CBSE_CS_G5_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

5 Singapore

CS_CB_Coding_Grade5_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

02/02/24 5:18 PM

Teacher Manual

COMPUTER SCIENCE

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Contents

Main Book: A Wise Surprise

Evolution of Computers �� 1 

History of Computers



Generations of Computers



Characteristics and Limitations of Computers

Tables in Google Docs �� 9 

Creating a Table, Entering, and Editing Data I



Creating a Table, Entering, and Editing Data II



Formatting Tables in Google Docs I



Formatting Tables in Google Docs II



Formatting Tables in Google Docs III

Scratch 3.0 III

Introduction to Scratch 3.0 �� 23 

Introduction to Scratch 3.0 and Its Components



Adding and Duplicating a Sprite



Adding Backdrops

Answer Key �� 30

iii

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A Wise Surprise

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Evolution of Computers Story Time

Story in a Nutshell… Mel and Conji’s summer holidays have started. Conji expresses his wish to see the new Computer Museum, which has opened in Avora, and he goes there with Mel. They learn about the evolution of computers and, hence, wish to learn more about the evolution of Avora. They go to the library to read about it, but find that the book is missing from the shelf. They rush to inform the Elders about it and find out that the same information is available on the Internet. Mel and Conji want to tell Eva about the same and go to her room. She is planning her birthday party, and they both decide to help her. They make the guest lists, design personalised letters, and create an invitation card together. They ask for Ms Idea’s help while deciding on a theme for the birthday party, which turns out to be—ROBOTICS. The Elders also tell Eva about the importance of managing expenses while planning an event. Mr Fate also sends a surprise birthday gift for Eva which includes a new magic wand and a letter. The letter gave a crucial life lesson to all three kids about the importance of happiness.

Story in This Chapter… ●

It is a very beautiful day in Avora.

●

Mel and Conji are flying over Avora and feeling excited.

●

Mel and Conji decide to visit the newly opened Computer Museum.

●

Soon, they land in front of the Computer Museum.

●

Conji is very surprised after looking at computers of different shapes and sizes in the Computer Museum.

●

Pointing to a computer, Mel tells Conji that this is the first computer that was ever made.

●

Conji is very excited to learn more about computers.

●

Mel teaches Conji about computers.

This chapter is divided into the following classroom sessions 1. History of Computers 2. Generations of Computers 3. Characteristics and Limitations of Computers

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

explain why computers are important.

●

describe examples of some earlier computers.

Keywords ●

Abacus: Abacus is one of the earliest counting devices.

●

ENIAC: ENIAC was one of the first programmable, general-purpose electronic digital computers.

WEBS at a Glance Engage

Warm Up Ask the students about some earlier counting methods or devices.

Explain to the students that just like humans are evolving, computers are also evolving day by day.

Build Group discussion

Sum Up Conclude the concepts Assign homework

Discuss some earlier computers with the students. 5 mins

17 mins

5 mins

Action Plan Warm Up ● ●

●

3 mins

5 mins

Ask the students about some earlier counting methods and devices. Relate the concept that computers are also used for counting and for various types of complex calculations. Now, build the concept that, just like the earlier counting devices, like Abacus and Napier’s Bones, computers are also used to perform counting and mathematical operations.

17 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain why computers are important.

Discuss with the students that computers have become an integral part of our lives. They help us in almost every sphere of life these days. We cannot even imagine a world without computers, as given on page 4.

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Learning Outcomes

Explanation

Describe examples of some earlier computers.

Explain to the students about some earlier computers, like Abacus, Napier’s Bones, Pascaline, Stepped Reckoner or Leibniz Wheel, Difference Engine, and Analytical Engine, Tabulating Machine, Differential Analyzer, Mark I, ENIAC, and UNIVAC, as given from pages 4 to 6.

Check for Understanding ●

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

Correct Responses: Mark 1 Tabulating Machine

Napier’s Bones

Ancient Abacus

Pascaline

5 mins

Build ●

Conduct a group discussion in the class among students on the topic “Earlier Computers”. Possible Responses: Abacus, Napier’s Bones, Pascaline, Stepped Reckoner or Leibniz Wheel, Difference Engine and Analytical Engine, Tabulating Machine, Differential Analyzer, Mark I, ENIAC, and UNIVAC. Sum Up

●

Conclude the session by summarising that the computers have become an integral part of our lives. Earlier computers were not like the computers that we see today. They are evolving year by year. Name some of the earlier counting devices and computers, like Abacus, Napier’s Bones, Pascaline, Stepped Reckoner or Leibniz Wheel, Difference Engine and Analytical Engine, Tabulating Machine, Differential Analyzer, Mark I, ENIAC, and UNIVAC. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1 and 2 B. Tick the Correct Option: Question 4 C. Who Am I?: Questions 1, 3, 4, and 5

Chapter 1 • Evolution of Computers

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3 mins

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

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

discuss about the computers of the first-generation.

