CBSE_CS_G2_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

2 Singapore

CS_CB_Coding_Grade2_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

02/02/24 5:04 PM

Teacher Manual

COMPUTER SCIENCE

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Contents

Main Book: Lost and Found

Computer—A Machine �� 1 

Computer and Its Uses



Advantages of a Computer



Disadvantages of a Computer



Where We See Computers

 

Starting a Computer

Shutting Down a Computer

Drawing with MS Paint �� 14 

Introduction to MS Paint



Using Shapes Tool-I



Using Shapes Tool-II



Using Shapes Tool-III



Saving and Opening a Drawing

Block Coding II

Introduction to Coding �� 26 

Introduction to Coding



Sequence



Algorithm



Tour to Puzzle Code Studio

Answer Key �� 34

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Lost and Found

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Computer—An Electronic Device Story Time

Story in a Nutshell… Conji becomes familiar with the world of gadgets and computers when he starts teaching some spells to Mel. Mel casts the wrong spell, and the keys of the keyboard go missing. So, Conji teaches him about the reverse spells. Elder Wizard tells them that Lord Ero is trying to steal the computer mouse to cause trouble. They get to know that computers are important to Avora, and they must hide all its parts in the Memory Palace so that Muses can protect it. Instead, Muses play with the order of the files and disturb it. They learn how to sort them. Elder Wizard announces an art contest in Avora. They learn to draw in MS Paint, and the trio is declared the winner. Suddenly, Avora becomes colourless as Lord Ero casts a spell. They use magic and MS Paint to bring the colours back.

Story in This Chapter… ●

Elder Robot and Elder Wizard are talking to Mel and Conji.

●

Elder Wizard asks Mel to take Conji to the computer lab and show him the world of gadgets.

●

Conji asks Mel about computers, as he is not aware of computers.

●

Mel tells Conji that a computer is an electronic device that stores information and shows him a computer. Conji is surprised to see a computer and asks Mel to tell him more about it.

This chapter is divided into the following classroom sessions 1. Computer and Its Uses 2. Advantages of a Computer 3. Disadvantages of a Computer 4. Where We See Computers 5. Starting a Computer 6. Shutting Down a Computer

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1. Computer and Its Uses Learning Outcomes At the end of the session, the students will be able to: ●

describe a device, an electronic device, and a computer.

●

tell the uses of computers.

Keywords ●

Computer: A computer is an electronic device that helps us do many things.

WEBS at a Glance Engage

Warm Up

Build

Ask the students about different devices around them.

Discuss a few electronic devices with the students, and then tell them about computers and its uses.

Group discussion

5 mins

15 mins

7 mins

Sum Up Conclude the concepts

Think and tell Assign homework 3 mins

Action Plan 5 mins

Warm Up ●

Ask the students about different devices around them.

●

Tell them about electronic devices.

●

Now, build the concept by introducing them to computers.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe a device, an electronic device, and a computer.

Tell the students that the devices are things that help us to do specific tasks. Then tell them about electronic devices and computers, as given on page 4.

Tell the uses of computers.

Tell them that a computer is used for playing games, watching videos, etc., by giving examples, as given on page 4.

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Check for Understanding ●

What are the uses of computers? Correct Responses: playing games, watching videos, etc.

●

Can you draw a picture using a computer? Possible Responses: Yes/No Correct Response: Yes. You can draw a picture on a computer.

●

What are the different activities that you can perform on a computer? Possible Responses: play, learn, and share our things.

●

What are the uses of computers? Possible Responses: finding information, listening to music, etc. Build

●

7 mins

Conduct a group discussion in the class among the students on the topic “Is a smartphone like a computer?” as mentioned in the Discuss section, given on page 4. Possible Response: A smartphone is like a handheld computer that is easy to carry and is portable.

●

Ask the students to answer to the question, “What are some things you like to do on a computer?” asked in the Think and Tell section, given on page 4. Possible Responses: drawing pictures, playing games, etc. Sum Up

●

3 mins

Conclude the session by summarising that a computer is an electronic device that helps us do many things. The computer, then, becomes our electronic friend and is used for playing games, watching videos, drawing pictures, listening to music, and finding information. Assign the following from the Chapter Checkup given at the end of the chapter as homework. C. Who Am I?: Questions 1 and 2 D. Write T for True and F for False: Questions 1, 3, and 4 E. Answer the following: Question 1 F. Apply Your learning: Question 1

Chapter 1 • Computer—An Electronic Device

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2. Advantages of a Computer Learning Outcomes At the end of the session, the students will be able to: ●

tell the advantages of computers.

