CBSE_CS_G1_TM_AY24_Part1 by Uolo

About this teacher manual This Teacher Manual has been designed to implement Tekie, the storytelling-based Coding and Computer Science program. The manual consists of lesson plans within each chapter that teachers transact within classrooms and computer labs. Each lesson is based on a research-based ‘WEBS’ framework that simplifies pedagogical practices for teachers and enables them to deliver effectively.

Teacher Manual

‘ W E B S ’ Framework

W Warm-Up

Engage

Build

(Part - 1)

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.

hello@uolo.com

1 Singapore

CS_CB_Coding_Grade1_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

02/02/24 5:03 PM

Teacher Manual

COMPUTER SCIENCE

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Contents

Main Book: Together We Learn and Grow

Computer—A Machine �� 1 

Natural and Human-made Things



What are Machines?



Computers



Types of Computers

Fun With Paint �� 10 

Introduction to Paint



Introduction to Paint



Drawing in Paint I



Drawing in Paint II



Colouring in Paint and Saving a Drawing I



Colouring in Paint and Saving a Drawing II

Block Coding I

Introduction to Coding �� 24 

What is Coding?



Block-based Coding



Problem Solving: Example 1



Problem Solving: Example 2

Answer Key �� 32

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Together We Learn and Grow

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Computer—A Machine Story Time

Story in a Nutshell… It is the first day in Avora school! Conji, a smart young wizard, meets Mel. She is a robot who knows a lot about computers. Conji is fascinated by the watch that Mel is wearing, and it turns out to be a smartwatch (a mini-computer). Mel tells him about the different types of computers while Conji educates Mel on the various rules of the wizards. He tells her about magical items like wands, spell books and drinks. Mel notices that they are a lot like various computer parts. Conji teaches a few spells to Mel. However, when Mel tries to cast a spell, it doesn’t work. Conji tells Mel about being careful while casting spells as there are a few rules that one should follow when dealing with magic. Mel learns the right way and shares that computers have certain rules too. They begin cleaning the computer devices when Conji breaks a mouse by mistake. Scared, they ask the Elder Robot’s help to fix the mouse. He teaches them to be careful while working with computers. Grateful for his help, Mel and Conji decide to make him a ‘Thank you Card’.

Story in This Chapter… ●

It is the first day at Avora School.

●

Conji, a smart young wizard, meets Mel.

●

Conji is fascinated by the watch Mel is wearing, and it turns out to be a smartwatch (a minicomputer).

●

Then, Conji asks Mel where her books are. She says they are all on her tablet.

●

Conji is unaware of the tablet and asks Mel what a tablet is. Mel says a tablet is like a small computer.

●

Mel further explains to Conji that a computer is a machine that stores things.

●

Mel also tells him that they have a computer lab in school, and they went to see the computer lab.

●

Conji is happy to see the types of machines in the lab.

●

Mel shows a computer, mobile, tablet, laptop, and smartwatches to Conji.

This chapter is divided into the following classroom sessions 1. Natural and Human-made Things 2. What are Machines? 3. Computers 4. Types of Computers 1

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1. Natural and Human-made Things Learning Outcomes At the end of the session, the students will be able to: ●

describe natural things.

●

describe human-made things.

Keywords ●

●

Natural Things: Some things like trees, animals, and rocks are present in nature. These are called natural things. Human-made Things: Humans make things like chairs, books, and toys. These are called human-made things.

WEBS at a Glance Engage

Warm Up Ask the students about different things around them.

Discuss a few examples of things such as chairs, books, trees, etc., and then describe them as natural and human-made things.

5 mins

15 mins

Build

Group discussion Conclude the concepts

7 mins

Action Plan

●

3 mins

5 mins

Warm Up ●

Sum Up

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

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe natural things.

Tell students that things present in nature like trees, animals and rocks are called natural things as given on page 6.

Describe human-made things.

Tell students that things made by humans are called human-made things as given on page 6.

