, people taught AI to learn from information and data on its own. It became better at recognising patterns, like telling the difference between a cat and a dog in pictures.

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

E. Apply Your Learning.

1. Augmented Reality (AR) is a technology that blends digital content with the real world in realtime. It enhances the user’s perception of reality by overlaying virtual elements on their view of the physical environment. On the other hand, Virtual Reality (VR) is a technology that immerses users in a completely digital or virtual environment. It often involves the use of a headset or goggles that block out the real world and replace it with a computer-generated one.

2. Various applications of AI are:

Smart assistants: AI helps make smart assistants like Siri or Alexa. They can answer questions, set reminders, and play music when you ask them.

Video games: AI makes video games more fun. It controls characters in games, making them smart opponents, or helpful allies.

Chatbots: Al helps create chatbots on websites. These chatbots can chat with you and answer your questions.

Recommendations: AI suggests things you might like.

Self-driving cars: Al helps cars drive themselves safely. The cars use sensors and cameras to see the road and make sure they do not crash.

Healthcare: AI can help doctors by analysing X-rays and MRIs to find problems in your body.

Language translation: AI can translate one language into another.

Robots: AI makes robots intelligent. Some robots can clean your floors, while others can even dance and play music!

Weather forecast: AI helps predict the weather. It uses data to tell us if it is going to be sunny or rainy, so we know what to wear and if we need an umbrella or not.

3. Ethics of AI:

Bias avoidance: AI should not have unfair preferences. It should treat people of all races, genders, and backgrounds equally.

Data protection: AI should keep our personal information safe, just as we keep our secrets and passwords safe from others.

Environmental responsibility: AI should be used in ways that do not harm the environment.

Helping others: AI can be used to help people in need, like diagnosing diseases in healthcare or predicting natural disasters.

No cheating: AI should not be used to cheat or do bad things, like hacking into computer systems or cheating in games.

Learning and improving: AI should always try to learn and get better at what it does. The more data is fed to the AI machines, the smarter they become.

Making the world better: Al can be used to solve big problems, like climate change. Finding cures for diseases, and making our world a better place for everyone.

4. Artificial intelligence is the capability of a machine, typically a computer or a robot, to mimic human intelligence whereas Natural Intelligence is biological in nature, arising from the complexity of the brain and nervous system. AI is synthetic, created by humans using technology and computer system.

5. The evolution of AI is its story, how AI got smarter over time. Let us learn when AI came into existence and how it was developed into the form that we see today.

● Initial AI (1950s-1960s): AI came into existence in the 1950s. It could only do very simple things, like adding numbers together or following basic instructions. It was not very smart.

● Learning AI (1970s-1980s): As time went on, people taught AI to learn from information and data on its own. It became better at recognising patterns like telling the difference between a cat and a dog in pictures.

● Talking AI (1990s-2000s): AI learnt to talk and understand human language. It could answer questions and have conversations with people, like the chatbots you might have seen online.

● Super smart AI (Present): Today, AI has become super smart! It can do amazing things, like play chess and other games, drive cars and even help doctors diagnose diseases. It is getting smarter and learning new things every day.

● Future adventures (Future): Al is still growing and learning. In the future, it might become even smarter and help us with even more exciting and important tasks like exploring space, solving big problems, and making our lives better.

Python I and Web Development I

Chapter-1 Introduction to Python

Chapter Checkup A.

D. Answer the Following.

1. The prompt is a message that is displayed on the screen to instruct the user on what input is expected.

2. Two features of Python are:

Easy to code: The language used to write Python code is similar to the English language, making it easy for programmers to write and understand code.

Cross-platform compatibility: Python can be used on various operating systems, including Windows, macOS, and Linux.

3. int data type: Positive or negative whole numbers (without any fractions or decimals) are examples of int data type. Example: 30, 180, 89, etc.

float data type: Any real number with decimal points is the example of the float data type.

Example: 6.3, 9.5, 320.0, etc.

4. Dynamic typing in Python means that you can assign a value to a variable, and the variable automatically takes the data type of that assigned value at runtime.

