CBSE_CS_G4_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

W 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.

hello@uolo.com

4 Singapore

CS_CB_Coding_Grade4_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

02/02/24 5:15 PM

Teacher Manual

COMPUTER SCIENCE

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Contents

Main Book: The Magic of the Keystone

1 2

All About Data and Storage �� 1 

Understanding Computers



Computer Memory

Formatting Documents �� 8 

Introduction to Word Processor



Formatting Documents-I



Formatting Documents-II



Formatting Documents-III



Formatting Documents-IV



Formatting Documents-V

Scratch 3.0 II

Introduction to Scratch 3.0 �� 23 

Introduction to Coding



Creating a Project and Components of Scratch

Answer Key �� 27

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The Magic of the Keystone

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All About Data and Storage Story Time

Story in a Nutshell… Mel and Conji are talking about magic and computers in the school when they hear a beeping sound in the Computer Lab. They see Eva being pulled inside the computer screen, with some dark magic. There is a secret message on the screen that they have to decode. They explore the school library to gain some knowledge about it. They see a puzzle, and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They learn about a MagiTech Keystone which holds unimaginable power. They get to know from the Elders that no one has come close to finding it. By solving clues, they get a piece of the Keystone and find out that the Elder Robot is behind it. He was under a dark spell, and the Keystone could only break it. They find the other piece and join the pieces together to break the spell. Mel and Conji fight a battle with Lord Ero. They cast a powerful spell with the help of the Elders on Lord Ero, and he loses his power. They finally break the spell on Eva.

Story in This Chapter… ●

Conji reminds Mel that she promised to teach him about computers.

●

Mel jokingly tells him that she wishes to use a spell to erase that from his memory.

●

Conji requests that Mel keeps her magic away from him. Mel agrees to this.

●

Conji asks her if she kept the ingredients of the magic drink safely in the storage room.

●

Mel tells him that she always stores her data properly.

●

Conji doesn’t understand what Mel means.

●

Mel then pulls out a thick book from the library to teach Conji about data and storage on computers.

This chapter is divided into the following classroom sessions 1. Understanding Computers 2. Computer Memory

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

describe ancient devices and modern smart devices, including computers.

●

describe the concept of Data, Processing, and Information.

Keywords ● ●

● ●

●

Devices: Things around us that perform specific tasks are called devices. Computer: It is an electronic device or a machine that performs various calculations and carries out different tasks for us based on the instructions that we give it. Data: It is facts, numbers, or symbols that we collect and enter into the computer. Information: It is the knowledge or understanding that we gain when the computer analyses and puts together the data that we entered into it. CPU: The CPU is like the brain of the computer. It takes our inputs and processes them.

WEBS at a Glance Warm Up Ask the students what devices were there in ancient times, for instance, to know the time of the day. Ask the students what devices are used in modern times and how the present-day devices are different from the older ones. 5 mins

Engage Explain about the various devices, including computers. Explain about data, processing, and information.

Build

Sum Up

Think and Tell

Conclude the concepts

Group discussion

Assign homework

15 mins

7 mins

3 mins

Action Plan Warm Up ●

5 mins

Ask the students what devices were there in ancient times to know the time of the day.

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● ●

Tell the students that people used sundials. They used the sun’s shadow to know what time it was. Ask the students what devices are used in modern times and how these devices are different from the old ones. Tell them that nowadays smartwatches are being used that not only tell us the time but also allow the use of the internet. Tell them that a computer is also one of these smart devices.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe ancient devices Tell them that things around us that perform specific tasks are called and modern smart devices. Explain ancient and smart devices as given on pages 4 and 5. devices, including computers. Describe the concept of Data, Processing, and Information.

