CBSE_CS_G3_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.

‘ W E B S ’ Framework

Warm-Up

Engage

Build

Sum-up

Teacher Manual (Part - 1)

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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3 Singapore

CS_CB_Coding_Grade3_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

02/02/24 5:07 PM

Teacher Manual

COMPUTER SCIENCE

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Contents

Main Book: The Case Lost Memory

Knowing a Computer �� 1 

Uses and Types of Computers



Hardware-I



Hardware-II



Software



Input Processing Output Cycle

Introduction to Paint �� 12 

Introduction to Paint-I



Introduction to Paint-II



Introduction to Paint-III



Introduction to Paint-IV

Scratch 3.0 I

Introduction to Scratch 3.0 �� 22 

Introduction to Scratch 3.0



Components of Scratch

Answer Key �� 26

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The Case Lost Memory

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Knowing a Computer Story Time

Story in a Nutshell… Mel and Conji go to the hidden library to explore the secrets that are hidden there. They see some pictures and information on the screen. Suddenly, darkness surrounds Mel and she loses her memory. They get to know that Lord Ero is behind this, and he didn’t want Mel to know about the secret information. They search for the small pictures and words in the library. They finally manage to know with the help of the First Elder Robot that they are strong weapons that Lord Ero is making to hurt Avora. Ms Idea tells them about an envelope which contains all the required information, and they search for it. Also, Mr Geebal and Mr Time help Conji in restoring Mel’s memory by using different ways. Mel and Conji think about creating a weapon against Lord Ero, but the Elders explain to them that a weapon for a weapon is not a good idea. They also give them a document to create a new and powerful spell. There is a battle between the kids and Lord Ero where they use the spell on him with the help of Elders. They finally manage to get rid of him. Everyone is proud of Mel and Conji.

Story in This Chapter… ●

Mel and Conji have gone to visit a hidden library.

●

Mel tells Conji that the library is hiding a lot of secrets.

●

Conji cautions Mel and asks her to be careful as the place may have information on very old magic.

●

They both look at the information and pictures shown on the screen.

●

Suddenly, darkness surrounds Mel and she is unable to remember anything.

●

Thereafter, they decide to visit the First Elder Wizard for his help.

●

First Elder Wizard tells them that Lord Ero must have erased Mel’s memory since he did not want Mel to understand the things on the computer. First Elder Wizard advises them to learn about the basics of computers. He then explains to them about computers from the very start.

This chapter is divided into the following classroom sessions 1. Uses and Types of Computers 2. Hardware-I 3. Hardware-II 4. Software 5. Input Processing Output Cycle 1

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

describe the uses of computers. differentiate between the types of computers—microcomputer, minicomputer, mainframe computer, and supercomputer.

Keywords ●

●

Microcomputers: They are small computers that are used by individuals in homes, schools, offices, shops, and banks. Minicomputers: These computers are bigger and faster and are used in places like banks and universities. Mainframe computers: These computers are very powerful, big in size, efficient, and very expensive. They are used in places like schools, banks, and airports. Supercomputers: They are the largest and fastest of all types of computers. They are used in big companies.

WEBS at a Glance Warm Up Establish a connection of the topic with the students by asking them some relevant questions before starting the session. 5 mins

Engage Explain the uses of computers by giving real-life examples.

Build

Group discussion Conclude the concepts

Explain the different types of computers such as microcomputers, minicomputers, mainframe computers, and supercomputers. 15 mins

Sum Up

Assign homework

7 mins

3 mins

Action Plan Warm Up ●

●

5 mins

Ask the students where they can see computers in their daily lives. You can encourage the students to share their views and experiences in the class. Ask students about the various types of computers that they must have seen, for example, laptops, desktops, smartphones, etc.

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe the uses of computers.

Explain the uses of computers at various places such as schools, homes, shops, hospitals, etc., to students by giving real-life examples, as given on Page 5.

Distinguish between the types of computers.

