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.
Contents A Wise Surprise
1 The Journey of Computers �����������������������������������������������������������������������������������������������
History of Computers
Generations of Computers
Characteristics and Limitations of Computers
2 Working with Tables in Word Processor
Creating a Table, Entering, and Editing Data 1
Creating a Table, Entering, and Editing Data 2
Formatting Tables in Google Docs 1
Formatting Tables in Google Docs 2
Formatting Tables in Google Docs 3
Formatting Tables in Google Docs 4
3 Introduction to Scratch 3�0
Scratch 3.0 III
Introduction to Scratch 3.0 and Its Components
Sprites
Backdrops
A Wise Surprise
The Journey of Computers
Story Time
Story in a Nutshell…
Mel and Conji start their summer vacation with a visit to the Computer Museum, learning about the history of computers. At the Library, they search for a book on Avora’s creation but find it missing. Elder Wizard and Elder Robot suggest looking online, introducing them to the internet as a vast information network. They visit Eva, who’s struggling to organize her birthday party. Mel teaches her to use Google Docs and Slides, and with help from Ms Idea at the Idea Centre, they settle on a robotic theme. Eva creates stunning invitations using Google Slides, and Elder Wizard and Elder Robot teach them to manage a budget using Google Sheets. As the party plans wrap up, they receive a surprise gift for Eva from Mr Fate and a life lesson about happiness. Later, a mysterious message leads them to the “Enchanted Doorway,” where they discover a magical game room. Playing “Space Explorer,” they learn about AI, sparking excitement to explore more of their magical world.
Story in This Chapter…
● It is a very beautiful day in Avora.
● Mel and Conji are flying over Avora and feeling excited.
● Mel and Conji decide to visit the newly opened Computer Museum.
● Soon, they land in front of the Computer Museum.
● Conji is very surprised after looking at computers of different shapes and sizes in the Computer Museum.
● Pointing to a computer, Mel tells Conji that this is the first computer that was ever made.
● Conji is very excited to learn more about computers.
● Mel teaches Conji about computers.
This chapter is divided into the following classroom sessions
1. History of Computers
2. Generations of Computers
3. Characteristics and Limitations of Computers
1. History of Computers
Learning Outcomes
At the end of the session, the students will be able to:
● explain why computers are important.
● describe examples of some early computers.
Keywords
● Abacus: Abacus is one of the earliest counting device.
● ENIAC: ENIAC was one of the first programmable, general-purpose electronic digital computer.
WEBS at a Glance
Ask the students about some early counting methods or devices. Explain to the students that just like humans are evolving, computers are also evolving day by day.
Discuss some early computers with the students.
Group discussion Conclude the concepts
Assign homework
Action Plan
Warm Up
● Ask the students about some early counting methods and devices.
● Relate the concept that computers are also used for counting and for various types of complex calculations.
● Now, build the concept that, just like the early counting devices, like Abacus and Napier’s Bones, computers are also used to perform counting and mathematical operations.
Engage
Explain the following concepts:
Learning Outcomes
Explain why computers are important.
Explanation
Discuss with the students that computers have become an integral part of our lives. They help us in almost every sphere of life these days. We cannot even imagine a world without computers, as given on page 4.
Learning Outcomes Explanation
Describe examples of some early computers.
Explain to the students about some early computers, like Abacus, Napier’s Bones, Pascaline, Stepped Reckoner or Leibniz Wheel, Difference Engine and Analytical Engine, Tabulating Machine, Differential Analyzer, Mark I, ENIAC, and UNIVAC, as given from pages 4 and 5.
Check for Understanding
Additional Questions to Check your Understanding
1. Who was the developer of Napier’s Bones?
Possible response: Blaise Pascal, John Napier, Vannevar Bush
Correct response: John Napier
2. Name the earliest counting device.
Correct response: Abacus
● Conduct a group discussion in the class among students on the topic ‘Early Computers’ Possible Responses: Abacus, Napier’s Bones, Pascaline, Stepped Reckoner or Leibniz Wheel, Difference Engine and Analytical Engine, Tabulating Machine, Differential Analyzer, Mark I, ENIAC, and UNIVAC.
● Conclude the session by summarising that the computers have become an integral part of our lives. Early computers were not like the computers that we see today. They are evolving year by year. Name some of the early counting devices and computers, like Abacus, Napier’s Bones, Pascaline, Stepped Reckoner or Leibniz Wheel, Difference Engine and Analytical Engine, Tabulating Machine, Differential Analyzer, Mark I, ENIAC, and UNIVAC.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Questions 1 and 2
B. Tick the Correct Option: Question 4
C. Who Am I?: Questions 1, 3, 4, and 5
D. Write T for True and F for False: Questions 1 and 2
E. Answer the Following: Questions 1 and 2
F. Apply Your Learning: Questions 1, 2, and 3
2. Generations of Computers
Learning Outcomes
At the end of the session, the students will be able to:
● discuss about the computers of the first generation.
