CBSE_CS_G4_TM_Batch1_ebook by Uolo

COMPUTER SCIENCE Teacher Manual

Foreword

Uolo’s Tekie program offers a coding-focused curriculum for grades 1 to 8, preparing students for the technology-driven world. We present a carefully crafted Teacher Manual to assist teachers in delivering effective and engaging lessons to students. Rather than prescribing teaching methods, the manual provides examples and demonstrates how and why teachers can apply these examples in their classes.

The Teacher Manual includes a suggested implementation plan to help teachers navigate the curriculum better throughout the academic year. Within the academic year, the Tekie program prescribes the following types of chapters and sessions:

Familiarisation: this period builds familiarity with the Tekie program and the digital platform.

Theory: these periods are dedicated to the Computer Science Theory chapters. These topics are mostly delivered in the classroom.

Tools: these periods are dedicated to the Computer Tools chapters. These topics involve almost equal numbers of classroom and computer labs sessions.

Coding: these periods are dedicated to the Coding chapters. These topics have more computer lab sessions.

Additional Hands-on Time: these are additional computer lab periods that teachers can use to revise topics or dedicate for completion of projects.

Revision: these are additional classroom periods that teachers can use to revise topics or cover syllabus backlogs.

Each chapter in this manual is structured to provide a comprehensive lesson plan. The chapters are divided into multiple sessions, each following the Warm up, Engage, Build, and Sum up (WEBS) strategy. The Warm up phase sets the stage for learning by connecting to prior knowledge and building curiosity. The Engage phase captures the students’ attention and motivates them to participate actively. In the Build phase, questions from various sections are discussed to build the understanding of the students. Finally, the Sum up phase reinforces learning through easy-to-recall activities and questions. Time duration for each section has been suggested based on the requirements of the students. Additionally, an answer key for every chapter is provided to assist teachers in assessing their students’ understanding and guiding their learning effectively.

Lastly, we understand that the Indian education landscape is quite diverse. To suit the needs of all types of schools, we have built-in extra higher-order chapters in the content books. These extra chapters are clearly marked in the table of contents of this manual. We suggest that the teacher completes the main chapters first and then move to higher-order optional chapters only if there is sufficient time left in the academic year and learners are ready for more challenging content.

We hope that this teacher manual will empower teachers to use the curriculum effectively, support the learning of all students thoroughly, create learning opportunities and design interactive learning environments that cater to the students’ needs and interests.

The Magic of the Keystone

How Computers Store Data

Story Time

Story in a Nutshell…

Facing traps and challenges, Mel and Conji recover the pieces and free Eva, who was brainwashed by Lord Ero. She attacks Mel, Conji and even the Elders, who escape the situation narrowly. In the final battle, they use their combined strength and activate the Keystone to stop Lord Ero. Lord Ero had taken away the power of all the machines in Avora. They use AI to link the machines to the power of the Keystone and restore all of them. Their bravery and teamwork save Avora and bring lasting peace.

Story in This Chapter…

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

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

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

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

● Mel tells him that she always stores her data properly.

● Conji doesn’t understand what Mel means.

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

This chapter is divided into the following classroom sessions

1. Understanding Computers

2. Computer Memory: Primary Memory

3. Computer Memory: Secondary Memory

1. Understanding Computers

Learning Outcomes

At the end of the session, the students will be able to:

● describe ancient devices and modern smart devices, including computers.

● describe the concept of Data, Processing, and Information.

Keywords

● Devices: Things around us that perform specific tasks are called devices.

● Computer: It is an electronic device or a machine that performs various calculations and carries out different tasks for us based on the instructions that we give it.

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

● Information: It is the knowledge or understanding that we gain when the computer analyses and puts together the data that we entered into it.

● CPU: The CPU is like the brain of the computer. It takes our inputs and processes them.

WEBS at a Glance

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

Ask the students what devices are used in modern times and how the present-day devices are different from the older ones.

Explain about the various devices, including computers.

Explain about data, processing, and information. Think and Tell

Warm Up

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

● Tell the students that people used sundials. They used the sun’s shadow to know what time it was.

● Ask the students what devices are used in modern times and how these devices are different from the old ones. Tell them that nowadays smartwatches are being used that not only tell us the time but also allow the use of the internet. Tell them that a computer is also one of these smart devices.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

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

Describe the concept of Data, Processing, and Information.