Tell the students that the computers can be classified into different categories based on their size, speed, storage capacity, and cost. Thereafter, introduce them to the different types of computers: microcomputers, minicomputers, mainframe computers, and supercomputers, as given on pages 5 to 7.

Check for Understanding ●

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

A. Laptop–Image 3; B. Desktop–Image 4; C. Minicomputer–Image 5; D. Mainframe Computer–Image 2; E. Tablet–Image 1;

2. c—All of the above Build ●

7 mins

Conduct a group discussion in the class among the students based on the topic, “Are supercomputers only used by big companies?” provided in the Discuss section as mentioned on Page 7. Possible Response: Supercomputers are not exclusively used by big companies. These are also used by government agencies, academic institutions, and research laboratories. Sum Up

●

3 mins

Conclude the session by summarising that computers are used at many places such as homes, schools, and hospitals. Computers can be classified into various categories based on their size, speed, storage capacity, and cost, such as microcomputers, minicomputers, mainframe computers, and supercomputers. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. B. Tick the Correct Option: Question 5

Additional Questions for Homework A. Write two uses of computers apart from those given in the book. B. Write two features of microcomputers. Give two examples as well.

Chapter 1 • Knowing a Computer

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

define hardware.

recognise monitor and its types. describe the CPU and its parts.

describe the functions of keyboard, mouse, touchscreen, scanner, and printer.

Keywords ●

Hardware: It refers to the physical parts of a computer that you can touch or feel.

WEBS at a Glance Engage

Warm Up Ask students if they can name some physical parts of a computer.

Build

Explain to the students what hardware is.

Group discussion

Also explain to them the different hardware devices by showing them the images or the devices themselves.

16 mins

Conclude the concepts Assign homework

Also discuss the use of each of these hardware devices.

5 mins

Sum Up

6 mins

3 mins

Action Plan 5 mins

Warm Up ●

Ask students to write the names of the parts of the computer that they can touch in their notebooks.

16 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Define hardware.

Describe that hardware is the part of the computer that we can see and touch, as given on Page 8.

Recognise the monitor and its types.

Explain that a monitor looks like a TV screen and shows us all the things that we do on the computer, like playing games, drawing, or writing stories. Also, explain its types, as given on page 8.

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Learning Outcomes

Explanation

Describe the CPU and its parts.

Explain the concept of the CPU that it is the brain of the computer and manages all the calculations and programs. Also, describe its three main parts, as given on page 9.

Describe the functions of various hardware devices.

Explain the functions of keyboard, mouse, touchscreen, scanner, and printer, as given on pages 9 and 10.

Check for Understanding ●

Read aloud question 1 provided in the Do It Yourself 1B section and encourage the students to solve the questions. Instruct the students to write the answers in the book. Correct Response: 1—a

Additional Questions to Check for Understanding ●

Name the monitor that is most energy-efficient.

Possible Responses: CRT monitor/LCD monitor/LED monitor Correct Response: LED monitor ●

Tell the number of keys that a standard keyboard can have. Correct Response: 104 keys

●

Name the three main parts of the CPU. Correct Response: CU, MU, and ALU Build

●

6 mins

Conduct a group discussion in the class on the topic, “Difference between a mouse and a touchscreen”. Possible Response: A mouse is an input device used for pointing objects. It is used to point, click, and move various on-screen objects. On the other hand, a touchscreen is a display device that allows us to interact with a computer by touching the screen. Devices like tablets and smartphones have a touchscreen. A touchscreen is controlled by fingers. A touchscreen can be used as both an input and output device. Sum Up

●

3 mins

Conclude the session by summarising that hardware refers to the physical parts of a computer that you can touch or feel. Examples of hardware includes a monitor, keyboard, mouse, CPU, etc. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1, 3, and 5 B. Tick the Correct Option: Question 2 C. Who Am I?: Questions 1, 2, 3, and 4 D. Write T for True and F for False: Questions 1, 4, and 5 E. Answer the Following: Questions 2 and 3 F. Apply Your Learning: Questions 2, 4, and 5

Chapter 1 • Knowing a Computer

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

describe the functions of the hardware devices: speaker, light pen, and joystick. describe the functions of the hardware devices: microphone, compact disc (CD), pen drive, RAM, motherboard, and hard disk.