WEBS at a Glance Engage

Warm Up Ask the students what a computer is and its uses. Ask them what can be the possible advantages of a computer. 5 mins

Build

Tell them that a computer can do many things for us, then discuss the advantages of a computer.

Think and Tell

15 mins

7 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan 5 mins

Warm Up ● ●

Ask the students what a computer is and its uses. Ask them what can be the possible advantages of a computer. Tell them computers help us know about new things.

15 mins

Engage Explain the following concepts: Learning Outcome Tell the advantages of computers.

Explanation Tell the students that a computer can do many things for us, as given on page 5.

Check for Understanding ●

Tell me any one advantage of a computer. Possible Responses: We can share information and talk to each other using a computer. / It can store a large amount of data like pictures, music, videos, and games. (Answers may vary.)

●

Name one way a computer helps us with entertainment? Possible Responses: watching cartoons, playing games, etc.

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Build ●

7 mins

Ask the students to answer to the question, “Is doing many things on a computer at the same time an advantage?” asked in the Think and Tell section given on page 5. Possible Responses: Yes/No Correct Response: Yes, It is an advantage since it saves our time. Sum Up

●

3 mins

Conclude the session by summarising that a computer can do many things for us. It is used to store a large amount of data, play games, watch cartoons, and share information. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 5 E. Answer the following: Question 3

Chapter 1 • Computer—An Electronic Device

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

tell the disadvantages of computers.

WEBS at a Glance Engage

Warm Up Based on the topics they have learnt, ask the students what can be the possible disadvantages of a computer.

Build

Tell them that the Group discussion computers are very useful but they also have some disadvantages. Thereafter, discuss the disadvantages of a computer.

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

3 mins

Action Plan 5 mins

Warm Up ●

●

Based on the topics they have learnt, ask the students what can be the possible disadvantages of a computer. Ask the students if they know that using a computer for a long time can make their eyes weak.

15 mins

Engage Explain the following concepts: Learning Outcome

Explanation

Tell the disadvantages of computers.

Tell the students that computers are very useful but they also have some disadvantages, as given on page 6.

Check for Understanding ●

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

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Correct Responses: 1.

(i) Connectivity (ii) Health Problems (iii) Information

(iv) Security Problems (v) Entertainment 2. (i) D (ii) A (iii) A (iv) A Build ●

7 mins

Conduct a group discussion in the class among the students on the topic, “Consequences of using a computer for a long time”. Possible Response: Using a computer for a long time can cause many health problems such as headaches, strain on our eyes, etc. Sum Up

●

3 mins

Conclude the session by summarising that the computers are very useful, but they also have some disadvantages, such as causing health, security, and environmental problems. Assign the following from the Chapter Checkup given at the end of the chapter, as homework. A. Fill in the Blanks: Question 1 E. Answer the following: Questions 4 and 5 F. Apply Your learning: Question 3

Chapter 1 • Computer—An Electronic Device

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

describe the places where computers are used.

WEBS at a Glance Engage

Warm Up Ask the students where they have seen the computers.

Discuss the places where computers are used.

5 mins

Build Group discussion

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan 5 mins

Warm Up ●

Ask the students where they have seen the computers.

●

Now, build the concept by discussing any one place where computers are used.

15 mins

Engage Explain the following concepts: Learning Outcome

Explanation

Describe the places where computers are used.

Tell the students that in today’s world, computers are used everywhere, such as in schools, banks, hospitals, etc., as given on page 7.

Check for Understanding ●

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

1. (i) Banks: To let us take money out from our account. (ii) Schools: To help us learn new things. 2. Option (iii)

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Build ●

7 mins

Conduct a group discussion in the class among the students on the topic, “How can computers help us in doing our homework and creating projects?” as mentioned in the Discuss section, given on on page 8. Possible Response: Computers allow finding information quickly, and the projects look neat and tidy when done on a computer. Sum Up

●

Conclude the session by summarising that in today’s world, computers are everywhere, and they help us in many places. In banks, they help us take out money and send money to others, etc. At school, computers help us learn new things. In hospitals, computers help make medical reports. At airports and stations, they help us book tickets. In stores and offices, computers help make orders and bills. Assign the following 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: Questions 2, 3, and 4 C. Who Am I?: Questions 3 and 4 D. Write T for True and F for False: Question 2 E. Answer the following: Question 2 F. Apply Your learning: Questions 4 and 5

Chapter 1 • Computer—An Electronic Device

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5. Starting a Computer Learning Outcomes At the end of the session, the students will be able to: ●

tell the steps to start a computer.