● describe the second generation of computers.
● explain the third generation of computers.
● discuss the computers of the fourth generation.
● explain the fifth generation of computers.
Keywords
● Generations of computers: Generations are various stages of advancement in computer technology.
● Integrated Circuits (ICs): ICs are circuits of many electronic components together on a silicon chip.
● Microprocessor: Microprocessor is a chip containing about 1,00,000 electronic components.
WEBS at a Glance
Warm Up
Ask the students about the advancements in the living styles and foods of their earlier family members, such as grandparents, parents, and themselves.
Engage Build Sum Up
Discuss about all generations of computers with the students. Group discussion Conclude the concepts
Assign homework
Action Plan
Warm Up
5 mins
Ask the students about advancements in the living styles and foods of their earlier family members, such as grandparents, parents, and themselves.
● Build the concept that, just like we have parental generations, computers also have generations. Tell them that we are currently in the fifth generation of computers. Also, discuss with them about the different generations of computers and their features.
Explain the following concepts:
Learning Outcomes
Discuss about the computers of the first generation.
Describe the second generation of computers.
Explain the third generation of computers.
Discuss the computers of the fourth generation.
Explain the fifth generation of computers.
Explanation
Explain to the students that the computers developed in the first generation used vacuum tubes, which consisted of thin filaments. They were huge in size, had less memory, and were very costly. They required a lot of maintenance and were programmed using the complex machine language or the assembly language. The popular first generation computers include ENIAC and UNIVAC, as given on page 6.
Discuss with the students that the computers of the second generation were relatively smaller because they used tiny transistors. They are faster and cheaper. They stored information using magnetic core memory, used punched cards for input, and were programmed using the assembly languages. The famous computers from this time were the CDC 3600 and IBM 7090, as given on pages 6 and 7.
Describe that the computers of the third generation used Integrated Circuits (ICs), which reduced the size of the computers. Integrated circuits are circuits of many electronic components together on a chip. They used core memory, which was faster and more reliable. Keyboards and friendlier interfaces were introduced for the users. These computers were programmed using languages, like Common Business-Oriented Language (COBOL), Formula Translation (FORTRAN), and Beginner’s All-purpose Symbolic Instruction Code (BASIC). Popular third generation computers were IBM’s System/360 and DEC’s PDP-11, as given on page 7.
Explain to the students that the computers of the fourth generation used integrated circuits with VLSI, which stands for Very Large Scale Integration. This chip is also known as a Microprocessor. They used faster and more reliable Random Access Memory (RAM), keyboards and mouses, and programmed using languages like C, Pascal, and FORTRAN. Popular computers from this era include the IBM PC, HP 9000 Series, and DEC 10, as given on pages 7 and 8.
Discuss with the students that the computers of the fifth generation use Artificial Intelligence (AI) and Machine Learning (ML) as their main technologies and have advanced memory to store large amounts of data. Advanced input and output methods, like voice recognition, gesture control, augmented reality, virtual reality, and brain-computer interfaces, are used and these computers are programmed using languages like R, Python, and Julia, as given on page 8.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 1A and encourage the students to solve the questions. Instruct the students to match the correct answers in their book.
Correct Response:
Build 5 mins
● Conduct a group discussion in the class among students on the topic ‘Input and output methods in the fifth generation of computers’.
Possible Response: Input and output methods include voice recognition, gesture control, augmented reality, virtual reality, and brain-computer interfaces.
Sum Up
3 mins
● Conclude the session by summarising that, based on the time period and the advancements in the technology, computers are broadly classified into five generations: first generation, second generation, third generation, fourth generation, and fifth generation. Different devices, like vacuum tubes, transistors, integrated circuits, and microprocessors, are used in different generations.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Questions 3, 4, and 5
B. Tick the Correct Option: Questions 1, 2, and 3
C. Who Am I?: Question 2
D. Write T for True and F for False: Question 3
E. Answer the Following: Question 3
F. Apply Your Learning: Question 4
3. Characteristics and Limitations of Computers
Learning Outcomes
At the end of the session, the students will be able to:
● explain various characteristics of computers.
● discuss the limitations of computers.
Keywords
● Storage: It is the memory of a computer in which it stores pictures, documents, videos, and more.
● Multitasking: Working of a computer on various tasks at the same time is called multitasking.
WEBS at a Glance
Warm Up Engage Build Sum Up
Ask the students about their characteristics. Discuss about different characteristics and limitations of computers.
