CBSE_CS_G8_TM_AY24_Part1 by Uolo

About this teacher manual This Teacher Manual has been designed to implement Tekie, the storytelling-based Coding and Computer Science program. The manual consists of lesson plans within each chapter that teachers transact within classrooms and computer labs. Each lesson is based on a research-based ‘WEBS’ framework that simplifies pedagogical practices for teachers and enables them to deliver effectively.

Teacher Manual

‘ W E B S ’ Framework

W Warm-Up

Engage

Build

(Part - 1)

Sum-up

Special features • Sharp Lesson Planning: Each lesson plan focuses on specific sub-learning outcomes within a chapter and are designed for delivery within the stipulated class or lab time. • Real-life and Application-based Questions: Additional questions that link Computer Science to real-life contexts and assist teachers to develop learners’ conceptual understanding and application skills. • Support and Detailed Solutions: In-depth solutions for in-class and post-class activities to reinforce learning.

About Uolo Uolo partners with K-12 schools to bring technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia, and the Middle East.

hello@uolo.com

8 Singapore

CS_CB_Coding_Grade8_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

02/02/24 5:29 PM

Teacher Manual

COMPUTER SCIENCE

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Contents

Main Book: A Travel in Time and Space

Computer Networks �� 1 

Introduction to Computer Networks



Network Terminologies and Devices



Types of Computer Networks and Topologies



Network Architectures and Protocols



Shared Drive and Network Security

Database Management System �� 12 

Database, DBMS and SQL Queries-I



Database, DBMS and SQL Queries-II



Creating Views and Data Retrieval-I



Creating Views and Data Retrieval-II

Python III Web Development III

Introduction to Python �� 23 

Introduction to Python, Data Types, and Variables



Operators and Python Strings



Conditional Statements



lterative Statements

Answer Key �� 31

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A Travel in Time and Space

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Computer Networks Story Time

Story in a Nutshell… Spring has sprung! Mel, Conji and Eva are enjoying a beautiful morning in Avora, when they think of their fairy friend, Joy. They go to the Magical Garden to visit her, where they realise that Joy has been captured with a spell by the evil Lord Ero! The Garden is stuck in the winter, and the trio must now find Joy, who has left a strange riddle behind. The Elders tell our heroes that Dark Magic grows stronger in the cold, and they need to find a way to break it; otherwise, the entire city will get stuck in winter. They tell the trio to find an ancient spell that will restore the fairy’s magic, but The Elder Wizard realises that there is a traitor in their midst. The trio promises to find the traitor and save Avora. They board a spaceship that will take them to the Space Centre, the place where the ancient spell is hidden. It turns out that they were too late. They see Avora’s control room being destroyed by Dark Magic. It is then that they decide to use the ancient spell to travel back in time and save Avora before Lord Ero’s attack. They find the spell, and go back to the past, where Mel and Conji realise it was Eva who had been betraying them all along! Joy and the Elders join them in a showdown against Lord Ero and trap him in a powerful fairy crystal. Eva is freed as spring comes back to Avora, and all is well again!

Story in This Chapter… ● ● ● ● ●

● ● ● ●

Mel, Conji and Eva enjoy the amazing morning breeze in Avora.

Conji suggests visiting the Magical Garden where they can meet Joy.

The colours are missing from Magical Garden and it is too cold when they reach.

They feel that something terrible has happened with Joy and the Magical Garden.

Suddenly Mel saw a letter stating that Joy had fallen under Lord Ero’s spell and she was hidden in a safe place to restore the magical network of fairies. Mel was surprised when he heard the term “magical network of fairies”.

Conji told Mel that the magical network of fairies is a way fairies communicate with each other. But Conji is confused about computer networks. Mel explains the computer network to Conji.

This chapter is divided into the following classroom sessions 1. Introduction to Computer Networks

2. Network Terminologies and Devices

3. Types of Computer Networks and Topologies 4. Network Architectures and Protocols 5. Shared Drive and Network Security

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

describe computer and its need.

●

describe uses of computer networks.

●

explain the advantages and disadvantages of computer networks.

Keywords ●

●

Computer network: A way to connect computers using communication devices so that they can exchange data and resources with each other. Server: A central computer in a network in which data is stored.

WEBS at a Glance Warm Up

Engage

Ask the students how Explain the concept of roads are connected to computer networks, the form a network need of computer networks, the advantages and disadvantages of computer networks 5 mins

Build Group discussion

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan Warm Up ●

Ask the students how roads are connected to form a network.

●

Just like road networks, computers can also be connected to form a computer network.

●

5 mins

Now, build the concept that a computer network is a way to connect computers using communication devices so that they can exchange data and resources with each other.

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe computer network and its need.

Tell the students that a computer network is a way to connect computers using communication devices so that they can exchange data and resources with each other. Also, tell the need of a computer network as given on page 5.

Describe uses of computer networks.