5. In the field of AI, Python helps create computer programs that can chat with you, recognise your voice, etc., making computers smarter.

E. Apply Your Learning.

1. Output of the following programs:

a. <class ‘str’> <class ‘str’>

<class ‘str’>

b. apple

c. Namit 6

2. Rules for naming a variable:

● Spaces are not allowed when naming variables. You can instead use an underscore (_) symbol.

● A variable name can contain only alphanumeric characters (all the letters of the alphabet and numbers) and underscores (_).

● Variable names cannot contain any special characters or symbols.

● A variable name must start with a letter or an underscore (_) symbol. This name cannot start with a number.

● Variable names are case-sensitive.

3. Shivam can use the print() and the type() functions to simplify and speed up the development of programs.

4. Data types of the values:

a. int b. str c. float d. float

5. Errors in the following statements:

a. 123var1=10

Error: The name of a variable cannot start with a number.

b. Name1=Seema

Error: The string should be enclosed in a set of single or double quotes.

c. Hello=input(Enter your name)

Error: The string inside the input() function should be enclosed in a set of single or double quotes.

d. type(python)

Error: “python” is not a data type.

Chapter-2 Using Operators in Python

Chapter Checkup

A. Fill in the Blanks.

1. Algorithm 2. Operator 3. Precedence 4. Logical 5. pow(x, y)

B. Tick () the Correct Option.

1. b. x**y 2. b. // 3. b. ii, i, iii, iv, v, vi 4. b. 1 5. d. Parentheses

C. Who Am I?

1. Syntax 2. sqrt() 3. Division and Multiplication 4. Relational Operators 5. Modulus

D. Write T for True and F for False.

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

E. Answer the Following.

1. The * operator is a multiplication operator. It multiplies two operands. Whereas, the ** operator is an exponentiation (Power) operator, it raises the first operand to the power of the second.

2. Assignment operators are used to assign values to variables.

3. You need to follow the PEMDAS rule for evaluating the mathematical expressions. The PEMDAS rule is as follows:

● P—Parentheses

● E—Exponentiation

● M—Multiplication (Multiplication and division have the same precedence.)

● D—Division

● A—Addition (Addition and subtraction have the same precedence.)

● S—Subtraction

4. Min ()

x = min(5, 10, 25) print(x)

Output = 5

Max()

y = max(5, 10, 25) print(y)

Output = 25

5. Floor division divides the operand on the left by the operand on the right and returns the quotient by removing the decimal part. Sometimes, it is also called integer division.

F. Apply Your Learning.

1. 200/10 = 20

3 * 10 = 30

100 + 20 − 30

So, the output is 100 + 20 − 30 = 90

2. Program to convert the distance entered in metres to kilometres: distance_in_mtrs = float(input(“Enter distance in meters: “)) distance_in_kms = distance_in_mtrs / 1000 print(“The distance in kilometers is:”, distance_in_kms)

3. Program to calculate your body mass index (BMI): weight = float(input(“Enter your weight in kilograms: “)) height = float(input(“Enter your height in meters: “)) bmi = weight / (height ** 2) print(“Your Body Mass Index (BMI) is:”, bmi)

4. Algorithm for making a vegetable sandwich:

i. Take two slices of bread.

ii. Spread butter on the slices of the bread.

iii. Place lettuce leaves on one slice of the bread.

iv. Add sliced tomatoes, cucumbers, onions, and bell peppers on top of the lettuce.

v. Place the other slice of the bread on top of the vegetables to make a sandwich.

vi. Serve the vegetable sandwich immediately.

5. Flowchart for showing the progress of a plant’s growth:

Start

Take a pot, some soil and a seed.

Fill the pot with soil.

Immerse a seed in the soil.

Water the soil.

Keep the pot in the sunlight for a few days.

is the soil dry? Yes No

The seed will grow into a plant.