WEBS at a Glance Engage

Warm Up Now that the students know what hardware devices are; and about some of these devices, ask them if they can name some more hardware devices that they have seen or used.

Explain the various hardware devices. Use images or show the hardware device for your reference.

5 mins

15 mins

Build Activity

Sum Up Conclude the concepts Assign homework

Also discuss their uses. 7 mins

3 mins

Action Plan 5 mins

Warm Up ● ●

Ask students about a few more hardware devices other than the ones learnt in the previous session. You can ask various questions to help students name the hardware devices. For instance, you can ask them to name the device used to listen to music, play games, and draw or write anything on the screen, etc.

15 mins

Engage Explain the following concepts: Learning Outcomes Describe the functions of the hardware devices: speaker, light pen, and joystick.

Explanation Explain the functions of various hardware devices like speaker, light pen, and joystick by showing the pictures or the real devices, as given on Page 10.

Describe the functions of the hardware Explain the functions of microphone, compact disc (CD), devices: microphone, compact disc (CD), pen drive, RAM, motherboard, and hard disk by showing pen drive, RAM, motherboard, and hard disk. the pictures or the real devices, as given on Page 11.

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Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1B Q2 section and encourage the students to solve the questions. Instruct the students to write the answers in their books. Correct Response: 2—b

Additional Questions to Check for Understanding ●

Which hardware device is the backbone of a computer system? Correct Response: Motherboard

●

What is the full form of RAM? Correct Response: Random Access Memory

●

Name the input device used for playing games. Correct Response: Joystick Build

●

7 mins

After students have learnt about all the hardware devices, ask them to group all the devices into three categories: Input devices, Output devices, and Storage devices. You can also ask the students to create another category where some devices can be kept in both input as well as output category.

Note ●

You can conduct this small activity in the class itself. It should be an oral activity. Sum Up

●

3 mins

Conclude the session by summarising that there are various other hardware devices, that are speaker, light pen, joystick, microphone, compact disc, pen drive, RAM, motherboard, and hard disk. 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 3 C. Who Am I?: Question 5 D. Write T for True and F for False: Questions 2 and 3 E. Answer the Following: Question 1 F. Apply Your Learning: Questions 1 and 3

Chapter 1 • Knowing a Computer

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

define software.

●

describe the two types of software.

Keywords ●

Software: It is the part of a computer that cannot be touched.

WEBS at a Glance Warm Up Now that students know that hardware is that part of a computer that they can touch, tell them that software is that part of a computer that they cannot touch. 4 mins

Engage

Build

Explain what software is and give examples of some commonly used software.

Think and Tell

Explain the two types of software and bring out the differences between the two through examples. 16 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan

4 mins

Warm Up ●

Revise the definition of hardware with the students by telling them that hardware is that part of a computer that they can touch. Now relate this with software and tell them that software is that part of a computer that they cannot touch.

16 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Define software.

Define software and give some examples of softwares that are commonly used, as given on page 12.

Describe the two types of software.

Explain the two main types of the software, which are System software and Application software, and differentiate between the two using some examples, as given on page 13.

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Check for Understanding ●

What is a set of instructions given to the computer to do some work called? Correct Response: Software

●

Name the two types of software. Correct Response: System software and Application software

●

What type of software is operating system? Possible Responses: System software/Application software Correct Response: System software

●

Give an example of application software. Correct Response: Paint, Google Chrome, etc. Build

●

7 mins

Ask the students to answer the question: “Is software only used on computers?”, asked in the Think and Tell section given on Page 13. Possible Response: Yes/No Correct Response: No, as software can be used in mobile phones, smartwatches, automobiles, gaming consoles, and appliances such as microwaves and washing machines, etc. Sum Up

●

Conclude the session by summarising that the software is a set of instructions or programs given to the computer to do some work. Also revise the two main types of software, that is System software and Application software. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. B. Tick the Correct Option: Questions 1 and 4 E. Answer the Following: Question 5

Chapter 1 • Knowing a Computer

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5. Input Processing Output Cycle Learning Outcomes At the end of the session, students will be able to: ●

describe the Input Processing Output cycle.