Tell the students that computer networks are used for different purposes in our daily lives like file sharing, resource sharing, communication, etc., as given on pages 5 and 6.

Explain the advantages and disadvantages of computer networks.

Tell the students that computer networks are beneficial to us in many ways but also have some disadvantages as given on pages 6 and 7.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1A section and encourage students to solve them. Instruct them to write the answers in the book. Correct Responses: 1. d. Network Maintenance 2. Through file sharing 3. One scanner is sufficient since computer networks allow resource sharing Build

●

Conduct a group discussion in the class among students on the topic “Benefits of resource sharing in a computer network”. Possible Responses: Cost savings, resource optimisation, etc. Sum Up

●

7 mins

3 mins

Conclude the session by summarising that a computer network is a way to connect computers using communication devices so that they can exchange data and resources with each other. It has many uses such as file sharing, communication, database access, data backup, etc. Also, tell the students about various advantages and disadvantages of computer networks. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1 and 4

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

E. Apply Your Learning. Questions 4 and 5

Chapter 1 • Computer Networks

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2. Network Terminologies and Devices Learning Outcomes At the end of the session, the students will be able to: ●

describe network terminologies.

●

explain network devices.

Keywords ●

Node: A device in a computer network which is used to send or receive data.

●

Packet: A unit of data or information that is transferred over a network.

●

Hub: A networking device that transmits the received information to and from all the devices on the network.

WEBS at a Glance Warm Up Ask the students about the devices at home which are connected to a network. 5 mins

Engage Explain about terminologies and devices used in computer networks.

Build Think and Tell

15 mins

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan Warm Up ● ●

5 mins

Ask the students about the devices at home which are connected to a network. Now, build the concept that there are different terms and devices used within a computer network. Some of the terms are node, link, packet, etc. Some networking devices are network interface card (NIC), hub, switch, router, etc.

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe network terminologies. Tell the students that there are various network terminologies, such as node, link, packet, protocol, etc., as given on page 8. Explain network devices.

Tell the students that computer network devices are hardware components that are required for computers to communicate with one another over the network as given on pages 8 and 9.

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: 1.

a. Modem

b. Ethernet networking cable

2. NIC, Modem, Hub, Switch, etc. Build ●

●

Ask the students to answer the question “What is the maximum capacity of data transfer nowadays?” asked in the Think and Tell section given on page 8. Possible Responses: 5 Gbps Sum Up

●

7 mins

3 mins

Conclude the session by summarising that there are various network terminologies, such as node, link, packet, protocol, etc. Also, tell them that computer network devices are hardware components that are required for computers to communicate with one another over the network. Assign the following from the Chapter Checkup given at the end of the chapter as homework. B. Tick the Correct Option: Question 5 C. Write T for True and F for False: Question 3 D. Answer the Following: Question 3

Chapter 1 • Computer Networks

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3. Types of Computer Networks and Topologies Learning Outcomes At the end of the session, the students will be able to: ●

explain different types of computer networks.

●

describe various types of network topologies.

Keywords ●

●

Wireless Network: A type of Local Area Network (LAN) that uses wireless communication technology to connect various devices. Topology: A physical and logical layout of different devices (nodes) and connections in a network.

WEBS at a Glance Warm Up

Engage

Ask them if they have heard about any type of network before.

Explain to the students about types of computer networks and topologies.

5 mins

15 mins

Build

Sum Up

Think and tell

Conclude the concepts

Group discussion

Assign homework

7 mins

3 mins

Action Plan Warm Up ● ●

5 mins

Ask them if they have heard about any type of network before. Now, build the concept that there are different types of networks, which are categorised according to the geographical area they cover. They are PAN, LAN, MAN, and WAN.

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain different types of computer networks.

Tell the students that there are different types of networks, which are categorised according to the geographical area they cover. Also, tell them about the wireless network as given on page 10.

Describe various types of network topologies.

Tell the students that a topology is a physical and logical layout of different devices (nodes) and connections in a network. Also, explain about its different types as given on pages 11 and 12.

Check for Understanding ●

Rakshit wants to establish networking in his office, which spreads around 500 metres. Which type of network is suitable? Correct Response: LAN

●

How are nodes connected in the bus topology? Correct Response: Nodes are connected to a single common cable. Build

●

7 mins

Ask the students to answer the question “Which type of network will you recommend in your school to share hardware devices?” asked in the Think and Tell section given on page 11. Correct Responses: LAN

●

Conduct a group discussion in the class among students on the topic “How is a tree topology better than a ring topology?“ as mentioned in the Discuss section on Page 12. Possible Responses: In tree topology, nodes are connected in a parent-child hierarchal manner. Whereas, in ring topology, the nodes are connected forming a ring. Therefore, tree topology provides more flexibility and scalability by allowing multiple paths and avoiding a single point of failure. Sum Up

●

3 mins

Conclude the session by summarising that computer networks are of many types, such as PAN, LAN, MAN, WAN and wireless. Also, revise with them about different topologies of computer networks such as bus, star, ring, tree, and mesh topology. 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: Question 4 C. Write T for True and F for False: Questions 1, 2, and 5 D. Answer the Following. Questions 1, 4, and 5 E. Apply Your Learning. Question 1, 2, and 3

Chapter 1 • Computer Networks

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4. Network Architectures and Protocols Learning Outcomes At the end of the session, the students will be able to: ●

discuss types of network architecture.