Start

Chapter-3 Conditional Statements in Python

Chapter Checkup

A. Fill in the Blanks.

1. hierarchy and structure 2. any one

B. Tick () the Correct Option.

1. c. To execute when the condition is false

2. d. if-elif-else Statement

3. c. if

4. a. b is greater than a

5. c. Error

C. Who Am I?

3. Code block 4. none of the conditions

1. if statement 2. if-elif-else statement 3. else

D. Write T for True and F for False.

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

E. Answer the Following.

1. Control statements in the Python programming language are used to manage the sequence of execution within a program. They allow you to make decisions, repeat actions, and control the overall flow of your code.

The three main types of control statements in Python are:

● Sequential Statements

● Conditional Statements

● Iterative Statements or Loops.

2. Conditional statements enable you to execute various sections of code, based on whether a given condition is true or false.

In Python, there are three types of conditional statements that allow us to make decisions in our programs. These include:

● if Statement

● if...else Statement

● if-elif-else Statement

3. Indentation refers to the space at the beginning of a code line. In Python, indentation is used to define blocks of code. It is a fixed number of spaces added at the beginning of each line of code. It is used to define the hierarchy and structure of the code. The statements at the same level of indentation are considered to be a part of the same block.

4. The ‘if’ statement is used to evaluate a condition and execute a code block if the condition evaluates to true. Otherwise, the code block will be skipped. On the other hand, using the if...else statement, the block of code after the if statement is executed if the condition is true, and the block of code after the else statement is executed if the condition is false.

5. The if-elif-else statement is an extension of the if...else statement. The if-elif-else statement allows you to check multiple conditions in a program. Python checks each condition until any one of them is true.

F. Apply Your Learning.

1. Program that checks if a given number is even or odd and prints an appropriate message. num = int(input(“Enter a number: “))

if num % 2 == 0:

print(num, “is even.”)

else:

print(num, “is odd.”)

2. Program that prints the absolute value of a given number after checking its sign. num = float(input(“Enter a number: “))

if num >= 0:

print(“The absolute value of”, num, “is”, num) else:

print(“The absolute value of”, num, “is”, -num)

3. Program that determines whether a given year is a leap year or not and prints the result. year = int(input(“Enter a year: “))

if (year % 4 == 0 and year % 100 != 0) or (year % 400 == 0): print(year, “is a leap year.”)

else:

print(year, “is not a leap year.”)

4. Program to input the age of a person and check whether they are eligible for the driving licence or not. age = int(input(“Enter your age: “))

if age >= 18:

print(“You are eligible for a driving license.”)

else:

print(“You are not eligible for a driving license yet.”)

5. Program to check whether it is possible to make a triangle or not.

angle1 = float(input(“Enter the first angle in degrees: “))

angle2 = float(input(“Enter the second angle in degrees: “))

angle3 = float(input(“Enter the third angle in degrees: “))

if angle1 + angle2 + angle3 == 180: print(“It is possible to form a triangle with these angle measurements.”) else:

print(“It is not possible to form a triangle with these angle measurements.”)

Chapter-4 Introduction to HTML

Chapter Checkup

A. Fill in the Blanks.

1. Angular brackets 2. element 3. Microsoft Edge 4. <body> 5. Text paragraph

B. Tick () the Correct Option.

1. b. A markup language

2. d. All of these

3. b. To create a division

4. c. Additional information that can be added to a tag

5. a. A combination of a start tag, some content, and an end tag

C. Who Am I?

1. Web browser 2. <HR> tag 3. Attribute 4. HTML 5. <I>

D. Write T for True and F for False.

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

E. Answer the Following.

1. HTML stands for HyperText Markup Language. It helps you to display colourful text, images, and attractive backgrounds to your web page. Some features of HTML are:

● HTML is a simple and easy language to learn.

● HTML can create web pages that run on any device (computers, mobiles, and tablets).

● HTML helps you to add video, image, and audio files to web pages. This feature enhances the experience for website visitors.

● Using HTML, you can link various web pages with each other. It allows users to click text or images and navigate to various websites.

