CBSE_CS_G6_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

6 Singapore

CS_CB_Coding_Grade6_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

02/02/24 5:22 PM

Teacher Manual

COMPUTER SCIENCE

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Contents

Main Book: The Secrets of Enigmus

Computer Languages and Types of Computers �� 1 

Computer Languages



Translator Programs



Categories of Computers

More Features of Google Slides �� 10 

Applying Animation and Transitions-I



Applying Animation and Transitions-II



Inserting Multimedia-I



Inserting Multimedia-II



Advanced Features of Google Slides and Viewing a Presentation-I



Advanced Features of Google Slides and Viewing a Presentation-II

Python I Web Development I

Introduction to Python �� 25 

Introduction to Python-I

 Introduction to Python-II

Answer Key �� 29

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The Secrets of Enigmus

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Computer Languages and Types of Computers Story Time

Story in a Nutshell… Mel and Conji are going to the Computer Lab to submit their project. They notice that the computer screens are going out of control. They are infected by a virus, which is a mix of magic and technology and was created by Lord Ero and Cyborg. The trio tries to find more information about the virus with the help of Elders. They want to find an ancient magical tool which could assist them in dealing with the virus. They get to know about the Enigmus through the internet, which is a magical encyclopaedia and can undo the virus. They go on a digital treasure hunt by following various clues, which lead them to Ms Idea in the Void. Ms Idea is like a guardian of that place and shows the Enigmus to them. The Elders give a secret file to the trio, which they got from Cyborg’s system. The trio follows the clues and patterns inside it carefully, and it leads them to the final solution. There is a battle between the two sides where Ero’s dangerous spell hits Eva, and she faints. Mel and Conji use a spell from the Enigmus to defeat Lord Ero and Cyborg and save their friend, Eva.

Story in This Chapter… ● ●

Mel and Conji are flying to the computer lab to submit their project. Mel saw that something was wrong with the screen. Conji agreed and said all these machines were acting strange.

●

Eva rushes over to join them, looking concerned about the machines.

●

Conji says these are strange numbers and says 0.1.1... seems like a virus.

●

Eva says, “Yes, a virus! It is a mix of magic and technology that is causing all of this chaos.”

●

Mel says, “What if someone has tried to change the computer language? A tiny change in the computer language could have led to this situation.”

●

Conji asks, “What a computer language is?”

●

Eva says, “It could be sets. A small change sets off a chain reaction.”

●

Conji says, “We should learn more about computer languages and understand how this happened.”

This chapter is divided into the following classroom sessions 1. Computer Languages 2. Translator Programs 3. Categories of Computers 1

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

define computer languages.

●

describe first-generation languages and their advantages and disadvantages.

●

describe second-generation languages and their advantages and disadvantages.

●

describe third-generation languages and their advantages and disadvantages.

●

describe fourth-generation languages and their advantages and disadvantages.

●

describe fifth-generation languages and their advantages and disadvantages.

Keywords ●

Computer languages: It can be defined as a set of instructions that computers can understand and follow.

WEBS at a Glance Warm Up Ask the students about different communicating languages.

5 mins

Engage Explain to the students the concept of computer languages and five generations of computer languages. Also, discuss their advantages and disadvantages.

Build Group discussion

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan Warm Up ● ●

5 mins

Ask the students about different communicating languages. Now, build the concept by discussing that as humans communicate using different languages, computers also have their own languages to understand and follow instructions.

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Define computer languages.

Tell the student that a computer language can be defined as a set of instructions that computers can understand and follow, as given on page 5.

Describe first-generation languages and their advantages and disadvantages.

Tell them that a first-generation language is also called machine language or low-level language. Also, tell about its advantages and disadvantages, as given on page 5.

Describe second-generation languages and their advantages and disadvantages.

Tell them that second-generation language is also called assembly language. It is also a low-level language. Also, tell about its advantages and disadvantages, as given on page 6.

Describe third-generation languages and their advantages and disadvantages.

Tell them that third-generation languages are called high-level languages. Also, tell about its advantages and disadvantages, as given on page 6.

Describe fourth-generation languages and their advantages and disadvantages.

Tell them that fourth-generation languages are called non-procedural languages. They are very high-level languages. Also, tell about its advantages and disadvantages, as given on page 7.

Describe fifth-generation languages and their advantages and disadvantages.

Tell them that fifth-generation languages are used for creating programs for Artificial Intelligence. Also, talk about its advantages and disadvantages, as given on page 7.

Check for Understanding ●

Give some examples of third-generation languages. Correct Responses: FORTRAN, COBOL, C, C++, Java, C#, etc.

●

Which generation language uses simple mnemonic code? Correct Response: Second-generation languages

●

What is the advantage of 5GL? Correct Response: 5GLs require less code to accomplish tasks.