Tell the students that a computer takes inputs from us in the form of ‘data’, processes them, and finally provides us with output in the form of ‘information’. Then explain the concept of Data, Processing, and Information as given on pages 5, 6, and 7.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1A section and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: 1. a. Virus 2. a. F

b. T c. F d. T 3. Steps

b Processing the input

c Looking at the movement of the mouse on the screen a Moving the mouse on the table Build ●

7 mins

Ask the students to give the answer to the question, “Name a few devices around you and say how you use them.” asked in the Think and Tell section, given on page 4. Possible Responses: I use Television to watch educational shows and cartoons. / I use my parents’ smartphone to call my friends, take photos, and access educational apps to make learning fun.

Chapter 1 • All About Data and Storage

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●

Conduct a group discussion in the class among students based on the topic, ‘‘Give one example of data and information with your partner.” provided in the Discuss section as mentioned on page 6. Possible Response: Data: (32°C, 50% chances of rain), Information: It’s warm, and it might rain today.

●

Ask the students to give the answer to the question, “Can you think of some more examples of input and output in computers?” asked in the Think and Tell section, given on page 7. Possible Response: Input: Typing on the keyboard and Output: Displaying text on the monitor screen. Sum Up

●

3 mins

Conclude the session by summarising that the things around us that perform specific tasks are called devices. Similarly, computers perform various calculations and carry out different tasks based on the instructions that we give them. A computer takes inputs from us in the form of ‘data’, processes them, and finally provides us with output in the form of ‘information’. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1, 2 and 3 B. Tick the Correct Option: Question 5 C. Who Am I?: Question 2

E. Answer the Following: Questions 1 and 5

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

describe computer memory.

●

describe primary memory and its types.

●

describe secondary memory and secondary storage devices.

Keywords ●

Memory: A computer has memory to store data and information.

●

Bytes: Computer memory is measured in units called bytes.

●

Cloud Storage: It is like a big storage space on the internet where you can keep all your files and access them anytime, anywhere, and from any device as long as you are connected to the internet.

WEBS at a Glance Engage

Warm Up Ask the students to name the devices that can be used for storage, such as your diary, where you store all the details about your day-to-day activities.

Explain to the students what computer memory is.

Build Think and Tell

Explain to them about primary memory and its types.

15 mins

Conclude the concepts Assign homework

Explain to them about secondary memory and the various secondary storage devices.

5 mins

Sum Up

7 mins

3 mins

Action Plan Warm Up ● ●

Ask the students to name a few storage devices from their surroundings. Tell them that similar to the diary that stores the details of your entire day, a computer has memory to store the data and information. Everything that we do on the computer is stored in its memory.

Chapter 1 • All About Data and Storage

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5 mins

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe computer memory.

Tell the students that the computer has memory to store data and information, as given on page 8.

Describe primary memory and its types.

Explain to the students that primary memory is of two types—RAM and ROM, as given on pages 9 and 10.

Describe secondary memory Explain to the students about secondary memory and secondary and secondary storage devices. storage devices, like Hard Disk Drive (HDD), Pen Drive, Memory Card, etc., as given on pages 10 to 12.

Check for Understanding ●

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

a. CD: Secondary Memory Device

b. HDD: Secondary Memory Device c. DVD: Secondary Memory Device d. ROM: Primary Memory e. Pen Drive: Secondary Memory Device f. RAM: Primary Memory 2. a. RAM b. ROM c. ROM d. RAM 3. Cloud Storage > HDD > Pen Drive > DVD > CD Note: These are general trends and the actual storage capacity may vary from model to model and with advancements in technology. Build ●

●

7 mins

Ask the students to give the answer to the question, “Sometimes, our computers hang, or programs suddenly crash. Is this problem related to RAM or ROM?” asked in the Think and Tell section, given on page 10. Correct Response: RAM

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Sum Up ●

●

3 mins

Conclude the session by summarising that everything that we do on the computer is stored in its memory, for example, saving a file, storing pictures, and downloading something from the internet. Primary memory is the computer’s internal memory where it stores data related to currently running programs. Secondary memory is the computer’s external storage beyond the primary memory. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 4, 5, 6, and 7 B. Tick the Correct Option: Questions 1, 2, 3, and 4 C. Who Am I?: Questions 1, 3 and 4 D. Write T for True and F for False: Questions 1, 2, 3, and 4 E. Answer the Following: Questions 2, 3 and 4 F. Apply Your Learning: Questions 1, 2 and 3