Group discussion Conclude the concepts Assign homework
Action Plan
Warm Up
● Ask the students about their characteristics.
● Build the concept that, just like you have characteristics like curiosity, adaptability, creativity, and intelligence, computers also have characteristics like speed, accuracy, storage, multitasking, being automatic, and used in communication.
● Also, tell them that computers are incredibly powerful and versatile machines, but they also have several limitations, like they cannot think like humans, need maintenance, and lack emotional intelligence.
Explain the following concepts:
Learning Outcomes
Explain various characteristics of computers.
Discuss the limitations of computers.
Explanation
Discuss with students about the different characteristics of computers, like they are superfast at doing things, being accurate, have a huge memory, do things on their own, multitasking, being automatic, and used in communication, as given on page 9.
Explain about the different limitations of computers, like they cannot think like humans, need maintenance, and lack emotional intelligence, as given on pages 9 and 10.
Check for Understanding
● Read aloud the question provided in the Do It Yourself 1B section and encourage the students to solve the question. Instruct the students to write the answers in their book.
Correct Responses: 1. T 2. F 3. T 4. F
Build
7 mins
● Conduct a group discussion in the class among students based on the topic, “What tasks can be done using a computer?” given in the Discuss section, as mentioned on page 11.
Possible Response: Computers are used for communication, playing games, listening to music, doing calculations, reading books, etc.
3 mins
Sum Up
● Conclude the session by summarising that the computers have characteristics, like speed, accuracy, storage, multitasking, automatic, and communication. It also has some limitations, like a computer cannot think itself, it needs maintenance, and it lacks emotional intelligence.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
B. Tick the Correct Option: Question 5
D. Write T for True and F for False: Questions 4 and 5
E. Answer the Following: Questions 4 and 5
F. Apply Your Learning: Question 5
Working with Tables in Word Processor
Story Time
Story in a Nutshell…
Mel and Conji start their summer vacation with a visit to the Computer Museum, learning about the history of computers. At the Library, they search for a book on Avora’s creation but find it missing. Elder Wizard and Elder Robot suggest looking online, introducing them to the internet as a vast information network. They visit Eva, who’s struggling to organize her birthday party. Mel teaches her to use Google Docs and Slides, and with help from Ms Idea at the Idea Centre, they settle on a robotic theme. Eva creates stunning invitations using Google Slides, and Elder Wizard and Elder Robot teach them to manage a budget using Google Sheets. As the party plans wrap up, they receive a surprise gift for Eva from Mr Fate and a life lesson about happiness. Later, a mysterious message leads them to the “Enchanted Doorway,” where they discover a magical game room. Playing “Space Explorer,” they learn about AI, sparking excitement to explore more of their magical world.
Story in This Chapter…
● After reading about the evolution of Avora, Mel and Conji decide to go to Eva’s room to share this.
● Eva is making a list for her birthday party when Mel and Conji enter her room.
● Mel and Conji tell Eva that they have learnt on the internet how Avora was created.
● Eva tells them that she is busy planning for her birthday party, but it is very difficult to plan everything.
● Conji wants Mel to help Eva.
● Mel suggests using tables in Google Docs to reduce work.
● Conji and Eva both want to learn about tables in Google Docs.
This chapter is divided into the following classroom and lab sessions
1. Creating a Table, Entering, and Editing Data 1
2. Creating a Table, Entering, and Editing Data 2
3. Formatting Tables in Google Docs 1
4. Formatting Tables in Google Docs 2
5. Formatting Tables in Google Docs 3
6. Formatting Tables in Google Docs 4
1. Creating a Table, Entering, and Editing Data 1
Learning Outcomes
At the end of the session, the students will be able to:
● create a table in Google Docs.
● enter data into a table.
● edit a table.
Keywords
● Table: A table is a grid made up of rows and columns.
● Cell: A cell refers to the intersection of a row and a column.
WEBS at a Glance
Ask the students to observe the structure of the timetable of their class.
Explain to the students what a table is and how we can create it. Also, tell them how to enter data into the table and how to edit it.
Action Plan
Warm Up
Group discussion Conclude the concepts Assign homework
● Ask the students to observe the structure of the timetable of their class.
● Build the concept that a table is like a grid made up of rows and columns.
Engage
Explain the following concepts:
Learning Outcomes
Create a table in Google Docs.
Explanation
Tell the students that a table is like a grid made up of rows and columns, as given on pages 39 and 40. Also, explain the steps to create a table.
Enter data into a table. Explain the steps to enter data into a table to the students, as given on pages 40 and 41. Explain how to use the Tab key to move to the next cell and Shift + Tab key to move to the previous cell.
Learning Outcomes Explanation
Edit a table.