2. A web browser is a software application that processes HTML and other web technologies to display web pages to users. For example, Google Chrome, Mozilla Firefox, Microsoft Edge, etc.

3. Structural Elements of HTML are:

<html>: The <html> tag is the root element of an HTML document. This tag contains all other HTML elements and is the starting point for creating an HTML page. You can see this tag at the beginning of an HTML document.

<head>: The <head> tag contains metadata (data about data) and other information about the HTML document.

<title>: The <title> tag is written inside the <head> tag and is used to define the title of the HTML document, which appears in the browser title bar or tab.

<body>: The <body> tag contains the main content of the web page, including text, images, links, and other elements visible to the user.

4. Container Tags: These tags consist of an opening tag as well as a closing tag. This start tag and end tag pair are known as the ON and OFF tags and are used to open and close the document.

Syntax: <tag_name>.......</tag_name>

Example: <B> tag is a container tag in HTML.

Empty Tags: An empty tag is a tag without a closing tag.

Syntax: <tag_name>

Example: <img> tag is an empty tag in HTML.

5. The basic structure of an HTML document is:

<!Doctype html>

<html>

<head>

<title>My Web Page</title>

F. Apply Your Learning.

1. Shreya can use the <I> tag to make the text italics.

2. Some of the features of HTML are:

● HTML is a simple and easy language to learn.

● HTML can create web pages that run on any device (computers, mobiles, and tablets).

● HTML helps add video, image, and audio files to web pages. This feature enhances the experience for website visitors.

● Using HTML, you can link various web pages with each other. It allows users to click text or images and navigate to various websites.

3. Anmol can use the <HR> tag as it is used to create divisions in an HTML web page.

4. Tanya can use the <BR> tag as it is used to create a line break in an HTML web page.

5. First, we will create a web page using the basic structure of HTML such as:

<!Doctype html>

<html>

<head>

<title>My Web Page</title>

</head> <body>

… </body> </html>

Then, we can make use of various text formatting tags, such as <B>, <I>, <U>, <BR>, <HR>, etc.

Chapter-5 Creating a Web Page

Chapter Checkup

A. Fill in the Blanks.

1. .html 2. Case-sensitive 3. <HTML> 4. <strong> 5. subscript

B. Tick () the Correct Option.

1. c. HyperText Markup Language

2. c and d. HTML, Head, Title, Body

3. c. <sup>

4. c. <section>

5. c. <em>

C. Who Am I?

1. Web page 2. <!DOCTYPE html> 3. Body 4. <!DOCTYPE html> tag 5. <title>

D. Write T for True and F for False.

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

E. Answer the Following.

1. An HTML document is divided into two parts:

Head part: The title and metadata of a web document are contained in the head part.

Body part: The content you want to display on a web page is contained in the body part.

2. The basic structure of an HTML document consists of 5 elements.

<!DOCTYPE html>: This tag informs the browser about the document type.

<html>Tag: The <html> tag informs the browser that this is an HTML document.

<head>Tag: It contains information about the HTML document.

<title>Tag: The <title> tag provides a suitable title for the entire HTML document.

<body>Tag: The primary content of an HTML document that displays on the browser is specified by the <body> tag.

3. The <title> tag provides a suitable title for the entire HTML document.

4. The <em> tag is used to emphasise text and is typically displayed in italics. Whereas, the <strong> tag is used to represent strongly emphasised text and is typically displayed in bold.

5. The <sub> tag is used to represent text as a subscript. A subscript is the text that is below the baseline of the surrounding text. For example, 2 in H2O is a subscript. Whereas, the <sup> tag is used to represent text as a superscript. A superscript is the text that is above the baseline of the surrounding text. For example, 2 in E = mc2 is a superscript.