Chapter 1 • All About Data and Storage

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Formatting Documents Story Time

Story in a Nutshell… Mel and Conji are learning about magic and computers in school when they hear a beeping sound in the computer lab. They see Eva being pulled inside the computer screen with some dark magic. There is a secret message on the screen which they must decode. They explore the school library to gain some knowledge about it. They see a puzzle, and after solving it, they get inside a dark, mysterious chamber. They find a computer screen and a pile of books inside. They get to know about a MagiTech Keystone which holds unimaginable power. They learn from the Elders that no one has come close to finding it. By solving the clues, they get a piece of the Keystone and find out that the Elder Robot is behind it. He was under a dark spell, and the Keystone could only break it. They find the other piece and join them together to break the spell. Mel and Conji fight a battle with Lord Ero. They cast a powerful spell with the help of the Elders on Lord Ero, and he loses his power. They finally break the spell on Eva.

Story in This Chapter… ● ● ●

● ● ● ● ● ● ●

● ●

Mel and Conji reach the Council Room. Conji tells the Elder Wizard that the Elder Robot is the one who is helping Lord Ero. Mel further adds to this by saying that they found the Elder Robot’s earpiece in the stairwell, where they found the piece of the keystone. The Elder Wizard tells them that he has known the Elder Robot for a long time. He can never betray them. The Elder Wizard advises them to go to Ms Idea. She must know what is happening. Mel and Conji then go to the Idea Centre to get answers to their questions from Ms Idea. Mel asks Ms Idea if she knew Elder Robot was the traitor. She replied with a yes to the question. Conji asked Ms Idea why she hadn’t told them this before. Ms Idea then gave them a document that had all the required information in this context. Conji tells Ms Idea that he can’t understand anything in the document. The letters are so close and would take weeks to decode. Ms Idea then tells them to format the document to make it more presentable and easier to read. Conji then asks Ms Idea what formatting is. He then asks Ms Idea to teach them to do formatting.

This chapter is divided into the following classroom and lab sessions 1. Introduction to Word Processor

4. Formatting Documents-III

2. Formatting Documents-I

5. Formatting Documents-IV

3. Formatting Documents-II

6. Formatting Documents-V

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

describe what a word processor is.

●

create a Google document.

●

identify the components of a Google document.

●

add a text.

●

format the text.

Keywords ●

Word processor: A word processor is a software used to type and edit text.

●

Google docs: It is a free online word processor.

●

Formatting: Formatting refers to the process of changing the appearance and layout of a written document or text to make it more visually appealing, organised, and easier to read and understand.

WEBS at a Glance Engage

Warm Up

Build

Ask the students how they will write a paragraph on a computer.

Explain to the students what a word processor is. Also, tell them the steps to create a Google document. Explain the different components of a Google document. Also, tell them the steps to add and format a text in Google Docs.

Think and Tell

5 mins

15 mins

7 mins

Action Plan Warm Up ● ●

Conclude the concepts Assign homework

3 mins

5 mins

Ask the students how they will write a paragraph on a computer. Tell the students that a word processor is a software which is used to type and edit text. Microsoft Word and Google Docs are the two most popular ones.

Chapter 2 • Formatting Documents

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Sum Up

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what a word processor is.

Tell the students that a word processor is a software that is used to type and edit text. Also tell them the features of Google Docs, a free online word processor, as given on page 103.

Create a Google document.

Explain the steps to create a Google document, as given on page 103.

Identify the components of a Google document.

Tell the students about different components of the Google document window, such as the menu bar, toolbar, working area, etc., as given on page 104.

Add a text.

Tell the students the steps to add text to a Google document, as given on pages 104 and 105.

Format the text.