●

discuss network protocols.

Keywords ●

● ●

Server: A computer in a network which has all the resources and provides services to other computers. Clients: The computers in a network which use services provided by the server. Network Protocol: A set of rules which govern the communication between the computers over a network.

WEBS at a Glance Warm Up Ask the students how computers are connected within a network. Ask the students what are the rules that we follow while communicating. 5 mins

Engage

Build

Explain the concept of network architecture and network protocols to the students.

Group discussion

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

3 mins

Action Plan Warm Up ● ●

5 mins

Ask the students how computers are connected within a network. Now, build the concept by introducing students to the types of network architectures: peer-to-peer and client-server architectures.

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Discuss types of network architecture.

Tell the students about peer-to-peer architecture and client-server architecture used to design networks as given on pages 12 and 13.

Discuss network protocols.

Tell them that network protocol is a set of rules which governs the communication between the computers over a network and explain network protocols as given on pages 13 and 14.

Check for Understanding Ask the following questions to the students to check their understanding: ●

Give one example of peer-to-peer architecture. Possible Response: Bitcoin is an example of P2P architecture.

●

Ritu has sent a file to her friend using a network. Which protocol would be used in this situation? Possible Response: FTP Build

●

7 mins

Conduct a group discussion in the class among students on the topic “Client-server architecture“. Correct Responses: In this architecture, one or more nodes serve as a server and all other nodes behave as clients. Sum Up

●

3 mins

Conclude the session by summarising the two types of network architectures, i.e., peer-to-peer architecture and client-server architecture that are used to design networks. Also, revise the different internet protocols: TCP/IP, HTTP, FTP, SMTP, and IMAP. Assign the following questions as homework. ●

What are clients in a client-server architecture? Correct Response: The computers which use services provided by the server are known as clients.

●

hreya is searching for some information on the internet. Which protocol would be used in this S situation?

Correct Response: HTTP ●

What is the full form of IMAP?

Correct Response: Internet Message Access Protocol

Chapter 1 • Computer Networks

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5. Shared Drive and Network Security Learning Outcomes At the end of the session, the students will be able to: ●

describe how to access a file from a shared drive.

●

describe some security measures to secure a network.

Keywords ● ●

Google Drive: A virtual space where you can save and share files. Firewall: A network security device that monitors and filters incoming and outgoing network traffic based on an organisation’s previously established security policies.

WEBS at a Glance Warm Up Ask the students how they share their school notebooks to complete the work.

Engage

Build

Explain the concept of shared drive and network security.

Group discussion

Sum Up Conclude the concepts Assign homework

Ask the students how they secure themselves from bacteria and infections. 5 mins

15 mins

7 mins

3 mins

Action Plan Warm Up ●

Ask the students how they share school notebooks to complete the work.

●

Ask the students how they secure themselves from bacteria and infections.

●

5 mins

Now, build the concept that Google Drive is a virtual space where we can save our files and share them with others. Also tell them that because of security breaches on the network, it is necessary to use some network security measures.

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe how to access a file from a shared drive.

Tell the students that they can share their data with other users even if they are living at a very faraway place through Google Drive. Tell them how to store and share a file on Google Drive as given on pages 14 to 16.

Describe some security measures to secure a network.

Tell students that because of security breaches on the network, it is necessary to use some network security measures. Discuss safe online practices as given on page 17.

Check for Understanding Ask the following questions to the students to check their understanding: ●

Tom wants to share some photos with his friend. Where can he share the photos? Possible Responses: He can use Google Drive to share photos.

●

Name some antiviruses. Possible Responses: AVG, Quick Heal, Norton, McAfee, Avast, etc. Build

●

7 mins

Conduct a group discussion in the class among students on the topic “Safe Online Practices”. Possible Responses: Clear browser cookies, remove unknown or unwanted applications, regularly update all applications and software, etc. Sum Up

●

3 mins

Conclude the session by summarising that students can share their data with other users even if they are living in a very faraway place through Google Drive. Revise the concepts of how to store and share a file on Google Drive. Also, tell them that a firewall is a network security device that monitors and filters incoming and outgoing network traffic. Discuss some of the safe online practices also. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks. Question 5 Assign additional questions for homework. ●

Can a receiver of the file shared via Google Drive edit the file?

Correct Response: Yes, if permission is given. ●

What are some examples of firewalls?

Possible Response: Sophos Firewall, Check Point Firewall, pfSense Plus, WatchGuard, etc. ●

Why are antiviruses necessary?