WEBS at a Glance Engage

Build

Discuss the various steps to start a computer.

Group discussion

Warm Up Ask the students if they have ever turned on a TV. 5 mins

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan 5 mins

Warm Up ●

Ask the students whether they have turned on a TV or any other electronic device.

●

Now, build the concept by telling the students if they know the steps to start a computer.

15 mins

Engage Explain the following concepts: Learning Outcome Tell the steps to start a computer.

Explanation Tell the students about the various steps involved in starting a computer, as given on pages 8 and 9.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1C Q1 section and encourage the students to solve them. Instruct them to write the answers in their book. Correct Response: 5 > 1 > 4 > 3 > 2

Additional Question to Check for Understanding ●

In which step you should press the ON button on the monitor? Possible Responses: Step 1, Step 2, Step 3, Step 4, Step 5 Correct Response: Step 4

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Build ●

7 mins

Conduct a group discussion in the class on the topic, “Can we start a laptop the same way as we start a computer?”. Possible Responses: Yes/No Correct Response: No. Starting a laptop is a bit different from starting a desktop computer with separate components. With a laptop: we press the power button on the laptop itself. There is no need for a separate main power button, UPS switch or CPU switch, as laptops are self-contained units. Sum Up

●

Conclude the session by summarising that to start a computer, we need to follow these steps: Switch on the main power button > Press the ON button on the UPS > Press the ON button on the CPU > Press the ON button on the monitor > Wait for the computer to start. Once your computer is ‘Awake’, you can use it. Assign the following 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 D. Write T for True and F for False: Question 5 F. Apply Your learning: Question 2

Chapter 1 • Computer—An Electronic Device

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3 mins

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6. Shutting Down a Computer Learning Outcomes At the end of the session, the students will be able to: ●

shut down a computer.

WEBS at a Glance Engage

Warm Up Ask students whether they can turn off a computer directly by pressing the power button, just like a TV.

Discuss the various steps to shut down a computer.

5 mins

Build Group discussion

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan 5 mins

Warm Up ●

●

Ask the students whether they can turn off a computer directly by pressing the power button, just like a TV. Now, build the concept by discussing the steps to shut down a computer.

15 mins

Engage Explain the following concepts: Learning Outcome Shutting down a computer.

Explanation Tell the students about the various steps involved in shutting down a computer, as given on page 9.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1C Q2 section and encourage the students to solve them. Instruct them to write the answers in their book. Correct Responses: 1 > 2 > 6 > 4 > 3 > 5

Additional Question to Check for Understanding ●

In which step you should click on the power button? Possible Responses: Step 1, Step 2, Step 3, Step 4 Correct Response: Step 3

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Build ●

7 mins

Conduct a group discussion in the class on the topic, “What are the electronic devices that can be shut down?”. Possible Responses: Discuss different things around us, like televisions, lamps, toys, mobile phones, etc. Sum Up

●

3 mins

Conclude the session by summarising that “to turn off a computer, follow these steps: First, click on the Start button. Then, find the Power button at the bottom left-hand side of the menu that pops up. Click on Shut down.” Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 4 C. Who Am I?: Question 5

Additional Questions for Homework

A. Where can you find the power button to shut down a computer? B. What happens to the computer after you click on ‘Shut down’? C. Why is it important to properly shut down a computer?

Chapter 1 • Computer—An Electronic Device

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Drawing with MS Paint Story Time

Story in a Nutshell… Conji is familiarised with the world of gadgets and computers when he starts teaching some spells to Mel. Mel casts a wrong spell, and the keys of the keyboard go missing. So, Conji teaches him about the reverse spells. Elder Wizard tells them that Lord Ero is trying to steal the computer mouse to cause trouble. They learn that computers are important to Avora, and they must hide all their parts in the Memory Palace so that the Muses can protect them. Instead, the Muses play with the order of the files and disturb it. They learn how to sort them. Elder Wizard announces an art contest in Avora. They learn to draw in MS Paint, and the trio is declared the winner. Suddenly, Avora becomes colourless as Lord Ero casts a spell. They use magic and MS Paint to bring the colours back.