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Check for Understanding ●

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

Build ●

7 mins

Conduct a group discussion in the class among the students on the topic “Tell five natural objects and five man-made objects” as mentioned in the Discuss section on page 6. Possible Responses: Five natural objects: flowers, tree, animals, plants, mountains Human-made things: car, cake, building, toys, pen Sum Up

●

3 mins

Conclude the session by summarising that things that are present in nature like trees, animals and rocks are called natural things and things made by humans such as chairs, books, toys, etc., are called human-made things. Now, attempt the following questions: B. Tick the Correct Option: Question 1 C. Who Am I?: Question 1 D. Write T for True and F for False: Question 4 E. Answer the Following: Question 1

Chapter 1 • Computer—A Machine

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2. What are Machines? Learning Outcomes At the end of the session, the students will be able to: ●

describe machines.

Keywords ●

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

WEBS at a Glance Engage

Warm Up

Ask the students about the Tell them what machines they have seen at machines are. home such as washing machine, refrigerator, gas stove. 5 mins

15 mins

Build Group discussion

7 mins

Sum Up Conclude the concepts

3 mins

Action Plan 5 mins

Warm Up ●

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

15 mins

Engage Explain the following concepts: Learning Outcomes Describe machines.

Explanation Tell students what a machine is. Also tell them that some machines need electricity, some need fuel and some need human power to run as given on page 7.

Additional Questions to Check for Understanding ●

Name three machines you see every day around you. Possible Responses: Car, mobile, rickshaw

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●

Categorise the given machines on the basis of whether they require electricity, fuel or human power to run: Aeroplane, cycle, television Correct Responses: Aeroplane: Fuel Cycle: Human power Television: Electricity Build

●

7 mins

Conduct a group discussion in the class among students on the topic “My Favourite Machine”. Possible Responses: Calculator, mobile, refrigerator Sum Up

●

3 mins

Conclude the session by summarising that machines are human-made things that help us do different kinds of work. Machines run on electricity, fuel, and human power. Now, attempt the following questions: A. Fill in the Blanks: Question 1 B. Tick the Correct Option: Question 2 C. Who Am I?: Question 2 E. Answer the Following: Question 2 F. Apply Your Learning: Questions 1 and 3

Chapter 1 • Computer—A Machine

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

describe a computer and do things using a computer.

●

describe how are computers different from us.

Keyword ●

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

WEBS at a Glance Engage

Warm Up Ask students to name some machines that run on electricity.

Build

Explain to students what a Think and Tell computer is. Tell them things we can do using a computer. Also, tell them how are computers different from us.

5 mins

15 mins

7 mins

Sum Up Conclude the concepts

3 mins

Action Plan 5 mins

Warm Up ●

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

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe a computer and do many things using a computer.

Tell students that a computer is a machine that needs electricity to work. Also, tell them computers are used to learn new things, listen to music, etc., as given on page 8.

Describe how are computers different from us.

Tell them that a computer is a smart machine that works very fast, never gets tired, etc., as discussed on page 9.

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Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1A Question 2 section and encourage students to solve them. Instruct them to write the answers in the book. Correct Responses: 2. a. F b. T c. T Build

●

7 mins

Ask the students to answer the question “What are some fun things you want to do using a computer?” asked in the Think and Tell section given on page 8. Possible Responses: Play games, watch cartoons, make drawing, etc. Sum Up

●

3 mins

Conclude the session by summarising that a computer is a machine that needs electricity to work. Computers are used to learn new things, listen to music, etc. Also revise them that a computer is a smart machine that works very fast, never gets tired, and does not make any mistakes. Now, attempt the following questions: A. Fill in the Blanks: Questions 2 and 3 B. Tick the Correct Option: Question 3 C. Who Am I?: Question 3 E. Answer the Following: Question 3

Chapter 1 • Computer—A Machine

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

describe different types of computers.

WEBS at a Glance Engage

Build

Describe different types of computers.

Group discussion

Warm Up Ask students where they have seen computers. 5 mins

15 mins

7 mins

Sum Up Conclude the concepts 3 mins

Action Plan 5 mins

Warm Up ● ●

Ask students where they have seen the computers. Now, build the concept of types of computers by asking students if they know that a smartphone is a type of computer.

15 mins

Engage Explain the following concepts: Learning Outcomes Describe different types of computers.

Explanation Tell the students that there are many different types of computers such as desktops, laptops, tablets, and smartphones as given on page 10.