Chapter 1 • Computer Languages and Types of Computers

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Build ●

7 mins

Conduct a group discussion in the class among students on the topic 'Evolution of Computer Languages From Fourth Generation to Fifth Generation'. Possible Response: Fourth-generation languages are very high-level languages. These languages were created to reduce the time, expense, and effort required for creating various software applications. Whereas fifth-generation languages are used for creating programs for Artificial Intelligence. Sum Up

●

3 mins

Conclude the session by summarising that computer language can be defined as a set of instructions that computers can understand and follow. Also, revise with the students about all the generations of computers. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 4 and 5 B. Tick the Correct Option: Questions 1, 2, 4, and 5 C. Who Am I?: Questions 1 and 2 D. Write T for True and F for False: Question 5 E. Answer the Following: Questions 1 and 5 F. Apply Your Learning: Questions 1 and 4

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

describe what a translator program is.

●

differentiate between compiler, interpreter, and assembler.

Keywords ●

●

Compiler: A compiler is a language processor that reads the source programs written in high-level language and converts them into an equivalent program written in machine code in one go. Interpreter: Interpreter is a translator program that converts high-level language code to machine language line by line as the program runs. Assembler: A translator, called an assembler, is used to convert assembly language code into machine language code.

WEBS at a Glance Engage

Warm Up Ask the students the meaning of a translation.

Tell them about translator programs. Also, discuss about three main types of translator programs: compiler, interpreter, and assembler.

5 mins

15 mins

Build Group discussion

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan

5 mins

Warm Up ●

Ask the students the meaning of translation then introduce them to translator programs.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what a translator program is.

Tell the students that a translator program for computer languages is similar to a unique tool that enables the computer to understand user requests, as given on page 8.

Differentiate between compiler, interpreter, and assembler.

Tell students about three main types of translator programs namely, compiler, interpreter, and assembler, as given on page 8.

Chapter 1 • Computer Languages and Types of Computers

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Check for Understanding ●

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

a. Assembler

2. a. T

b. Fifth-generation b. F

Build ●

7 mins

Conduct a group discussion in the class among students on the topic: 'The Difference Between a Compiler and an Interpreter'. Correct Response: Interpreter is a translator program that converts high-level language code to machine language line by line as the program runs. Whereas a compiler is a language processor that reads the source programs written in high-level language and converts them into an equivalent program written in machine code in one go. Sum Up

●

3 mins

Conclude the session by summarising that a translator program converts instructions written in a computer language into something the machine can understand. A compiler translates the source code written in a high-level language into machine language in one go. An interpreter is a translator program that converts high-level language code to machine language line by line as the program runs. An assembler is used to convert assembly language code into machine language code. Assign the following from the Chapter Checkup given at the end of the chapter as homework. B. Tick the Correct Option: Question 3 C. Who Am I?: Question 3 E. Answer the Following: Question 4 F. Apply Your Learning: Question 5

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

describe supercomputers and their advantages and disadvantages.

describe mainframe computers and their advantages and disadvantages. describe minicomputers and their advantages and disadvantages. describe workstations and their advantages and disadvantages.

describe personal computers and their advantages and disadvantages.

describe tablets and smartphones and their advantages and disadvantages.

Keywords: ●

●

Supercomputers: These are super-fast and large computers. They have huge storage space. They can do lots of tasks very quickly, like a billion tasks in just one second.

Personal computers: PCs are the most common type of computer and are designed for individual use. They include desktop computers and laptops.

WEBS at a Glance Engage

Warm Up Ask the students about different types of computers they have seen such as laptops, desktops, tablets, etc.

Describe different categories of computers such as supercomputers, mainframe computers, minicomputers, etc.

5 mins

15 mins

Build Group discussion

Conclude the concepts Assign homework

7 mins

Action Plan

3 mins

5 mins

Warm Up ●

Sum Up

Ask the students about different types of computers they have seen such as laptops, desktops, tablets, etc. Then, discuss the different categories of computers.

15 mins

Engage Explain the following concepts: Learning Outcomes Describe supercomputers and their advantages and disadvantages.

Explanation Tell the students that supercomputers are super-fast and very big computers with huge storage space. Also, tell about its advantages and disadvantages, as given on page 9.

Chapter 1 • Computer Languages and Types of Computers

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Learning Outcomes

Explanation

Describe mainframe computers and their advantages and disadvantages.

Tell the students that mainframe computers are also big and super-fast, but smaller than supercomputers. Also, tell about its advantages and disadvantages, as given on page 10.

Describe minicomputers and their advantages and disadvantages.