●

describe the second-generation of computers.

●

explain about the third-generation of computers.

●

discuss about the computers of the fourth-generation.

●

explain about the fifth-generation of computers.

Keywords ●

Generations of Computers: It means the various stages of advancement in computer technology.

●

Integrated Circuits (ICs): ICs are circuits of many electronic components together on a silicon chip.

●

Microprocessor: Microprocessor is a chip containing about 1,00,000 electronic components.

WEBS at a Glance Warm Up Ask the students about the advancements in the living styles and foods of their earlier family generations, such as grandparents, parents, and themselves. 5 mins

Engage

Build

Discuss about all generations Group discussion of computers with the students.

Sum Up Conclude the concepts Assign homework

17 mins

5 mins

3 mins

Action Plan Warm Up

5 mins

Ask the students about advancements in the living styles and foods of their earlier family members, such as grandparents, parents, and themselves. ●

Build the concept that, just like we have parental generations, computers also have generations. Tell them that we are currently in the fifth generation of computers. Also discuss with them about the different generations of computers and their features.

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17 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Discuss about the computers of the first-generation.

Explain to the students that the computers developed in the first generation used vacuum tubes, which consisted of thin filaments. They were huge in size, had less memory, and were very costly. They required a lot of maintenance and were programmed using the complex machine language, or the assembly language. The popular first-generation computers include ENIAC and UNIVAC, as given on page 6.

Describe the second-generation of computers.

Discuss with the students that the computers of the second generation were relatively smaller because they used tiny transistors. They are faster and cheaper. They stored information using magnetic core memory, used punched cards for input and were programmed using assembly languages. The famous computers from this time were the CDC 3600 and IBM 7090, as given on pages 6 and 7.

Explain about the third-generation of computers.

Describe that the computers of the third generation used integrated circuits (ICs), which reduced the size of the computers. Integrated circuits are circuits of many electronic components together on a chip. They used core memory, which was faster and more reliable. Keyboards and friendlier interfaces were introduced for users. Programmed using languages like Common Business-Oriented Language (COBOL), Formula Translation (FORTRAN), and Beginner’s All-purpose Symbolic Instruction Code (BASIC). Popular third-generation computers were IBM’s System/360 and DEC’s PDP-11, as given on page 7.

Discuss about the computers of the fourth-generation.

Explain to the students that the computers of the fourth generation used integrated circuits with VLSI, stands for Very Large-scale Integration. This chip is also known as a microprocessor. They used faster and more reliable Random Access Memory (RAM), keyboards and mouses, and programmed using languages like C, Pascal, and FORTRAN. Popular computers from this era include the IBM PC, HP 9000 Series, and DEC 10, as given on pages 7 and 8.

Explain about the fifth-generation of computers.

Discuss with the students that the computers of the fifth generation use Artificial Intelligence (AI) and Machine Learning (ML) as their main technologies and have advanced memory to store large amounts of data. Advanced input and output methods like voice recognition, gesture control, augmented reality, virtual reality, and brain-computer interfaces are used and these computers are programmed using languages like R, Python, and Julia, as given on page 8.

Chapter 1 • Evolution of Computers

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Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1A section Question 2 and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: A First-Generation Computers

Integrated Circuits (SSI, MSI)

Second-Generation Computers

Integrated Circuits (VLSI)

Third-Generation Computers

Artificial Intelligence

Fourth-Generation Computers

Transistors

Fifth-Generation Computers

Vacuum Tubes

Build ●

5 mins

Conduct a group discussion in the class among students on the topic “Input and output methods in the fifth generation of computers”. Possible Responses: Input and output methods include voice recognition, gesture control, augmented reality, virtual reality, and brain-computer interfaces. Sum Up

●

3 mins

Conclude the session by summarising that based on the time-period and the advancements in the technology, computers are broadly classified into five generations: first-generation, second-generation, third-generation, fourth-generation, and fifth-generation. Different devices like vacuum tubes, transistors, integrated circuits, and microprocessors are used in different generations. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 3, 4, and 5 B. Tick the Correct Option: Question, 1, 2, and 3 C. Who Am I?: Question 2 D. Write T for True and F for False: Question 3 E. Answer the Following: Question 3 F. Apply Your Learning: Question 4

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

explain about characteristics of computers.