Tell the students about formatting the text. Also tell them the steps to format text, as given on pages 106 and 107.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 7A section, Questions 1, and 2 (part a, b, and c). Encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: 1.

a. Type text

a. Google Docs b. Text c. Bold

Build ●

7 mins

Ask the students to give the answer to the question, “Would you ever make the title of your paragraph bold? Why or why not?” asked in the Think and Tell section given on page 107. Possible Responses: Yes/No Correct Response: Yes, because the title of the paragraph should look thicker and darker than the rest of the text. Sum Up

●

3 mins

Conclude the session by stating that a word processor is a software which is used to type and edit a text. The two most popular ones are Microsoft Word and Google Docs. There are different components of the Google document window, such as the menu bar, toolbar, working area, etc. Formatting text refers to the process of changing the appearance and layout of a written document or piece of text to make it more visually appealing, organised, etc. Also summarise the steps to create a Google document, format text, and edit text. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1 and 5 C. Who Am I?: Question 1

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

describe what a word processor is.

●

create a Google document.

●

identify the components of a Google document.

●

add a text.

●

format the text.

Keywords ●

Word processor: A word processor is a software used to type and edit text.

●

Google Docs: It is a free online word processor.

●

Formatting: Formatting refers to the process of changing the appearance and layout of a written document or piece of text to make it more visually appealing, organised, and easier to read and understand.

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 to the students what word processor is. Also, demonstrate the steps to create a Google document. Explain the different components of a Google document. Also, demonstrate to them the steps to add and format text in Google Docs.

Attempt the activity on the Assignment page.

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 Formatting Documents-I. Show the Learning slides one by one and discuss the concepts shown on the slides in the panel.

Chapter 2 • Formatting Documents

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5 mins

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what a word processor is.

Tell the students that a word processor is a software used to type and edit text. Also, tell them the features of Google Docs, a free online word processor, as given on page 103.

Create a Google document.

Demonstrate to the students the steps to create a Google document, as given on page 103.

Identify the components of a Google document.

Tell the students about different components of the Google document window, such as the menu bar, toolbar, working area, etc., as given on page 104.

Add a text.

Demonstrate to the students the steps to add text to a Google document, as given on pages 104 and 105.

Format the text.

Tell the students about formatting the text. Also, demonstrate to them the steps to format text, as given on pages 106 and 107.

Check for Understanding ●

Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions. 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 a word processor is a software which is used to type and edit text. There are different components of the Google document window, such as the menu bar, toolbar, working area, etc. Formatting text refers to the process of changing the appearance and layout of a written document or piece of text to make it more visually appealing, organised, etc. Also, summarise the steps to create a Google document, format text, and edit text. Assign the additional activity given on the panel to the students as homework.

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

use the Paint format tool.

●

use superscript and subscript formatting styles.

●

add a header and a footer to a document.

●

insert a page break in a document.

●

Insert a line break in a document.

Keywords ●

●

Superscript: It is a formatting style where the text or number is made smaller and raised above the regular text line. Subscript: It is a formatting style where the text or number is made smaller and lowered below the regular text line.

●

Header: The header is the text that appears at the top of every page in a document.

●

Footer: The footer is the text that appears at the bottom of every page in a document.

●

Page break: A page break is an instruction to the computer that tells it where to start a new page, when writing or printing.

WEBS at a Glance Engage

Warm Up Ask the students if they want to apply the same formatting to more texts in the document. Should they repeat the steps, one by one, or all over again?

Explain the use and the steps to apply the features of Google Docs— the Paint format tool, superscript, subscript, header and footer, page break, and line break.

5 mins

15 mins

Build

Sum Up

Think and Tell

Conclude the concepts Assign homework

7 mins

3 mins

Action Plan Warm Up ●

Ask the students if they want to apply the same formatting to more texts in the document. Should they repeat the steps one by one, or all over again? Now build the concept of the Paint format.

Chapter 2 • Formatting Documents

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5 mins

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Use the Paint format tool.

Tell the students that the Paint Format tool helps us copy the formatting from one piece of text and apply it to another text. Tell students to use the Paint Format tool, as given on pages 107 and 108.

Use superscript and subscript formatting styles.