Correct Response: Computers are vulnerable to attacks or viruses when they are connected to a network. Therefore, it is necessary to install antivirus software on the computer system.

Chapter 1 • Computer Networks

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Database Management System Story Time

Story in a Nutshell… Spring has sprung! Mel, Conji, and Eva are enjoying a beautiful morning in Avora when they think of their fairy friend, Joy. They go to the Magical Garden to visit her, where they realise that Joy has been captured with a spell by the evil Lord Ero! The Garden is stuck in the winter, and the trio must now find Joy, who has left a strange riddle behind. The Elders tell our heroes that the Dark Magic grows stronger in the cold and they need to find a way to break it, otherwise, the entire city will get stuck in the winter. They tell the trio to find an ancient spell that will restore the fairy’s magic, but The Elder Wizard realises that there is a traitor in their midst. The trio promises to find the traitor and save Avora. They board a spaceship that will take them to the Space Centre, the place where the ancient spell is hidden. It turns out that they were too late. They see Avora’s control room being destroyed by Dark Magic. It is then that they decide to use the ancient spell to travel back in time and save Avora before Lord Ero’s attack. They find the spell and go back to the past, where Mel and Conji realise it was Eva who had been betraying them all along! Joy and the Elders join them in a final showdown against Lord Ero and trap him in a powerful fairy crystal. Eva is freed as spring comes back to Avora, and all is well again!

Story in This Chapter… ● ●

●

The spaceship with Mel, Conji, and Eva landed in Avora two days before its destruction started. Everyone was enjoying the spring season in Avora, and the trio decided to protect the people at any cost. Mel decided to trace the location of Lord Ero using the app they created to see where Lord Ero is right now. The trio realised that Lord Ero already knew that they were going to travel back in time with the ancient spell, and he was heading towards them. Conji suggested finding out the place where Lord Ero will attack first, and Mel suggested using DBMS for this purpose. DBMS will help to observe the pattern in which Lord Ero attacks and give a list of all the possible locations. Eva and Conji have no idea about Database Management System (DBMS), so Mel decided to explain the concept to them.

This chapter is divided into the following classroom sessions: 1. Database, DBMS and SQL Queries-I

3. Creating Views and Data Retrieval-I

2. Database, DBMS and SQL Queries-II

4. Creating Views and Data Retrieval-II 12

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1. Database, DBMS and SQL Queries-I Learning Outcomes At the end of the session, the students will be able to: ●

describe databases and its advantages.

●

describe the concepts of Database Management System.

●

discuss SQL queries.

Keywords ●

Database: Data organised and structured in a digital form on a computer.

●

Data: It is a collection of fundamental facts and figures that are recorded in a database.

●

Database Access Language: It is a language that allows users to give commands to a database to operate the stored data. SQL: It is a language used to interact with the database.

WEBS at a Glance Warm Up Ask the students about the importance of the library. Also, ask them how they fetch a book in a library.

Engage Explain to the students the meaning of the databases and their advantages.

Build Group Discussion

Explain to them the meaning of the term DBMS—its role, types and different components.

Sum Up Conclude the concepts Assign homework

Explain to them the use of different SQL queries. Describe the types of SQL statements. 5 mins

15 mins

Action Plan Warm Up ● ●

●

3 mins

5 mins

Ask the students about the importance of the library. Ask the students about the process of fetching a type of book. For example: If he/she wants to find a science fiction book, then in what column will they search for a book? Tell the students that just like how books are properly organised in a library, data stored in a computer are also organised in the form of a database.

Chapter 2 • Database Management System

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7 mins

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe database and its advantages.

Explain to the students that a database is a collection of tables, where each table consists of rows and columns. Also, explain the advantages of databases, as given on the pages 92 and 93.

Describe the concept of a DBMS.

Explain the concept of DBMS to the students. Also, tell them about its role. Tell the students that there are four types of DBMS, such as HDBMS, RDBMS, OODBMS, and NDBMS. Tell them about the various components of a DBMS, such as data, hardware, software, users, and procedures, as given on pages 93 to 95.

Discuss SQL queries.

Explain the concept of SQL queries to the students. Tell the meaning and syntax of different SQL queries. Also, discuss the types of SQL statements: Data Definition Language and Data Manipulation Language, as given on pages 95 and 96.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 6A section and encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: 1.

The components of DBMS are data, hardware, software, users, and procedures.

2. There are four types of DBMS, such as HDBMS (Hierarchical Database Management System), RDBMS (Relational Database Management System), OODBMS (Object-oriented Database Management System), and NDBMS (Network Database Management System). Build ●

7 mins

Conduct a group discussion in the class among the students based on the topic “Is it important for data to be organised” provided in the Discuss section, as mentioned on page 92.