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

Check for Understanding

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

Correct Responses:

1. a. Virus

2. a. F

b. T

c. F

d. T

3. Steps

b Processing the input

c Looking at the movement of the mouse on the screen

a Moving the mouse on the table

● Ask the students to give the answer to the question, “Name a few devices around you and say how you use them.” asked in the Think and Tell section, given on page 4.

Possible Responses: I use Television to watch educational shows and cartoons. I use my parents’ smartphone to call my friends, take photos, and access educational apps to make learning fun.

● Conduct a group discussion in the class among the students based on the topic, ‘‘Give one example of data and information.” provided in the Discuss section as mentioned on page 6.

Possible Response: Data: (32°C, 50% chances of rain), Information: It’s warm, and it might rain today.

● Ask the students to give the answer to the question, “Can you think of some more examples of input and output in computers?” asked in the Think and Tell section, given on page 7.

Possible Response: Input: Typing on the keyboard and Output: Displaying text on the monitor screen.

Sum Up 3 mins

● Conclude the session by summarising that the things around us that perform specific tasks are called devices. Similarly, computers perform various calculations and carry out different tasks based on the instructions that we give them. A computer takes inputs from us in the form of ‘data’, processes them, and finally provides us with the output in the form of ‘information’.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1 and 2

C. Who Am I?: Question 2

E. Answer the Following Questions: Questions 1 and 5

2. Computer Memory: Primary Memory

Learning Outcomes

At the end of the session, the students will be able to:

● describe computer memory.

● describe primary memory and its types.

Keywords

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

● Bytes: Computer memory is measured in units called bytes.

WEBS at a Glance

Warm Up Engage Build Sum Up

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

Explain to the students what computer memory is. Explain to them about the primary memory and its types. Think and Tell Conclude the concepts Assign homework

Action Plan

5 mins

Warm Up

● Ask the students to name a few storage devices from their surroundings.

● Tell them that similar to the diary that stores the details of your entire day, a computer has memory to store the data and information. Everything that we do on the computer is stored in its memory.

Explain the following concepts:

Learning Outcomes

Explanation

Describe computer memory. Tell the students that the computer has a memory to store data and information, as given on page 8. Also tell them about the various units of computer memory.

Learning Outcomes Explanation

Describe primary memory and its types.

Check for Understanding

Explain to the students that the primary memory is the computer’s internal memory where it stores data related to currently running programs. Also tell them that the primary memory is of two types—RAM and ROM, as given on pages 9 and 10.

● Read aloud the questions provided in the Do It Yourself 1B section, Question 2 and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

2. a. RAM

b. ROM

c. ROM

d. RAM

Build

7 mins

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

Correct Response: RAM

Sum Up

3 mins

● Conclude the session by summarising that everything that we do on the computer is stored in its memory, for example, saving a file, storing pictures, and downloading something from the internet. Primary memory is the computer’s internal memory where it stores data related to currently running programs.

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 3 and 4

B. Tick the Correct Option: Questions 3 and 4

C. Who Am I?: Question 3

D. Write T for True and F for False: Questions 1 and 4

F. Apply Your Learning: Question 3

3. Computer Memory: Secondary Memory

Learning Outcomes

At the end of the session, the students will be able to:

● describe secondary memory and secondary storage devices.

Keywords

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

WEBS at a Glance

Warm Up

Ask students: Since our mind’s memory is limited, how do you think we store information to ensure it is not lost? Can you relate this to how computers manage their memory?

Engage Build Sum Up

Explain to the students about the secondary memory and the various secondary storage devices. Group discussion Conclude the concepts Assign homework

Action Plan

Warm Up

● Ask students: Since our mind’s memory is limited, how do you think we store information to ensure it is not lost? Can you relate this to how computers manage their memory?

● Tell students that we store information in a diary to retain things. The diary is an example of secondary memory in computers.

Explain the following concepts:

Learning Outcomes

Describe secondary memory and secondary storage devices.

Explanation

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

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 1B section, Questions 1 and 3 and encourage the students to solve the questions. Instruct the students to write the answers in their book.

1. a. CD: Secondary Memory Device

b. HDD: Secondary Memory Device

c. DVD: Secondary Memory Device

d. ROM: Primary Memory

e. Pen Drive: Secondary Memory Device

f. RAM: Primary Memory

3. Cloud Storage  HDD  Pen Drive  DVD  CD

Note: These are general trends and the actual storage capacity may vary from model to model and with advancements in technology.