F. Apply Your Learning.

1. An HTML page containing your name, father’s name, mother’s name, school name, postal address, and contact number.

<!DOCTYPE html>

<html lang=”en”>

<head> <title>My Information</title> </head>

<body>

<section>

<h2>Name:</h2>

<p>Your Name</p>

</section>

<section>

<h2>Father’s Name:</h2>

<p>Your Father’s Name</p>

</section>

<section>

<h2>Mother’s Name:</h2>

<p>Your Mother’s Name</p>

</section>

<section>

<h2>School Name:</h2>

<p>Your School Name</p>

</section>

<section>

<h2>Postal Address:</h2>

<p>Your Postal Address</p>

</section>

<section>

<h2>Contact Number:</h2>

<p>Your Contact Number</p>

</section>

</body>

</html>

2. An HTML document to display the daily news of your school in various fields.

<!DOCTYPE html>

<html lang=”en”>

<head>

<title>Daily School News</title>

</head>

<body>

<h1>Daily School News</h1>

<section>

<h2>Sports News</h2>

<p>The Ganga House has won the Inter-school Hockey tournament. Amit Bhardwaj has been declared the ‘Man of the Match.’ In the girls swimming championship, Gurlove of class 6 bagged the Champion’s Trophy. </p>

</section>

<section>

<h2>Academic News</h2>

<p>The inter-school declamation contest has been won by the Delhi Public School, Greater Noida. Ishpreet Kaur has bagged the first position. Her topic for the declamation contest was, “how to overcome the fear of examination.” </p>

</section>

<section>

<h2>Events News</h2>

<p>The upcoming events in the school are: Fance dress competition, Annual sports day, and Singing competition. The interested students can give their names to Ms. Sangeeta. </p>

</section>

<section>

</body>

</html>

3. An HTML page with the title as ‘Formulae in Maths’.

<!DOCTYPE html>

<html lang=”en”>

<head>

<title>Formulae in Maths</title>

</head>

<body>

<h1>Formulae in Maths</h1>

<section>

<h2>Area of a Circle:</h2>

<p>The area of a circle is given by the formula:</p>

<p>Area = πr²</p>

<p>Where r is the radius of the circle.</p>

</section>

<section>

<h2>Area of a Square:</h2>

<p>The area of a square is given by the formula:</p>

<p>Area = side²</p>

<p>Where side is the length of a side of the square.</p>

</section>

<section>

<h2>Area of a Rectangle:</h2>

<p>The area of a rectangle is given by the formula:</p>

<p>Area = length × width</p>

<p>Where length is the length of the rectangle and width is the width of the rectangle. </p>

</section>

<section>

<h2>Area of a Triangle:</h2>

<p>The area of a triangle is given by the formula:</p>

<p>Area = (base × height) / 2</p>

<p>Where base is the base of the triangle and height is the height of the triangle.</p>

</section>

</body>

</html>

4. An HTML page to display information about the eastern states of India, often known as ‘the Seven Sisters’. <!DOCTYPE html>

<html lang=”en”>

<head>

<title>Eastern States of India</title>

</head>

<body>

<h1>Eastern States of India</h1>

<section>

<h2>Arunachal Pradesh</h2>

<p>Arunachal Pradesh is known for its picturesque mountains, rich cultural heritage, and diverse tribal communities.</p>

</section>

<section>

<h2>Assam</h2>

<p>Assam is famous for its tea gardens, wildlife sanctuaries, and the mighty Brahmaputra River.</p>

</section>

<section>

<h2>Manipur</h2>

<p>Manipur is known for its vibrant culture, traditional dance forms, and scenic landscapes.</p>

</section>

<section>

<h2>Meghalaya</h2>

<p>Meghalaya is renowned for its stunning waterfalls, living root bridges, and lush greenery.</p>

</section>

<section>

<h2>Mizoram</h2>

<p>Mizoram is known for its peaceful atmosphere, rich tribal culture, and beautiful landscapes.</p>

</section>

<section>

<h2>Nagaland</h2>

<p>Nagaland is famous for its vibrant festivals, unique tribal traditions, and beautiful handicrafts.</p>

</section>

<section>

<h2>Tripura</h2>

<p>Tripura is known for its rich history, ancient temples, and diverse cultural heritage.</p>