Correct Responses: Organising data is essential to facilitate readability and streamline work processes. Analysing raw data can be challenging, so arranging it systematically is crucial to effectively representing and interpreting information. ●

Ask the students to give the answer to the question “Where have you seen the use of a database in your daily life?” asked in the Think and Tell section given on page 92. Possible Responses: School

Correct Responses: School, shops, mall, office, and hospital ●

Ask the students to give the answer to the question “Do you think that a person with special knowledge of databases is required to handle it?” asked in the Think and Tell section given on page 93. Possible Responses: Yes, No Correct Response: Yes

●

Conduct a group discussion in the class among the students based on the topic “What does a table look like?” provided in the Discuss section, as mentioned on page 93.

Correct Responses: In a database, interconnected data is organised into tables, where each table comprises off rows (referred to as tuples) and columns, similar to a spreadsheet. To transform your data lists into tables, begin by establishing a table for distinct entities, such as products, sales, customers, and orders. 14

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Sum Up ●

●

3 mins

Conclude the session by summarising that a database is a collection of tables that helps to organise data. Interaction with a database is possible with the help of a Database Management System. SQL is a language used to interact with the database. 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, 3, 4, and 5 B. Tick the Correct Option: Questions 1, 2, 3, 4, and 5 C. Who Am I: Questions 1, 2, 3, and 4 D. Write T for True and F for False: Questions 1, 2, and 4 E. Answer the Following: Questions 1, 2, 3, 4, and 5

Chapter 2 • Database Management System

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2. Database, DBMS and SQL Queries-II Learning Outcomes At the end of the session, the students will be able to: ●

describe databases.

●

demonstrate the concepts related to Database Management System.

●

discuss SQL queries.

Keywords ●

Database: Data organised and structured in a digital form on a computer.

●

Data: It is a collection of fundamental facts and figures that are recorded in a database.

●

Database Access Language: It is a language that allows users to give commands to a database to operate the stored data. SQL: It is a language used to interact with the database.

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

Engage • Explain to the students the meaning of the databases and their advantages. • Explain to them the meaning of the term DBMS—its role, types, and different components.

Build Attempt the activity on the Assignment page.

Sum Up Conclude the concepts Assign homework

• Explain to them the use of different SQL queries. • Describe the types of SQL statements.

5 mins

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 Database, DBMS, and SQL Queries-II. Show the Learning slides one by one and discuss the concepts shown on the slides in the panel.

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe the meaning of the term database.

Explain to the students that a database is a collection of tables, where each table consists of rows and columns. Also, explain the advantages of database, as given on pages 92 and 93.

Demonstrate the concepts related to Database Management System.

Discuss SQL queries

Explain the concept of SQL queries to the students. Tell them the meaning and syntax of different SQL queries. Also, discuss the types of SQL statements: Data Definition Language and Data Manipulation Language, as given on pages 95 and 96.

Check for Understanding ●

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

●

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

●

3 mins

Conclude the session by summarising that a database is a collection of tables that helps to organise data. Interaction with a database is possible with the help of Database Management System. SQL is a language used to interact with the database. Assign the additional activity given on the panel to the students as homework.

Chapter 2 • Database Management System

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7 mins

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3. Creating Views and Data Retrieval-I Learning Outcomes At the end of the session, the students will be able to: ●

create views.

●

describe data retrieval in MySQL.

Keywords ●

Database view: It is a virtual table that does not store any data of its own.

●

Sorting: It means arranging the data in either ascending or descending order.

●

Wildcard operators: These are special characters for pattern matching in text data. The wildcard operators are: ’like’, ’%’, and ‘_’.

WEBS at a Glance Engage

Warm Up Ask the students about tables.

Build

• Explain to the students the term view in a database. Also, tell them the advantages of creating views. Demonstrate the steps to create a view in a database. Also, tell them the difference between a table and a view.

Group discussion

Sum Up Conclude the concepts Assign homework

• Explain data retrieval in SQL. 5 mins

15 mins

7 mins

3 mins

Action Plan 5 mins

Warm Up ●

Ask the students about tables. Now, introduce them to creating views.

15 mins

Engage Explain the following concepts: Learning Outcomes Create views.

Explanation Explain to the students that a view in a database is a virtual table that does not store any data of its own. Also, explain the advantages of creating views. Discuss the difference between a table and a view as given on pages 96-97.

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Describe data retrieval in MySQL.

Explain to the students that SQL is used to interact with the database. Explain to them the use of different SQL statements with syntax and examples as given on pages 97 to 99.

Check for Understanding ●

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

Descending Order

View

Filter rows

Where

Create a new table

Desc

Virtual Table

Build ●

7 mins

Conduct a group discussion in the class among students based on the topic “Importance of Creating Views in database”. Possible Responses: Views are commonly employed to concentrate, streamline, and tailor the way each user perceives the database. They can serve as security measures by enabling users to access data through the view without providing direct permissions to access the foundational base tables of the view. Sum Up

●

3 mins

Conclude the session by summarising that a view of a database does not contain data on its own. But the view and table are not the same. Without data retrieval, interaction with the database is of no use. There are many SQL statements for data retrieval, sorting data, and searching data. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. C. Who Am I: Question 5 D. Write T for True and F for False: Questions 3 and 5 F. Apply Your Learning: Questions 1, 2, 3, 4, and 5

Chapter 2 • Database Management System

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4. Creating Views and Data Retrieval-II Learning Outcomes At the end of the session, the students will be able to: ●

create views.