Keywords ● ●

●

Input: The data and instructions that you enter using an input device. Processing: The CPU works on the input to provide you with meaningful information. This is called processing. Output: The meaningful information that you get after processing is known as the output.

WEBS at a Glance Warm Up Ask the students about the process of making tea at home.

Engage

Build

Explain that students can enter Group discussion numbers, words, etc., as input into the computer. Explain that the CPU is used for processing this input.

Sum Up Conclude the concepts Assign homework

Describe that after processing, the output is produced, which is represented in various forms by the output devices. 5 mins

15 mins

7 mins

3 mins

Action Plan Warm Up ●

5 mins

Ask the students about the process of making tea at home. Then, relate the steps of tea making to the input, processing, and output cycle.

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15 mins

Engage Explain the following concepts: Learning Outcomes Describe the IPO cycle.

Explanation Describe that three processes are completed by every computer: Input–Process–Output, as given on Page 13. Then, explain these three processes with the help of real-life examples, as given on Page 14.

Check for Understanding ●

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

1. Paper folding—Processing; Boat—Output; Paper—Input 2. Input—Add the given numbers: 7, 5, 6 Output—Answer = 18 Process—7 + 5 + 6 Build ●

7 mins

Conduct a group discussion in the class on the topic, “If you do not follow the Input–Process–Output cycle in the proper order, will you get the correct output?”. Correct Response: The order of the Input-Process-Output cycle should be followed in proper sequence, otherwise the output will not be correct. Sum Up

●

Conclude the session by summarising that there are three processes that are completed by every computer: Input–Process–Output. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 2 E. Answer the Following: Question 4

Chapter 1 • Knowing a Computer

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3 mins

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Introduction to Paint Story Time

Story in a Nutshell… Mel and Conji go to the hidden library to explore the secrets it is hiding. They see some pictures and information on the screen. Suddenly, darkness surrounds Mel, and she loses her memory. They get to know that Lord Ero is behind this, and he doesn’t want Mel to know about the secret information. They search for small pictures and words in the library. They finally manage to know, with the help of the First Elder Robot, that there are strong weapons that Ero is making to hurt Avora. Ms Idea tells them about an envelope that contains all the required information, and they search for it. Also, Mr Geebal and Mr Time help Conji restore Mel’s memory by using different ways. Mel and Conji think about creating a weapon against Lord Ero, but the Elders explain to them that a weapon for a weapon is not a good idea. They also give them a document to create a new and powerful spell. There is a battle between the kids and Lord Ero, where they use the spell on him with the help of the Elders. They manage to get rid of him finally. Everyone is proud of Mel and Conji.

Story in This Chapter… ●

Mel and Conji reach the Memory Palace to ask Mr Geebal for help to bring back Mel’s memory.

●

Mr Geebal asks Conji to close his eyes and think of the time when Mel had lost her memory.

●

Conji begins to think of the time in the Secret Library.

●

● ●

On focusing, he sees a dark shadow of Lord Ero in the corner of the room. Lord Ero is saying a spell while looking at Mel. Mr Geebal makes Conji open his eyes. Conji asks Mr Geebal for a sheet of paper and some paint to draw the memory of the times he has spent with Mel.

●

Mr Geebal tells him that he does not have those, but he suggests using Paint to draw the memory.

●

Conji then asks what Paint is and how it can be used.

This chapter is divided into the following classroom and lab sessions 1.

Introduction to Paint-I

2. Introduction to Paint-II 3. Introduction to Paint-III 4. Introduction to Paint-IV 12

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

describe what Paint is.

●

start Paint.

●

explain different components of the Paint window.

●

use Shapes group.

●

use Callouts.

Keywords ●

MS Paint: MS Paint is like a colouring book on the computer, where you can draw and colour pictures using different tools and colours.