●

discuss about limitations of computers.

Keywords ●

Storage: It is the memory of the computer in which it stores pictures, documents, videos, and more.

●

Multitasking: Working of a computer on various tasks at the same time is called multitasking.

WEBS at a Glance Engage

Warm Up Ask the students about their characteristics.

5 mins

Discuss about different characteristics and limitations of computers.

Build Group discussion

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan Warm Up ● ●

●

Ask the students about their characteristics. Build the concept that, just like you have characteristics like curiosity, adaptability, creativity, and intelligence, computers also have characteristics like speed, accuracy, storage, multitasking, automatic, and communication. Also tell them that computers are incredibly powerful and versatile machines, but they also have several limitations, like they cannot think like humans, need maintenance, and lack emotional intelligence.

Chapter 1 • Evolution of Computers

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5 mins

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain about the characteristics of computers.

Discuss with students about the different characteristics of computers, like they are super-fast at doing things, being accurate, have a huge memory, do things on their own, multitasking, automatic, and communication, as given on page 10.

Discuss about the limitations of computers.

Explain about the different limitations of computers like they cannot think like humans, need maintenance, and lack of emotional intelligence, as given on pages 10 and 11.

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. T

2. F

3. T

4. F

Build ●

7 mins

Conduct a group discussion in the class among students based on the topic, “What tasks can be done using a computer?” provided in the Discuss section as mentioned on page 11. Possible Responses: Computers are used for communication, playing games, listening to music, doing calculations, reading books, etc. Sum Up

●

3 mins

Conclude the session by summarising that the computers have characteristics like speed, accuracy, storage, multitasking, automatic, and communication. It also has some limitations like a computer cannot think itself, it needs maintenance, it lacks emotional intelligence. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. B. Tick the Correct Option: Question 5 D. Write T for True and F for False: Questions 4 and 5 E. Answer the Following: Questions 4 and 5 F. Apply Your Learning: Question 5

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Tables in Google Docs Story Time

Story in a Nutshell… Mel and Conji’s summer vacations have started. Conji expresses his wish to see the new Computer Museum which has opened in Avora, and he goes there with Mel. They learn about the evolution of computers and, hence, wish to learn more about the evolution of Avora. They go to the library to read about it but find that the book is missing from the shelf. They rush to inform the Elders about it and find out that the same information is available on the internet. Mel and Conji want to tell Eva about the same and go to her room. She is planning her birthday party, and they both decide to help her. They make the guest lists, design personalised letters and an invitation card together. They ask for Ms Idea’s help while deciding a theme for the birthday party, which turns out to be ROBOTICS. The Elders also tell Eva about the importance of managing expenses while planning an event. Mr Fate also sends a surprise birthday gift for Eva which includes a new magic wand and a letter. The letter gave a crucial life lesson to all three kids about the importance of happiness.

Story in This Chapter… ● ● ● ● ● ● ●

After reading about the evolution of Avora, Mel and Conji decide to go to Eva’s room to share this. Eva is making a list for her birthday party when Mel and Conji enter her room. Mel and Conji tell Eva that they have learnt on the internet how Avora was created. Eva tells them that she is busy planning for her birthday party, but it is very difficult to plan everything. Conji wants Mel to help Eva. Mel suggests using tables in Google Docs to reduce work. Conji and Eva both want to learn about tables in Google Docs.

This chapter is divided into the following classroom and lab sessions 1. 2. 3. 4. 5.

Creating a Table, Entering and Editing Data I Creating a Table, Entering and Editing Data II Formatting Tables in Google Docs I Formatting Tables in Google Docs II Formatting Tables in Google Docs III

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1. Creating a Table, Entering, and Editing Data I Learning Outcomes At the end of the session, the students will be able to: ●

create a table in Google Docs.

●

enter data into a table.

●

edit a table.

Keywords ●

Table: A table is a grid made up of rows and columns.

●

Cell: A cell refers to the intersection of a row and a column.

WEBS at a Glance Engage

Warm Up

Build

Ask the students to observe the structure of the timetable of their class.