Tell the students that minicomputers are smaller than mainframes but still offer significant computing power. Also, tell about its advantages and disadvantages, as given on pages 10 to 11.

Describe workstations and their advantages and disadvantages.

Tell the students that workstations are high-performance computers used for specialised tasks like professional photo and video editing, 3D design, scientific modelling, and software development. Also, tell about its advantages and disadvantages, as given on page 11.

Describe personal computers and their advantages and disadvantages.

Tell the students that PCs are the most common type of computer and are designed for individual use. Also, tell about its advantages and disadvantages, as given on pages 11 to 12.

Describe tablets and smartphones Tell the students that tablets and smartphones are portable devices and their advantages and that combine computing capabilities with touchscreens. Also, tell disadvantages. about its advantages and disadvantages, as given on page 12.

Check for Understanding ●

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

Feature

Tablet and smartphones

Smaller than mainframes

Supercomputer Mainframe computer

Can be carried anywhere

Minicomputer

Performance is meaured in FLOPS

Build ●

Need a lot of power and specialised cooling to stay cool

7 mins

Ask the students to give the answer to the question “What other tasks can be performed using personal computers?" asked in the Think and Tell section given on Page 4. Possible Responses: Finding information on a topic, listening to songs, watching films, organising data, etc.

●

Conduct a group discussion in the class among students on the topic 'Why Tablets and Smartphones Are More Popular?'. Possible Response: You can carry tablets and smartphones anywhere you want, they serve as phones, cameras, music players, and more, etc.

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Sum Up ●

●

3 mins

Conclude the session by summarising that the supercomputers are super-fast and very big computers with huge storage space; mainframe computers are also big and super-fast, but smaller than supercomputers. Minicomputers are smaller than mainframes but still offer significant computing power. Workstations are high-performance computers used for specialised tasks like professional photo and video editing, 3D design, scientific modelling, and software development. PCs are the most common type of computer and are designed for individual use. Tablets and smartphones are portable devices that combine computing capabilities with touchscreens. 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 C. Who Am I?: Questions 4 and 5 D. Write T for True and F for False: Questions 1, 2, 3, and 4 E. Answer the Following: Questions 2 and 3 F. Apply Your Learning: Questions 2 and 3

Chapter 1 • Computer Languages and Types of Computers

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More Features of Google Slides Story Time

Story in a Nutshell… Mel and Conji, along with Eva, are going to the computer lab to submit their project. They notice that the computer screens are going out of control. They are infected by a virus, which is a mix of magic and technology and was created by Lord Ero and Cyborg. The trio tries to find more information about the virus with the help of the Elders. They want to find an ancient magical tool which could assist them in dealing with the virus. They get to know about the Enigmus through the internet, which is a magical encyclopedia and can undo the virus. They go on a digital treasure hunt by following various clues, which lead them to Ms Idea in the Void. Ms Idea is like a guardian of that place and shows the Enigmus to them. The Elders give a secret file to the trio, which they got from Cyborg’s system. The trio follows the clues and patterns inside it carefully, and it leads them to the final solution. There is a battle between the two sides where Ero’s dangerous spell hits Eva, and she faints. Mel and Conji use a spell from the Enigmus to defeat Lord Ero and Cyborg and save their friend, Eva.

Story in This Chapter… ● ●

● ● ●

●

● ● ●

●

The trio, Mel, Conji, and Eva, are curious about the Enigmus and seek knowledge in the Anywhere Room. They find a door labelled ‘VOID’ and use it to enter the Void, a mysterious and seemingly scary place with floating rocks. Ms Idea, a guardian of the Void, welcomes them and reveals her connection to the place. Mel and Conji express amazement at Ms Idea’s existence in the Void. Ms Idea presents the Enigmus, a source of wisdom and magic, in response to the trio’s quest for knowledge about the virus affecting Avora. The trio is impressed by the beauty of the Enigmus and wonders about its use in solving the problems in Avora. Ms Idea explains that the Enigmus is like a magical encyclopedia and suggests spreading awareness about it in Avora. The trio decides to use presentations to make the Enigmus known to everyone in Avora. Ms Idea recommends making the presentations attractive to ensure widespread reading. Mel suggests going to the computer lab to explore different ways of creating an interesting presentation. The group leaves for the computer lab to learn and implement strategies for spreading awareness about the Enigmus.

This chapter is divided into the following classroom and lab sessions 1. 2. 3. 4. 5. 6.

Applying Animation and Transitions-I Applying Animation and Transitions-II Inserting Multimedia-I Inserting Multimedia-II Advanced Features of Google Slides and Viewing a Presentation-I Advanced Features of Google Slides and Viewing a Presentation-II 10

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1. Applying Animation and Transitions-I Learning Outcomes At the end of the session, the students will be able to: ●

describe animation and apply animation effects in Google Slides.