●

Drawing Area: Drawing Area is the space where you create drawings.

●

Callout: A callout is a shape that is used to write a message.

WEBS at a Glance Warm Up

Engage

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

Discuss what Paint is. Explain to them how they can start using Paint. Also, get them familiar with different parts of the Paint window. Tell them how to draw different shapes using the Shapes group. Explain to them how to draw a callout.

5 mins

15 mins

Build Group discussion

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan Warm Up ●

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

●

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

5 mins

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what Paint is.

Tell the students that we can draw many beautiful things around us, like the sun, mountains, flowers, etc., on a computer without using paper, colour, or pencil, as given on page 71.

Start Paint.

Explain the steps to start Paint to the students, as given on pages 71 to 73.

Explain different components of the MS Paint window.

Tell the students about different parts of the Paint window, such as the title bar, drawing area, ribbon, etc., as given on page 73.

Use Shapes group.

Tell the students that the Shapes tool is used to draw many shapes easily. Also tell them the steps to draw some of these shapes, as given on pages 74 to 76.

Use Callouts.

Tell students that a callout is a shape that is used to write a message. Also tell them the steps to add a callout, as given on pages 76 to 78.

Check for Understanding ●

Read aloud the questions provided in Do It Yourself 5A and encourage the students to solve the question. Instruct the students to write the answers in the book. Correct Responses: 1. B 2. a. PAINT b. TOOLBAR c. RIBBON d. TITLE BAR Build

●

7 mins

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

●

3 mins

Conclude the session by summarising that Paint lets us draw and colour on the computer. Tell the steps to start Paint. Tell them about different parts of the Paint window, such as the title bar, tabs, ribbon, drawing area, etc. Also, instruct them on how to draw different shapes and different callouts. 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 5 C. Who Am I?: Questions 1, 2, and 3

D. Write T for True and F for False: Questions 1 and 2 E. Answer the Following: Questions 1, 2, 4, and 5 F. Apply Your Learning: Questions 1 and 5 Chapter 2 • Introduction to Paint

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2. Introduction to Paint-II Learning Outcomes At the end of the session, the students will be able to: ●

describe what Paint is.

●

start Paint.

●

explain different components of the Paint window.

●

use Shapes group.

●

use Callouts.

Keywords ●

MS Paint: MS Paint is like a colouring book on the computer, where you can draw and colour pictures using different tools and colours.

●

Drawing Area: Drawing Area is the space where you create drawings.

●

Callout: A callout is a shape that is used to write a message.

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.

Discuss what Paint is. Demonstrate to them how they can start using Paint. Also, get them familiar with different parts of the Paint window. Also, tell them how to draw shapes and add callouts.

5 mins

15 mins

Action Plan Warm Up ●

●

Build

Sum Up

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

3 mins

5 mins

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

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what Paint is.

Tell the students that we can draw many beautiful things around us, like the sun, mountains, flowers, etc., on a computer without using paper, colour, or pencil, as given on page 71.

Start Paint

Demonstrate to the students the steps to start Paint, as given on pages 71 to 73.

Explain different components of the MS Paint window.

Tell the students about different parts of the Paint window, such as the title bar, drawing area, ribbon, etc., as given on page 73.

Use Shapes tool.

Demonstrate to the students the steps to draw shapes, as given on pages 74 to 76.

Use Callouts.

Demonstrate to the students the steps to add a callout, as given on pages 76 to 78.

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

●

3 mins

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

Chapter 2 • Introduction to Paint

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7 mins

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3. Introduction to Paint-III Learning Outcomes At the end of the session, the students will be able to: ●

draw using the Pencil tool.

●

draw and paint using the Brushes tool.

●

write using the Text tool.

●

use the Fill with color tool.

●

erase mistakes using the Eraser tool.

●

use the Color picker tool.

WEBS at a Glance Engage

Warm Up Ask students how they can draw and colour a flower, butterfly, cat, etc., in Paint.