Explain to the students what a table is and how we can create it. Also, tell them how to enter data into the table and how to edit it.

Group discussion

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan 5 mins

Warm Up ●

Ask the students to observe the structure of the timetable of their class.

●

Build the concept that a table is like a grid made up of rows and columns.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Creating a table in Google Docs.

Tell the students that a table is like a grid made up of rows and columns, as given on pages 39 and 40. Also, explain the steps to create a table.

Entering data into a table.

Explain the steps to enter data into a table to the students, as given on pages 40 and 41. Explain how to use the Tab key to move to the next cell and Shift + Tab key to move to the previous cell.

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Learning Outcomes Editing a table.

Explanation Discuss with the students that editing a table means making some modifications to the table structure or changing the data in it, as given on page 41.

Check for Understanding ●

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

Ask the students to solve this question themselves. Responses may vary.

A. Editing a table means making some modifications to the table structure or changing the data in it. B. Shift + Tab

Additional Questions to Check for Understanding ●

If you want to create a table in Google Docs, what steps would you take? Possible Response: Click the Insert > Table > Select the size

●

If you want to go to the next cell in a table, which key of the keyboard will help you do so? Possible Response: Tab Build

7 mins

● Conduct a group discussion in the class among students on the topic “How to Edit Data in a Table”.

Possible Response: Locate the cell, click on it to edit, and make the required changes. Sum Up ●

●

3 mins

Conclude the session by summarising that a table is like a grid made up of rows and columns. The intersection of a row and a column is called a cell. Tables can be created using the Table option from the Insert menu. After creating a table, you can enter data in it. Editing a table means making some modifications to the table structure or changing the data in it. You can click on a cell to edit its data. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1 and 2

B. Tick the Correct Option: Question 1 C. Who Am I?: Question 2

D. Write T for True and F for False: Questions 1 and 2 E. Answer the Following: Questions 1 and 2

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

Chapter 2 • Tables in Google Docs

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2. Creating a Table, Entering, and Editing Data II Learning Outcomes At the end of the session, the students will be able to: ●

create a table in Google Docs.

●

enter data into a table.

●

edit a table.

Keywords ●

Table: A table is a grid made up of rows and columns.

●

Cell: A cell refers to the intersection of a row and a column.

WEBS at a Glance Engage

Warm Up

Build

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

Discuss what a table is. Demonstrate the steps to create a table and enter data into it. Also, show them how to edit a table.

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 Creating a Table, Entering and Editing Data II. Show the Learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Creating a table in Google Docs.

Tell the students that a table is like a grid made up of rows and columns as given on pages 39 and 40. Also, explain the steps to create a table.

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Learning Outcomes

Explanation

Entering data into a table.

Explain the steps to enter data into a table to the students as given on pages 40 and 41. Explain how to use the Tab key to move to the next cell and Shift + Tab key to move to the previous cell.

Editing a table.

Discuss with the students that editing a table means making some modifications to the table structure or changing the data in it as given on page 41.

Check for Understanding ●

●

Instruct the students to click on the Start practice button on the Assignment page to attempt the activity. 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 table is like a grid made up of rows and columns. The intersection of a row and a column is called a cell. Tables can be created using the Table option from the Insert menu. After creating a table, you can enter data in it. Editing a table means making some modifications to the table structure or changing the data in it. You can click on a cell to edit its data. Assign the additional activity given on the panel to the students as homework.

Chapter 2 • Tables in Google Docs

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3. Formatting Tables in Google Docs I Learning Outcomes At the end of the session, the students will be able to: ●

change row height and column width in a table.

●

split and merge cells in a table.

Keywords ●

Formatting: It means to change the overall appearance of a table.

●

Row: A horizontal arrangement of cells is known as a row.

●

Column: A vertical arrangement of cells is known as a column.

WEBS at a Glance Warm Up Ask the students whether they can modify the height of the rows and the width of the columns once the table is drawn on paper or not. 5 mins

Engage

Build

Sum Up

Explain about different Group Discussion Conclude the concepts types of formatting options for tables like changing Assign homework row height/column width and splitting/merging cells. 15 mins

7 mins

3 mins

Action Plan Warm Up ●

●

5 mins

Ask the students to draw a table on their notebooks. Now, ask them whether they can modify the height of the rows and the width of the columns once the table is drawn on paper or not. Now, relate the concept that while you cannot change the row height and column width of a table created on paper, Google Docs allows you to alter the overall appearance of a table. This includes the ability to modify row heights, column widths, and perform actions such as merging and splitting cells.