Discuss with the students that editing a table means making some modifications to the table structure or changing the data in it, as given on page 41.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 3A section and encourage the students to solve the questions. Instruct the students to write the answers in their books.
Correct Responses:
1. Ask the students to solve this question by themselves. Responses may vary.
2. a. Tab
b. Shift + Tab
Build
7 mins
● Conduct a group discussion in the class among students on the topic ‘How to Edit Data in a Table’.
Possible Response: Locate the cell, click on it to edit, and make the required changes.
Sum Up
3 mins
● Conclude the session by summarising that a table is like a grid made up of rows and columns. The intersection of a row and a column is called a cell. Tables can be created using the Table option from the Insert menu. After creating a table, you can enter data in it. Editing a table means making some modifications to the table structure or changing the data in it. You can click on a cell to edit its data.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Questions 1 and 2
B. Tick the Correct Option: Question 1
C. Who Am I?: Question 2
D. Write T for True and F for False: Questions 1 and 2
E. Answer the Following: Questions 1 and 2
F. Apply Your Learning: Questions 1, 2, 3, and 4
2. Creating a Table, Entering, and Editing Data 2
Learning Outcomes
At the end of the session, the students will be able to:
● create a table in Google Docs.
● enter data into a table.
● edit a table.
Keywords
● Table: A table is a grid made up of rows and columns.
● Cell: A cell refers to the intersection of a row and a column.
WEBS at a Glance Warm Up
Let the students watch the video or the learning slides related to the topic on the digital panel.
Discuss what a table is. Demonstrate the steps to create a table and enter data into it. Also, show them how to edit a table.
Attempt the activity on the Assignment page
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 Creating a Table, Entering, and Editing Data 2.
● 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 a table in Google Docs.
Explanation
Tell the students that a table is like a grid made up of rows and columns, as given on pages 39 and 40. Also, explain the steps to create a table.
Learning Outcomes
Explanation
Enter data into a table. Explain the steps to enter data into a table to the students, as given on pages 40 and 41. Explain how to use the Tab key to move to the next cell and Shift + Tab key to move to the previous cell.
Edit a table. Discuss with the students that editing a table means making some modifications to the table structure or changing the data in it, as given on page 41.
Check for Understanding
● 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.
7 mins
Build
● Instruct the students to click on the Start practice button on the Assignment page to attempt the activity.
● Instruct the students to click on the Confirm button to submit their work when they are done with the activity.
3 mins
Sum Up
● Conclude the session by summarising that a table is like a grid made up of rows and columns. The intersection of a row and a column is called a cell. Tables can be created using the Table option from the Insert menu. After creating a table, you can enter data in it. Editing a table means making some modifications to the table structure or changing the data in it. You can click on a cell to edit its data.
● Assign the additional activity given on the panel to the students as homework.
3. Formatting Tables in Google Docs 1
Learning Outcomes
At the end of the session, the students will be able to:
● format a table.
● change row height and column width in a table.
● split and merge cells in a table.
Keywords
● Formatting: It means to change the overall appearance of a table.
● Row: A horizontal arrangement of cells is known as a row.
● Column: A vertical arrangement of cells is known as a column.
WEBS at a Glance
Warm Up
Ask the students whether they can modify the height of the rows and the width of the columns once the table is drawn on paper or not.
Engage Build Sum Up
Explain about different types of formatting options for tables like changing row height/column width and splitting/merging cells. Group discussion Conclude the concepts
Assign homework
Action Plan
Warm Up
● Ask the students to draw a table in their notebooks. Now, ask them whether they can modify the height of the rows and the width of the columns once the table is drawn on paper or not.
● Now, relate the concept that while you cannot change the row height and column width of a table created on paper, Google Docs allows you to alter the overall appearance of a table. This includes the ability to modify row heights, column widths, and perform actions, such as merging and splitting cells.
Explain the following concepts:
Learning Outcomes
Explanation
Format a table. Explain to the students that formatting means to change the overall appearance of a table, as given on page 42.
Change row height. Discuss with the students that row height is the vertical distance between the top and bottom borders of a row in a table, as given on pages 42 and 43. Also, demonstrate the steps to do so.
Change column width. Define that column width is the horizontal distance between the left and right borders of a column in a table, as given on page 44. Also, demonstrate the steps to do so.
Split cells. Explain to the students that splitting cells in a table can help us separate and categorise information in a clear and structured way, as given on page 45.
Merge cells. Discuss with the students that merging cells is like combining two or more cells in a table to create a single, larger cell, as given on page 46.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 3B section Question 1 and encourage the students to solve the questions. Instruct the students to write the answers in their books.
Correct Responses:
Merging Cells
Merging cells is like combining two or more cells in a table to create a single cell.