Build

7 mins

● Conduct a group discussion in the class among the students on the topic ‘How to increase the memory of your computer’.

Correct Response: The memory of your computer can be increased using secondary storage devices.

Sum Up

3 mins

● Conclude the session by summarising that the Secondary memory, also known as auxiliary memory, is the computer’s external storage beyond the primary memory. It is used to store data and programs that are not immediately needed by the computer’s processor. Some examples of secondary storage devices are external hard disks, pen drives, and SD cards.

● 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?: Questions 1 and 4

D. Write T for True and F for False: Questions 2 and 3

E. Answer the Following Questions: Questions 2, 3, and 4

F. Apply Your Learning: Questions 1 and 2

Formatting Documents

Story Time

Story in a Nutshell…

Mel and Conji, young wizards, start on a journey to rescue their friend, Eva and save their magical world, Avora. After a mysterious attack pulls Eva into a computer, they discover that Lord Ero is behind the Dark Magic. Guided by the Elders, they explore the Hidden Library, where they learn about the MagiTech Keystone, a powerful object Lord Ero seeks to destroy Avora. The Keystone’s scattered pieces can only be gathered by pure-hearted wizards. Mel and Conji set off on their journey, with the help of the Elders to find the pieces before Lord Ero could. They use different programmes and graphics to find those pieces. Facing traps and challenges, Mel and Conji recover the pieces and free Eva, who was brainwashed by Lord Ero. She attacks Mel, Conji and even the Elders, who escape the situation narrowly. In the final battle, they use their combined strength and activate the Keystone to stop Lord Ero. Lord Ero had taken away the power of all the machines in Avora. They use AI to link the machines to the power of the Keystone and restore all of them. Their bravery and teamwork save Avora and bring lasting peace.

Story in This Chapter…

● Mel and Conji go to the Museum to look for more clues, and to find Eva as well as the pieces of the keystone.

● Over there, they find one piece of the keystone shining in the distance.

● A magic portal opens behind them and Eva comes out of it.

● Eva asks Mel and Conji to hand the piece of the keystone over to her if they want to save themselves from the Lord Ero.

● Eva tells them that she has decided to serve Lord Ero as she has realised the true strength of dark magic. She also tells them that she is no longer their friend.

● Conji then uses a spell to put Eva to sleep in order to restore her memories.

● Mel compiles Eva’s memories into a Google Doc.

● Conji then used a powerful spell to try and restore Eva’s memory. However, the spell does not work.

● Mel then tells Conji that the spell did not work probably because the document is not clear and that they need to format it properly.

● Mel then explains to Conji what formatting a document means.

1. Introduction to Word Processor

Learning Outcomes

At the end of the session, the students will be able to:

● describe what a word processor is.

● create a document.

● identify the components of a Google document.

● add text in a Google document.

● format text.

Keywords

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

● Google Docs: It is a free online word processor that is easy to use. It allows you to work together with your friends.

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

WEBS at a Glance

Warm Up

Ask the students how they would write a paragraph on the topic ‘Hockey’ on a computer.

Explain to the students what a word processor is. Then, guide them through the steps to create a Google document. Explain the different components of a Google document and show them how to add and format text in Google Docs.

Action Plan

Warm Up

Think and Tell Conclude the concepts Assign homework

● Ask the students how they would write a paragraph on the topic ‘Hockey’ on a computer.

● Tell the students that a word processor is a software which is used to type and edit text. Microsoft Word and Google Docs are the two of the most popular ones.

Explain the following concepts:

Learning Outcomes Explanation

Describe what a word processor is.

Tell the students that a word processor is a software that is used to type and edit text. Also, explain the features of Google Docs, as given on page 74.

Create a document. Explain the steps to create a Google doc, as given on page 74.

Identify the components of a Google document.

Add text.

Format text.

Tell the students about the different components of the Google document window, such as the menu bar, toolbar, working area, etc., as given on page 75.

Explain to the students how to add text in a Google document, as given on page 75.

Tell the students what formatting text means and explain the steps to format text, as given on pages 76 and 77.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 5A section, Questions 1 and 2. Encourage the students to solve the questions. Instruct them to write the answers in their book.