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Formatting a table.

Explain to the students that formatting means to change the overall appearance of a table as given on page 42.

Changing row height.

Discuss with the students that row height is the vertical distance between the top and bottom borders of a row in a table as given on pages 42 and 43. Also, demonstrate the steps to do so.

Changing column width.

Define that column width is the horizontal distance between the left and right borders of a column in a table as given on pages 44 and 45. Also, demonstrate the steps to do so.

Splitting cells.

Splitting cells in a table can help you separate and categorise information in a clear and structured way as given on pages 45 and 46.

Merging cells.

Merging cells is like combining two or more cells in a table to create a single, larger cell as given on pages 46 and 47.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 3B Question 1 section and encourage the students to solve the questions. Instruct the students to write the answers in their books. Correct Response: Merging Cells

Splitting Cells

Merging cells is like combining two or more cells Splitting cells in a table can help you separate in a table to create a single cell. and categorise information in a clear and structured way.

Additional Questions to Check for Understanding ●

Rohit wants to increase the horizontal distance between the left and right borders of a column in a table. Which option from the Table properties pane should he use to do this? Possible Response: He can use Column width option under the Column category.

●

If you want to change the height of a row in a table, you need to open Table properties pane. How can you open it from the menu bar? Possible Response: By selecting Format → Table → Table properties option

●

Ravi wants to divide a cell into two parts. Which option should he use to do so? Possible Response: Split cell

Chapter 2 • Tables in Google Docs

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Build ●

7 mins

Conduct a group discussion in the class among students on the topic, “The significance of changing the row height and column width”. Possible Response: You can change the height of the rows and width of the columns to make things easier to read and more organised. Sum Up

●

3 mins

Conclude the session by summarising that formatting means to change the overall appearance of a table which includes changing row height, column width, merging and splitting cells. Tell them how to change the row height and column width. Also, discuss with them the process of splitting and merging cells in a table. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 3 and 4

B. Tick the Correct Option: Questions 2, 4 and 5 C. Who Am I?: Questions 1 and 3

E. Answer the Following: Question 3 F. Apply Your Learning: Question 5

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4. Formatting Tables in Google Docs II Learning Outcomes At the end of the session, the students will be able to: ●

change row height and column width in a table.

●

split and merge cells in a table.

Keywords ●

Formatting: It means to change the overall appearance of a table.

●

Row: A horizontal arrangement of cells is known as a row.

●

Column: A vertical arrangement of cells is known as a column.

WEBS at a Glance Engage

Warm Up

Build

Sum Up

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

Discuss the concepts given in slides.

Attempt the activity on the Assignment page.

Conclude the concepts

5 mins

15 mins

7 mins

3 mins

Assign homework

Action Plan 5 mins

Warm Up ●

●

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

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Formatting a table.

Explain to the students that formatting means to change the overall appearance of a table, as given on page 42.

Changing row height.

Discuss with the students that row height is the vertical distance between the top and bottom borders of a row in a table, as given on pages 42 and 43. Also, demonstrate the steps to do so.

Chapter 2 • Tables in Google Docs

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Learning Outcomes

Explanation

Changing column width.

Define that column width is the horizontal distance between the left and right borders of a column in a table, as given on pages 44 and 45. Also, demonstrate the steps to do so.

Splitting cells.

Splitting cells in a table can help you separate and categorise information in a clear and structured way, as given on pages 45 and 46.

Merging cells.

Merging cells refers to combining two or more cells in a table to create a single, larger cell, as given on pages 46 and 47.

Check for Understanding ●

●

7 mins

3 mins

Conclude the session by summarising that formatting means to change the overall appearance of a table which includes changing row height, column width, merging and splitting cells. Tell them how to change the row height and column width. Also, discuss with them the process of splitting and merging cells in a table. Assign the additional activity given on the panel to the students as homework.

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5. Formatting Tables in Google Docs III Learning Outcomes At the end of the session, the students will be able to: ●

add and remove rows and columns in a table.

●

apply border and shading to a table.

●

align text horizontally and vertically.

Keywords ●

Border: The border refers to a dark outline around any text or picture that makes it look a little standout.

●

Shading: Shading means to set the background colour of a cell.