Build

Explain the various tools in Paint, like Think and Tell Pencil, Text, Eraser, Brushes, Fill with color, and Color picker tool. Also tell the steps to use these tools.

5 mins

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

Action Plan Warm Up ● ●

3 mins

5 mins

Ask students how they can draw, for instance, a flower, butterfly, cat, etc., in Paint. Now, build the concept by telling them that these can be drawn by using the Pencil tool. Also, tell them that they can fill the drawing with colours using the Fill with color tool.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Draw using the Pencil tool.

Tell the students the various steps to draw using the Pencil tool, as given on pages 78 and 79.

Write using the Text tool.

Tell the students the various steps to add text to our drawing using the Text tool, as given on page 79.

Delete mistakes using Tell the students the various steps to erase mistakes in their drawings, as given the Eraser tool. on page 80. Draw and paint using the Brushes tool.

Tell the students that a Brush tool is used for freehand drawing and painting. Also list the various steps to use the Brushes tool, as given on pages 80 and 81.

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Learning Outcomes

Explanation

Use the Fill with color Tool.

Tell the students that the Fill with color tool is used to fill the drawing with colours. Also list the various steps to use the Fill with color tool, as given on page 81.

Use the Color picker Tool.

Tell the students what Color picker tool is. Also tell the various steps to use the Color picker tool, as given on page 82.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 5B section and encourage the students to solve the questions. Instruct the students to write the answers in the book. Correct Responses: Q1. Airbrush tool, Fill with color tool, Text tool Q2. Column A

Column B Pencil

Callouts

Color picker

Eraser Build ●

7 mins

Ask the students to give the answer to the question, “Can we add text in the blank drawing area?” asked in the Think and Tell section given on page 79. Possible Responses: Yes/No Correct Response: Yes Sum Up

●

Conclude the session by summarising that a Pencil tool is used to draw, Text tool helps us add text to our drawing, Eraser tool is used to erase mistakes, Brushes tool is used for freehand drawing and painting, Fill with color tool is used to fill colours in drawings, and Color picker tool is used to select colours from existing drawings and fill other parts of the drawing with the same colour. Also summarise the steps to use these tools. 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 2, 3, and 4 C. Who Am I?: Questions 4 and 5 D. Write T for True and F for False: Questions 3, 4, and 5 E. Answer the Following: Question 3 F. Apply Your Learning: Questions 2, 3, and 4

Chapter 2 • Introduction to Paint

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3 mins

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4. Introduction to Paint-IV Learning Outcomes At the end of the session, the students will be able to: ● ● ● ● ● ●

draw using the Pencil tool. write using the Text tool.

delete mistakes using the Eraser tool.

draw and paint using the Brushes tool. use the Fill with color tool. use the Color picker tool.

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.

Explain the various tools in Paint, like Pencil, Text, Eraser, Brushes, Fill with color, and Color picker tool. Also demonstrate the steps to use these tools.

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 Introduction to Paint-IV. 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 using the Pencil tool.

Demonstrate to the students the various steps to draw using the Pencil tool, as given on pages 78 and 79.

Write using the Text tool.

Demonstrate to the students the various steps to add text to our drawing using the Text tool, as given on page 79.

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Learning Outcomes

Explanation

Delete mistakes using the Eraser tool.

Demonstrate to the students the various steps to erase mistakes in their drawings, as given on page 80.

Draw and paint using the Brushes tool.

Tell students that a Brush tool is used for freehand drawing and painting. Also demonstrate to the students the various steps to use the Brushes tool, as given on pages 80 and 81.

Use the Fill with color Tool.

Tell students that the Fill with color tool is used to fill the drawing with colours. Also demonstrate to the students the various steps to use the Fill with color tool, as given on page 81.

Use the Color picker Tool.

Tell students what Color picker tool is. Also demonstrate to the students the various steps to use the Color picker tool, as given on page 82.