●

determine the use of transitions and how to apply them in Google Slides.

Keywords ●

Animation: Animation is a special visual effect that you add to text and different objects on a slide.

●

Transition: Transition is the way one slide follows the other on the screen in a presentation.

WEBS at a Glance Engage

Warm Up Ask the students: Have you ever thought about how moving effects are added to the objects and slides in a presentation?

Build

Explain to the students Group discussion what animation is and how it can be applied in Google Slides. Also, tell them how to apply transition effects.

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan Warm Up ●

●

Ask the students a few questions like: Have you ever thought about how moving effects are added to the objects and slides in a presentation? Now, build the concept that animations are used to add moving effects to the objects on the slides in a presentation. Also discuss with the students that they can also apply special effects to slides which are known as slide transition effects.

Chapter 2 • More Features of Google Slides

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5 mins

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe animation and apply animation effects in Google Slides.

Tell the students that the animations are special visual effects that they add to the text and different objects on a slide, as given on pages 59 and 60.

Explain how to apply the transition effects.

Discuss with the students that the way one slide follows the other on the screen in a presentation is called a transition, as given on pages 61 and 62.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 4A and 4B sections and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: (Do It Yourself 4A) 1.

False

2. True

Correct Responses: (Do It Yourself 4B) 1.

You can preview the transition by clicking the Play button in the Transition sidebar.

2. The Apply to all Slides Button is used to apply the same transition effect to all slides in the presentation.

Build ●

7 mins

Conduct a group discussion in the class among students on the topic “How do animations add life to videos and presentations?” as given in the Discuss section on page 60. Possible Response: Animations add life to videos and presentations by making content more visually appealing, emphasising key points, improving clarity, and enhancing overall engagement. Sum Up

●

3 mins

Conclude the session by summarising that animation effects are computer magic for making things on the screen move, change size, or appear and disappear in a fun way. In Google Slides, you can add animations by choosing an effect, deciding when it starts (on click, after previous, or with previous), and even make text appear one part at a time. Transitions are moves between slides in presentations. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 3

B. Write T for True and F for False: Question 2 D. Answer the Following: Question 4

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2. Applying Animation and Transitions-II Learning Outcomes At the end of the session, the students will be able to: ●

describe animation and apply animation effects in Google Slides.

●

determine the use of transitions and how to apply it in Google Slides.

Keywords ●

Animation: Animation is a special visual effect that you add to text and different objects on a slide.

●

Transition: Transition is the way one slide follows the other on the screen in a presentation.

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 the steps to apply animation and transition effects in a presentation.

5 mins

15 mins

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 Applying Animation and Transitions-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

Describe animation and apply animation effects in Google Slides.

Tell the students that the animations are special visual effects that you add to text and different objects on a slide, as given on pages 59 and 60.

Chapter 2 • More Features of Google Slides

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Learning Outcomes Explain how to apply the transition effects.

Explanation Discuss with the students that the way one slide follows the other on the screen in a presentation is called transition, as given on pages 61 and 62.

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 animation effects are computer magic for making things on the screen move, change size, or appear and disappear in a fun way. In Google Slides, you can add animations by choosing an effect, deciding when it starts (on click, after previous, or with previous), and even make text appear one part at a time. Transitions are moves between slides in presentations. Assign the additional activity given on the panel to the students as homework.

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3. Inserting Multimedia-I Learning Outcomes At the end of the session, the students will be able to: ●

explain the use of multimedia in a presentation.

●

determine how to insert audio and video in a presentation.

Keywords Multimedia: It refers to the combination of multiple forms of content such as text, audio, video, images, etc.

●

WEBS at a Glance Engage

Warm Up

Ask the students what they Explain the process of think about the importance inserting audio and video of videos and audios in into the presentation. their learning. 5 mins

Build Think and Tell

Sum Up Conclude the concepts Assign homework

15 mins

7 mins

3 mins

Action Plan 5 mins

Warm Up

Ask the students what they think about the importance of videos and audios in their learning.

●

Now, relate the concept that we can insert multimedia in Google Slides to convey information or engage the audience.

●

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain the use of multimedia in a presentation.

Explain to the students that multimedia refers to the combination of multiple forms of content, such as text, audio, video, images, etc., as given on page 63.

Determine how to insert audio and video in a presentation.

Discuss with the students that sound can capture the audience’s attention and make the presentation more engaging and memorable. And videos can break the monotony of text and static images, making the content more engaging, as given on pages 63 to 66.

Chapter 2 • More Features of Google Slides

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Check for Understanding ●

Read aloud the question provided in the Do It Yourself 4C and 4D sections and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: (Do It Yourself 4C) 1.