Splitting Cells
Splitting cells in a table can help you separate and categorise information in a clear and structured way.
Additional Questions to Check for Understanding
● Rohit wants to increase the horizontal distance between the left and right borders of a column in a table. Which option from the Table properties pane should he use to do this?
Possible Response: He can use Column width option under the Column category.
● If you want to change the height of a row in a table, you need to open Table properties pane. How can you open it from the menu bar?
Possible Response: By selecting Format → Table → Table properties option
● Ravi wants to divide a cell into two parts. Which option should he use to do so?
Possible Response: Split cell
Note: Ask the students the additional questions, if time permits.
● Conduct a group discussion in the class among students on the topic ‘The significance of changing the row height and column width’.
Possible Response: You can change the height of the rows and width of the columns to make things easier to read and more organised.
3 mins
Sum Up
● Conclude the session by summarising that formatting means to change the overall appearance of a table which includes changing row height, column width, and merging and splitting cells. Tell them how to change the row height and column width. Also, discuss with them the process of splitting and merging cells in a table.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Questions 3 and 4
B. Tick the Correct Option: Questions 2 and 4
C. Who Am I?: Questions 1 and 3
D. Write T for True and F for False: Question 3
E. Answer the Following: Question 3
4. Formatting Tables in Google Docs 2
Learning Outcomes
At the end of the session, the students will be able to:
● format a table.
● change row height and column width in a table.
● split and merge cells in a table.
Keywords
● Formatting: It means to change the overall appearance of a table.
● Row: A horizontal arrangement of cells is known as a row.
● Column: A vertical arrangement of cells is known as a column.
WEBS at a Glance
Warm Up Engage Build Sum Up
Let the students watch the video or the learning slides related to the topic on the digital panel.
Discuss the concepts given in slides. Attempt the activity given on the Assignment page
Action Plan
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 Tables in Google Docs 2.
● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.
Explain the following concepts:
Learning Outcomes
Explanation
Format a table. Explain to the students that formatting means to change the overall appearance of a table, as given on page 42.
Change row height. Discuss with the students that row height is the vertical distance between the top and bottom borders of a row in a table, as given on pages 42 and 43. Also, demonstrate the steps to do so.
Learning Outcomes Explanation
Change column width. Define that column width is the horizontal distance between the left and right borders of a column in a table, as given on page 44. Also, demonstrate the steps to do so.
Split cells. Explain to the students that splitting cells in a table can help you separate and categorise information in a clear and structured way, as given on page 45.
Merge cells. Discuss with the students that merging cells refers to combining two or more cells in a table to create a single, larger cell, as given on page 46.
Check for Understanding
● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.
7 mins
Build
● Instruct the students to click on the Start practice button on the Assignment page to attempt the activity.
● Instruct the students to click on the Confirm button to submit their work when they are done with the activity.
3 mins
Sum Up
● Conclude the session by summarising that formatting means to change the overall appearance of a table which includes changing row height, column width, and merging and splitting cells. Tell them how to change the row height and column width. Also, discuss with them the process of splitting and merging cells in a table.
● Assign the additional activity given on the panel to the students as homework.
5. Formatting Tables in Google Docs 3
Learning Outcomes
At the end of the session, the students will be able to:
● add and delete rows and columns in a table.
● apply border and shading to a table.
Keywords
● Border: The border refers to a dark outline around any text or picture that makes it look a little standout.
● Shading: Shading means to set the background colour of a cell.
WEBS at a Glance
Warm Up Engage Build Sum Up
Ask the students to recall the concept of formatting a table.
Discuss how to add and delete rows or columns to and from a table.
Group discussion
Conclude the concepts
Assign homework 5 mins 15 mins 7 mins 3 mins 5 mins
Action Plan
Warm Up
● Ask the students to recall the concept of formatting a table.
● Now, build the concept that once the table is created, you can format the table by adding/deleting rows and columns, applying border and shading, aligning text horizontally and vertically.
Engage
Explain the following concepts:
Learning Outcomes
Explanation
Adding rows and columns to a table. Tell the students that after creating a table, they can add more rows and columns by right-clicking on the row/column and selecting the appropriate option, as given on pages 46 and 47.
Deleting rows and columns from a table.
Discuss with them that they can remove a row/column from a table by right-clicking on the row/column and selecting the appropriate option, as given on page 47.
Learning Outcomes
Applying borders and shading.
Explanation
Describe that applying borders and shading to a table in Google Docs can enhance its visual appeal and make it stand out, as given on pages 47 to 49.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 3B section Question 2 and encourage the students to solve the question. Instruct the students to write the answers in their books.
Correct Response: The border is like a dark outline around any text or picture that makes it look a little standout.