Correct Response:

1. Google Docs

2. Bold

Build

7 mins

● Ask the students to answer the question, “Would you ever make the title of your paragraph bold? Why or why not?” given in the Think and Tell section on page 77.

Possible Responses: Yes/No

Correct Response: Yes, because the title of the paragraph should look thicker and darker than the rest of the text.

Sum Up

3 mins

● Conclude the session by stating that a word processor is a software which is used to type and edit a text. The two most popular ones are Microsoft Word and Google Docs. There are different components of the Google document window, such as the menu bar, toolbar, working area, etc. Formatting text refers to the process of changing the appearance and layout of a written document or piece of text to make it more visually appealing, organised, and easier to read and understand. Also, summarise the steps to create a Google document and how to add and format text.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1 and 4

B. Tick the Correct Option: Question 1

C. Who Am I?: Question 1

D. Write T for True and F for False: Questions 3, 4, and 5

E. Answer the Following Questions: Questions 1 and 4

2. Formatting Documents 1

Learning Outcomes

At the end of the session, the students will be able to:

● describe what a word processor is.

● create a document.

● identify the components of a Google document.

● add text in a Google document.

● format text.

Keywords

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

● Google Docs: It is a free online word processor that is easy to use. It allows you to work together with your friends.

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

WEBS at a Glance

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

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

Action Plan

Attempt the activity given on the Assignment page.

Conclude the concepts Assign homework

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Formatting Documents 1.

● Show the Learning slides or the video and discuss the concepts shown on the panel.

Explain the following concepts:

Learning Outcomes

Describe what a word processor is.

Explanation

Tell the students that a word processor is a software used to type and edit text. Then, explain the features of Google Docs, as given on page 74.

Create a document. Demonstrate to the students the steps to create a Google document, as given on page 74.

Identify the components of a Google document. Tell the students about the different components of the Google document window, such as the menu bar, toolbar, working area, etc., as given on page 75.

Add text. Demonstrate to the students how to add text to a Google document, as given on page 75.

Format text. Explain to the students what formatting text means. Demonstrate to them how to format text, as given on pages 76 and 77.

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.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

● Conclude the session by summarising that a word processor is a software which is used to type and edit text. There are different components of the Google document window, such as the menu bar, toolbar, working area, etc. Formatting text refers to the process of changing the appearance and layout of a written document or piece of text to make it more visually appealing, organised, and easier to read and understand. Also, summarise the steps to create a Google document and how to add and format text.

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

3. Formatting Documents 2

Learning Outcomes

At the end of the session, the students will be able to:

● use the Paint format tool.

● use superscript and subscript formatting styles.

Keywords

● Paint format: This tool helps us copy the formatting from one piece of text and apply it to another text.

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

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

WEBS at a Glance

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

Explain to the students how to apply the Paint format, superscript, and subscript features.

Think and Tell Conclude the concepts Assign homework

Action Plan

Warm Up

● Ask the students if they want to apply the same formatting to all the texts in the document. Should they repeat the steps one by one all over again?

● Tell them that they can use the Paint Format tool. This tool will help to format in a quicker way.

Engage

Explain the following concepts:

Learning Outcomes

Use the Paint format tool.

Use superscript and subscript formatting styles.

15 mins

Explanation

Tell the students that the Paint Format tool helps us copy the formatting from one piece of text and apply it to another text. Explain the steps to use the Paint Format tool, as given on pages 77 and 78.

Tell the students that applying a superscript makes the text or number smaller and raised above the regular text line, while applying a subscript makes it smaller and lowered below the regular text line. Explain the steps to apply these two features, as given on pages 78 and 79.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 5A section, Questions 3 and 4. Encourage the students to solve the questions. Instruct them to write the answers in their book.

Correct Responses:

3. Paint format

4. Superscript, Subscript

Build

7 mins

● Conduct a group discussion in the class on the topic, ‘How can superscript and subscript enhance the readability of scientific or mathematical documents?’

Correct Response: They make formulas, equations, and references clear and professional, helping the reader easily distinguish elements like powers and indices.