Story in This Chapter… ● ●

Elder Wizard announces an art contest in Avora. The winning participant will get one hour to play games on a computer in the school’s computer lab.

●

Conji asks Eva what she is planning to draw. Eva says she will draw a flower.

●

Mel asks Conji how he will draw and colour the flower.

●

Conji answers this by saying that he will use a pencil to draw on paper.

●

Eva says that they can use different crayons to colour.

●

Mel asks both of them how they will save the drawing. Mel asks, what if Lord Ero steals his drawing in the contest?

●

They both get worried and think, what shall they do now?

●

Mel suggests that they can use MS Paint to draw and save their drawings.

●

Conji asks what MS Paint is and how they can use it, while Eva asks how they can save their drawings using MS Paint.

This chapter is divided into the following classroom and lab sessions 1. Introduction to MS Paint 2. Using Shapes Tool-I 3. Using Shapes Tool-II 4. Using Shapes Tool-III 5. Saving and Opening a Drawing 14

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1. Introduction to MS Paint Learning Outcomes At the end of the session, the students will be able to: ● ●

describe what MS Paint is.

●

start MS Paint.

●

explain different parts of MS Paint.

draw a line and a curve using Shapes tool.

Keywords ● ●

MS Paint: MS Paint lets us draw and colour on the computer. Shape: A shape is a figure that is made of lines or curves.

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 Paint is. Explain to them how they can start using Paint. Also, get them familiar with different parts of a Paint window. Also, tell them how to draw a line and curve using the Shapes tool.

Group discussion

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

Action Plan

3 mins

5 mins

Warm Up ●

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

●

Now, build the concept by introducing them to MS Paint.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what MS Paint is.

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 MS Paint.

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

Explain different parts of MS Paint.

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

Chapter 2 • Drawing with MS Paint

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Learning Outcomes Draw a line and a curve using the Shapes tool.

Explanation Tell the students that the Shapes tool is used to draw many shapes easily. Also tell them the steps to draw a line and a curve, as given on pages 82 to 85.

Check for Understanding ●

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

Additional Questions to Check for 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

7 mins

Build ●

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

3 mins

Sum Up ●

●

Conclude the session by summarising that MS Paint lets us draw and colour on the computer. Tell the steps to start MS Paint. Tell them about different parts of MS Paint such as the title bar, tabs, ribbon, drawing area, etc. Also, instruct them on how to draw a line and a curve. 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: Question 1 C. Who Am I?: Questions 1 and 2

E. F.

Answer the Following: Questions 1, 2, and 3 Apply Your Learning: Question 1

D. Write T for True and F for False: Questions 3 and 5 16

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2. Using Shapes Tool-I Learning Outcomes At the end of the session, the students will be able to: ●

describe what MS Paint is.

●

start MS Paint.

●

explain different parts of MS Paint.

●

draw a line and a curve using the Shapes tool.

Keywords ●

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

●

Shape: A shape is a figure that is made of lines or curves.

WEBS at a Glance Engage

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

Build

Discuss what MS Attempt the activity Paint is. Demonstrate on the Assignment to them how they page. can start using Paint. Also, get them familiar with different parts of a Paint window. Also, tell them how to draw a line and curve using the Shapes tool.

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

3 mins

Action Plan Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Using Shapes Tool-I. Show the Learning slides one by one and discuss the concepts shown on the slides in the panel.

Chapter 2 • Drawing with MS Paint

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5 mins

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what MS Paint is.

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 MS Paint.

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

Explain different parts of MS Paint.

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

Draw a line and a curve using the Shapes tool.

Tell the students that the Shapes tool is used to draw many shapes easily. Demonstrate to them the steps to draw a line and a curve, as given on pages 82 to 85.

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 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

Conclude the session by summarising that MS Paint lets us draw and colour on the computer. Tell the steps to start MS Paint. Tell them about different parts of MS Paint, such as the title bar, tabs, ribbon, drawing area, etc. Also, instruct them on how to draw a line and a curve. Assign the additional activity given on the panel to the students as homework.