7 mins
Build
● Conduct a group discussion in the class among students on the topic, ‘Why do we need to Align Text horizontally and vertically in the table?’.
Possible Response: Aligning text both horizontally and vertically in the table improves the readability of the content and gives a polished and professional look to the table.
3 mins
Sum Up
● Conclude the session by summarising that you can add and remove rows and columns from a table by right-clicking on row/column and selecting the desired option. Tell them that they can apply border and shading to a table to enhance visual appeal and make it stand out.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
B. Tick the Correct Option: Question 3
C. Who Am I?: Questions 4
D. Write T for True and F for False: Question 4
E. Answer the Following: Questions 3 and 4
F. Apply Your Learning: Question 5
6. Formatting Tables in Google Docs 4
Learning Outcomes
At the end of the session, the students will be able to:
● add and delete rows and columns in a table.
● apply border and shading to a table.
Keywords
● Border: The border refers to a dark outline around any text or picture that makes it look a little standout.
● Shading: Shading means to set the background colour of a cell.
WEBS at a Glance
Let the students watch the video or the learning slides related to the topic on the digital panel.
Demonstrate how to add and delete rows or columns to and from a table.
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 Formatting Tables in Google Docs 4.
● Show the Learning slides one by one and discuss the concepts shown on the slides in the panel.
Explain the following concepts:
Adding rows and columns to a table.
Tell the students that after creating a table, they can add more rows and columns by right-clicking on the row/column and selecting the appropriate option, as given on pages 46 and 47.
Learning Outcomes
Explanation
Deleting rows and columns from a table. Discuss with them that they can remove a row/column from a table by right-clicking on the row/column and selecting the appropriate option, as given on page 47.
Applying borders and shading.
Describe that applying borders and shading to a table in Google Docs can enhance its visual appeal and make it stand out, as given on pages 47 to 49.
Check for Understanding
● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.
12 mins
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.
3 mins
Sum Up
● Conclude the session by summarising that you can add and remove rows and columns from a table by right-clicking on row/column and selecting the desired option. Tell them that they can apply border and shading to a table to enhance visual appeal and make it stand out.
● Assign the additional activity given on the panel to the students as homework.
Scratch 3.0 III
Introduction to Scratch 3.0 3
This chapter is divided into the following lab sessions
1. Introduction to Scratch 3.0 and Its Components
2. Sprites
3. Backdrops
1. Introduction to Scratch 3.0 and Its Components
Learning Outcomes
At the end of the session, the students will be able to:
● explain what coding is.
● describe block-based coding.
● explain about Scratch 3.0.
● start Scratch 3.0.
● identify the components of the Scratch window.
Keywords
● Coding: The process of creating sets of instructions that a computer can understand and execute.
● Scratch: An application program that lets you create your own games, stories, and animations.
● Stage: The area where sprites interact and display the results of your code.
WEBS at a Glance
Warm Up
Let the students watch the video or the learning slides related to the topic on the digital panel.
Engage Build Sum Up
Explain to them what coding is; tell them about block-based coding; introduce them to Scratch 3.0; tell them how to start Scratch and explain the components of the Scratch window. Attempt the activity on the Assignment page. 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 Introduction to Scratch 3.0 and Its Components.
● Show the learning slides one by one and discuss the concepts shown on the slide in the panel.
Engage
Explain the following concepts:
Learning Outcomes
Explanation
Explain what coding is. Tell the students that coding is the process of creating sets of instructions that a computer can understand and execute, as given on page 1.
Describe block-based coding. Tell the students that block-based coding is like putting together a fun and colourful jigsaw puzzle, as given on page 2.
Explain about Scratch 3.0.
Identify the components of the Scratch window.
Introduce the students to Scratch 3.0. Tell them it is an application program that lets you create your games, stories, and animations, as given on page 2.
Start Scratch 3.0. Demonstrate the steps to start Scratch 3.0 to the students, as given on page 3.
Introduce students to the various components of the Scratch window such as block panel, blocks palette, coding area, stage, etc., as given on pages 4 and 5.
Check for Understanding
mins
● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.
● Read aloud the questions provided in the Do It Yourself 1A and 1B sections and encourage the students to solve the questions. Instruct the students to write the answers in their books.
Correct Responses:
Do It Yourself 1A
1. coding
2. blocks
3. block-based 5 mins
● Instruct the students to click on the Start practice button on the Assignment page to attempt the activity. Then, click on the Attempt button to open the activity page.
● Instruct the students to click on the Confirm button to submit their work when they are done with the activity.
● Conclude the session by summarising that coding is the process of creating sets of instructions that a computer can understand and execute. Block-based coding is like putting together a fun and colourful jigsaw puzzle. Scratch 3.0 is a free platform where you can show your creative skills. Also, revise them on how to start Scratch and its various components.