Sum Up

3 mins

● Conclude the session by summarising that the Paint Format tool helps us copy the formatting from one piece of text and apply it to another text. Applying a superscript makes the text or number smaller and raised above the regular text line, and applying a subscript makes it smaller and lowered below the regular text line.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 2 and 5

B. Tick the Correct Option: Question 3

C. Who Am I?: Question 2

4. Formatting Documents 3

Learning Outcomes

At the end of the session, the students will be able to:

● use the Paint format tool.

● use superscript and subscript formatting styles.

Keywords

● Paint format: This tool helps us copy the formatting from one piece of text and apply it to another text.

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

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

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel. Demonstrate to the students how to apply the Paint format, superscript, and subscript features. Attempt the activity given on the Assignment page.

Action Plan

Conclude the concepts Assign homework

5 mins

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Formatting Documents 3.

● Show the Learning slides or the video one by one and discuss the concepts shown on the panel.

Explain the following concepts:

Learning Outcomes

Use the Paint format tool.

Use superscript and subscript formatting styles.

Explanation

Check for Understanding

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

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

5. Formatting Documents 4

Learning Outcomes

At the end of the session, the students will be able to:

● add a header and a footer to a document.

● insert a page break in a document.

● Insert a line break in a document.

Keywords

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

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

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

● Line break: It is an instruction to start a new line.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students if they have noticed the page number on every page in all the books.

Explain the use and the steps to apply the header and footer, page break, and line break.

Think and Tell Conclude the concepts Assign homework

Action Plan

Warm Up

● Ask the students if they have noticed the page number on every page in all the books.

● Now, tell the students that this is possible because of a feature called footer in word processors.

Engage

Explain the following concepts:

Learning

Outcomes

Add a header and footer to a document.

Explanation

Tell the students that the header is the text that appears at the top of every page, and the footer is the text that appears at the bottom of every page in a document. Also tell them the steps to add a header and footer to a document, as given on page 80.

Learning Outcomes Explanation

Insert a page break in a document.

Insert a line break in a document.

Explain the steps to insert a page break, as given on page 80.

Explain the steps to insert a line break, as given on page 81.

Check for Understanding

● Ask the following questions to the students to check their understanding.

1. Differentiate between a header and a footer.

Correct Response: The header is the text that appears at the top of every page in a document, whereas the footer is the text that appears at the bottom of every page in a document.

2. What is a page break?

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

3. Define line break.

Correct Response: The line break is an instruction to start a new line.

Build

7 mins

● Ask the students to answer the question “What information can you include in headers and footers?” given in the Think and Tell section on page 80.

Possible Responses: The header can include the company logo, title of the document, author name, etc., while the footer can include the page number, notes, etc.

Sum Up

3 mins

● Conclude the session by summarising that the header is the text that appears at the top, and the footer is the text that appears at the bottom of every page in a document. Also, tell them the steps to use the header, footer, page break, and line break in Google Docs.

● 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. Tick the Correct Option: Questions 2, 4, and 5

C. Who Am I?: Question 4

D. Write T for True and F for False: Questions 1 and 2

E. Answer the Following Questions: Question 3

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

6. Formatting Documents 5

Learning Outcomes

At the end of the session, the students will be able to:

● add a header and a footer to a document.

● insert a page break in a document.

● Insert a line break in a document.

Keywords

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

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

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

WEBS at a Glance

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

● Line break: The line break is an instruction to start a new line. 5 mins

Warm Up

Demonstrate to the students how to apply the header and footer, page break, and line break.

Attempt the activity given on the Assignment page.

Conclude the concepts Assign homework

Action Plan

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Formatting Documents 5.

● Show the Learning slides or the video and discuss the concepts shown on the panel.

Explain the following concepts:

Learning Outcomes

Explanation

Add a header and footer to a document. Tell the students that the header is the text that appears at the top and the footer at the bottom of every page in a document. Also demonstrate to them the steps to add a header and a footer to a document, as given on page 80.

Insert a page break in a document.

Insert a line break in a document.

Demonstrate the steps to insert a page break, as given on page 80.

Demonstrate the steps to insert a line break, as given on page 81.

Check for Understanding

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that the header is the text that appears at the top, and the footer is the text that appears at the bottom of every page in a document. Also, tell them the steps to use header, footer, page break, and line break in Google Docs.

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

7. Formatting Documents 6

Learning Outcomes

At the end of the session, the students will be able to:

● insert a column in a document.

● set the page orientation.

Keyword

● Page Orientation: It refers to the direction in which a document is displayed.