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Check for Understanding ●

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

Desktop

Laptop

Smartphone

Build ●

7 mins

Conduct a group discussion in the class among students on the topic “Can computers be smaller than smartphones?” as mentioned in the Discuss section on page 10. Possible Responses: Yes/No Correct Response: No Sum Up

●

3 mins

Conclude the session by summarising that there are many different types of computers such as desktops, laptops, tablets, and smartphones. Now, attempt the following questions: A. Fill in the Blanks: Question 4 C. Who Am I?: Question 4 D. Write T for True and F for False: Questions 1, 2 and 3 E. Answer the Following: Question 4 F. Apply Your Learning: Question 2

Chapter 1 • Computer—A Machine

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Fun With Paint Story Time

Story in a Nutshell… It is the first day in Avora school! Conji, a smart young wizard, meets Mel. She is a robot who knows a lot about computers. Conji is fascinated by the watch that Mel is wearing, and it turns out to be a smartwatch (a mini-computer). Mel tells him about the different types of computers, while Conji educates Mel on the various rules of the wizards. He tells her about magical items like wands, spellbooks, and magic drinks. Mel notices that they are a lot like various computer parts. Conji teaches a few spells to Mel. However, when Mel tries to cast a spell, it doesn’t work. Conji tells Mel about being careful while casting spells, as there are a few rules that one should follow when dealing with magic. Mel learns the right way and also shares that computers have certain rules too. They begin cleaning the computer devices when Conji breaks a mouse by mistake. Scared, they ask for the Elder Robot’s help to fix the mouse. He teaches them to be careful while working with computers. Grateful for his help, Mel and Conji decide to make him a ‘Thank you Card’.

Story in This Chapter… ● ●

Mel and Conji write a ‘Thank You’ message for Elder Robot. But the card looks very plain and simple to Conji. He thinks of adding some shapes around the message.

●

Mel suggests drawing the shapes and colours using Paint.

●

Conji is unaware of Paint. Mel said that she would help him understand Paint.

This chapter is divided into the following classroom and lab sessions 1. Introduction to Paint I 2. Introduction to Paint II 3. Drawing in Paint I 4. Drawing in Paint II 5. Colouring in Paint and Saving a Drawing I 6. Colouring in Paint and Saving a Drawing II

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1. Introduction to Paint Learning Outcomes At the end of the session, the students will be able to: describe what is Paint.

●

start Paint.

●

explain the different parts of the Paint window.

●

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

●

WEBS at a Glance Engage

Warm Up

Build

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

Discuss what MS is Paint. Explain them how they can start Paint. Also, get them familiar with the different parts of the Paint window.

5 mins

15 mins

Group discussion

7 mins

Sum Up Conclude the concepts

3 mins

Action Plan 5 mins

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

●

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

●

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what MS is Paint.

Tell the students that as we draw on paper using pencil and colours, we can also draw on the computer, as given on page 80.

Start Paint.

Explain the steps to start MS Paint to the students as given on page 80.

Explain the different parts of Paint.

Tell the students about different parts of the MS Paint window, such as the title bar, drawing area, tools, etc., as given on page 81.

Chapter 2 • Fun With Paint

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Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 7A section and encourage the students to solve the questions. Instruct the students to write the answers in the book. Correct Responses: Shapes Tabs Title bar Tools

Ask the Students the Following Questions to Check Their Understanding ●

Name the space where you draw in MS Paint. Correct Response: Drawing area

●

Which bar shows the name of your MS Paint file? Correct Response: Title bar Build

●

7 mins

Conduct a group discussion in the class among students on the topic “My Favourite Drawing in MS Paint”. Possible Responses: Hut, robot, etc. Sum Up

●

3 mins

Conclude the session by summarising that MS Paint lets us draw and colour on the computer. To start MS Paint, click on the Search bar, type “Paint” in it, and click on Paint in the menu. In MS Paint, you’ll see the title bar at the top, tabs like File, Home and View, different tools, color options, and the drawing area where you can draw and colour. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 1 B. Tick the Correct Option: Questions 1 and 3 C. Who Am I?: Question 1 D. Write T for True and F for False: Question 1

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2. Introduction to Paint Learning Outcomes At the end of the session, the students will be able to: describe what is MS Paint.