</section>

</body>

</html>

5. A web page showing information about your favourite sports persons.

<!DOCTYPE html>

<html lang=”en”>

<head>

<title>Favourite Sports Persons</title>

</head>

<body>

<h1>Favourite Sports Persons</h1>

<section>

<h2>Basketball</h2>

<p>LeBron James - LeBron Raymone James Sr. is an American professional basketball player for the Los Angeles Lakers of the National Basketball Association (NBA).</p>

</section>

<section>

<h2>Football</h2>

<p>Lionel Messi - Lionel Andrés Messi is an Argentine professional footballer who plays as a forward for Paris Saint-Germain and the Argentina national team.</p>

</section>

<section>

<h2>Tennis</h2>

<p>Roger Federer - Roger Federer is a Swiss professional tennis player. He has been ranked world No. 1 in the ATP rankings a total of 310 weeks – including a record 237 consecutive weeks – the most in the Open Era.</p>

</section>

</body>

</html>

Chapter-6 Cascading Style Sheets

Chapter Checkup

A. Fill in the Blanks.

1. structure 2. style 3. .css 4. font-weight 5. #

B. Tick () the Correct Option.

1. a. {} 2. b. Outline 3. a. six 4. b. Red 5. b. font-size

C. Who Am I?

1. Colon(:) 2. Inline CSS method 3. color property 4. line-height 5. External CSS method

D. Write T for True and F for False.

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

E. Answer the Following.

1. Cascading Style Sheets (CSS) is a language used to incorporate styles like background colour, font colour, a font size in web pages. CSS is mainly used to enhance the look of web pages by applying various formatting styles to the elements or the entire web page.

2. CSS consists of style rules. Style rules are made up of selectors, properties, and values. All style rules are enclosed within curly brackets {}.

The syntax for using CSS is as follows: selector{property: value;}

where,

● a selector is any HTML element to which you want to apply a style, like <p>. Always remember that an HTML element is written without angle brackets while creating CSS style rules.

● a property is like an HTML attribute, like colour, which adds additional features to an element.

● a value is similar to an attribute’s value assigned to a CSS property.

3. <style> h1 {

color: #0066cc; } </style>

4. The syntax of the border property is: div {

border: border-width border-style border-color; }

5. Three methods of using CSS style sheets:

a. Inline CSS b. Internal CSS c. External CSS

F. Apply Your Learning.

1. Web page to display the text within the <div> tag: <!DOCTYPE html> <html lang=”en”> <head>

<title>Red Div</title> <style> body {

font-family: Arial, sans-serif; margin: 0; padding: 0;

}

.red-div {

background-color: red; color: white; padding: 20px;

}

</style>

</head>

<body>

<div class=”red-div”>

This text is inside a div with a red background and Arial font family.

</div>

</body>

</html>

2. Sangeeta can use the External CSS method to apply the styles to the multiple web pages.

3. Romi can use the “text-align” property in CSS to align text to the right edge on a web page.

4. Create a .css file and specify the properties of the <font> element in it. First, create an external style sheet and type the following text in it: font {

font-family: Arial, sans-serif; font-size: 16px; color: #333; }

Now, save this file with the name “styles.css” and then refer to this file in another document as shown below:

<!DOCTYPE html>

<html lang=”en”>

<head>

<title>Styling the Font Element</title>

<link rel=”stylesheet” href=”styles.css”>

</head>

<body>

<font>This text will be styled according to the properties specified in the CSS file.</font> </body>

</html>

5. Sharvi can use the “border” property in CSS to apply a border to an HTML element.

About the Book

This teacher manual has been designed to implement Tekie, the storytelling-based Coding and Computer Science program. The manual consists of lesson plans within each chapter that teachers transact within classrooms and computer labs. Each lesson is based on a research-based ‘WEBS’ framework that simplifies pedagogical practices for teachers and enables them to deliver effectively.

‘WEBS’ Framework

W E B

S Warm Up Engage Build Sum Up

Special Features

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

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

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

About Uolo

Uolo partners with K-12 schools to bring technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia, and the Middle East.

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