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3. Using Shapes Tool-II Learning Outcomes At the end of the session, the students will be able to: ●

draw a rectangle.

●

draw a circle.

●

draw a polygon.

WEBS at a Glance Engage

Warm Up Ask the students to give examples of some objects that are rectangle in shape.

Build

Discuss that, similar to lines Group discussion and curves, we can also draw a rectangle, a circle, and a polygon using the Shapes tool.

5 mins

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan 5 mins

Warm Up ●

Ask the students to give examples of some objects that are rectangular.

●

Now, build the concept by discussing the rectangle, circle, and polygon shapes.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Draw a rectangle.

Tell the students various steps to draw a rectangle, as given on pages 85 and 86.

Draw a circle.

Tell the students various steps to draw a circle, as given on pages 86 and 87.

Draw a polygon.

Tell the students various steps to draw a polygon, as given on pages 87 and 88.

Chapter 2 • Drawing with MS Paint

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Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 6B and 6C sections and encourage the students to solve the questions. Instruct the students to write the answers in the book. Correct Responses: Do It Yourself 6B Q1.

Shapes

Tool names Line Circle Curve Triangle

Do It Yourself 6C Q2. 1. POLYGON 2. OVAL 3. CURVE 4. RECTANGLE 5. LINE Build ●

7 mins

Conduct a group discussion in the class among students based on the topic, “What things can you draw using the shapes we learnt?” provided in the Discuss section, as given on page 88. Possible Responses: house, tree, car, etc.

Sum Up ●

●

3 mins

Conclude the session by summarising the steps to draw a rectangle, circle, and polygon shapes. Revise the concept of a polygon: a polygon is a shape with many sides. A triangle is a polygon with three sides. A square is a polygon with four sides. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 4 B. Tick the Correct Option: Question 2 C. Who Am I?: Questions 3 and 4 D. Write T for True and F for False: Question 1 F. Apply Your Learning: Question 2

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4. Using Shapes Tool-III Learning Outcomes At the end of the session, the students will be able to: ●

draw a rectangle.

●

draw a circle.

●

draw a polygon.

WEBS at a Glance Engage

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

Build

Discuss that, similar to Attempt the activity on lines and curves, we can the Assignment page. also draw a rectangle, a circle, and a polygon using the Shapes tool.

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

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 Using Shapes Tool-III. 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 a rectangle.

Demonstrate to the students various steps to draw a rectangle, as given on pages 85 and 86.

Draw a circle.

Demonstrate to the students various steps to draw a circle, as given on pages 86 and 87.

Draw a polygon.

Demonstrate to the students various steps to draw a polygon, as given on pages 87 and 88.

Chapter 2 • Drawing with MS Paint

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Check for Understanding ●

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

●

7 mins

3 mins

Conclude the session by summarising the steps to draw a rectangle, circle, and polygon shapes. Revise the concept of a polygon: a polygon is a shape with many sides. A triangle is a polygon with three sides. A square is a polygon with four sides. We can draw any shape with the Polygon tool in MS Paint. Assign the additional activity given on the panel to the students as homework.

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

save a drawing.

●

open a drawing.

WEBS at a Glance Engage

Warm Up Tell the students the importance of saving something.

Build

Explain the concept of why we need to save our work and also explain that sometimes we need to open our saved file to make changes to it.

Group discussion

15 mins

7 mins

5 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan 5 mins

Warm Up ●

Explain to the students that we need to save our work so that it can be seen again later.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

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 pages 89 and 90.

Open a drawing.

Tell the students the various steps to open a saved drawing, as given on pages 90 and 91.

Check for Understanding ●

Ask the following questions to the students to check their understanding: 1. T o save an MS Paint file, click on the option.

tab and then select the

2. To open a saved file in MS Paint, click on the File tab, and then select the file, and finally, select the option. Correct Responses: 1. File, Save as 2. Open Chapter 2 • Drawing with MS Paint

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Build ●

7 mins

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

●

3 mins

Conclude the session by summarising that it is important to save a drawing, revise the steps to save a drawing and to open a drawing. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 5 C. Who Am I?: Question 5 D. Write T for True and F for False: Questions 2 and 4 E. Answer the Following: Questions 4 and 5 F. Apply Your learning: Question 3

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Block Coding II

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Introduction to Coding

This chapter is divided into the following lab sessions 1. Introduction to Coding

2. Sequence

4. Tour to Puzzle Code Studio

Algorithm

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

describe what coding is.