●

Cell padding: Cell padding refers to the space between the edges of the cell and the content of the cell.

WEBS at a Glance Engage

Warm Up Ask the students to recall the concept of formatting a table.

Build

Discuss how to add and remove rows or columns to and from a table.

Group Discussion

15 mins

7 mins

5 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan Warm Up ● ●

5 mins

Ask the students to recall the concept of formatting a table. Now, build the concept that once the table is created, you can format the table by adding/removing rows and columns, applying border and shading, aligning texts horizontally and vertically.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Adding rows and columns to a table.

Tell them that after creating a table, they can add more rows and columns by right-clicking on the row/column and selecting the appropriate option, as given on page 47.

Removing rows and Discuss with them that they can remove a row/column from a table by columns from a table. right-clicking on the row/column and selecting the appropriate option, as given on pages 47 and 48. Chapter 2 • Tables in Google Docs

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Learning Outcomes

Explanation

Applying borders and shading.

Describe that applying borders and shading to a table in Google Docs can enhance its visual appeal and make it stand out, as given on pages 48 and 49.

Aligning text horizontally.

Tell them that horizontal text alignment refers to how the text is positioned within a cell, deciding whether it aligns with the left, centre, or right margins, as given on page 50.

Aligning text vertically.

Discuss with them that vertical alignment refers to the position of a text within the top and bottom edges of a cell in a table, as given on pages 50 and 51.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 3B section Question 2 and encourage the students to solve the questions. Instruct the students to write the answers in their books. Correct Response: The border is like a dark outline around any text or picture that makes it look a little standout.

Additional Questions to Check for Understanding ●

If you want to remove a row from a table, which option will you use? Possible Response: Delete row

●

Kittu wants to align the text to the centre of the top and bottom edges of the cell. Which option should she use? Possible Response: Middle Build

●

7 mins

Conduct a group discussion in the class among students on the topic “Why do we need to Align Text Horizontally and Vertically in Table”.

Possible Response: Aligning text both horizontally and vertically in the tables improves the readability of the content and gives a polished and professional look to tables. Sum Up ●

●

3 mins

Conclude the session by summarising that you can add and remove rows and columns from a table by right-clicking on row/column and selecting the desired option. Tell them that they can apply border and shading to a table to enhance visual appeal and make it stand out. Also, tell them that they can align the text horizontally and vertically in the table. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 5 B. Tick the Correct Option: Question 3 C. Who Am I?: Questions 4 and 5 E. Answer the Following: Question 3 F. Apply Your Learning: Question 5

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Scratch 3.0 III

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Introduction to Scratch 3.0

This chapter is divided into the following lab sessions 1. Introduction to Scratch 3.0 and Its Components 2. Adding and Duplicating a Sprite 3. Adding Backdrops

1. Introduction to Scratch 3.0 and Its Components 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.

●

start Scratch 3.0.

●

identify the components of the Scratch window.

Keywords ●

Coding: The process of creating sets of instructions that a computer can understand and execute.

●

Scratch: An application program that lets you create your own games, stories, and animations.

●

Stage: The area where sprites interact and display the results of your code.

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; tell them how to start Scratch and explain the components of the Scratch window.

Attempt the activity on the Assignment page.

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework 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 Scratch 3.0 and Its Components. Show the learning slides one by one and discuss the concepts shown on the slide in the panel.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain what coding is.

Tell the students that coding is the process of creating sets of instructions that a computer can understand and execute, as given on page 1.

Describe block-based coding.

Tell the students that block-based coding is like putting together a fun and colourful jigsaw puzzle, as given on page 1.

Explain about Scratch 3.0.

Introduce the students to Scratch 3.0. Tell them it is an application program that lets you create your games, stories, and animations, as given on page 2.

Start Scratch 3.0.

Demonstrate the steps to start Scratch 3.0 to the students, as given on page 3.

Identify the components Introduce students to the various components of the Scratch window such of the Scratch window. as block panel, blocks palette, coding area, stage, etc., as given on pages 4 and 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. Read aloud the questions provided in the Do It Yourself 1A and 1B sections and encourage the students to solve the questions. Instruct the students to write the answers in their books. Correct Responses: Do It Yourself 1A 1. software, websites, mobile apps 2. block-based coding 3. block-based

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Do It Yourself 1B

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 coding is the process of creating sets of instructions that a computer can understand and execute. Block-based coding is like putting together a fun and colourful jigsaw puzzle. Scratch 3.0 is a free platform where you can show your creative skills. Also, revise them on how to start Scratch and its various components. Assign the additional activity given on the panel to the students as homework. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 3, 4, and 5 B. Who Am I?: Questions 1, 2, 4, and 5 D. Write T for True and F for False: Questions 1 and 4 E. Answer the Following: Questions 1, 2, and 4

Chapter 3 • Introduction to Scratch 3.0

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2. Adding and Duplicating a Sprite Learning Outcomes At the end of the session, the students will be able to: ●

add a sprite and change its costume.