●

describe data retrieval in SQL.

Keywords ●

Database view: It is a virtual table that does not store any data of its own.

●

Sorting: It means arranging the data in either ascending or descending order.

●

Wildcard operators: These are special characters for pattern matching in text data. The wildcard operators are: ’like’, ’%’, and ‘_’.

WEBS at a Glance Engage

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

Explain the meaning of the term view in database. Demonstrate the steps to create a view in a database.

Build Attempt the activity on the Assignment page.

15 mins

Conclude the concepts Assign homework

Explain data retrieval in SQL.

5 mins

Sum Up

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 Creating Views and Data Retrieval-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 Create views.

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Learning Outcomes

Explanation

Describe data retrieval in Explain to the students that SQL is used to interact with the database. MySQL. Explain the use of different SQL statements with syntax and examples, as given on page 97 to 99. Explain to the students that some SQL statements are used for data retrieval, sorting data, and searching data.

Build ●

●

3 mins

Conclude the session by summarising that a database view does not inherently store data; however, it differs from a table. Interacting with a database becomes meaningful only through data retrieval. Numerous SQL statements are available for tasks such as retrieving, sorting, and searching data within the database. Assign the additional activity given on the panel to the students as homework.

Chapter 2 • Database Management System

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7 mins

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Python III Web Development III

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Introduction to Python

This chapter is divided into the following classroom/lab sessions: 1. Introduction to Python, Data Types, and Variables 2. Operators and Python Strings 3. Conditional Statements 4. Iterative Statements

1. Introduction to Python, Data Types, and Variables Learning Outcomes At the end of the session, the students will be able to: ●

explain Python, its features and syntax.

●

describe Python data types.

●

describe what a variable is, create a variable, and name a variable.

●

describe the print function, multiple assignment and dynamic typing.

Keywords ●

● ●

Python: Python is a high-level dynamic programming language that is interpreted, and focused on code readability. Data Types: The data type specifies the kind of information that will be kept in a variable. Variables: The reserved memory areas used to hold values in a Python program are known as variables.

WEBS at a Glance Warm Up

Engage

Build

Ask the students to define coding.

Explain to them what Python is. Get them familiar with Python’s features, data types, and variables.

5 mins

15 mins

Group discussion 7 mins

Sum Up Conclude the concepts Assign homework 3 mins

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Action Plan 5 mins

Warm Up ●

Ask the students to define coding, then build the concept by introducing them to Python.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Explain Python, its features, and syntax.

Tell the students that Python is a dynamic programming language that is high-level, interpreted, and focused on code readability. Also explain the features and syntax of Python as given on page 1.

Describe Python data types.

Explain the various types of Python data types to students, such as int, float, string, list, etc., as given on pages 1 and 2.

Describe what a variable is, create a variable, and name a variable.

Tell the students that the reserved memory areas used to hold values in a Python program are known as variables. Also, tell them how to create a variable and describe various rules to name a variable as given on pages 2 and 3.

Describe the print function, multiple assignment and dynamic typing.

Describe that the print function can be used to output a Python variable, and you can create several variables at once with Python. Also, tell them that Python specifies the kind of variable used during program execution. This concept is known as dynamic typing, as given on pages 3 and 4.

Check for Understanding ●

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

ctr valid

name1 valid

city:Delhi valid

Age valid

1ctr invalid

$ctr invalid

name-1 invalid

7 mins

Build ●

Conduct a group discussion in the class among students on the topic ‘Features of Python’. Possible Responses: Free and open source, dynamic typing, platform independent, etc.

3 mins

Sum Up ●

●

Conclude the session by summarising that Python is a dynamic programming language that is highlevel, interpreted, and focused on code readability. Various data types in Python include tuple, dictionary, list, etc. The variables in Python represent containers for storing data of various types. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Questions 1 and 2 C. Who Am I: Question 5

D. Write T for True and F for False: Question 1 E.

Answer the Following: Question 3

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2. Operators and Python Strings Learning Outcomes At the end of the session, the students will be able to: ●

differentiate between the different Python operators.

●

describe the concept of Python strings.

Keywords ●

Operators: Operators are predefined symbols that perform operations on one or more operands.

●

String: A sequence of characters is called a string.

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.

Discuss the concept of operators. Discuss arithmetic, assignment, comparison, and logical operators. Explain Strings 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 Lab on Operators and Python Strings. Show the slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage Explain the following concepts: Learning Outcomes Differentiate between the different Python operators.