●

explain block-based coding.

●

tell about Code.org.

●

describe commands.

Keywords ● ●

●

Coding: A coding language is used to talk to a computer. Block-based coding: Block-based coding is a way to tell a computer what to do by joining colourful blocks together. Command: A command is an instruction that tells a computer what to do.

WEBS at a Glance Warm Up

Engage

Build

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

Explain to them what coding is; tell them about block-based coding; introduce them to Code.org; and tell them what commands are.

5 mins

15 mins

Sum Up

Attempt the activity Conclude the on the Assignment concepts page. Assign homework 7 mins

3 mins

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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 Coding.

●

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 coding is.

Introduce the students to the coding language, as given on page 1.

Explain block-based coding.

Explain the concept of block-based coding to the students, as given on page 2.

Tell about Code.org.

Tell the students that Code.org is a fun coding platform where you can learn to use colourful blocks, as given on page 2.

Describe commands.

Describe the concept of commands to the students, as given on page 2.

Check for Understanding ●

●

● ●

3 mins

Conclude the session by summarising that a computer needs us to talk to it in a language called coding language. Block-based coding uses colourful blocks to tell the computer what to do. Code. org is a fun place where we’ll use these blocks to make characters move, play games, and tell stories. Commands are like instructions for the computer. We’ll use code blocks as commands to make the computer do different things. Assign the additional activity given on the panel to the students as homework. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1 and 2 D. Write T for True and F for False: Question 1 B. Tick the Correct Option: Question 1 E. Answer the Following: Question 1 C. Who Am I?: Questions 4 and 5

Chapter 3 • Introduction to Coding

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7 mins

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

describe what a task is.

●

follow a sequence.

Keywords ●

Task: A task is a piece of work that needs to be done.

●

Sequence: A sequence is when we do things step by step in an order.

WEBS at a Glance Warm Up

Engage

Build

Sum Up

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

Discuss the concept of sequence by giving a real-life example.

Attempt the activity on the Assignment page.

Conclude the concepts

5 mins

15 mins

7 mins

3 mins

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 Sequence. 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 a task is.

Give any task to the students to accomplish, and then describe to them what a task is, as given on page 3.

Follow a sequence.

Ask the students how they follow the steps to brush their teeth daily. Then relate the concept of giving instructions to the computer to perform some tasks. Tell them about fixed and flexible sequences, as given on pages 3 to 5.

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Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1A section as given on page 5 and the Do It Yourself 1B section as given on page 8 to encourage the students to solve the questions. Instruct the students to write the answers in the book. Correct Responses: Do It Yourself 1A 1. B. Cover seed with soil 2. B. Dirty teeth Do It Yourself 1B 3. 4 > 3 > 1 > 2 4. a and c

●

● ●

7 mins

3 mins

Conclude the session by summarising that every day, we do lots of tasks, like brushing our teeth or playing with toys. A task is something that needs to be done. When we do things step-by-step in order, it’s called a sequence. Sometimes, there’s only one way to do a task; it’s a fixed sequence. Other times, there can be many ways to do a task, and that’s called a flexible sequence. Assign the additional activity given on the panel to the students as homework. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 3 and 4 C. Who Am I?: Question 3 D. Write T for True and F for False: Questions 2, 3, and 4 E. Answer the Following: Questions 2 and 3

Chapter 3 • Introduction to Coding

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

describe an algorithm.

Keywords ●

Algorithm: The set of steps, in an order, to solve a problem is called an algorithm.

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

Build

Sum Up

Discuss the concept of algorithm by giving a real-life example.

Attempt the activity on the Assignment page.

Conclude the concepts

15 mins

7 mins

3 mins

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 Algorithm.

●

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 Outcome Describe an algorithm.

Explanation Explain to the students that the set of steps in an order to solve a problem is called an algorithm, as given on pages 6 and 7.

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.

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Build ●

●

● ●

7 mins

3 mins

Conclude the session by summarising that a problem is like a puzzle that needs solving, and there can be more than one way to solve it. Each way has steps to follow, called an algorithm. 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. B. Tick the Correct Option: Questions 2 and 4 C. Who Am I?: Questions 1 and 2 E. Answer the Following: Question 5

Chapter 3 • Introduction to Coding

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4. Tour to Puzzle Code Studio Learning Outcomes At the end of the session, the students will be able to: ●

run Puzzle Code Studio.