●

start Paint.

●

explain the different parts of Paint.

●

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

●

WEBS at a Glance Engage

Warm Up

Build

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

Discuss what is MS Paint. Demonstrate them how they can start Paint. Also, get them familiar with the different parts of the Paint window.

5 mins

15 mins

Sum Up

Attempt the Conclude the activity on the concepts Assignment page.

7 mins

3 mins

Action Plan 5 mins

Warm Up

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

●

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

●

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what is MS Paint. Tell the students that as we draw on paper using pencil and colours, we can also draw on the computer, as given on page 80. Start Paint.

Demonstrate the steps to start MS Paint to the students, as given on page 80.

Explain the different parts of Paint.

Tell the students about the different parts of MS Paint window, such as the title bar, drawing area, tools, etc., as given on page 81.

Chapter 2 • Fun With Paint

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Checks 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 click on the Practice button on the Assignment page to attempt the activity. Then, click on the Attempt button to open the activity page. Instruct the students to click on the Confirm button to submit their work when they are done with the activity. Sum Up

●

7 mins

3 mins

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3. Drawing in Paint I Learning Outcomes At the end of the session, the students will be able to: ●

draw an oval.

●

draw a triangle.

WEBS at a Glance Engage

Warm Up

Ask the students to give Discuss how to draw examples of some objects an oval and a triangle that are oval in shape. using the Shapes tool. 5 mins

Build Group discussion

15 mins

7 mins

Sum Up Conclude the concepts

3 mins

Action Plan 5 mins

Warm Up ●

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

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Draw an oval.

Tell the students the various steps to draw an oval, as given on page 82.

Draw a triangle.

Tell the students the various steps to draw a triangle, as given on page 82.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 7B section and encourage the students to solve the questions. Instruct the students to write the answers in the book. Correct Responses: 1. 2 2. 4 3. 2 4. 3

Chapter 2 • Fun With Paint

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Build ●

7 mins

Conduct a group discussion in the class among the students based on the topic, “Which is your favourite shape? Which shapes do you want to draw in Paint?” provided in the Discuss section, as mentioned on Page 82. Possible Responses: Triangle, star, diamond, etc. Sum Up

● ●

3 mins

Conclude the session by summarising the steps to draw an oval and a triangle. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 2 C. Who Am I?: Questions 2 and 3 D. Write T for True and F for False: Question 2 E. Answer the Following: Question 3

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4. Drawing in Paint II Learning Outcomes At the end of the session, the students will be able to: ●

draw an oval.

●

draw a triangle.

WEBS at a Glance Engage

Warm Up

Build

Sum Up

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

Demonstrate to the students how to draw an oval and a triangle using the Shapes tool.

Attempt the activity on the Assignment page.

Conclude the concepts

5 mins

15 mins

7 mins

3 mins

Action Plan 5 mins

Warm Up ●

●

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

Draw an oval.

Demonstrate to the students the various steps to draw an oval, as given on page 82.

Draw a triangle.

Demonstrate to the students the various steps to draw a triangle, as given on page 82.

Chapter 2 • Fun With Paint

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Check for Understanding ●

●

7 mins

3 mins

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

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5. Colouring in Paint and Saving a Drawing I Learning Outcomes At the end of the session, the students will be able to: ●

colour a drawing.

●

save a drawing.

WEBS at a Glance Engage

Warm Up Ask students if they would like to colour in the drawings they have created. Ask students how they can see the same drawing again some days later. 5 mins

Build

Describe the steps Group to colour and discussion save a drawing. 15 mins

7 mins

Sum Up Conclude the concepts

3 mins

Action Plan 5 mins

Warm Up ●

●

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

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

15 mins

Engage Learning Outcomes

Explanation

Colour a drawing.

Tell the students the steps to colour a drawing, as given on page 83.

Save a drawing.