Explanation Explain to the students that operators are predefined symbols that perform operations on one or more operands. Discuss various types of operators and their precedence rule as discussed on pages 4 to 6.

Chapter 3 • Introduction to Python

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Learning Outcomes Describe the Python strings.

Explanation Tell the students that sequence of characters is called a string. Demonstrate them how to create a string, concatenate two or more strings, replace a string, access characters in a string, and do string slicing, as given on pages 6 to 9.

Check for Understanding ● ●

●

7 mins

3 mins

Conclude the session by summarising that operators are predefined symbols that perform operations on one or more operands. Discuss various types of operators’ and their precedence rules. Also revise the concept of string, tell them how to create a string, concatenate two or more strings, replace a string, access characters in string, and do string slicing.

●

Assign the additional activity given on the panel to the students as homework.

●

Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 2 B. Tick the Correct Option: Question 3 C. Who Am I: Question 1 D. Write T for True and F for False: Question 2

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

identify different types of conditional statements.

WEBS at a Glance Engage

Warm Up

Let the students Discuss the concept of conditional watch the video or statements. Discuss the if, if-else, and the learning slides if-elif-else statements. related to the topic on the digital panel. 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 Lab on Conditional Statements.

●

Show the slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage Explain the following concepts: Learning Outcomes Identify different types of conditional statements.

Explanation Describe to the students what are conditional statements. Elaborate each type of conditional statements, i.e., if statement, if-else statement, if-elif-else statement, as given on pages 9 to 12.

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, you may ask additional relevant questions.

Chapter 3 • Introduction to Python

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Build ●

●

7 mins

3 mins

Conclude the session by summarising what are conditional statements, elaborating each type of conditional statements, i.e., if statement, if-else statement, if-elif-else statement along with their syntax and flowchart.

●

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. B. Tick the Correct Option: Questions 4 and 5 C. Who Am I: Question 2 D. Write T for True and F for False: Questions 3 and 4

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

identify different types of iterative statements.

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.

Discuss the concept of iterative statements. Discuss the while loop and for loop.

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 Lab on Iterative statements.

●

Show the slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage Explain the following concepts: Learning Outcomes Identify different types of iterative statements.

Explanation Tell the students that loops are useful in Python because they allow you to execute a block of code repeatedly. Describe the two primitive loop statements of Python, i.e., while loop and for loop, along with their syntax, flowcharts, and code.

Check for Understanding ●

Chapter 3 • Introduction to Python

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●

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

# Python program to compute sum of digits in a number. # Function to get sum of digits def getSum(n): sum = 0 for digit in str(n): sum += int(digit) return sum n = 12345 print(getSum(n))

2. num = int(input(“ Enter a number : “)) # using the for loop to generate the multiplication tables print(“Table of: “) for a in range(1,11): print(num,’x’,a,’=’,num*a) 3. celsius = int(input(“Enter the Temperature in Celsius :\n”)) fahrenheit = (1.8 * celsius) + 32 print(“Temperature in Fahrenheit :”, fahrenheit) Build ●

●

7 mins

3 mins

Conclude the session by summarising that loops are useful in Python because they allow you to execute a block of code repeatedly. Describe the two primitive loop statements of Python, i.e., while loop and for loop, along with their syntax, flowchart, and code.

●

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 1, 3, 4, and 5 C. Who Am I: Questions 3 and 4 D. Write T for True and F for False: Question 5 E. Answer the Following: Questions 1 and 2 F. Apply Your Learning: Questions 1, 2, 3, and 4

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Answer Key Chapter-1

Computer Networks

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. Computer network 2. Bus 3. MAN 4. Inconsistency 5. Antivirus 1. c. High maintenance cost 2. a. Data, Resources 3. d. Redundancy 4. a. LAN 5. c. Router

C. Write T for True and F for False.

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

Answer the Following.

1. WAN (Wide Area Network) connects computers from various countries and continents. WAN connects different LANs and MANs from across the globe. The internet is an example of a WAN. 2. There are many advantages of computer networks, like security, reducing data inconsistency, less data redundancy, and communication. 3. A hub is a networking device that transmits the received information to all the devices on the network. A router is a device which routes the data or information over a network. 4. In star topology, the nodes are connected to a centralised hub, switch, or a computer, forming a star. The central computer is called the server, while other computers are called the clients. The disadvantage of the star topology is that if the central computer fails, the whole network will be disabled. 5. Following are the differences between bus and ring topologies: Bus Topology In a bus topology, all the nodes are connected to a single common cable.

Ring Topology In ring topology, the nodes are connected to each other, forming a ring.

A node puts a message on the cable that A node forwards the message received from is sent to all other nodes in a network. the previous node to the following node. E.

Apply Your Learning.

1. She should use a WAN. 2. Ring topology

3. Wi-Fi is more beneficial than a wired network because it does not need wires. You can move from one place to another in a home while connected to Wi-Fi. 4. Three disadvantages of computer networks are network failure, stealing of data, and complex architecture. 5. Connecting computers to computer networks brings many benefits, such as file sharing, communication, database access, data backup, etc.