Tell the students that applying a superscript makes the text or number smaller and raised above the regular text line, and applying a subscript makes it smaller and lowered below the regular text line. Also tell them the steps to apply the two features, as given on page 109.

Add a header and footer to a document.

Tell the students that the header is the text that appears at the top and the footer at the bottom of every page in a document. Also tell them the steps to add a header and footer to a document, as given on pages 110 and 111.

Insert a page break in a document.

Tell the students the steps to insert a page break, as given on page 111.

Insert a line break in a document.

Tell the students the steps to insert a line break, as given on page 112.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 7A section, Question 2 part d and e and Do It Yourself 7B section, questions 1, 2, and 3. Encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: Do It Yourself 7A 2. d. Paint format

e. Superscript, Subscript Do It Yourself 7B

1. Header, Footer

2. Page break 3. line Build ●

7 mins

Ask the students to give the answer to the question “What information can you include in headers and footers?” asked in the Think and Tell section given on page 111. Possible Responses: The header can include the company logo, title of the document, author name, etc., while the footer can include the page number, notes, etc.

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Sum Up ●

●

3 mins

Conclude the session by summarising that the Paint Format tool helps us copy the formatting from one piece of text and apply it to another text. Applying a superscript makes the text or number smaller and raised above the regular text line, and applying a subscript makes it smaller and lowered below the regular text line. The header is the text that appears at the top, and the footer is at the bottom of every page in a document. 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 5 C. Who Am I?: Questions 2 and 5

D. Write T for True and F for False: Questions 1, 2, and 4 E. Answer the Following: Questions 1, 3, and 4 F. Apply Your Learning: Question 1

Chapter 2 • Formatting Documents

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4. Formatting Documents-III Learning Outcomes At the end of the session, the students will be able to: ●

use the Paint format tool.

●

use superscript and subscript formatting styles.

●

add a header and a footer to a document.

●

insert a page break in a document.

●

Insert a line break in a document.

Keywords ●

●

Header: The header is the text that appears at the top of every page in a document.

●

Footer: The footer is the text that appears at the bottom of every page in a document.

●

Page break: A page break is an instruction to the computer that tells it where to start a new page, when writing or printing.

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.

Demonstrate to the students how to apply the features of Google Docs— the Paint format tool, superscript, subscript, header and footer, page break, and line break.

Attempt the activity on the Assignment page.

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan Warm Up ●

●

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Formatting Documents-III. 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

Use the Paint format tool.

Tell the students that the Paint Format tool helps us copy the formatting from one piece of text and apply it to another text. Demonstrate how to use the Paint Format tool, as given on pages 107 and 108.

Use superscript and Tell the students that applying a superscript makes the text or number smaller subscript formatting and raised above the regular text line, and applying a subscript makes it smaller styles. and lowered below the regular text line. Also demonstrate the steps to apply the two features, as given on page 109. Add a header and footer to a document.

Tell students that the header is the text that appears at the top and the footer at the bottom of every page in a document. Also demonstrate the steps to add a header and a footer to a document, as given on pages 110 and 111.

Insert a page break in a document.

Demonstrate to the students the steps to insert a page break, as given on page 111.

Insert a line break in a document.

Demonstrate to the students the steps to insert a line break, as given on page 112.

Check for Understanding ●

●

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

●

3 mins

Conclude the session by summarising that the Paint Format tool helps us copy the formatting from one piece of text and apply it to another text. Applying a superscript makes the text or number smaller and raised above the regular text line, and applying a subscript makes it smaller and lowered below the regular text line. The header is the text that appears at the top, and the footer is at the bottom of every page in a document. Assign the additional activity given on the panel to the students as homework.

Chapter 2 • Formatting Documents

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7 mins

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5. Formatting Documents-IV Learning Outcomes At the end of the session, the students will be able to: ●

insert a column in a document.

●

change the page margins, orientation, and paper size of a document.

●

indent text.

Keywords: ● ●

Page Margins: These are the spaces around the edges of your paper where you don’t type. Page Orientation: Page orientation is about choosing if you want your paper to be longer or wider when you type on it.