●

animate a sprite.

●

duplicate a costume and a sprite.

Keywords ●

Sprite: The main character that performs all the actions in your project.

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.

Demonstrate how can a new sprite be added, animated and duplicated.

5 mins

15 mins

Demonstrate how can the costume of the sprite be changed and duplicated.

Build

Sum Up

Attempt the activity Conclude the on the Assignment concepts page. Assign homework 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 Adding and Duplicating a Sprite. 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 Add a sprite and change its costume.

Explanation Explain to the students that they can change or add more sprites to their project as per their choice. Also, they can change the costume of their sprite to give it a different look, as given on pages 5 to 7.

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Learning Outcomes Animate a sprite.

Explanation Demonstrate to them the steps to animate a sprite, as given on pages 7 and 8.

Duplicate a costume and a sprite. Demonstrate to the students the steps to duplicate a costume and a sprite, as given on pages 9 and 10.

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 1C and 1D section and encourage the students to solve the questions. Instruct the students to write the answers in their books. Correct Responses: Do It Yourself 1C 1. Sprite

Sprite

2. next costume

When clicked, next costume

3. Choose a sprite Do It Yourself 1D 1. You can switch between costumes using the switch costume to block. You need to specify the names of the costume in this block. 2. next costume block is used to change the costume of a sprite. 3. These blocks are used to animate a sprite. Build ●

●

● ●

7 mins

3 mins

Conclude the session by summarising how to add a sprite, change a costume, animate a sprite, duplicate a costume, and duplicate a sprite. Assign the additional activity given on the panel to the students as homework. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework A. Fill in the Blanks: Question 1 B. Who Am I?: Question 3 C. Explain the Function of the Icon: Questions 1, 3, 4, and 5 D. Write T for True and F for False: Questions 2 and 5 E. Answer the Following: Questions 3 and 5 F. Apply Your Learning: Questions 1, 3, and 4

Chapter 3 • Introduction to Scratch 3.0

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

add a backdrop.

●

change a backdrop.

Keywords ●

Backdrop: Backdrops are the background scenes for your sprites to interact with.

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 how can a backdrop be added and changed.

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 Adding Backdrops. 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

Add a backdrop.

Tell the students that you can add backgrounds, also known as backdrops, to your project to create various settings or scenes for your sprites to interact with, as given on pages 11 and 12.

Change a backdrop.

Tell the students that if they want to change the background while their project is running, they can use special code blocks to do it, as given on page 12.

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Check for Understanding ●

●

● ●

7 mins

3 mins

Conclude the session by summarising that they can add backdrops to their project to create various settings or scenes for their sprites to interact with. Revise with them on how to add a backdrop. Also tell them if they want to change the background while their project is running, they can use special code blocks to do it. Assign the additional activity given on the panel to the students as homework. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 2 C. Explain the Function of the Icon: Question 2 D. Write T for True and F for False: Question 3 F. Apply Your Learning: Questions 2 and 5

Chapter 3 • Introduction to Scratch 3.0

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Answer Key Chapter-1

Evolution of Computers

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Abacus 2. ENIAC 3. Vacuum Tubes 4. Integrated Circuits 5. Artificial Intelligence 1. a. Magnetic core memory 2. b. Third generation 3. a. Python 4. a. Charles Babbage 5. d. Multitasking

C. Who Am I?

1. Charles Babbage 2. First generation 3. Pascaline 4. Leibniz 5. ENIAC

Write T for True and F for False.

Answer the Following.

1. T 2. T 3. T 4. T 5. F 1. The abacus is one of the earliest counting devices. It was a wooden frame divided into two parts. Both the parts have rods on which the beads move and are used for basic mathematical calculations.