●

solve the puzzles.

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 the concept by explaining all the four important parts of the Puzzle Code Studio.

Attempt the activity on the Assignment page.

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

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 Tour to Puzzle Code Studio. 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 Outcome Puzzle Code Studio

Explanation Explain the four main parts of the Puzzle Code studio to the students, as given on pages 8 and 9.

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.

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Build ●

●

● ●

7 mins

3 mins

Conclude the session by summarising that Puzzle Code Studio is the coding playground on Code.org. It has four important parts: the Play Area where things happen, the Toolbox with all the code blocks for giving commands, the Workspace where we drag and connect the blocks to make things work, and Instructions that give us hints about what to do next. 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 5 D. Write T for True and F for False: Question 5 E. Answer the Following: Question 4 F. Apply Your learning: Questions 1, 2, 3, 4, and 5

Chapter 3 • Introduction to Coding

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Answer Key Chapter-1

Computer—An Electronic Device

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Security Problems 2. Schools 3. Main Power 4. Shutdown 5. Entertainment 1. (a)

2. (c)

3. (b)

4. (c)

C. Who Am I?

1. Computer 2. Computer 3. Hospital 4. Bank 5. Power

Write T for True and F for False.

Answer the Following.

1. T 2. T 3. F 4. T 5. F 1. A computer is an electronic device that helps us do many things.

2. Computers are used in: a. Banks b. School c. Hospital d. Airports and stations e. Shops and offices.

3. Some advantages of computers are: Storage, Connectivity, Information, Calculation, and Entertainment. 4. Some disadvantages of computers are: Health Problems, Security Problems, and Environmental Harm. 5. Sometimes computers can cause us health problems. F.

Apply Your Learning.

1. Some uses of a computer are:

a. Playing Games b. Watching Videos c. Drawing Pictures d. Listening to Music e. Finding Information

Answer Key

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2. To start a computer:

· Switch on the main power button. · Press the ON button on the UPS.

· Press the ON button on the CPU.

· Press the ON button on the monitor. · Wait for the computer to start.

3. Some disadvantages of computers are: Health Problems, Security Problems, and Environmental Harm. 4. He should use a computer to book train tickets. 5. Computers are used in:

a. Banks: To help us send money to other accounts. b. Schools: To help us learn new things.

c. Hospitals: To prepare and print medical reports.

d. Airports and stations: To help us in booking tickets.

e. Shops and offices: To keep a record of the number of items in shops.

Chapter-2

Drawing with MS Paint

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Start 2. Title Bar 3. Drawing Area 4. Polygon 5. File, Save as 1. (a)

2. (d)

C. Who Am I?

1. MS Paint 2. Ribbon 3. Shapes 4. Ctrl 5. Save as

Write T for True and F for False.

Answer the Following.

1. T 2. T 3. F 4. F 5. F 1. MS Paint is a drawing app on the computer.

2. To start MS Paint, click on the Search Bar, and then type Paint in the Search Bar. Then, click on the Paint icon to open the application. 3. Title bar, tabs, ribbon, drawing area, colors

4. To save a MS Paint file, click on the File tab and then select the Save as option. Then, write the name of the file in the File name box and click on the Save button. 5. To open a saved file in MS Paint, click on the File tab, then select the file, and finally, select the Open option. F.

Apply Your Learning.

1. MS Paint 2. Circle 3. Save the file

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Chapter-3

Introduction to Coding

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Coding 2. Command 3. Sequence 4. Flexible 5. Play area 1. (b) Coding lets us talk to computers. 2. (c) Algorithm 3. (c) Play area

4. (b)

5. (c)

C. Who Am I?

Write T for True and F for False.

Answer the Following.

1. F 2. F 3. T 4. F 5. T 1. A command is an instruction that tells a computer what to do.

2. A sequence can be a:

Fixed sequence : There is only one way to do the task.

Flexible sequence : There can be more than one way to do the task.

4. 1. Toolbox 2. Workspace 3. Instructions 4. Play Area 5. Milk

Answer Key

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Apply Your Learning. 1.

E E 2.

E E N 3.

S E E 4.

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

2 Singapore

CS_CB_Coding_Grade2_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

05/02/24 2:47 PM