●

Paper size: Page size refers to the size of the paper on which we are going to take a printout.

●

Indentation: It refers to the process of adjusting the horizontal positioning of text within a document.

WEBS at a Glance Engage

Warm Up

Build

Ask the students if they have ever noticed how a newspaper is set up.

Explain the steps to insert a column, change page margins, orientation, paper size, and indent text in a document.

5 mins

15 mins

Group discussion Conclude the concepts Assign homework 7 mins

Action Plan Warm Up ● ●

Sum Up

3 mins

5 mins

Ask the students if they have ever noticed how a newspaper is set up. Tell them that the newspapers use a column format. We can use the column format in Google Docs as well.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Insert a column in a document.

Tell the students the benefits of using a column format in a document. Also tell them the steps to use the column format in Google Docs, as given on pages 112 and 113.

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Learning Outcomes

Explanation

Change the page margins, orientation, and paper size of a document.

Tell the students that the page margins are the spaces around the edges of your paper where you don’t type. Page orientation is about choosing if you want your paper to be longer or wider when you type on it. Paper size refers to the size of the paper on which we are going to take a printout. Also tell them the steps to change page margins, orientation, and paper size of a document, as given on pages 113, 114, and 115.

Indent text.

Tell the students that indentation refers to the process of adjusting the horizontal positioning of text within a document. Also tell them the steps to indent text, as given on pages 115 and 116.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 7B section, Questions 4 to 8. Encourage the students to solve the questions. Instruct the students to write the answers in the book. Correct Responses: Do It Yourself 7B 4. column

5. margins

6. landscape, portrait 7. paper size

8. indentation Build ●

7 mins

Conduct a group discussion in the class among the students on the topic “Benefits of using a Column Format”. Correct Response: Easy reading, organised look, space saving, etc. Sum Up

●

3 mins

Conclude the session by summarising that the newspapers use a column format. Page margins are the spaces around the edges of your paper where you don’t type. Page orientation is about choosing if you want your paper to be longer or wider when you type on it. Paper size refers to the size of the paper on which we are going to take a printout. Indentation refers to the process of adjusting the horizontal positioning of text within a document. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 4

B. Tick the Correct Option: Questions 1 and 4 C. Who Am I?: Questions 3 and 4

D. Write T for True and F for False: Questions 3 and 5 E. Answer the Following: Questions 2 and 5

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

Chapter 2 • Formatting Documents

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6. Formatting Documents-V Learning Outcomes At the end of the session, the students will be able to: ● ● ●

insert a column in a document.

change the page margins, orientation, and paper size of a document. indent text.

Keywords: ● ●

●

Paper size: Page size refers to the size of the paper on which we are going to take a printout.

●

Indentation: It refers to the process of adjusting the horizontal positioning of text within a document.

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.

Demonstrate to the students how to insert a column, change page margins, orientation, paper size, and indent text in a document.

5 mins

15 mins

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

Action Plan Warm Up ●

●

Sum Up

3 mins

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Formatting Documents-V. 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

Insert a column in a document.

Tell the students the benefits of using a column format in a document. Also demonstrate to them how to use the column format in Google Docs, as given on pages 112 and 113.

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Learning Outcomes

Explanation

Change the page margins, orientation and paper size of a document.

Tell the students that page margins are the spaces around the edges of your paper where you don’t type. Page orientation is about choosing if you want your paper to be longer or wider when you type on it. Paper size refers to the size of the paper on which we are going to take a printout. Also, demonstrate them how to change the page margins, orientation, and paper size of a document, as given on pages 113, 114, and 115.

Indent text.

Tell the students that indentation refers to the process of adjusting the horizontal positioning of text within a document. Also demonstrate them the steps to indent text, as given on pages 115 and 116.

Check for Understanding ●

●

3 mins

Conclude the session by summarising that newspapers use a column format. Page margins are the spaces around the edges of your paper where you don’t type. Page orientation is about choosing if you want your paper to be longer or wider when you type on it. Paper size refers to the size of the paper on which we are going to take a printout. Indentation refers to the process of adjusting the horizontal positioning of text within a document. Assign the additional activity given on the panel to the students as homework.