The speaker icon on the slide indicates that the audio file is attached to your presentation.

2. Sound can capture the audience’s attention and make the presentation more engaging and memorable. Correct Responses: (Do It Yourself 4D) 1.

Insert, Video

2. URL

Build ●

7 mins

Ask the students to give the answer to the question, “What is the importance of videos? Should they be used or avoided? Present your opinion”, asked in the Think and Tell section given on Page 66. Possible Response: Videos can break the monotony of text and static images, making the content more engaging. While videos can make your presentation unique and interesting, it is important to use them thoughtfully, and ensure they are relevant to your topic, and add meaning to your message. Sum Up

●

3 mins

Conclude the session by summarising that multimedia means using different things like text, audio, video, and images together. In Google Slides, we can make our presentations more interesting by adding sounds and videos. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 4

B. Write T for True and F for False: Question 3 D. Answer the Following: Question 3

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4. Inserting Multimedia-II Learning Outcomes At the end of the session, the students will be able to: ●

explain the use of multimedia in a presentation.

●

determine how to insert audio and video in a presentation.

Keywords ●

Multimedia: It refers to the combination of multiple forms of content, such as text, audio, video, images, etc.

WEBS at a Glance Engage

Warm Up

Build

Let the students Explain to them the process of inserting watch the video or the audio and video into the presentation. learning slides related to the topic on the digital panel. 5 mins

15 mins

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 Inserting Multimedia-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

Explain the use of multimedia in a presentation.

Explain to the students that multimedia refers to the combination of multiple forms of content, such as text, audio, video, images, etc., as given on page 63.

Chapter 2 • More Features of Google Slides

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Learning Outcomes

Explanation

Determine how to insert audio and video in a presentation.

Discuss with the students that the way one slide follows the other on the screen in a presentation is called transition, as given on pages 61 and 62.

Check for Understanding ●

●

7 mins

3 mins

Conclude the session by summarising that multimedia means using different things like text, audio, video, and images together. In Google Slides, we can make our presentations more interesting by adding sounds and videos. Assign the additional activity given on the panel to the students as homework.

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5. Advanced Features of Google Slides and Viewing a Presentation-I Learning Outcomes At the end of the session, the students will be able to: ●

explain how to use action buttons in a presentation.

●

import external data into a presentation.

●

describe how to add comments into a presentation.

●

explain the use of a dictionary in Google Slides.

●

use ink annotations in a presentation.

●

illustrate how to zoom a slide and arrange slides in the Slide sorter view.

●

describe how to view a presentation.

Keywords ●

●

Comments: The comments facilitate collaboration among multiple authors or reviewers working on the same presentation. Action buttons: Buttons that are used to make the presentation more interactive.

WEBS at a Glance Warm Up Ask the students: Have you seen buttons in presentations which make the presentation more interactive? 5 mins

Engage Explain to them the process of inserting action buttons into the presentation.

Build Think and Tell

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan Warm Up ●

●

Ask the students: Have you seen buttons in presentations which make the presentation more interactive? Now, relate the concept that we can insert action buttons to make presentations more interactive. We can also write at the time of slideshow, add comments, zoom slides, etc.

Chapter 2 • More Features of Google Slides

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5 mins

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain how to use action buttons in a presentation.

Explain to the students that action buttons in a presentation are like magic buttons. Also, tell them that it is used to make the slides more interactive, as given on pages 66 to 68.

Import external data into a presentation.

Discuss with the students that importing data into a presentation is the process of bringing external content or data into your own presentation, as given on pages 68 and 69.

Describe how to add Define that comments facilitate collaboration among multiple comments into a presentation. authors or reviewers working on the same presentation, as given on pages 70 and 71. Explain the use of a dictionary in Google Slides.

Describe to the students that they can learn more about words or phrases used in the presentation with the help of a dictionary, as given on pages 71 and 72.

Use ink annotations in a presentation.

Elaborate to them that ink annotations in presentations is like drawing or writing on the slides with colourful pens, just like we do on paper, as given on page 73.

Illustrate how to zoom a slide and arrange slides in the Slide sorter view.

Discuss with the students that slide zoom in presentations makes a small part of the slide look enlarged on the screen. Also, tell them that rearranging slides means changing the order of your slides in your presentation, as given on pages 74 and 75.

Describe how to view a presentation.

Discuss with the students that viewing a presentation means to watch the slides in action, as given on page 76.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 4E, 4F, 4G, 4H, and 4I sections and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: (Do It Yourself 4E) 1.

Insert

2. With the button selected, click on Insert in the menu bar. Choose Link from the drop-down menu. In the Link dialog box, you can add a link to a specific slide, such as the previous slide or slide 1, in your presentation. Correct Responses: (Do It Yourself 4F) 1.