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

●

3 mins

Conclude the session by summarising that the Pencil tool is used to draw, Text tool helps us add text to our drawing, Eraser tool is used to erase mistakes, Brushes tool is used for freehand drawing and painting, Fill with color tool is used to fill colours in drawing, and Color picker tool is used to select colours from existing drawings and fill other parts of the drawing with the same colour. Also summarise the steps to use these tools. Assign the additional activity given on the panel to the students as homework.

Chapter 2 • Introduction to Paint

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7 mins

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Scratch 3.0 I

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Introduction to Scratch 3.0

This chapter is divided into the following lab sessions 1. Introduction to Scratch 3.0

Components of Scratch

1. Introduction to Scratch 3.0 Learning Outcomes At the end of the session, the students will be able to: ● ● ● ●

explain what coding is.

describe block-based coding. explain about Scratch 3.0. create a project.

Keywords ● ●

Coding: A way of giving instructions, to tell a computer what to do.

Scratch 3.0: Scratch 3.0 is a free and simple platform where we use colourful blocks to create our own games, stories, and drawings.

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 Scratch 3.0; also tell them how to create a project.

Attempt the activity on the Assignment page

5 mins

15 mins

7 mins

Action Plan Warm Up ●

●

Sum Up Conclude the concepts Assign homework 3 mins

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Introduction to Scratch 3.0. Show the Learning slides one by one and discuss the concepts shown on the slides in the panel. 22

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain what coding is.

Tell the students that coding is a way of giving instructions to tell a computer what to do, as given on page 1.

Describe block-based coding.

Tell the students that block-based coding is the language in which we use colourful code blocks to tell computers what to do, as given on page 1.

Explain about Scratch 3.0.

Introduce the students to Scratch 3.0. Tell them it is a platform that lets you create your own games, stories, and drawings, as given on page 2.

Create a project.

Demonstrate to the students the steps to create a project, as given on pages 2 and 3.

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.

Additional Question to Check for Understanding ●

What is coding? Correct Response: Coding is a way of giving instructions, to tell a computer what to do. Build

●

● ●

7 mins

3 mins

Conclude the session by summarising that coding is a language that is used to give step-by-step instructions to computers. Block-based coding, such as Scratch 3.0, employs colourful coding blocks to create games and perform tasks. It’s a free and user-friendly platform that allows individuals to express their creativity by designing games, stories, and art through visual programming. Also, revise how to create a project in Scratch. 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, and 3 D. Write T for True and F for False: Question 1 E. Answer the Following: Question 1

Chapter 3 • IntroIntroduction to Scratch 3.0

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

identify and define the components of the Scratch window.

Keywords ●

Sprite: A sprite can be a character or an object in a Scratch project.

●

Stage: The stage is where you can see backdrops and sprites in action.

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. 5 mins

Build

Sum Up

Explain to the students the Attempt the activity Conclude the various components of the on the Assignment concepts Scratch window. page. Assign homework 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 Components of Scratch. 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

Identify and define the components of the Scratch window.

Introduce the students to the various components of the Scratch window such as the Menu bar, Tabs, Block panel, Block palette, Script area, Backdrop, etc., as given on pages 3 to 5.

Check for Understanding ●

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

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●

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

Sprite Sprites pane Block panel Script area Block palette

Build ●

●

● ●

7 mins

3 mins

Conclude the session by summarising that the Scratch editor holds all the components needed to create and run a Scratch project. Some of these components are the Menu bar, Tabs, Block panel, Block palette, Script area, Backdrop, etc. Revise these components with the students. Assign the additional activity given on the panel to the students as homework. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 4 and 5 B. Tick the Correct Option: Questions 1, 2, 3, 4, and 5 C. Who Am I?: Question 1 D. Write T for True and F for False: Questions 2, 3, 4, and 5 E. Answer the Following: Questions 2, 3, 4, and 5 F. Apply Your learning: Questions 1, 2, 3, 4, and 5

Chapter 3 • IntroIntroduction to Scratch 3.0

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Answer Key Chapter-1

Knowing a Computer

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Hardware 2. Output 3. Printer 4. Input 5. CPU 1. a. Software 2. d. All of these 3. d. Speakers 4. a. System software 5. c. Microcomputer

C. Who Am I?

1. ALU 2. Printer 3. Mouse 4. Touchscreen 5. Microphone

Write T for True and F for False.