WEBS at a Glance

Warm

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

Explain the steps to insert a column and set the page orientation in a document.

Group discussion Conclude the concepts Assign homework

Action Plan

Warm Up

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

● Tell them that newspapers use a column format. We can use the column format in Google Docs as well.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Insert a column in a document.

Set the page orientation.

Explanation

Tell the students the benefits of using a column format in a document. Explain to them the steps to use the column format in Google Docs, as given on page 81.

Tell the students that the page orientation refers to the direction in which a document is displayed. Explain to them the steps to set the page orientation, as given on page 82.

Check for Understanding

● Ask the following questions to the students to check their understanding.

1. What refers to the direction in which a document is displayed?

Correct Response: Page orientation

2. Name the two types of page orientation.

Correct Response: Portrait, landscape

Build

7 mins

● Conduct a group discussion in the class among the students on the topic “Benefits of using a column format”.

Correct Response: Easy reading, organised look, space saving, etc.

Sum Up

3 mins

● Conclude the session by summarising that newspapers use a column format and page orientation refers to the direction in which a document is displayed.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

C. Who Am I?: Question 3

E. Answer the Following Questions: Question 2

8. Formatting Documents 7

Learning Outcomes

At the end of the session, the students will be able to:

● insert a column in a document.

● set the page orientation.

Keyword

● Page Orientation: It refers to the direction in which a document is displayed.

WEBS at a Glance

Warm Up Engage Build Sum Up

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

Demonstrate to the students how to insert a column and set page orientation in a document.

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

Action Plan

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Formatting Documents 7.

● Show the Learning slides or the video and discuss the concepts shown on the panel.

Engage

Explain the following concepts:

Learning Outcomes

Insert a column in a document.

Change the page orientation of a document.

Explanation

Tell the students the benefits of using a column format in a document. Also, demonstrate to them how to use the column format in Google Docs, as given on page 81.

Tell the students that page orientation refers to the direction in which a document is displayed. Also, demonstrate to them how to set the page orientation, as given on page 82.

Check for Understanding

7 mins

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students. Sum

3 mins

● Conclude the session by summarising that newspapers use a column format and page orientation refers to the direction in which a document is displayed.

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

Scratch 3.0 II

Working with Scratch 3.0 3

This chapter is divided into the following lab sessions

1. Introduction to Coding

2. Creating a Project and Components of Scratch

1. Introduction to Coding

Learning Outcomes

At the end of the session, the students will be able to:

● explain what coding is.

● describe block-based coding.

● explain about Scratch 3.0.

Keywords

● Coding: Coding is a way of giving instructions to tell a computer what to do.

● Block-based coding: It is a computer language where we use colourful coding blocks to make computers do a task.

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

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel. Explain to them what coding is; tell them about block-based coding; and introduce them to Scratch 3.0.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Introduction to Coding.

● Show the learning slides or the Video and discuss the concepts shown on the panel. 15

Engage

Explain the following concepts:

Learning Outcomes

Explanation

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

Describe block-based coding. Tell the students that block-based coding is is a computer language that uses colourful coding blocks to make computers do a task, as given on page 2.

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

Check for Understanding

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

● Conclude the session by summarising that coding is a way of giving instructions to tell a computer what to do. Block-based coding, such as Scratch 3.0, employs colourful coding blocks to create games and perform tasks. It’s a free and simple platform that allows individuals to create their own games, stories, and art.

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

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 1

E. Answer the Following Questions: Questions 1 and 2

F. Apply Your Learning: Question 1

2. Creating a Project and Components of Scratch

Learning Outcomes

At the end of the session, the students will be able to:

● create a project in Scratch.

● identify and define the components of the Scratch window.

Keywords

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

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

WEBS at a Glance

Warm Up

Engage

Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel. Explain to the students how to create a project in Scratch and the various components of the Scratch window. Attempt the activity on the Assignment page. Conclude the concepts Assign homework

Action Plan

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Creating a Project and Components of Scratch.

● Show the learning slides or the Video and discuss the concepts shown on the panel.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

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

Learning Outcomes Explanation

Identify and define the components of the Scratch window.