● Assign the additional activity given on the panel to the students as homework.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Questions 3, 4, and 5
B. Who Am I?: Questions 1, 2, 4, and 5
D. Write T for True and F for False: Questions 1 and 4
E. Answer the Following: Questions 1, 2, and 4
2. Sprites
Learning Outcomes
At the end of the session, the students will be able to:
● add a sprite and change its costume.
● animate a sprite.
● duplicate a costume and a sprite.
Keyword
● Sprite: The main character that performs all the actions in your project.
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 how can a new sprite be added, animated and duplicated. Demonstrate how can the costume of the sprite be changed and duplicated. Attempt the activity on the Assignment page.
Action Plan
Conclude the concepts
Assign homework
Warm Up
Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Sprites. Show the learning slides one by one and discuss the concepts shown on the slides in the panel.
Engage
Explain the following concepts:
Learning Outcomes
Add a sprite and change its costume.
Explanation
Explain to the students that they can change or add more sprites to their project as per their choice. Also, they can change the costume of their sprite to give it a different look, as given on pages 6 to 7.
Learning Outcomes Explanation
Animate a sprite. Demonstrate to them the steps to animate a sprite, as given on pages 7 and 8.
Duplicate a costume and a sprite. Demonstrate to the students the steps to duplicate a costume and a sprite, as given on pages 9 and 10.
Check for Understanding
● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers of the questions with the students. If necessary, ask additional relevant questions.
● Read aloud the questions provided in the Do It Yourself 1C and 1D section and encourage the students to solve the questions. Instruct the students to write the answers in their books.
Correct Responses:
Do It Yourself 1C
A. 1. Sprite 2. next costume
3. Choose a sprite 4. When clicked, next costume
B. 1. False 2. True 3. True 4. False
Do It Yourself 1D
1. You can switch between costumes using the switch costume to block. You need to specify the names of the costume in this block.
2. next costume block is used to change the costume of a sprite.
3. These blocks are used to animate a sprite.
Build
7 mins
● Instruct the students to click on the Start practice button on the Assignment page to attempt the activity. Then, click on the Attempt button to open the activity page.
● Instruct the students to click on the Confirm button to submit their work when they are done with the activity.
3 mins
Sum Up
● Conclude the session by summarising how to add a sprite, change a costume, animate a sprite, duplicate a costume, and duplicate a sprite.
● Assign the additional activity given on the panel to the students as homework.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework
A. Fill in the Blanks: Question 1
B. Who Am I?: Question 3
C. Explain the Function of the Icon: Questions 1, 3, 4, and 5
D. Write T for True and F for False: Questions 2 and 5
E. Answer the Following: Questions 3 and 5
F. Apply Your Learning: Questions 1, 3, and 4
3. Backdrops
Learning Outcomes
At the end of the session, the students will be able to:
● add a backdrop.
● change a backdrop.
Keyword
● Backdrop: Backdrops are the background scenes for your sprites to interact with.
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 how can a backdrop be added and changed. 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 Backdrops.
● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.
Engage
Explain the following concepts:
Learning Outcomes
Explanation
Add a backdrop. Tell the students that you can add backgrounds, also known as backdrops, to your project to create various settings or scenes for your sprites to interact with, as given on pages 11 and 12.
Change a backdrop. Tell the students that if they want to change the background while their project is running, they can use special code blocks to do it, as given on page 12.
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
● Instruct the students to click on the Start Practice button on the Assignment page to attempt the activity. Then, click on the Attempt button to open the activity page.
● Instruct the students to click on the Confirm button to submit their work when they are done with the activity. Sum Up
3 mins
● Conclude the session by summarising that they can add backdrops to their project to create various settings or scenes for their sprites to interact with. Revise with them on how to add a backdrop. Also tell them if they want to change the background while their project is running, they can use special code blocks to do it.
● Assign the additional activity given on the panel to the students as homework.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Question 2
C. Explain the Function of the Icon: Question 2
D. Write T for True and F for False: Question 3
F. Apply Your Learning: Questions 2 and 5
Answer Key
Chapter-1 The Journey of Computers
Chapter Checkup
A. Fill in the Blanks.
1. Abacus 2. ENIAC 3. Vacuum Tubes 4. Integrated Circuits 5. Artificial Intelligence
B. Tick () the Correct Option.
1. a. Magnetic core memory 2. b. Third generation 3. a. Python 4. a. Charles Babbage 5. d. Multitasking
C. Who Am I?
1. Charles Babbage 2. First generation 3. Pascaline 4. Leibniz 5. ENIAC
D. Write T for True and F for False.
1. T 2. T 3. T 4. T 5. F
E. Answer the Following.
1. The abacus is one of the earliest counting devices. It was a wooden frame divided into two parts. Both the parts have rods on which the beads move and are used for basic mathematical calculations.