2. F

Correct Responses: (Do It Yourself 4G) 1.

Insert, Comment

Comment

Correct Responses: (Do It Yourself 4H) 1.

2. F

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Correct Responses: (Do It Yourself 4I) 1. Open your presentation in Google Slides 2. Running a slideshow 3. Navigate through slides 4. End the presentation 5. Close Google Slides Build ●

7 mins

Conduct a group discussion in the class among students on the topic, “If you are given the option to choose the shape for an action button you would like to insert in your presentation, which one would you select, and why do you think it will be suitable?” given in the Discuss section on page 68. Possible Response: Arrow shapes are more suitable as they denote the direction.

●

Encourage students to actively participate in the group discussion and provide guidance on the expected outcomes. Ask the students to give the answer to the question, “In what ways can importing data benefit the presenter?” in the Think and Tell section given on page 69. Possible Response: Importing slides helps to add slides from another presentation to your current presentation. You can also import data from Google Sheets into your Google Slides presentation. Sum Up

●

3 mins

Conclude the session by summarising that we can set action buttons to open external content, such as a website, another PowerPoint presentation, a document, a spreadsheet, and much more. Also, tell the students that there are many interesting tools in Google Slides that are used to import data, add comments, search for information about a word, and many more. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1, 2, and 5

B. Write T for True and F for False: Questions 1, 3, and 5

C. Explain the Functions of the Icons: Questions 1, 2, 3, and 4 D. Answer the Following: Questions 1, 2, and 5

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

Chapter 2 • More Features of Google Slides

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6. Advanced Features of Google Slides and Viewing a Presentation-II Learning Outcomes At the end of the session, the students will be able to: ●

explain how to use action buttons in a presentation.

●

import external data into a presentation.

●

describe how to add comments into a presentation.

●

explain the use of a dictionary in Google Slides.

●

use ink annotations in a presentation.

●

illustrate how to zoom a slide and arrange slides in the Slide sorter view.

●

describe how to view a presentation.

Keywords ●

●

Comments: The comments facilitate collaboration among multiple authors or reviewers working on the same presentation. Action buttons: Buttons that are used to make the presentation more interactive.

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

Engage Explain the process of inserting action buttons into the presentation.

Build

Sum Up

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

15 mins

7 mins

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 Advanced Features of Google Slides and Viewing a Presentation-II. Show the Learning slides one by one and discuss the concepts shown on the slides in the panel.

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain how to use action buttons in a presentation.

Explain to the students that action buttons in a presentation are like magic buttons. Also, tell them that it is used to make the slides more interactive, as given on pages 66 to 68.

Import external data into a presentation.

Discuss with the students that importing data into a presentation is the process of bringing external content or data into your own presentation, as given on pages 68 and 69.

Describe how to add comments into a presentation.

Define that comments facilitate collaboration among multiple authors or reviewers working on the same presentation, as given on pages 70 and 71.

Explain the use of a dictionary in Google Slides.

Describe to the students that they can learn more about words or phrases used in the presentation with the help of a dictionary, as given on pages 71 and 72.

Use ink annotations in a presentation.

Elaborate to them that ink annotations in presentations is like drawing or writing on the slides with colourful pens, just like we do on paper, as given on page 73.

Illustrate how to zoom a slide and arrange slides in the Slide sorter view.

Describe how to view a presentation.

Discuss with the students that Slideshow views are used to view a presentation in action, as given on page 76.

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. Build

●

3 mins

Conclude the session by summarising that we can set action buttons to open external content, such as a website, another PowerPoint presentation, a document, a spreadsheet, and much more. Also, tell the students that there are many interesting tools in Google Slides that are used to import data, add comments, search for information about a word, and many more. Assign the additional activity given on the panel to the students as homework.

Chapter 2 • More Features of Google Slides

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Python I Web Development I

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Introduction to Python

This chapter is divided into the following classroom and lab sessions 1. Introduction to Python-I

2. Introduction to Python-II

1. Introduction to Python-I Learning Outcomes At the end of the session, the students will be able to: ● explain what programming is. ● describe Python. ● explain features and applications of Python. ● identify syntax and built-in functions of Python.

Keywords ● ● ●

Programming: It is the process of giving instructions to tell a computer to perform a specific task. Syntax: A set of rules for writing programs is known as syntax. Function: It is a block of code used to perform a specific task.

WEBS at a Glance Warm Up Ask the students if they are familiar with programming. 5 mins

Engage

Build

Explain to them what programming is; tell Think and Tell them about Python; Discuss the features and applications of Python with them; Explain the built-in functions of Python. 15 mins

7 mins

Action Plan Warm Up ● ●

Sum Up Conclude the concepts Assign homework 3 mins

5 mins

Ask the students if they are familiar with programming.