Check for Understanding

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

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

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

Correct Responses:

a. Sprite

b. Sprites pane

c. Blocks panel

d. Coding area

e. Blocks palette

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising how to create a project in Scratch. The Scratch editor holds all the components needed to create and run a Scratch project. Some of these components are Menu bar, Tabs, Blocks panel, Blocks palette, Coding area, Backdrop, etc. Revise these components with the students.

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

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 2, 3, 4, and 5

B. Tick the Correct Option: Questions 1, 2, 3, 4, and 5

C. Who Am I?: Question 1

D. Write T for True and F for False: Questions 1, 2, 3, 4, and 5

E. Answer the Following Questions: Questions 3, 4, and 5

F. Apply Your Learning: Questions 2, 3, 4, and 5

Answer Key

Chapter-1 How Computers Store Data

Chapter Checkup

A. Fill in the Blanks.

1. Data 2. information 3. 1024 4. RAM 5. Primary, Secondary

B. Tick () the Correct Option.

1. a. Hard Drive 2. b. Cloud Storage 3. a. Byte 4. b. Two 5. b. The user clicks on the Print command.

C. Who Am I?

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

D. Write T for True and F for False.

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

E. Answer the Following Questions.

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

2. There are two types of computer memories—Primary and Secondary.

Primary Memory is the computer’s internal memory where it stores data related to currently running programs. It is the built-in memory of the computer. It is always accessible to the CPU.

Secondary memory is the computer’s external storage beyond the primary memory. It is used to store data and programs that are not in use by the computer’s processor.

3. Secondary memory, also called auxiliary memory, is the computer’s external storage beyond the primary memory. It is used to store data and programs that are not in use by the computer’s processor. Some examples are hard disk drive (HDD), pen drive, memory card, etc.

4. Cloud Storage is a digital space where you can store your files and get them whenever you want, using the internet.

Some advantages are as follow:

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

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

5. Data:

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

● Data takes up less space. Information:

● Information is the knowledge or understanding that we gain when the computer analyses and puts together the data that we entered in it.

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

F. Apply Your Learning.

1. Cloud Storage

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

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

Chapter-2 Formatting Documents

Chapter Checkup

A. Fill in the Blanks.

1. plus (+) 2. subscript 3. top 4. bold 5. paint format

B. Tick () the Correct Option.

1. b. Working area

2. b. The text at the bottom of every page

3. a. Select the text and click on Superscript in the Format menu

4. a. Line break

5. c. Insert menu

C. Who Am I?

1. Google Docs 2. Paint Format 3. Page Orientation 4. Header

D. Write T for True and F for False.

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

E. Answer the Following Questions.

1. One of the features of Google Docs is that you get to see all the changes that your friends make online.

2. Page orientation refers to the direction in which a document is displayed.

Steps to change the page orientation:

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

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

c. Click on OK.

3. Steps to insert a page break:

a. Click where you want the page break to appear.

b. Click on the Insert menu and select Break.

c. Select the Page break. A page break will be inserted at the current cursor location within the document.

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

F. Apply Your Learning.

1. Aman can add his name and roll number in the Header so that it appears on every page of the document.

2. Simran can use the Page Break feature.

3. Rahul can use a line break to separate his poem into different stanzas.

Scratch 3.0 II

Chapter-3 Working with Scratch 3.0

Chapter Checkup

A. Fill in the Blanks.

1. Coding 2. Blocks Palette 3. Stage 4. Sprites Pane 5. Stop

B. Tick () the Correct Option.

1. d. All of these 2. a. Make changes to the sound 3. a. Coding Area 4. b. run the script

5. d. All of these

Sprites Pane

Backdrop Pane

Component Purpose

Holds nine categories of blocks

Shows backdrops and sprites in action

Blocks Panel Shows the details of sprites

Blocks Palette

Adds backgrounds

Stage Holds all blocks of each block category

D. Write T for True and F for False.

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

E. Answer the Following Questions.

1. Block-based coding is a computer language where we use colourful coding blocks to make computers do a task.

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

3. The Code tab has different code blocks and the Coding Area, where we can drag and join the blocks to make the sprite move and do things.

4. The Add Extensions button provides additional blocks that can be integrated into the Scratch editor’s block palette, expanding its functionality.

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

F. Apply Your Learning.

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

2. Sprite

3. Add Extensions button

4. Change costumes

5. Backdrops Pane

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.

‘WEBS’ Framework

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 provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia, and the Middle East.

ISBN 978-81-978912-5-0