Tell the students the importance of saving a drawing and then tell them the steps to save a drawing, as given on page 84.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 7C and Do it yourself 7D sections and encourage the students to solve the questions. Instruct the students to write the answers in the book. Correct Responses:

Do it yourself 7C: Colour the given picture using the hints. Do it yourself 7D: 1. T 2. F 3. T Chapter 2 • Fun With Paint

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Build ●

7 mins

Conduct a group discussion in the class among students on the topic, “By what name should we save our drawing”. Possible Responses: Our name, favourite animal, superhero, etc. Correct Response: We should give the file a name that reflects the content of the drawing. Sum Up

●

3 mins

Conclude the session by summarising that saving a file helps us open our drawing again on Paint. Also, revise with them the steps to colour and save a drawing. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 3 and 4 B. Tick the Correct Option: Question 2 C. Who Am I?: Question 4 D. Write T for True and F for False: Questions 3 and 4 E. Answer the Following: Questions 1 and 2 F. Apply Your Learning: Question 1

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6. Colouring in Paint and Saving a Drawing II Learning Outcomes At the end of the session, the students will be able to: ●

colour a drawing.

●

save a drawing.

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

Engage Demonstrate the steps to colour and save a drawing.

Build Attempt the activity on the Assignment page.

15 mins

7 mins

Sum Up Conclude the concepts

3 mins

Action Plan 5 mins

Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Colouring in Paint and Saving a Drawing 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

Color a drawing.

Demonstrate to the students the steps to colour a drawing, as given on page 83.

Save a drawing.

Demonstrate to the students the importance of saving a drawing, and then tell them the steps to save a drawing, as given on page 84.

Check for Understanding ●

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

Chapter 2 • Fun With Paint

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Build ●

●

7 mins

3 mins

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

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Block Coding I

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Introduction to Coding

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

2. Block-based Coding

4. Problem Solving: Example 2

Problem Solving: Example 1

1. What is Coding? Learning Outcomes At the end of the session, the students will be able to: ●

describe what coding is.

Keywords ●

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

WEBS at a Glance Warm Up

Engage

Build

Ask the students whether Explain to the students they like to solve the puzzles. what coding is. 5 mins

Sum Up

Group discussion

Conclude the concepts

7 mins

3 mins

15 mins

Action Plan 5 mins

Warm Up ●

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

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what coding is.

Tell the students that a computer does not understand human languages. That is why we need to learn coding so that we can tell computers what to do, as given on page 1.

Check for Understanding Ask the following probing questions: ●

Computers are smart, but they need instructions. Can you talk to a computer in any language? Do you think it will listen to you? Possible Responses: Yes/No Explaination: No. The computer does not understand all the languages. It will only understand our instructions if we use a language that the computer understands.

●

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

Build ●

7 mins

Conduct a group discussion in the class among the students on the topic, ”How can you solve any puzzle?”. Possible Responses: Sort by colour, trial and error method, looking at the solved picture, etc. Sum Up

●

Conclude the session by summarising that a computer is a machine. It does not understand human language. So, we use coding to tell the computer what to do. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 3 D. Write T for True and F for False: Questions 1 and 2 E. Answer the Following: Question 2

Chapter 3 • Introduction to Coding

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3 mins

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2. Block-based Coding Learning Outcomes At the end of the session, the students will be able to: ●

explain block-based coding.

Keywords ●

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

WEBS at a Glance Engage

Warm Up

Build

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

Explain what block-based coding is to the students.

Conduct the “Build a House” scenario Activity

5 mins

15 mins

7 mins

Sum Up Conclude the concepts 3 mins

Action Plan 5 mins

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

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

15 mins

Engage Explain the following concepts: Learning Outcomes Explain block-based coding.

Explanation Tell the students that block-based coding is a visual computer language that uses colourful blocks, as given on page 2.

Check for Understanding ●

Consider that you are playing with Lego. What will you need to play? Possible Responses: Blocks, boxes, shapes

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●

How will you make the shape of “number 1” with blocks? Possible Response: I will join 1 block above the other until the desired shape is created. Build

7 mins

Draw one triangle and two rectangles of different shapes on the board. ●

Present the scenario: Consider these shapes as blocks. Now, build a house in your notebooks using these shapes. Allow some time for kids to do this activity.

2. Once most of the students have drawn the house, summarise the following: ●

Blocks in block-based coding are like the shapes given to you.

● Just as you have simply arranged the shapes to build a house, we have to arrange the blocks to

make computers do a task. That is what block-based coding is.

●

Block-based coding is fun and easy to learn.