Chapter 2 • Formatting Documents

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7 mins

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Scratch 3.0 II

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Introduction to Scratch 3.0

This chapter is divided into the following lab sessions 1. Introduction to Coding 2. Creating a Project and Components of Scratch

1. Introduction to Coding 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.

Keywords ● ●

●

Coding: Coding is a way of giving instructions to tell a computer what to do. Block-based coding: It is a computer language where we use colourful coding blocks to make computers do a task. Scratch 3.0: Scratch 3.0 is a free and simple platform where we use colourful blocks to create our own games, stories, and art.

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 blockbased coding; and introduce them to Scratch 3.0.

5 mins

15 mins

Sum Up

Attempt the activity Conclude the concepts on the Assignment 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.

15 mins

Engage

Show the Learning slides one by one and discuss the concepts shown on the slides in the panel. Explain the following concepts: Learning Outcomes

Explanation

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 2.

Explain about Scratch 3.0. Introduce students to Scratch 3.0. Tell them it is a free and simple platform that lets you create your own games, stories, and art, as given on page 2.

Check for Understanding ●

●

● ●

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. Encourage the students to attempt the activity and assist them in case of any doubts. 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 coding is a language 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. Assign the additional activity given on the panel to the students as homework.

Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 1

E. Answer the Following: Questions 1 and 2 F. Apply Your Learning: Question 1 24

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

create a project in Scratch.

●

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: A script is a set of blocks that are placed on top of each other to make a sprite do something.

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.

Explain to the students how to create a project in Scratch and the various components of the Scratch window.

5 mins

15 mins

Build Attempt the activity on the Assignment page. 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 Creating a Project and Components of Scratch.

15 mins

Engage

Show the slides one by one and discuss the concepts shown on the slides in the panel. Explain the following concepts: Learning Outcomes Create a project in Scratch.

Explanation Demonstrate to the students how to create a project in Scratch, as given on pages 2 and 3.

Chapter 3 • Introduction to Scratch 3.0

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Learning Outcomes Identify and define the components of the Scratch window.

Explanation Introduce students to the various components of the Scratch window, such as Menu bar, Tabs, Blocks panel, Blocks palette, Coding area, Backdrop, etc., as given on pages 3 and 4.

Check for Understanding ●

●

Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions. Read aloud the questions provided in the Do It Yourself 1A section and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: a. Sprite b. Sprites pane c. Block panel d. Script area e. Block palette 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 your work when you are done with the activity. Sum Up

●

7 mins

3 mins

Conclude the session by summarising how to create a project in Scratch. The Scratch editor holds all the components needed to create and run a Scratch project. Some of these components are Menu bar, Tabs, Blocks panel, Blocks palette, Coding 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 from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 2, 3, 4, and 5 B. Tick the Correct Option: Questions 1, 2, 3, 4, and 5 C. Who Am I?: Question 1 D. Write T for True and F for False: Questions 1, 2, 3, 4, and 5 E. Answer the Following: Questions 3, 4, and 5 F. Apply Your Learning: Questions 2, 3, 4, and 5

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Answer Key Chapter-1

All About Data and Storage

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Data 2. Information 3. Devices 4. 1024 5. GBs and TBs 6. ROM, RAM 7. Primary, Secondary 1. a. Hard Drive 2. b. Cloud Storage 3. a. Byte 4. b. Two 5. b. The user clicks on the Print command.

C. Who Am I?

1. Memory Card 2. Data 3. RAM 4. Cloud Storage

Write T for True and F for False.

Answer the Following.

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

1. A computer is an electronic device or machine that performs various calculations and carries out different tasks for us based on the instructions that we give it.