Chapter-2 Database Management System Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. data 2. column 3. DBMS 4. percent 5. SQL 1. c. A storehouse for data 2. b. To organise and store data 3. d. Network 4. c. A row in a database table 5. b. It helps find information quickly and easily

Answer Key

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C. Who Am I?

1. Wildcard Operator—A special character for pattern matching in text data 2. DBMS—A software application that helps users create, manage, and access databases 3. Different Types of DBMS—Relational, Hierarchical, and Network 4. Components of a DBMS—Data, hardware, software, users, procedures, and database access language 5. Attribute—A column in a database table

Write T for True and F for False.

Answer the Following.

1. T 2. T 3. T 4. F 5. T 1. RDBMS stores data in the form of tables, which are made up of rows and columns.

2. The SQL statements or commands that are used to insert, delete, or update data in the table of the database are called DML commands. For example, insert, delete, update, etc. 3. Here are some of the advantages of using a database:

• It can carry vast quantities of data.

• It can organise data in a manner that makes it easy to retrieve.

• It can be used to modify and erase data rapidly.

• It can be used to share data with others.

4. A Database Management System (DBMS) is software that helps create, operate, and interact with databases. 5. Wildcard operators help in finding data that matches a pattern, not just an exact value. Two main wildcard characters used in SQL are: • Using '%' Character: The percent sign (%) represents zero, one, or multiple characters. • Using '_' Character: The underscore (_) represents a single character. F.

Apply Your Learning.

1. SELECT Emp_ID, Emp_Name FROM Employee;

2. SELECT Emp_Name FROM Employee WHERE Salary < 23000;

3. SELECT Emp_ID, Emp_Name FROM Employee WHERE Salary > 23000;

4. SELECT VIEW EmployeeWithR AS SELECT Emp_ID, Emp_Name FROM Employee WHERE Emp_Name LIKE 'R%'; 5. INSERT INTO Employee VALUES (5, 'Priya', 24000);

6. INSERT INTO Employee VALUES (6, 'Kiran', 22000);

Chapter-3

Introduction to Python

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. indentation 2. precedence 3. iterate 4. end 5. dictionary 1. a. Guido van Rossum 2. a. Sequence Types 3. a. Exponentiation 4. a. Decision-making 5. a. Greater

C. Who Am I? 1. == 2. If-elif-else 3. break 4. range() 5. Boolean D.

Write T for True and F for False.

Answer the Following.

1. T 2. F 3. T 4. T 5. T 1. With the while loop, we can execute a set of statements as long as the condition is true. On the other hand, the for loop is used to iterate over an iterable like a string, tuple, list, set, or dictionary sequentially.

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2. The Python continue statement returns control to the beginning of the loop. Whereas, the Python break statement brings control out of the loop.. 3. Following are the rules to define a variable: • A variable name starts with a letter or the underscore character. It cannot start with a number or any special character like $, (, *, %, etc. • A variable name can only contain alpha-numeric characters. • Python variable names are case-sensitive, which means str1 and STR1 are two different variables in Python. • Python keywords cannot be used as variable names. F.

Apply Your Learning.

1. str = "A23, Sector 44" digit=letter=0 for ch in str: if ch.isdigit(): digit=digit+1 elif ch.isalpha(): letter=letter+1 print("Letters are:", letter) print("Digits are:", digit)

2. string=input("Enter string:") vowels=0

for i in string: if(i=='a' or i=='e' or i=='i' or i=='o' or i=='u' or i=='A' or i=='E' or i=='I' or i=='O' or i=='U'): print("The letter is a vowel") else: print("The letter is a consonant")

3. side_length = 7 area = (3**0.5 / 4) * side_length**2 print("The area of the equilateral triangle is:", area) 4. number = int(input("Enter a number: ")) next_number = number + 1 previous_number = number - 1 print("Next number is:", next_number) print("Previous number is:", previous_number)

Answer Key

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About the Book This teacher manual has been designed to implement Tekie, the storytelling-based Coding and Computer Science program. The manual consists of lesson plans within each chapter that teachers transact within classrooms and computer labs. Each lesson is based on a research-based ‘WEBS’ framework that simplifies pedagogical practices for teachers and enables them to deliver effectively.

Teacher Manual

‘ W E B S ’ Framework

W Warm Up

Engage

Build

(Part - 1)

Sum Up

Special Features • Sharp Lesson Planning: Each lesson plan focuses on specific sub-learning outcomes within a chapter and are designed for delivery within the stipulated class or lab time. • Real-life and Application-based Questions: Additional questions that link Computer Science to real-life contexts and assist teachers to develop learners’ conceptual understanding and application skills. • Support and Detailed Solutions: In-depth solutions for in-class and post-class activities to reinforce learning.

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Bengaluru

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