Answer the Following.

1. F 2. T 3. F 4. T 5. T 1. RAM stands for Random Access Memory. It stores the information temporarily on a computer. It allows the computer to run programs and access data quickly.

2. The different types of monitors are Cathode Ray Tube (CRT), Liquid Crystal Display (LCD), and Light Emitting Diode (LED). 3. A Central Processing Unit (CPU) is a processing device. It is the brain of the computer that manages all the calculations and programs. 4. An example of the IPO cycle is:

Input: Fabric, Thread, Sewing Machine, and Scissors Process: Sewing the dress Output: A stitched dress

5. Software is the part of a computer that cannot be touched. It is a set of instructions or programs given to the computer to do some work.

There are two types of software: System software and Application software.

Apply Your Learning.

1. Rahul can use a joystick to play games.

2. Sakshi is using a keyboard as an input device for typing her essay.

3. A microphone is an input device that records your voice and various sounds on a computer. It also allows you to talk with your family and friends on the internet. 4. Suhani’s mother is using a touchscreen.

5. Shivam can create a softcopy of the assignment questions using a scanner.

Chapter-2 Introduction to Paint Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Drawing area 2. Shapes 3. Text 4. Erase 5. Colour 1. c. Drawing 2. a. Pencil 3. c. Airbrush 4. a. Color picker 5. d. All of these

Answer Key

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C. Who Am I?

1. Group 2. Title bar 3. Callout 4. Fill with color 5. Brushes

Write T for True and F for False.

Answer the Following.

1. T 2. F 3. T 4. F 5. F 1. MS Paint, a short form for Microsoft Paint, is like a colouring book on the computer, where you can draw and colour pictures using different tools and colours.

2. There are three types of callouts in Paint: Rounded rectangular callout, Oval callout, and Cloud callout.

3. The Brushes group provides various brush tools for freehand drawing and painting in Paint. Brushes help us apply various strokes and effects to the drawing area. 4. Quick Access Toolbar is a group of tools that helps to perform common tasks like saving a drawing.

5. The Shapes group helps us draw different types of shapes in our paintings, like circles, squares, lines, etc. F.

Apply Your Learning.

1. Riya can draw the stars and the moons using the Paint program.

2. Sakshi must use the Eraser tool.

3. Rinku must use the Color picker tool.

4. The Text tool will help Archi write text in the drawing.

5. Atul can draw the shape using the Oval tool (shape).

Chapter-3

Introduction to Scratch 3.0

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Blocks 2. Create 3. Untitled 4. Menu bar 5. Backdrop 1. (b) Sprites pane

2. (b)

3. (a) Open the Sound editor 4. (a) File menu

5. (c) Backdrop pane C. Who Am I?

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Write T for True and F for False.

Answer the Following.

1. F 2. T 3. F 4. T 5. T 1. Block-based coding is the language in which we use colourful code blocks to tell computers what to do.

2. The Costumes tab opens the Costumes editor where we can change how a sprite looks.

3. The Sounds tab opens the Sound editor to add and make changes to the sound effects of the sprite and to the backdrop. 4. The blocks you put together in the script area are called scripts.

5. The green flag is the Go button. You click on it to run the script. The red button is the Stop button. You click on it to stop the script from running. F.

Apply Your Learning.

1. Rahul should use this (Forest) background to make a project related to a jungle: b.

2. The following is a script in a project. c.

3. To change the appearance of a sprite, Sheena should use the following tab (Costumes tab): b.

4. Ritu can change the name of the sprite here: b.

5. To change the backdrop of the stage, Arun should use the following option (Choose a Backdrop): d.

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.

‘ W E B S ’ Framework

Warm Up

Engage

Build

Sum Up

Teacher Manual (Part - 1)

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

3 Singapore

CS_CB_Coding_Grade3_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

05/02/24 2:47 PM