2. Pascaline is the first mechanical and automatic calculator. It is also called the Arithmetic Machine or Adding Machine. It was invented between 1642 and 1644 by Blaise Pascal, a French mathematician and philosopher. It can perform only addition and subtraction. 3. Fifth-generation computers use Artificial Intelligence (AI) and Machine Learning (ML) as their main technologies. 4. Characteristics of computers are speed, accuracy, storage, automatic operation, multitasking, and communication. 5. Some of the key limitations of computers are:

a. Computers cannot think like humans. b. Maintenance cost.

c. Lack of emotional intelligence. F.

Apply Your Learning.

1. Abacus and Pascaline

2. Napier’s Bones

3. Charles Babbage, Abacus 4. Memory

5. Multitasking

Chapter-2 Tables in Google Docs Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Grid 2. Rows, columns 3. Vertical 4. Adjacent 5. Center 1. b. Click on the Insert menu. 2. c. Dividing a cell into smaller parts. 3. c. To make the table visually appealing and stand out. 4. a. Merging cells 5. c. By adjusting the row height value in the Table properties pane.

Answer Key

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C. Who Am I?

1. Format 2. Column 3. Column width 4. Border 5. Cell alignment

Write T for True and F for False.

Answer the Following.

1. F 2. F 3. T 4. F 5. T 1. The intersection of a row and a column is called a cell.

2. A row is a horizontal arrangement of cells or boxes that runs from left to right. On the other hand, a column is a vertical arrangement of cells or boxes that run from top to bottom. 3. Two methods to open the Table properties pane are:

Method 1:

a. Right-click on any cell of your table. b. Select the Table properties option. The Table properties pane will appear. Method 2:

Select the Format menu → Table → Table properties option from the menu bar.

4. The Border dash option is used to change the type of border of a table.

5. The three types of alignments available in Google Docs are: Left, Right, and Center. F.

Apply Your Learning. 1. Do it yourself.

2. Do it yourself.

3. Do it yourself.

4. Do it yourself. 5. Merging cells

Chapter-3

Introduction to Scratch 3.0

Chapter Checkup A.

Fill in the Blanks.

Who Am I?

1. Sprite 2. Backdrops library 3. Scratch 4. Stop sign 5. Sprites pane 1. Coding

2. Blocks palette

3. Event category 4. Scratch

5. Coding area C. Explain the Function of the Icon.

1. When (green flag) clicked – It is an Event category block. It helps the script run when the green flag is clicked.

2. Choose a Backdrop Button – The Choose a Backdrop button helps you to add backgrounds to your projects. 3. Costumes – This tab allows you to customise and edit the costumes of your sprites or backdrops.

4. Create clone of (myself) – This block allows you to create a clone (copy) of the sprite on the stage. 5. Next costume – This block allows you to change the next costume (pose) of the sprite. D.

Write T for True and F for False.

1. T 2. F 3. T 4. T 5. F

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Answer the Following.

1. Scratch 3.0 is an application program that lets you create your own games, stories, and animations.

2. The Sprites Pane contains details about sprites, including name, size, and location. 3. To add a sprite to a project, the Choose a Sprite option is used.

4. The coding area is the area where you assemble coding blocks to create scripts and make your sprites perform actions. 5. Steps to duplicate a sprite in Scratch are as follows:

• In the Sprites pane, click the sprite you want to duplicate. • Right-click the sprite, which opens a menu.

• Select the duplicate option to create a copy of the selected sprite. • The duplicated sprite will appear with the same name as the sprite along with the suffix 2, 3, or so on. F.

Apply Your Learning. 1. Do it yourself.

2. Follow the given steps to upload the school’s playground as a backdrop:

• Click on the Choose a Backdrop button in the bottom right corner of the interface. • Click on the Upload Backdrop option from the list.

• The Open dialog box appears.

• Locate the picture that you want to use as a backdrop. • Click on the Open button. • The selected picture will be applied to the background of your project. 3. Steps to duplicate a sprite in Scratch are as follows:

• In the Sprites pane, click the sprite you want to duplicate.

• Right-click the sprite, which opens a menu.

• Select the duplicate option to create a copy of the selected sprite.

• The duplicated sprite will appear with the same name as the sprite along with the suffix 2, 3, or so on.

4. Tanu can use the create clone of (myself) block to add the same sprite five times.

5. To change the background while your project is running, you can use special code blocks to do it. • Drag the when clicked block from the Events category.

• Drag the next backdrop from the Looks category and snap it below the when clicked block.

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

5 Singapore

CS_CB_Coding_Grade5_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

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