2. There are two types of computer memories—Primary and Secondary. Primary Memory is the computer’s internal memory where it stores data related to currently running programs. It is the built-in memory of the computer. It is always accessible to the CPU. Secondary memory is the computer’s external storage that stores data and programs that are not in use by the computer’s processor. 3. Secondary memory, also called auxiliary memory, is the computer’s external storage. It is used to store data and programs that are not in use by the computer’s processor. Some examples are hard disk drive (HDD), pen drive, memory card, etc. 4. Cloud Storage is a digital space where you can store your files and get them whenever you want, using the internet.

Some advantages are as follow:

• Cloud Storage can provide large storage capacity. Often, we get free Cloud Storage of up to a few GBs

• It is like a big storage space on the internet where you can keep all your files and access them from any device, anywhere, and anytime , as long as you are connected to the internet.

5. Data:

• Data is facts, numbers, or symbols that we collect and enter into the computer.

• Data takes up less space.

Information:

• Information is the knowledge or understanding that we gain when the computer analyses and organises the data that we entered in it.

• Information may require more storage due to added context and structure.

Apply your Learning. 1. Cloud Storage

2. She should keep in mind the capacity of the RAM and hard disk.

3. No, Rahul will not find his website exactly as he left it when he turns his computer on again after the power cut. When a computer unexpectedly shuts down, such as during a power cut, any unsaved work or changes made since the last save will be lost.

Answer Key

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Chapter-2

Formatting a Document

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. plus (+) 2. raised 3. top 4. File 5. word processor 1. a. To add structure to the document 2. a. The text at the top of every page 3. a. Select the text and click on Superscript in the Format menu 4. d. Click on the Page setup option in the File menu 5. c. Insert menu

C. Who Am I?

1. Google Docs 2. Paint Format 3. Indentation 4. Page orientation 5. Header

Write T for True and F for False.

Answer the Following.

1. F 2. T 3. F 4. T 5. T 1. A superscript is used to raise the text or numbers above the regular line in a document. For example, the “rd” in 3rd.

2. Page orientation is about choosing if you want your paper to be longer or wider when you type on it.

Steps to change the page orientation:

a. Click on File, and then select Page setup.

b. In the Page setup dialog box, in the Orientation section, select the Portrait or Landscape option. c. Click on OK.

3. Steps to insert a line break:

a. Click where you want the line break to appear. b. Press Enter. 4. The Paint Format lets you copy styles from one text to another with a click.

5. Page margins are the spaces around the edges of your paper where you don’t type. Steps to change the page margins:

a. Click on File, and then select Page setup. b. In the Page setup dialog box, in the Margins section, enter the numbers for the Top, Bottom, Left, and Right margins. c. Click on OK. F.

Apply Your Learning.

1. He can add a Header in Google Docs to add a name and roll number on every page.

2. She can adjust page margins under the File > Page setup to control the spaces around the edges.

3. He can use a line break between the stanzas in Google Docs to separate different parts of the poem. 4. He can adjust the "Page Setup" settings in Google Docs to increase the page width.

Chapter-3

Introduction to Scratch 3.0

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Coding 2. Blocks Palette 3. Stage 4. Sprites Pane 5. Stop 1. d. All of these 2. a. Open the Sound editor 3. a. Coding Area 4. b. run the script 5. d. All of these

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C. Who am I?

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 a computer language where we use colourful coding blocks to make computers do a task. 2. Scratch 3.0 is a free and simple platform where we use colourful blocks to create our own games, stories, and art. 3. The Code tab has different code blocks and the Coding Area, where we can drag and join the blocks to make the sprite move and do things. 4. The Add Extensions button provides additional blocks that can be integrated into the Scratch editor’s block palette, expanding its functionality. 5. The green flag is the Go button. You can click on it to run the script. The red button is the Stop button. You can click on it to stop the script from running.

Apply Your Learning.

1. She can start with block-based coding like Scratch 3.0. It is a free and simple platform where we use colourful blocks to create our own games, stories, and art.

2. Sprite

3. Blocks Panel

4. Change costumes 5. Backdrop

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

W 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

4 Singapore

CS_CB_Coding_Grade4_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

05/02/24 2:48 PM