2. Pascaline is the first mechanical and automatic calculator. It is also called the Arithmetic Machine or Adding Machine. It was invented between 1642 and 1644 by Blaise Pascal, a French mathematician and philosopher. It can perform only addition and subtraction.
3. Fifth generation computers use Artificial Intelligence (AI) and Machine Learning (ML) as their main technologies.
4. Characteristics of computers are speed, accuracy, storage, automatic operation, multitasking, and communication.
5. Some of the key limitations of computers are:
a. Computers cannot think like humans.
b. Maintenance cost
c. Lack of emotional intelligence
F. Apply Your Learning.
1. Abacus and Pascaline
2. Napier’s Bones
3. Charles Babbage, Abacus
4. Memory
5. Multitasking
Chapter-2 Working with Tables in Word Processor
Chapter Checkup
A. Fill in the Blanks.
1. grid 2. rows, columns 3. vertical 4. adjacent
B. Tick () the Correct Option.
1. b. Click on the Insert menu.
2. c. Dividing a cell into smaller parts.
3. c. To make the table visually appealing and stand out.
4. c. By adjusting the row height value in the Table properties pane.
C. Who Am I?
1. Format 2. Column 3. Column width 4. Border
D. Write T for True and F for False.
1. F 2. F 3. T 4. F
E. Answer the Following.
1. The intersection of a row and a column is called a cell.
2. A row is a horizontal arrangement of cells or boxes that runs from left to right. On the other hand, a column is a vertical arrangement of cells or boxes that run from top to bottom.
3. Two methods to open the Table properties pane are:
Method 1:
a. Right-click on any cell of your table.
b. Select the Table properties option. The Table properties pane will appear. Method 2:
Select the Format menu Table Table properties option from the menu bar.
4. The Border dash option is used to change the type of border of a table.
F. Apply Your Learning.
1. Do it yourself.
2. Do it yourself.
3. Do it yourself.
4. Do it yourself.
5. Merging cells.
Scratch 3.0 III
Chapter-3 Introduction to Scratch 3.0
Chapter Checkup
A. Fill in the Blanks.
1. Sprite 2. Backdrops library 3. Scratch 4. Stop sign 5. Sprites pane
B. Who Am I?
1. Coding 2. Blocks palette 3. Event category 4. Scratch 5. Coding area
C. Explain the Function of the Icon.
1. when (green flag) clicked – It is an Event category block. It helps the script run when the green flag is clicked.
2. Choose a Backdrop Button – The Choose a Backdrop button helps you add backgrounds to your projects.
3. Costumes – This tab allows you to customise and edit the costumes of your sprites or backdrops.
4. create clone of (myself) – This block allows you to create a clone (copy) of the sprite on the stage.
5. next costume – This block allows you to change the next costume (pose) of the sprite.
D. Write T for True and F for False.
1. T 2. F 3. T 4. T 5. F
E. Answer the Following.
1. Scratch 3.0 is an application program that lets you create your games, stories, and animations.
2. The Sprites Pane contains details about sprites, including name, size, and location.
3. To add a sprite to a project, the Choose a Sprite option is used.
4. The coding area is the area where you assemble coding blocks to create scripts and make your sprites perform actions.
5. Steps to duplicate a sprite in Scratch are as follows:
● In the Sprites pane, click the sprite you want to duplicate.
● Right-click the sprite, which opens a menu.
● Select the duplicate option to create a copy of the selected sprite.
● The duplicated sprite will appear with the same name as the sprite along with the suffixes 2, 3, or so on.
F. Apply Your Learning.
1. Do it yourself.
2. Follow the given steps to choose a background:
● Click on the Choose a Backdrop button in the bottom right corner of the interface.
● Select Choose a Backdrop.
● The Choose a Backdrop dialog box opens. You can scroll through the library to find the 'forest' backdrop.
● Click the backdrop. The selected backdrop appears on the stage.
3. To duplicate a costume in Scratch for a sprite, follow the given steps:
● Click on the sprite you want to duplicate a costume for in the Sprites pane.
● Select the Costumes tab.
● Click the costume to select it.
● Right-click the selected costume. A context menu appears.
● In this menu, click duplicate, and a copy of the costume is created.
4. Tanu can use the created clone of (myself) block to add the same sprite five times.
5. To change the background while your project is running, you can use special code blocks to do it.
● Drag the when clicked block from the Events category.
● Drag the next backdrop from the Looks category and snap it below the when clicked block.
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