Sum Up ● ●

3 mins

Conclude the session by summarising that in block-based coding, we join blocks just like Lego. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 2 B. Tick the Correct Option: Question 2 D. Write T for True and F for False: Question 3 E. Answer the Following: Question 3

Chapter 3 • Introduction to Coding

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3. Problem Solving: Example 1 Learning Outcomes At the end of the session, the students will be able to: ●

solve the given problem.

Keyword ●

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

WEBS at a Glance Warm Up Give some puzzle pieces to the students to solve and ask them how they have solved them. 5 mins

Engage

Build

Discuss the given problem.

Group discussion

15 mins

7 mins

Sum Up Conclude the concepts

3 mins

Action Plan 5 mins

Warm Up ●

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

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

15 mins

Engage Explain the following concepts: Learning Outcomes Solve the given problem.

Explanation Explain to the students the problem of Finding Your Friend’s House given on page number 2 and give them hints on how to solve it.

Check for Understanding ●

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

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Correct Response:

Build ●

7 mins

Conduct a group discussion in the class among students based on the topic “What are the different ways to solve a problem” provided in the Discuss section as mentioned on page 82. Possible Responses: Breaking down a problem into small steps, identifying the pattern, etc. Sum Up

● ●

3 mins

Conclude the session by summarising that a problem is something that we need to solve. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 1 B. Tick the Correct Option: Question 1 E. Answer the Following: Question 1

Chapter 3 • Introduction to Coding

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4. Problem Solving: Example 2 Learning Outcomes At the end of the session, the students will be able to: ●

solve the given problem.

Keyword ●

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

WEBS at a Glance Engage

Build

Discuss the given example

Group discussion

Warm Up Ask the students the steps to get ready for school. 5 mins

15 mins

Sum Up Conclude the concepts

7 mins

Action Plan Warm Up ●

3 mins

5 mins

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

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Solve given problem.

Discuss the given example with the students to tie shoelaces, as given on page 3.

Check for Understanding Complete the series:

Note: The teacher can draw this pattern on the board and ask the students to solve it. 30

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Build ●

7 mins

Conduct a group discussion in the class among the students on the topic ‘’What to Do When You Can’t Find Your Things”. Possible Response: Ask my mom or dad for help, look in all the places where I usually play, wait for some time, and look again later. Sum Up

● ●

3 mins

Conclude the session by summarising that a problem is something that we need to solve. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. C. Who Am I?: Questions 1 to 5 F. Apply Your Learning: Questions 1 and 2

Chapter 3 • Introduction to Coding

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Answer Key Chapter-1

Computer—A Machine

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Machine 2. Games 3. Mistakes 4. Laptop 1. (b) Car and (d) Scissors.

2. (c) Blender

3. (a) Play a game and (c) Draw

C. Who Am I?

1. Water 2. Washing Machine 3. Computer 4. Tablet

Write T for True and F for False.

Answer the Following.

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

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

2. Machines are human-made things that make our work faster and easier. A computer and a refrigerator are two machines that work on electricity. 3. (a) Computers do not make mistakes.

(b) The computer never gets tired.

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

Answer Key

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Apply your Learning. 1. Microwave 2. Laptop

3. Torch, sewing machine, and clock

Chapter-2

Fun with Paint

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Paint 2. Oval 3. Fill 4. Saving 1. c. Drawing Area 2. a. Home 3. d. Title Bar

C. Who am I?

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

Write T for True and F for False.

Answer the Following.

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

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

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

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

Apply Your Learning. Do it yourself

Chapter-3

Introduction to Coding

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Solved 2. Blocks 3. Computer 1. c.

2. c.

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C. Who am I?

Write T for True and F for False.

Answer the Following.

1. T 2. F 3. T

1. A problem is something that we need to solve.

2. Coding is the language that is used to give instructions to a computer.

3. Block-based coding is a visual computer language that uses colourful blocks. F.

Apply Your Learning.

1. Correct path is number 4.

2. Do it yourself

Answer Key

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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.

Teacher Manual

‘ W E B S ’ Framework

W Warm Up

Engage

Build

(Part - 1)

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.

hello@uolo.com

1 Singapore

CS_CB_Coding_Grade1_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

05/02/24 2:48 PM