Now, build on the concept that programming is the process of giving instructions to tell a computer to perform a specific task. Also tell them that Python is a high-level programming language that is easy to learn and simple to use. 25

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain what programming is.

Introduce the concept of programming to the students by telling them that programming is the process of giving instructions to tell a computer to perform a specific task, as given on page 1.

Define Python.

Tell them that Python is a high-level programming language that is easy to learn and simple to use, as given on page 1.

Discuss the features and applications of Python.

Introduce different features of Python, like easy to code, cross-platform compatible, open-source, used to create GUI apps, and interactive and dynamically typed language, as given on page 1. Also tell them about different applications of Python, like software, games; web applications and websites, Artificial Intelligence applications, and scientific research applications, as given on page 2.

Describe the syntax Tell them that every programming language has its own set of rules for and built-in functions writing programs which is known as syntax, as given on page 2. of Python. Also discuss with them that built-in functions are the functions that are already defined in Python, as given on page 3.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1A section, Question 2, and encourage the students to solve the question. Instruct the students to write the answer in the book. Correct Response: Graphical User Interface Build

●

7 mins

Ask the students to give the answer of the question “Will a syntax error stop a program from running?” asked in the Think and Tell section given on page 2. Possible Response: Yes, a syntax error stops the program from execution. Sum Up

●

3 mins

Conclude the session by summarising that programming is the process of giving instructions to tell a computer to perform a specific task. Tell them that Python is a high-level programming language that is easy to learn and simple to use. Python has several features like, easy to code, cross-platform compatible, open-source, used to create GUI apps, interactive and dynamically typed language. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1, 4, and 5 B. Tick the Correct Option: Questions 1 and 4 C. Write T for True and F for False: Questions 1, 2, and 3 D. Answer the Following: Questions 1, 2, and 5 E. Apply Your Learning: Question 3

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

discuss the different data types in Python. explain the concept of variables.

describe the concept of dynamic typing.

Keywords ● ● ●

Data type: It specifies the type of value a variable can contain.

Variable: A variable is a reference name given to a location in a computer’s memory. Identifier: The name given to a variable is known as an identifier.

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 data types and variables are used in Python.

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 Introduction to Python-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

Discuss the different data types in Python.

Introduce students to the different data types in Python, like int, float, and string, as given on pages 3 and 4.

Chapter 3 • Introduction to Python

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Learning Outcomes

Explanation

Explain the concept of variables. Tell the students that a variable is a reference name given to a location in a computer’s memory. Also tell them how to create and initialise a variable. Also, tell them the rules for naming a variable, as given on pages 4 and 5. Describe the concept of dynamic typing.

Discuss with the students that dynamic typing in Python means that you can assign a value to a variable, and the variable automatically takes the data type of that assigned value at runtime, as given on page 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 section, Question 1, and encourage the students to solve the questions. Instruct the students to write the answers in the book. Correct Responses: <class ‘int’> <class ‘float’> <class ‘float’> Build

● ●

Instruct the students to attempt the assignment on the Assignment page. Instruct the students to click on the Confirm button to submit their work when they are done with the assignment. Sum Up

●

7 mins

3 mins

Conclude the session by summarising that Python supports different data types, including int, float, string, etc. Also discuss with the students that a variable is a reference name given to a location in a computer’s memory.

●

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 and 3 B. Tick the Correct Option: Questions 2, 3, and 5 C. Write T for True and F for False: Questions 4 and 5 D. Answer the Following: Questions 3 and 4 E. Apply Your Learning: Questions 1, 2, 4, and 5

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Answer Key Chapter-1

Computer Languages and Types of Computers

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. FLOPS 2. Mainframe 3. Personal 4. Binary 5. Mnemonic 1. b. A way in which computers understand instructions. 2. a. Binary 3. b. Interpreter 4. d. Fifth-generation 5. d. Fourth-generation

C. Who Am I?

1. Assembly language 2. Binary language 3. Translator program 4. Workstation 5. Personal Computer

Write T for True and F for False.

Answer the Following.

1. T 2. F 3. F 4. F 5. F 1. A computer language can be defined as a set of instructions that computers can understand and follow.

2. Based on their size and capacity, the computers can be categorised into supercomputers, mainframes, minicomputers, workstations, personal computers, laptops, and tablets. 3. The features of mainframe computers are: • Mainframe computers are big and super-fast, but they are smaller than supercomputers. • They can do lots of jobs quickly.

• They are used in places where high precision is required, such as in banks to handle money transactions or in aeroplane guidance.

• Mainframes are super reliable, and they can work for a long time—at least 10 years. • Examples: IBM z15, IBM z14, Unisys ClearPath Libra, Fujitsu GS21 360, and Hitachi VOS3.

4. A compiler is a language processor that reads the source programs written in high-level language and converts them into an equivalent program written in machine code in one go. On the other hand, the interpreter is a translator program that converts high-level language code to machine language line by line as the program runs. 5. Assembly language uses a simple mnemonic code to communicate with computers. On the other hand, the language that includes the use of binary codes is called binary language. F.

Apply Your Learning.

1. She must have used high-level languages, for example, C, C++, and Java.

2. Supercomputers. 3. Laptop

4. Fifth generation

5. Translator program

Chapter-2 More Features of Google Slides Chapter Checkup A.

Fill in the Blanks.

1. View, Zoom menu 2. Dictionary 3. Play 4. Insert 5. Slide Sorter

Answer Key

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Write T for True and F for False.

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

C. Explain the Functions of the Icons.

1. The comments facilitate collaboration among multiple authors or reviewers working on the same presentation.

2. The Shapes icon is used to select a shape that you want to use as an action button.

3. The Slide zoom feature in presentations makes a small part of your slides look enlarged on the screen.

4. The Grid View icon represents the Slide Sorter view. D.

Answer the Following.

1. Using the “Dictionary” feature in presentations can help you learn more about words or phrases used in your presentation. This allows you to quickly access definitions, explanations, and other relevant information about a word or phrase within your presentation.

2. Action buttons in a presentation are used to make your slides more interactive. You can set action buttons to open external content, such as a website, another PowerPoint presentation, a document, a spreadsheet, and much more. 3. You can choose one of the following sources to insert video into your presentation: YouTube: Look for a video on YouTube by typing keywords in the search box.

Google Drive: You can also insert an uploaded video from your Google Drive.

RL: You can paste the URL of a specific YouTube video or the link of an uploaded video from Google Drive U in the search bar. 4. Animations are special visual effects that you add to text and different objects on a slide. On the other hand, the way one slide follows the other on the screen in a presentation is called a transition. 5. Importing data into a presentation is the process of bringing external content or data into your own presentation. Importing slides helps you add slides from another presentation to your current presentation. You can also import data from Google Sheets into your Google Slides presentation. E.

Apply Your Learning.

1. Mahima can use the Ink Annotation feature of Google Slides.

2. To zoom in on a presentation slide, you can use the shortcut key Ctrl + =. 3. She can use the Dictionary feature to find the meaning of the word.

4. To reply to a comment, click on it and type your response in the comment box. Click the Reply button.

Chapter-3

Introduction to Python

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Guido van Rossum 2. type() 3. identifiers 4. string 5. syntax 1. c. English 2. d. All of these 3. a. Color_1 4. a. print() 5. b. variable

C. Write T for True and F for False.

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

Answer the Following.

1. The prompt is a message that is displayed on the screen to instruct the user on what input is expected.

2. Two features of Python are:

asy to code: The language used to write Python code is similar to the English language, making it easy for E programmers to write and understand code. ross-platform compatibility: Python can be used on various operating systems, including Windows, C macOS, and Linux.

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3. int data type: Positive or negative whole numbers (without any fractions or decimals) are of int data type. Example: 30, 180, 89, etc. float data type: Any real number with decimal points is of the float data type. Example: 6.3, 9.5, 320.0, etc. 4. Dynamic typing in Python means that you can assign a value to a variable, and the variable automatically takes the data type of that assigned value at runtime. 5. In the field of AI, Python helps create computer programs that can chat with you, recognise your voice, etc., making computers smarter. E.

Apply Your Learning.

1. Output of the following programs:

a. <class 'str'>

<class 'str'> <class 'str'> b. apple

c. Namit 6

2. Rules for naming a variable: • Spaces are not allowed when naming variables. You can instead use an underscore (_) symbol. • A variable name can contain only alphanumeric characters (all the letters of the alphabet and numbers) and underscores (_). • Variable names cannot contain any special characters or symbols. • A variable name must start with a letter or an underscore (_) symbol. This name cannot start with a number. • Variable names are case-sensitive. 3. Shivam can use the print() and the type() functions to simplify and speed up the development of programs. 4. Data types of the values:

a. int

b. str

c. float

d. float

5. Errors in the following statements:

a. 123var1=10

Error: The name of a variable cannot start with a number. b. Name1=Seema

Error: The string should be enclosed in a set of single or double quotes.

c. Hello=input(Enter your name)

Error: The string inside the input() function should be enclosed in a set of single or double quotes.

d. type(python)

Error: “python” is not a data type.

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.

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6 Singapore

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Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

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